Stella Ng PhD
Scientist - The Wilson Centre
Director of Research, Centre for Faculty Development
Assistant Professor, Department of Speech-Language Pathology
Faculty of Medicine, University of Toronto
Dr. Stella Ng is exploring how health professionals create practice-based knowledge within complex social contexts. Her research aims to reveal how health professionals develop and deploy esoteric forms of knowledge when faced with uncertainty or conflicted values, and how existing social and healthcare structures influence practice. One ongoing study focuses on the work that occurs when health professionals must share and negotiate knowledge with schools to support children, with chronic conditions, in accessing school-based health support. Investigating the social and systemic coordinators of practice when healthcare professionals apply various forms of knowledge and enact multiple roles outside of traditional healthcare settings, this research is asking: What forms of knowledge are being used and when? What and whose knowledge is seen as legitimate, and by whom? How are these conceptions and structures of legitimate knowledge being coordinated, socially and systemically?
Answering these types of questions may help the health professions education field approach practical efforts, like competency-based education, evidence-based practice, or curricular design, with empirically rich and nuanced understandings of the dynamic, socially coordinated and constructed nature of practice, and how health professionals develop and deploy practice-based knowledge therein. Stella’s research is primarily influenced by theories of reflective practice as “epistemology of practice” and critical/constructivist qualitative research approaches.
Stella’s PhD is in Health Professional Education from The University of Western Ontario. She is a Registered Audiologist with a pediatric-educational audiology practice background and remains engaged in educational activities in her professional discipline. She finds collaborating with others enriching, and is currently working closely with scholars of adaptive expertise, critical discourse analysis, and critical disability studies. Such collaborations are bolstered by Stella’s primary appointments as Director of Research, Centre for Faculty Development; Education Scientist, Centre for Ambulatory Care Education; and Assistant Professor, Dept. of Speech-Language Pathology, Faculty of Medicine, University of Toronto, and continued affiliation with the Centre for Education Research & Innovation at Western University.
Current Fellow(s): Jacquelin Forsey