Meridith Marks New Educator Award
This award, named in honour of Dr. Meridith Marks, recognizes individuals in the first
full time phase of their educational professional career who have made a significant
contribution to medical education.
Nominees must be CAME members. A CAME member must make the initial nomination. Members currently serving on the CAME Executive, CAME Board of Directors or the CAME Awards Committee members are not eligible for nomination. Nominations must be formally resubmitted each year to be considered.
The award is presented at the CAME Awards Cocktail Reception during the The International Congress on Academic Medicine (ICAM). The recipient is awarded a commemorative plaque and a prize of $1,000.
Submissions for our 2023 award are now closed! Our adjudication committee is looking forward to reading your award packages! Thank you to all who participated.
The CAME Awards Committee will evaluate candidates based on:
- Teaching activities (quantity, breadth, quality)
- Development or implementation of educational innovations (degree of innovation,breadth of the innovations, acting as a catalyst, etc)
- Scholarly activities in medical education (e.g., research, scientific presentations in medical education at local, provincial and national meetings)
- Impact of the candidate’s activities (e.g. local, provincial or national)
- Research activities in medical education (quantity, funds received, quality)
- Demonstration of leadership in medical education (local, provincial or national)
- Demonstration of administrative abilities and duties at the local, provincial or national or international levels.
- Scientific presentations in medical education (local, national or international meetings)
- Scientific publications in medical education
Submissions must include:
- Maximum of three letters of nomination, two from within the nominee’s institution and one external nomination that address the above criteria. (We ask that these letters illustrate as many examples from the above criteria as possible.)
- A letter of support from the person to whom the nominee reports. If this is also the person making the nomination, then an additional letter of support from a senior educational administrator or leader who is aware of the nominee’s accomplishments will be accepted.
- The nominee’s complete curriculum vitae.
- A current head shot of the nominee.
- A short bio of the nominee which will be circulated to membership and on social media should they be chosen as the 2023 Meridith Marks Award winner.
Nominees are encouraged to contact their local CAME representative for support in the application process.
Please note: If your service time has not been continuous please document any leaves to demonstrate that you have been in an academic position less than seven years. Similarly, if you have held academic positions at more than one institution, the total number of years can’t exceed 7 years. In order to confirm eligibility please contact Mary Cunningham, CAME Association Manager at firstname.lastname@example.org
Please submit nominees for the 2023 CAME Meridith Marks Award via the nomination form.
CAME Meridith Marks New Educator Award: The Meridith Marks New Educator Award, named in honour of Dr. Meridith Marks, recognizes individuals in the first phase of their professional career who have made a significant contribution to medical education. CAME is delighted to present the 2022 Meridith Marks New Educator Award to Dr. Matt Sibbald, McMaster University.
Dr. Matt Sibbald is the Associate Dean of the Undergraduate Medical Education Program at McMaster University and a scientist with the McMaster Education, Research, Innovation and Theory (MERIT) program. His main research interests are in simulation-based education, competency-based education, clinical reasoning and intravascular imaging. He is also an Associate Professor of Medicine, McMaster University and Interventional cardiologist at Hamilton Health Sciences and Niagara Health System.
Matt graduated from the University of Toronto with an MD in 2004, after completing residencies in internal medicine and cardiology. He finished a fellowship in interventional cardiology at University Health Network 2013. Dr. Sibbald completed a Master in Health Professions Education in 2011 and a PhD in 2013 – both from Maastricht University, Netherlands. He is currently the Cardiology Residency Program Director at McMaster University, and Chair of the AFC Committee for Intervention Cardiology at the Royal College of Physicians and Surgeons of Canada. He was formerly the Assistant Dean of the Centre for Simulation Based Learning in the Faculty of Health Sciences.
CAME Meridith Marks New Educator Award: The Meridith Marks New Educator Award, named in honour of Dr. Meridith Marks, recognizes individuals in the first phase of their professional career who have made a significant contribution to medical education. CAME is delighted to present the 2021 Meridith Marks New Educator Award to Dr. Sandra Monteiro, McMaster University.
Dr. Sandra Monteiro is a scientist with the McMaster Education Research, Innovation and Theory (MERIT) program. She has a second appointment to the Centre for Simulation Based Learning as the Assistant Director of Simulation Scholarship. Finally, Dr. Monteiro is seconded to Touchstone Institute as the Director of Research and Analysis, where she oversees the psychometric analyses of high stakes competency assessments for internationally educated health professionals seeking entry to practice in Canada. Her research focuses on clinical reasoning and assessment.
CAME Meridith Marks New Educator Award: The Meridith Marks New Educator Award, named in honour of Dr. Meridith Marks, recognizes individuals in the first phase of their professional career who have made a significant contribution to medical education. CAME is delighted to present the 2020 Meridith Marks New Educator Award to Dr. Meredith Vanstone, McMaster University.
Dr. Meredith Vanstone is an associate professor in McMaster University’s Department of Family Medicine; a scientist with McMaster’s program for Education Research, Innovation & Theory (MERIT) and a member of the Centre for Health Economics and Policy Analysis (CHEPA). She holds a PhD in Health and Rehabilitation Sciences (health professional education) from Western University and postdoctoral training in Health Policy from McMaster University.
Dr. Vanstone is an interdisciplinary researcher who uses qualitative methods to examine the social and ethical implications of policies about health professional education and practice. She has provided social and ethics evidence and consulting to provincial, national, and international health policy decision-makers.
Dr. Vanstone’s work is supported by funding from the Canadian Institutes of Health Research, the Ontario Ministry of Health and Long-Term Care, the Royal College of Physicians and Surgeons of Canada, and the Greenwall Foundation. Dr. Vanstone supervises in the following graduate programs: Health Sciences Education (MSc), Health Research Methodology (Msc and PhD) and Health Policy (PhD).
