An Affiliated Scholar (AS) of the Wilson Centre is a researcher whose primary affiliation is with another academic institution or another academic unit at the University of Toronto, but who is contributing importantly to the Wilson Centre goals and objectives through active participation in research programs and/or other academic activities of the unit.
Alan Bleakley, DPhil, PGDip, PGCert, BSc (Hons), FAcadMedEd
Alan is Professor of Medical Education and academic lead for the medical humanities at Peninsula Medical School, Universities of Exeter and Plymouth. His innovative interdisciplinary work has been recognized in the UK through the award of a Fellowship of the Academy of Medical Educators. Alan is an Associate Editor of Advances in Health Sciences Education Theory & Practice and Vice President of the UK Association for Medical Humanities. His research interests are: (1) medical education theory; (2) teamwork in clinical settings; (3) the humanities in medical education; and (4) curriculum reconceptualisation. He has published on all four themes, most recently Medical Education for the Future: Identity, Power and Location (Springer). Alan is currently co-editing Medicine, Health and the Arts (Routledge, 2013), has completed a book on communication in medicine (in review), and is co-authoring a book on Homer and communication in medicine with Robert Marshall. Research by Alan and colleagues on team process in surgical settings has been translated into continuing professional educational programmes in the UK. It was through this work that he originally collaborated with Lorelei Lingard, developing innovative insights into what frustrates teams from developing productive work patterns that support safe practices. As an Affiliated Scholar at the Wilson Centre, Alan hopes to continue to network with members of the Centre and other Affiliated Scholars, bringing passion and innovation to development of rich communities of practice.
Heather Carnahan PhD
Dr. Heather Carnahan is Dean and Professor of Human Kinetics and Recreation at Memorial University of Newfoundland. She also holds a cross-appointment in the Faculty of Medicine at Memorial University, in addition to status appointments in the Department of Occupational Science and Occupational Therapy, the Graduate Department of Rehabilitation Science, and the Institute of Medical Science at the University of Toronto. Dr. Carnahan's basic research has been funded by NSERC continuously since 1991 and involves studying the role of sensory inputs such as touch and vision in the learning, performance and forgetting of skilled movements. She also applies current motor control and learning theory to studying the acquisition of technical clinical skills in medicine and other health professions, and in challenging environments such as marine and zero gravity. Motor learning principles are also studied in the context of simulation-based education.
Carole Chatalalsingh, PhD, RD
Carole Chatalalsingh received her PhD at the Ontario Institute for Studies in Education, University of Toronto in 2011. During her doctoral studies, she was a fellow at the Wilson Centre and held the inaugural Allied Health Education Research Fellowship at University Health Network. Her research focused on the ethnographic studies of interprofessional team members learning in practice to provide collaborative, patient-centerd care. Dr. Chatalalsingh is by training a Registered Dietitian and is sessional faculty at Ryerson University. As a Professional Practice Advisor and Policy Analyst with the College of Dietitians of Ontario, she is interested in healthcare regulation and programs to support competent, interprofessional practice. Her primary research is exploring high-risk dietetic practice and examining policies for safe, competent dietetic practice. As a jurisprudence educator, Carole plans education and evaluation sessions for dietetic internship programs in Ontario including Brescia College, Western University; and the Masters of Public Health, Nutrition and Dietetics, University of Toronto. Dr. Chatalalsingh is the Education Research Rounds Chair at the Wilson Centre.
Carol-Ann Courneya PhD
Dr. Courneya is by training, a cardiovascular physiologist, and as such continues to teach within that discipline to undergraduate science and medical/dental students at the University of British Columbia in Vancouver. Her research interests however are in medical education and include admissions and selection strategies in professional programs, as well as the influence of perspectives of teaching on peer review of teaching excellence.
During her (fabulous) sabbatical at the Wilson Centre in 2007/08 she accomplished two tasks. One was to write nine of ten chapters for her textbook on cardiovascular physiology. The second was an evolution of her long-term involvement in international medical education (participating in starting a new Health Sciences University in Nepal) into a research study. In collaboration with Dr. Lorelei Lingard, she is investigating the constraints and barriers, both institutional and personal, which influence faculties’ participation in international medical education, and the impact on that participation of their interpretation of the broad definition of scholarship.
