Speaker info coming soon! 

For now, Jump to Keynote (Rania El Mugammar in paired dialogue with Penny Jane Burke) and conference planners' Bios

Aman Sium - curriculum/program subcommittee member

Director, Client and Family Integrated Care, Holland Bloorview Kids Rehabilitation Hospital
Co-Chair, Inclusion, Diversity, Equity and Accessibility Task Force, Holland Bloorview Kids Rehabilitation Hospital

Aman Sium is Director of Client and Family Integrated Care at Holland Bloorview Kids Rehabilitation Hospital, and also inaugural co-chair of the hospital's Inclusion, Diversity, Equity and Accessibility (IDEA) task force. Aman and his team partner with the hospital's community of children, youth and families to co-design meaningful programs and services, research and policy, and direct care experiences. He holds an interest and expertise in the intersections of client and family-centered care, health equity, and human-centered design. Aman is a doctoral candidate in the Department of Social Justice Education at the University of Toronto - Ontario Institute for Studies in Education. 

Beck McNeil - abstracts subcommittee member & short talks moderator

Beck previously worked at St. Mike's in both Leadership & Organizational Development and the Education Portfolio, with a focus in education and advocacy on topics of inclusion, collaborative leadership, and interprofessional collaboration for staff, students and patients. As a trans man, he gender transitioned professionally while in the Education portfolio, finding both personal support and also very interesting critical lenses on how discourses of "disadvantage", power, equity, and allyship can play out in the health care system and health professions education. Since he left Unity Health, he served as Director of Organizational Development at The 519 Church Street Community (2SLGBTQ+) Centre, and as the lead for the City of Toronto's Equity, Diversity and Inclusion (EDI) learning program for staff. He has planned and led several educational events for Faculty Development Day and CFD programming, and graduated from the 2016-18 ESP cohort. He has a passion for engaging people in discussions of systemic injustice, and is dedicated to working towards impactful learning at all levels that invites people to see the structures that marginalize people and a to find and authentic path towards confronting those structures discomfort.

Elizabeth (Eli) Cadavid - communications subcommittee member

Navigating, Negotiating, and Narrating: Re-Envisioning Patient-Centered Chronic Illness Care

Eli Cadavid is the Education Coordinator, Communications & Community at the Centre for Interprofessional Education. Eli manages various projects related to the development and delivery of the Interprofessional Education (IPE) Curriculum at the University of Toronto. Eli also manages the Centre's communication processes, including engagement of our interprofessional Community of Practice, Membership Program, and Patient/Client/Family program and initiatives. Eli Co-Chairs the IPE Patient Partner Advisory Committee which works with the Centre to enhance and foster patient/client/family partnerships and leadership.

Eli is passionate about the work and partnerships that have been fostered with patient/client/family partners who collaborate with and advise faculty/programs to develop, plan, implement, assess, and evaluate the IPE curriculum. These partnerships are essential to our work as it meaningfully includes and foregrounds the needs and priorities for patient/client/family-partnered care. Eli is an enthusiastic, self-motivated, and goal-oriented individual with an interest and expertise in creating meaningful intersections, engagement, and partnership with patients/clients/families.

Farah Friesen - technical subcommittee member

Farah Friesen, MI, joined the Centre for IPE in a Research & Strategy Associate role beginning September 13, 2021, on the heels of a whirlwind (pandemic-focused) year as the Coordinator, Office of the CEO, Women's College Hospital and a prior 6.5-year tenure at the Centre for Faculty Development (CFD). At the CFD, Farah played a number of pivotal roles including as a knowledge broker, research coordinator, and program coordinator. Trained as a librarian (Master of Information), Farah has a passion for facilitating collaboration and informed decision-making through access to information and knowledge mobilization.

