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AGENDA

(9:00 - 10:00)
Thirusha Naidu, University of KwaZulu-Natal
Title: Expanding Canada's research footprint in Global Medical Education who to walk with? Where to walk?

Thirusha Naidu (MClin. Psych PhD) is a clinical psychologist practising in the public health context in South Africa. Her research focus in medical education is linked to her work in in Global Health and is inspired by her experiences as Global South participant in Global Health research projects on mental health and infectious diseases (HIV and MDR-TB, FGS etc). Dr Naidu’s research focuses on Global Medical education exploring critical and theoretical perspectives including decolonial and feminist theories. She is interested in how research, authorship and scholarship practices shape dominant and marginalised narratives in medical education research, teaching and clinical practice. Dr Naidu uses research poetry as method for deep reflexivity and to document present and illustrate research findings. Her published work has appeared in The Lancet, Academic Medicine, Advances in HS Education and Lancet Global Health. Dr Naidu has several multinational research collaborations across the Global North and Global South and participates in many global education and research forums. She recently gave a keynote address titled “The Personal in the Professional in the struggle at AMEE 2022 in Lyon France. She is a Fellow of the of Karolinkska Institutet Prize for Research in Medical Education.

(10:00 – 11:00)
Jeffrey Cheung, Department of Medical Education, University of Illinois College of Medicine at Chicago
Title: Getting real about the transfer of learning: Examining the ingredients, processes, and educational activities that foster adaptive expertise

Jeffrey is an Assistant Professor in the Department of Medical Education at the University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA. He received his research training in health professions education at University of Toronto where he completed his PhD concurrently with a research fellowship at The Wilson Centre. His research focuses on applying theories from cognitive psychology (e.g., problem-solving, knowledge integration, and transfer) to clarify how educators can design learning experiences that better prepare learners for the ambiguity they will encounter in their future clinical practice, and how to assess learners’ capacity to be flexible with their knowledge and skills.