She currently spends four months per year immersed in medical education research at the Wilson Centre.
Laura Dempster PhD
Faculty of Dentistry, University of Toronto
Laura Dempster is an Assistant Professor at the Faculty of Dentistry, University of Toronto, and the inaugural holder of the Kamienski Professorship in Dental Education Research. She received her PhD from the Institute of Medical Science, University of Toronto; MSc from the Department of Clinical Epidemiology and Biostatistics, McMaster University; and BSc in Dentistry (Dental Hygiene) from the Faculty of Dentistry, University of Toronto. The Dental Research Institute at the Faculty of Dentistry recently established a new research theme: Education Research in Dental and Related Sciences, whose scope comprises interests on a broad range of topics that cross health disciplines. Laura is responsible for advancing this new theme and is looking forward to collaborating with members of the Wilson Centre and other interested scientists on issues related to health professions education. Her research interests lie in the relationship between patient and clinician variables in dental anxiety, the characterization of those variables in student clinicians, and the diversity between novice and expert clinicians in the diagnosis, management, and treatment of dental anxiety.
Dr. Miliard Derbew MD, FRCS, FCS(ECSA)
Pediatric General Surgeon; Dean,Faculty of Medicine, Addis Ababa University
Dr. Miliard Derbew is currently serving as Project Director for Medical Education Partnership Initiative project for Ethiopia. He is also serving as President of the Surgical Society of Ethiopia and Vice president of College of Surgeons East, Central and Southern Africa. (COSECSA) Previously he has also served as Chief Executive Officer (with a rank of Vice President) for the College of Health Sciences, Addis Ababa University (2009 -2011) and Dean of the School of Medicine (2007-2009). He is associate professor of pediatrics surgery since 2009 and has served as an assistant professor from 1998-2009. Dr. Miliard received his MD (1987) and Specialty Certificate in Surgery (1993) from the School of Medicine, Addis Ababa University. He has done his fellowship in Pediatrics Surgery (1998) at Tel Aviv University. He is also founding Fellow of the College of Surgeons of East, Central and Southern Africa (COSECSA, 2002), the Office of International Surgery and Wilson center (University of Toronto, 2006) and the Royal College of Surgeons of England (FRCS, 2007). He has over 20 publications on reputable journals. Currently he is president of the surgical society of Ethiopia and vice president of the College of Surgeons of East Central and Southern Africa.
Sherry Espin PhD
School of Nursing, Ryerson University, Toronto
Sherry Espin RN received her PhD in Health Professions Education from the Institute of Medical Science at the University of Toronto, during that time she was a fellow at the Wilson Centre. Sherry is currently an Associate Professor in the School of Nursing at Ryerson University. She has developed a mixed methods programme of research inquiry related to how professionals on the health care team interact with one another in the context of perceived errors in care, and the impact of these interactions on issues such as the reporting and disclosure of errors. One group of studies has focused on the issue of reporting team-based errors in healthcare settings such as the operating room and the intensive care unit. A second study will describe how simulation can be used to promote reflective debriefing as part of team training for disclosure of errors.
Kevin Eva PhD
Department of Medicine, Centre for Health Education Scholarship University of British Columbia Vancouver, British Columbia
Dr. Eva completed his Ph.D. in cognitive psychology at McMaster University by examining the psychological factors pertaining to premature closure during diagnostic decision-making. During that time he also completed a fellowship in Health Professional Education. He is currently Associate Professor and the Director of Education Research in the Department of Medicine and Senior Scientist in the Centre for Health Education Scholarship at the University of British Columbia. In January 2008 Dr. Eva became Editor-in-Chief of Medical Education. His research interests include the development, maintenance, and evaluation of competence and expertise, including such issues as the selection of students for medical school, clinical reasoning strategies, performance assessment, and the role of self-regulation in professional practice.
David Gachoud MD, FMH, MEd
David Gachoud, MD, FMH, MEd, graduated from the University of Geneva School of Medicine in 2001. He completed his postgraduate training in internal medicine at the University Hospital of Lausanne, Switzerland. In 2008, he came to Toronto where he completed a Wilson Centre Fellowship, as well as a Master's program at OISE/UT. At the Wilson Centre, he benefited from the supervision of Drs. Scott Reeves and Mathieu Albert. Back in Switzerland, he works as an internist and clinical teacher in the Department of Internal Medicine, Lausanne University Hospital. He also holds a position as a medical educator at the Education Unit, Faculty of Biology and Medicine, University of Lausanne. As an educator, he contributes to the areas of InterProfessional Education and Faculty Development. His research interests focus on IPE and patient-centred practice in medical education.