Farah's main research interest is in critically examining traditional academic performance indicators, encouraging alternative perspectives on metrics, and working towards a broader (re)definition of research and educational impact. Farah will extend these efforts into supporting the Centre for IPE's research and scholarship agenda.
In her spare time, Farah enjoys working out, thinking about mind-body dualism, following philosophy and psychology debates on free will/determinism, and attempting to watch all the movies from Roger Ebert's Great Movies List (there are close to 500 films and so far she has watched about 300 of them).

Gregory Collins - technical subcommittee member

Gregory Collins holds a bachelor's degree in Psychology from York University and previously worked at Unity Health Toronto (St. Mikes), where he was a Trauma Education Coordinator. Currently, he is an Education Coordinator at the Centre for Interprofessional Education (CIPE) and The Institute for Education Research (TIER). He assists with IPE Curriculum at the University of Toronto, including tasks such as managing the IPE curriculum calendar, addressing student inquiries, supporting practice IPE electives, overseeing the attendance database and communicating information back to faculty, and overall support in the development and delivery of educational IPE opportunities.
His interests include biking around the city, listening to a variety of podcasts, reading nonfiction, and testing out new recipes. 

Jeffrey Kiyoshk Ross - abstract subcommittee member & short talks moderator

Jeffrey Kiyoshk Ross is of the marten clan, and a registered member of Walpole Island Unceded First Nation. He is an Ontario Certified Teacher with over 20 years of communications, journalism, and marketing experience working with First Nation communities and organizations in Ontario. He has been fortunate to teach in Pikangikum, Pickle Lake, and Thunder Bay, and develops and delivers curriculum that is informed by Canada's First Nations, Inuit, and Metis peoples' diverse histories and cultures. He is also an Indigenous consultant who has taught at the Art Gallery of Ontario facilitating discussion on the TRC and Anishnaabek knowledge, and works with organizations to help them inform their hiring practices, help improve Indigenous community involvement, and facilitate cultural competencies. He has a long history of Indigenous program development, intentional community building, and evaluation of learners (both young people and adults). 

Lindsay Baker TforT program lead & curriculum/program subcommittee Chair

Associate Director, Curriculum Integration and Partnerships, Centre for Faculty Development
Assistant Professor, Department of Psychiatry, Faculty of Medicine, University of Toronto

Lindsay is Associate Director, Curriculum Integration and Partnership at the Centre for Faculty Development. She has over a decade of experience in health professions education research in the context of faculty development. Lindsay brings this researcher-practitioner lens to her role as program director (Stepping Stones, Best Practices in Education Rounds, Online Supplements for Education) and program developer (Summer Education Institute) and plays an integral role bridging education and research across all of CFD's programs.

Through her work at CFD, Lindsay has established a reputation as an innovative qualitative methodologist and an award-winning educator. Her research uses constructivist and critical approaches to examine the boundaries and relations between disciplines, professions, and knowledge communities. Lindsay also integrates constructivist, transformative, and critical pedagogical approaches to education in her faculty development practice.

Lindsay Herzog - faculty relations

Lecturer, Department of Family & Community Medicine, University of Toronto and Staff Physician, Mount Sinai Academic Family Health Team

Lindsay Herzog is a family physician at Mount Sinai Hospital and lecturer within the Department of Family and Community Medicine. Lindsay is the Associate Faculty Lead for Portfolio in the Temerty Faculty of Medicine MD Program, and the Equity, Diversity, Inclusion and Social Accountability Lead at the Mount Sinai Academic Family Health Team. Her research focuses on critical and transformative approaches in medical education, seeking to equip trainees with the capacity and motivation to provide care that is equitable and person-centered.

Penny Jane Burke - Keynote paired in dialogue with Rania El Mugammar

Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity, Centre of Excellence for Equity in Higher Education, University of Newcastle, Australia

Professor Penny Jane Burke's personal experience of returning to study via an Access to Higher Education (Enabling) program has deeply shaped her tenacious commitment to equity in higher education over the past 20 years. She was awarded a full-time Economic and Social Research Council (ESRC) PhD studentship from 1998-2001 to study student equity, and upon completion of her PhD (University of London), her first sole-authored book Accessing Education effectively widening participation was published in 2002 by Trentham Books.

