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Approach & Initial Work

Building leaders and leadership

The Project builds on initial advice that emerged from several successful provincial summits /workshops organized by the AMS in early 2011 on the use of narrative, the role of the hidden curriculum, and the effects of toxic practice environments on medical and nursing education. The key findings emerging from these summits constituted Phase 1 of the project and provided a foundation for discussions leading to the launch of The AMS Phoenix Project.

The AMS Phoenix Fellowship is a key cornerstone of the Project. These prestigious awards are open to a few talented individuals who will play a leadership role in their home institution and across the province in advancing compassionate health care. Each year, a small select group of talented health professionals from across Ontario are awarded an AMS Phoenix Fellowship. The intent of the Fellowship is to provide support to individuals to allow them to devote time to engage in leadership activities that will influence how health professionals develop and sustain their communication skills, empathy, and professional values in learning and practice environments. Fellows build capacity in their home institution and across the province to enable more humane and supportive teaching and practice. Read more…

The AMS Phoenix Call to Caring Grants are strategic investments in projects that are focused on engaging health professionals, educators, and their workplaces in activities that will enrich understanding about what is needed to balance human compassion and technical expertise. Read more…

Focusing on Person-Centred Care

The AMS Phoenix Project: A Calling to Caring embraces the following definition of person-centred care:

Person-centred care is defined as high quality healthcare that respects an individual’s preferences, needs and values, and is provided in an empathetic and compassionate way.

Generating Positive Change

Clinical Environment:

  • Support and legitimize the work of clinicians and educators who are championing the need to balance science and humanism to provide patient-centred care.
  • Unearth the issues behind the hidden curriculum and develop concrete strategies to bring about change.
  • Explore the concept and elements of the “toxic workplace environment” for physicians, nurses and other health professionals.

Teaching Environment:

  • Address the disconnect between what health professionals are taught in the formal curriculum, their needs as care providers, and the expectations placed on them in the workplace.
  • Harness educational activities aimed at improving patient-centred care and invest in reforms that will have a long-term impact on the education of future generations of health care professionals.

Policy Environment:

  • Lobby national organizations (funding bodies, regulatory bodies, policy forums, etc.) to recognize the legitimacy of the work in this area.