Ming-Jung Ho, MD, DPhil. in Social Medicine
Dr. Ming-Jung Ho is Associate Professor of Department of Social Medicine and Assistant Dean for International Affairs, National Taiwan University College of Medicine. She earned a BA in biological anthropology from Harvard University, an M.D. from University of Pennsylvania, and an MPhil. in Ethnology and Museum Ethnography from University of Oxford, where she received a D.Phil. in Social Anthropology. She has taught in Chang Gung University and National Yang Ming University before joining National Taiwan University where she has won several teaching awards. Dr. Ho's teaching and academic interest lies in the application of anthropology on medical education. She has published articles in Academic Medicine, Medical Education, Medical Teacher, Medical Anthropology Quarterly, and Social Science & Medicine. Her research projects on the theme of cultural competency and professionalism have won prestigious research awards from Taiwan Association of Medical Education and National Science Council, Taiwan. Dr. Ho is also recognized for her organization of national faculty development workshops to promote humanism in medicine.
Simon Kitto PhD
Dr. Kitto is a medical sociologist who has been working in health professions education research since 2002. He is currently the Director of Research, Office of Continuing Professional Development and an Associate Professor, Department of innovation in Medical Education, Faculty of Medicine, University of Ottawa. Simon's main research interests are studying how structural, historical and socio-cultural variables shape interprofessional clinical practice, educational settings and activities. His current research focuses on the nature and role of continuing interprofessional education and practice within the nexus of patient safety, QI and implementation science intervention design and practice.
Roger Kneebone MD, PhD
Dr Roger Kneebone is a Senior Lecturer in Surgical Education in the Department of Biosurgery and Technology at Imperial College London. He holds a PhD in education in the context of surgery, as well as being trained both in surgery and primary care. He researches and publishes widely on surgical education and training and makes extensive use of innovative approaches to teaching (including the use of simulation, mobile learning technology, e- portfolios and electronically supported distance learning). He leads two high profile, national training programmes for new professional roles within surgery, the Perioperative Specialist Practitioner and Surgical Care Practitioner. Roger also leads the UK's first Masters in Education (MEd) in Surgical Education, which started in 2005. The programme is aimed at surgeons, anaesthetists, operating room personnel, standardized patients, educators and others with an interest in surgical education. It has a strong emphasis on educational theory and practice, simulation and educational technology, assessment and research methods. Expertise and interest within the Department of Biosurgery and Technology focus on the development of surgical technology, the use of such technology in surgery and the implications of such developments for training, supervision and assessment. All these resonate with the main themes within the MEd. A now well established and highly successful MSc in Surgical Technology within the Department will allow cross fertilisation between the two Masters programmes.
Lorelei Lingard PhD
Dr. Lorelei Lingard is a leading researcher in the study of communication and collaboration on healthcare teams. She is a Professor in the Department of Medicine at the University of Western Ontario (UWO) and the inaugural Director of the Centre for Education Research & Innovation at the Schulich School of Medicine & Dentistry at UWO. Dr. Lingard obtained her Ph.D. in Rhetoric from the English Department at Simon Fraser University, specializing in rhetorical theory, genre theory, medical discourse, and qualitative methodology. As a rhetorician, she investigates ‘language as social action’: that is, how social groups use language to get things done, and how that language acts on them, their identities, their purposes, their situations, their relationships. Her research program has investigated the nature of communication on inter- professional healthcare teams in a variety of clinical settings, including the operating room, the intensive care unit, the internal medicine ward, the adult rehabilitation unit, and the family health centre. She is particularly interested in how communication patterns influence patient safety, and how learning to talk in sanctioned ways shapes the professional identity of novices. In addition to her team communication research, she is currently intrigued by methodological challenges such as accounting for silence in the study of communication and conceptual projects such as critiquing the individualist discourse of competence. Dr. Lingard’s research program is funded by CIHR, SSHRC, Health Canada, MOHLTC, the RCPSC and other agencies. She has been the recipient of numerous awards for her research, including a Canadian Institutes of Health Research New Investigator award (2003-2008).