Following this, she has generated over $3,500,000 in research funding and has published extensively in the field of equity and social justice in education. Her authored books also include Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007), The Right to Higher Education: Beyond widening participation (Burke, 2012) and Changing Pedagogical Spaces in Higher Education (Burke, Crozier and Misiaszek, 2017, Routledge).

As recipient of the prestigious UK Higher Education Academy's National Teaching Fellowship award in 2008, Professor Burke has been deeply committed to the development of high quality educational opportunities for students from under-represented backgrounds through research, practice and professional development and she has been keynote and invited speaker at numerous high profile events across the globe. Professor Burke is a member of the Australian Commonwealth Department of Education and Training Equity Research and Innovation Panel.

Rania El Mugammar - Keynote paired in dialogue with Penny Jane Burke

Artist, Anti-Oppression Consultant, Liberation Educator

Rania El Mugammar is a Sudanese Artist, Liberation Educator, Abolitionist, Anti-oppression Consultant , multidisciplinary performer, speaker and published writer. Her work explores reproductive justice, transformative justice & abolition, art as liberation and digital justice.

As a writer, Rania's work explores themes of identity, womanhood, Blackness, flight, exile, migration, belonging, gender, sexuality and beyond. Rania's primary mediums are poetry, spoken word and oral storytelling. She is a published poet, storyteller and playwright. Rania is deeply interested in poetic form and the auditory texture of words as well as the visual/aesthetic impact of language and form.
Rania is an experienced anti-oppression, abolition and liberation educator and consultant who is unflinchingly committed to decolonization and freedom as the ultimate goals of her work. She has worked extensively with contemporary arts institutions, STEM based enterprises, media organization, educational institutions and community/grassroots spaces.

Sarah Wright - Abstract subcommittee Chair & short talks moderator

Scientist, The Wilson Centre and Michael Garron Hospital
Assistant Professor, Dept of Family & Community Medicine, University of Toronto

Dr. Sarah Wright's research program explores the (un)intended consequences of educational action that occurs in the intersections between assessment theory and practice. Her work is inspired and informed by a decade of experience as a psychometrician at Newcastle University Medical School (UK). This practical experience has given her insight into how assessment frameworks can limit or support educational goals such as fostering compassionate practitioners or striving for social change. For example, she has combined psychometric and critical approaches to investigate the ways in which admissions policies often work to favour culturally and socially privileged medical students, thereby limiting attempts to improve student diversity. Through improved understanding of how emerging education goals transpire within existing education structures, her research seeks to improve education practice. 

Stella Ng - TforT program lead & curriculum/program subcommittee Chair

Director & Scientist, Centre for Interprofessional Education
Program Lead, Teaching for Transformation and Best Practice in Education Rounds Centre for Interprofessional Education
Associate Professor, Dept. of Speech-Language Pathology and the Institute for Health Policy, Management & Evaluation, and Wilson Centre Scientist, UofT

Stella is passionate about the transformative potential of health professions education, particularly critical pedagogies to enhance the collaborative, compassionate, and ethical aspects of health care practice. This passion was sparked by challenges experienced as a pediatric audiologist in the public-school system, which motivated her to study how people respond to value-conflicted, uncertain zones of interprofessional and collaborative practice. Her tri-council-, ministry-, and foundation-funded research thus explores theories of reflective practice and optimizes educational approaches that foster critical reflection, which she mobilizes into her education and leadership work.

Teaching for Transformation (TforT) OS is a suite of offerings including online education supplements, annual conference, and custom consultations. TforT is brought to you in partnership by the Centre for Faculty Development and the Centre for Advancing Collaborative Healthcare & Education, extra-departmental units of the University of Toronto, hosted at Unity Health Toronto and University Health Network, respectively.

Traditional Land Acknowledgement