I wholeheartedly believe that if we transform the learner, we transform care.
I am a visionary and collaborative leader who inspires and empowers. By instilling confidence in others, I help them reach their full potential as individuals and as a group or team. I value authenticity, integrity, efficiency, and community. My strengths include clear communication, empathy, and assertiveness (when appropriate); I form relationships quickly and build collaborations naturally, while being politically astute. I sincerely celebrate the successes of others. I am detail-oriented, while at the same time being a systems-thinker. I do not shy away from making hard decisions, and clinically I have crucial conversations nearly every day as a neurodevelopmental pediatrician.
According to the Myers Briggs Personality Type Indicator, I am an ‘ENTJ’: I gain energy through interactions with others, take in information through impressions and patterns, make decisions by thinking logically, and achieve my goals through a planned approach. I like to surround myself with people who think differently than I do, but who share a common vision, so that we can address challenges and tackle obstacles together. I approach conflict using a collaborative approach, with the ability to use a balance of competing and compromising styles as indicated. I am learning to listen with the intent to understand, rather than to respond, and to show myself the same compassion I extend to others.
Personally, I have spent time reflecting on my teaching philosophy and how consistently it is portrayed in my interactions with learners. My focus this academic year will be on developing the Existentialism side of learning, which has not been modeled as well as the Essentialism side in medicine. By doing this, I feel that my teaching approach will become much more balanced and learner focused. Following are some of the specific duties I undertake, therefore, in translating such beliefs and philosophy into a facilitator role with learners: • Serving as a resource locator or securing new information on some of the topics identified during needs assessment efforts • Assisting learners assess their needs and competencies so that each person can map out an individual learning path • Mentoring junior faculty, and particularly those with an interest in educational innovation and technology • Precepting learners in clinical encounters through direct observation and timely feedback • Mentoring learners at all stages through the process of finding the proper work/life integration.
Now that I am the Associate Dean, Educational Innovation & Academic Technologies, many of my teaching activities involve support learners and faculty at a leadership and infrastructure level. My day to day teaching still occurs in clinic and in the classroom, providing key, introductory sessions for the medical students on pediatrics, physical examination, and developmental assessment. I oversee the simulation and extended reality portfolios, and provide the learning infrastructure for online, blended, and lecture-recorded learning. I also assist faculty in their pursuit of educational innovation and the integration of new technologies into teaching practice, and assess it in a systematic manner. Clinically, I had been responsible for overseeing the Connect Care delivery for all medical learners in the province with AHS, which provides the training for all residents and medical students at both the University of Alberta and the University of Calgary. I now work with the Virtual Care Provincial Team to support clinical care and teaching during the COVID-19 pandemic.
I wish to create a culture of collaboration and empowerment. My desire as a leader is to communicate with clarity and extend trust. We need to work toward the common goal of serving our community and equipping our students to be the leaders of today by providing them with authentic learning opportunities and mentorship.
My current area of research is a national validation of a conceptual framework for the roles in required in educational technologies, which is in the final manuscript revision. This is a collaborative project with the University of Ottawa with a modified delphi study.
My goal of strengthening research mentorship for the Developmental Pediatrics residency program has been realized through formal and informal mentoring of all the Developmental Pediatrics Residents. These efforts have resulted in a WCHRI trainee grant and an accepted publication on the Emotional Intelligence of Pediatric Residents, in the Canadian Medical Education Journal as the senior author, with my trainee as the first author. Another of my trainees presented a poster with me at the International Association for Medical Education in Europe (AMEE) focused on research of the “Training Needs for Developmental Pediatrics in Saudi Arabia”. Additionally, I sit on a PhD Candidacy Examination Committee in the Faculty of Rehabilitation Medicine, and I am an ad-hoc reviewer for clinical and educational journals.
Assessment, EDI, equity, diversity, inclusivity, Educational Technology, Emotional Intelligence, Medical Student, Physician-Patient Relationship, Professional Identity, Resident, Roles and Competencies
Scholarly ActivitiesI have taken an active role in integrating information technology across the developmental pediatric residency curriculum. During my graduate training in Health Sciences Education (MEd obtained 2014), I became interested in developing new approaches to assessing skill development in pediatric trainees. This inspired my subsequent work in developing a novel and practical electronic learning portfolio (e-portfolio) for the developmental pediatrics residents and fellows. Prior to the e-portfolio, we had limited means to assess residency competency related to the non-medical expert roles. Witnessing how this innovation changed the way we assessed our residents and how actively engaged our learners were in their learning process, I took what I built locally and shared it with other residency programs in the FoMD at the U of A. I then distributed the e-portfolio nationally to other developmental pediatrics residency programs. This innovation has received international recognition, with invitations to present my work through workshops at the International Conference on Residency Education for two consecutive years. Over 50 clinical educators representing a wide variety of medical disciplines from around the world attended each of these workshops. I have also been recognized for my expertise in using social media in academic practice, with a recent invited workshop at the Canadian Paediatric Society (CPS) Annual Meeting.
Recognising that the Royal College of Physicians and Surgeons of Canada examination in Developmental Pediatrics focused predominantly on the medical expert role, I spearheaded a successful, inaugural, Province-wide Developmental Pediatrics, seven-station Observed Clinic Structured Examination (OSCE), which moved beyond the medical expert role to communicator, collaborator, scholar and health advocate. Taken together, the e-portfolio and OSCE provide program directors with the evidence needed to determine resident competency in previously assessment-challenging CanMEDS roles, which is particularly important given the shift to competency-based medical education.
I have received high evaluations and strong narratives on my teaching evaluations. I have also received awards for teaching excellence by the developmental pediatric residents and fellows, both locally and provincially, and was nominated for the national Canadian Association of Medical Education (CAME) award. I have been invited to speak at local, national and international meetings on topics pertaining to ADHD, Autism Spectrum Disorders, and Cerebral Palsy. Since 2015, I have been selected to give the Royal College Review Lecture on Developmental Pediatrics at the National Review Conference for the General Pediatric Residents preparing to sit their final exam. I have also given the National Review Lecture for the Physiatry Residents for their licensing exam on the same topic.
Master of Education
- University of Alberta
Fellow Royal College Physicians Can
- University of Toronto
Fellow Royal College Physicians Can
- Dalhousie University
- McMaster University
Master of Science
- York University
Bachelor of Science
- Roberts Wesleyan College