Nancy McNaughton PhD
Nancy McNaughton PhD is an Associate Director with the Standardized Patent Program (SPP) at University of Toronto, a position she has held since 1990. Nancy is active as a researcher and educator, in curriculum design and delivery, assessment and remediation activities, as well as in research, with a wide variety of health professional trainees and practicing professionals locally and internationally.
Nancy completed her PhD in Higher Education at the Ontario Institute for Studies in Education (OISE) at University of Toronto in 2011. Her area of research is in the epistemology of emotion and affect in health professional education and the work of standardized patients as non clinician teachers.
Joyce Nyhof-Young PhD
Dr. Joyce Nyhof-Young received her Ph.D. in Curriculum Teaching and Learning from the Ontario Institute for Studies in Education in the University of Toronto. Her thesis research focused on program development and evaluation in the areas of action research in gender issues and science teacher development. Her qualitative research skills are currently being applied to the development of programs in health professional education and patient education. Dr. Joyce Nyhof-Young, an educator and scientist, has a full-time academic appointment as an educator in the University of Toronto Department of Radiation Oncology and the Princess Margaret Hospital, and is cross-appointed to the Centre for Research in Education.
Kathryn Parker PhD
Dr. Kathryn Parker received her PhD at the Ontario Institute for Studies in Education at the University of Toronto in 2006. Her doctoral work focused on the development of an enhanced model for program evaluation which examines the value of measuring cognitive “readiness” when determining the merit of a continuing education program. She received her Master of Arts in Measurement and Evaluation from OISE in 1999. Kathryn has presented her work at various national and international conferences. She has also conducted numerous workshops on program evaluation, curriculum development and needs assessment in continuing education.
Kathryn began working in the area of theory-based program evaluation in 2002. She has worked with numerous academic groups to facilitate and direct program evaluation efforts. These groups include the Department of Family and Community Medicine at the University of Toronto, Centennial College, George Brown College, and the Michener Institute where she served for seven years as the Senior Director, Scholarship, Assessment and Evaluation. Her primary scholarly interests include the development and evaluation of innovative methods of program development and evaluation, knowledge translation and change leadership in healthcare organizations. In addition to her scholarly work, Kathryn currently serves as the Director of the Teaching and Learning Institute and the Simulation Lead at Holland Bloorview Kids Rehabilitation Hospital. She is an Assistant Professor in the Department of Paediatrics at the University of Toronto, an Affiliated Scholar with the Wilson Centre for Research in Education and Evaluation Consultant to the Centre for Interprofessional Education at the University of Toronto. In 2013, she was also awarded the AMS Phoenix Fellowship to explore the value and utility of a new program evaluation framework.
Dr. Goutham Rao
Goutham Rao, MD is currently Vice Chair of the Department of Family Medicine at the University of Chicago and the NorthShore University HealthSystem. He joined the University of Chicago after 15 years at the University of Pittsburgh School of Medicine, where he was Assistant Dean for Faculty Development and Associate Professor of Pediatrics. He received the Dean's Master Educator Award at the University of Pittsburgh in 2008. Dr. Rao is an active researcher in the area of cardiovascular risk screening and management in children. He is also active in trying to improving physicians' understanding of quantitative information – physician numeracy. He has taught clinical epidemiology and biostatistics to medical students for more than ten years. Dr. Rao is Editor-in-Chief of Medical Education Development, a journal dedicated to disseminating systematic descriptions of medical education innovations. He is the author of more than 50 publications, including three books: Primary Care Management: Cases and Discussions (Sage, 1999), Child Obesity: A Parent's Guide to a Fit, Trim, and Happy Child (Prometheus, 2006), and Rational Medical Decision Making: A Case-Based Approach (McGraw-Hill, 2007). Dr. Rao is a graduate of McGill University, School of Medicine, and completed his residency and fellowship training at the University of Toronto and the University of Pittsburgh.
