I am an education scientist in the Faculty of Medicine, University of Toronto, studying medical and health professions education. Originally an audiologist, I am also appointed as a faculty member in the Dept. of Speech-Language Pathology and the Rehabilitation Sciences Institute.
Through my research I aim to produce social scientific accounts of what health professionals do in the face of "indeterminate zones of practice." When there is no known 'best' solution, how do professionals create knowledge in practice? And how do they create and deploy this knowledge in practice, while facing systemic and structural constraints? By explicating the ways individuals and systems interact, I hope to develop ways to better prepare and support practitioners, and better inform systems change. One educational approach I study is the impact of teaching and learning critical reflection. My research is informed by theories of epistemologies of practice (reflective practice) and critical social inquiry (critical reflection).
To date, I have studied how health professionals learn to negotiate evidence-informed, systems-based, compassionate, and ethical care in school-based rehabilitation, home care, industry partnerships, and chronic pain management. I employ primarly qualitative research approaches, particularly constructivist grounded theory, institutional ethnography, and critical social inquiry.
I formerly practiced as an educational audiologist and maintain my professional licensure as a registered audiologist through teaching and service work. I also enjoy teaching, facilitating workshops, engaging in collaborative research, and presenting on a range of scholarly topics related to health professions education and practice, including: critical pedagogy, reflective practice, constructions and forms of professional knowledge, professional issues in audiology, and qualitative research methodologies.