OES Virtual Journal Club
The Office of Education Scholarship is pleased to announce our next Virtual Journal Club meeting, facilitated by Drs. Lindsay Herzog and Sarah Wright. We’ll be discussing Hodges BD. Sea monsters & whirlpools: Navigating between examination and reflection in medical education. Medical teacher. 2015 Mar 4;37(3):261-6 which will carry on the great conversation started at our May 12-13 Celebration of Education Scholarship, on the theme of reflection. We hope you can join us for an informal and engaging discussion.
Register in advance for this meeting
A PDF of the paper is available here
Dr. Lindsay Herzog is a family physician at Mount Sinai Hospital and lecturer within the Department of Family and Community Medicine. Following completion of her family medicine residency, she completed a self‐directed Enhanced Skills Program in Adolescent Health, and was the first trainee to complete the Education Scholar Enhanced Skills program. Lindsay is the Associate Faculty Lead for Portfolio in the Temerty Faculty of Medicine MD Program, and Program Co-Director for the Education Scholar Enhanced Skills Program at the DFCM. She is the Equity, Diversity, Inclusion and Social Accountability Lead at the Mount Sinai Academic Family Health Team, and her current research focuses on critical and transformative approaches in medical education.
Dr. Sarah Wright is an education scientist with the Office of Education Scholarship, Department of Family and Community Medicine, and research scientist at Michael Garron Hospital. She takes a critical lens to assessment and admissions 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.