Glenn Regehr PhD
Dr. Glenn Regehr obtained his PhD in cognitive psychology from McMaster University, and during the last year of his PhD, he trained as a research associate in medical education at McMaster University Medical Centre with Dr. Geoff Norman. In August 1993, he joined the University of Toronto Faculty of Medicine as an Assistant Professor and in 1996 he cofounded the Wilson Centre for Research in Health Professional Education where he served as Associate Director, Senior Scientist, and the Richard and Elizabeth Currie Chair in Health Professions Education Research until July 2009. From July to December of 2008, Dr. Regehr also served as the Acting Assistant Dean of the Academy for Innovation in Medical Education at the University of Ottawa. Currently, Dr. Regehr is a Professor and the inaugural Associate Director of Research for the newly established Centre for Health Education Scholarship in the Faculty of Medicine at the University of British Columbia. He also holds a cross appointment with the UBC Faculty of Education, and maintains cross appointments with the University of Toronto Faculties of Education, Medicine, Nursing and Dentistry, and with the University of Ottawa Faculty of Medicine. He has co-authored over 60 peer reviewed grants, 120 peer reviewed journal articles, 200 peer reviewed presentations at national conferences and 70 invited presentations related to the field of health professional education. Recently he has been awarded both the National Board of Medical Examiners Hubbard Award (2007) and the Medical Council of Canada Outstanding Achievement Award (2008) for his contributions to the evaluation of clinical competence. He has also consulted to a variety of health professional regulatory bodies across Canada and the United States regarding models of continuing professional development and has chaired several national and international committees related to education research. He currently sits on the editorial boards of Academic Medicine, Medical Education and Advances in Health Sciences Education (where he serves as both an associate editor and a section editor). In his role as a mentor and teacher, Dr. Regehr has supervised over 50 masters students, doctoral students, postdoctoral fellows, and research fellows, and has served as the formal mentor for many junior faculty members. He has developed and taught Master’s and Doctoral level courses for the OISE program in Health Professions Education Research, as well as faculty development workshops related to educational practice and research.
Paula Rowland, PhD
Paula Rowland completed her PhD in Organizational Studies in 2013. A former Wilson Centre Fellow, Paula's has a research interest in how healthcare systems work. Her primary interest is in the intersections between health care policy and practice, examining the relationships between organizational forms, institutionalized professional practices, and the societal contexts within which all of these processes of organizing are operating. Paula makes use of knowledge and theory from organizational studies, medical sociology, and the sociology of the professions to inform her research. Her dissertation involved an analysis of patient safety discourses operating within a community hospital, examining the potential effects on relationships that are possible between hospitals, professionals, and patients. As an AMS Phoenix Fellow, Paula has an emerging program of research extending this line of inquiry into discourses of "patient centred care". Paula's research has implications for how we consider care, health care reform, and health professions education.
Catherine F. Schryer PhD
Professor and Chair Department of Professional Communication Ryerson University Dr. Catherine Schryer, formerly from the University of Waterloo, is now the Chair of Professional Communications at Ryerson University. Her research focuses on texts in their social contexts, and she typically combines discourse analysis and qualitative methods. In collaboration with Dr. Lorelei Lingard and Dr. Marlee Spafford, she has completed several SSHRC supported studies investigating the role of case presentations in constructing identity formation for healthcare practitioners and subsequently the role of specific texts (such as referral reports and letters) in mediating relations between health care providers. She is currently involved in a SSHRC supported study investigating the text types (oral, written) that mediate the relations among members of health care teams.
Christophe Segouin MD, PhD
Public Health and Health Economics Department, University
Hospital Lariboisiere, faculte de medecine, universite paris 7 denis diderot, Paris, France
Renée Stalmeijer PhD
Dr. Renée Stalmeijer is trained as an educational scientist and holds a PhD is medical education obtained from Maastricht University, the Netherlands. She is the Director for the Master of Health Professions Education within the School of Health Professions Education at the same university where she holds a position as an assistant professor in the department of educational development and research at the Faculty of Health Medicine and Life Sciences. In 2012 Dr. Stalmeijer spent three months as a visiting professor at the Wilson Centre where she worked on building a program of research into the interdisciplinary nature of supervision during workplace learning in the postgraduate medical setting. She has published on topics ranging from clinical teaching to quality assurance in the undergraduate medical curriculum. Currently her research interests lie in the field of workplace learning, the postgraduate learning setting and qualitative research methodologies.