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.
My programmatic research focuses on epistemologies of practice (reflective practice and critical theories of practice) in the contexts of: negotiating evidence-informed, compassionate, and ethical care for individuals with chronic conditions, and providing integrated care for children with disabilities. 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 knowledge, professional issues, written communication in educational audiology, everyday ethics, and qualitative methodologies.