Dr. Stella Ng
As an education scientist and health professions educator, Stella is committed to education as praxis – a thoughtful integration of critical theory and practice directed toward improving society (see Ng & Wright, 2017). Originally a pediatric educational audiologist, Stella began her scientific career studying reflective practice as what health professionals do in value-conflicted, uncertain zones of practice, e.g. school-based healthcare, homecare, or chronic pain management. Through this research, she identified that critical reflection enabled health professionals to engage in effective, person-centered care in response to systemic constraints and complex challenges. Extending from this theory-building work, Stella now tests ways to authentically teach and assess critical reflection, asserting that critical reflection is necessary for health professionals to be effective in social aspects of healthcare, like advocacy, systems-based practice, collaboration and communication. Her funding from ministry, tri-council, and foundation sources enables Stella to work with talented graduate students and collaborators on this research program.
True to praxis, Stella connect her research to everyday education. She co- develops and leads internationally-reaching education programs on transformative and reflexive approaches to education and education research, and teaches across the health professions education spectrum – from an undergraduate service-learning course to faculty and continuing professional development. Currently Stella is the Director of Research, Centre for Faculty Development and Arrell Family Chair in Health Professions Teaching, Faculty of Medicine University of Toronto at St. Michael’s Hospital; Scientist, The Wilson Centre and Centre for Ambulatory Care Education, and Assistant Professor, Dept. of Speech-Language Pathology.
Dr. Teresa Chan is an assistant professor at McMaster University. Dr. Chan completed her medical school at Western University, and then completed her residency in the RCPSC emergency medicine training at McMaster University. Most recently, she completed a Masters of Health Profession Education at the University of Illinois at Chicago.
Dr. Chan is already an award-winning teacher, having won numerous clinical teaching awards in Emergency Medicine. She teaches learners all across the continuum (e.g. undergraduate, graduate, postgraduate, and even practicing clinicians). Dr. Chan is the current program director of the Clinician Educator Area of Focused Competency (AFC) program and also is the Competency Committee Director for the Royal College Emergency Medicine residency program. She is also the outgoing continuing professional development officer for her Division of EM. Nationally, she is the Royal College Specialty Committee Chair for the Clinician Educator AFC.
Dr. Chan has dedicated much of her early career to mentoring and fostering others in the area of education scholarship. She has been involved in several initiatives to this end, such as the ALiEM Faculty Incubator, the Early Career Medical Educators group, and the CanadiEM.org Digital Scholars Program. Beyond that, she has also worked hard to mentor dozens of medical students, residents, and junior faculty members in developing their academic skills. Her mentorship knows no bounds, as she has regularly sought to use digital tools to connect with collaborators and mentees around the world.
Her programs of research include two main areas: 1) contextualized clinical decision making; 2) improving knowledge translation using education theory and innovation. In terms of her scholarly output, Dr. Chan has also been inordinately prolific. At the time of this award, she will have published more than 100 peer reviewed publications. She also is an award-winning peer reviewer, and serves on the editorial boards of a number of journals including: AEM Education & Training, Canadian Journal of Emergency Medicine, the Journal of Education and Teaching in Emergency Medicine (JETem), Perspectives on Medical Education, and BMJ’s Journal of Simulation and Technology-Enhanced Learning.
Ryan Brydges, Ph.D.
Recently, Ryan was awarded the Professorship in Technology-Enabled Education at St. Michael’s Hospital (SMH) and the University of Toronto. Concurrent with that new appointment, Ryan is now the Research Director & Scientist at the Allan Waters Family Simulation Centre, SMH. In addition to his roles at SMH, Ryan is an Education Scientist at the Wilson Centre, University Health Network, and an Assistant Professor and Education Scientist in the Department of Medicine, University of Toronto. Ryan earned his PhD at the University of Toronto, and completed his post-doctoral fellowship with the Centre for Health Education Scholarship at the University of British Columbia. He translates his training from the disciplines of Kinesiology and Neuroscience to enhance his research study designs.
Ryan conducts research in three related domains: (i) clarifying how healthcare trainees and professionals manage (through self-regulation) their life-long learning, (ii) understanding how to optimize the instructional design of healthcare simulation (and other technology-enhanced learning modalities) for training and assessment of healthcare professionals (iii) identifying best practices in the training and assessment for bedside invasive medical procedures (e.g., lumbar puncture, central line insertion, thoracentesis). Examples of questions he asks include how trainees prepare for future learning, how they learn to self-monitor effectively (i.e., think about their own thinking), how educators and trainees differ in their conceptions of learning, how validity evidence is collected and organized in assessment of health professionals, and how to design training using educational technologies (e.g., iPad apps, web-based simulators) to enhance learning outcomes.
Ryan teaches in local, regional, national, and international settings, with learners from all stages of training (i.e., undergraduate to graduate students to continuing professional development). For example, he is a part of the ‘aster faculty’ of two courses offered by the Royal College of Physicians and Surgeons of Canada Practice, Performance, & Innovation Unit. He also serves as an Associate Editor for the journal Advances in Health Sciences Education, and a Senior Editor for the journal Advances in Simulation.
Dr. Meredith Young, PhD
Meredith Young is an Assistant Professor in the Department of Medicine and a Research Scientist at the Centre for Medical Education at McGill University. She obtained her PhD from McMaster University in Psychology in 2009. Her research program tackles two main themes: 1) the cognitive mechanisms and understandings of clinical reasoning and 2) issues of validity in assessment in health professions education. More specifically, she studies how learners select relevant information, how they formulate hypotheses, develop treatment plans, and is interested in the development of expertise and markers for expert performance. She also investigates various conceptions of validity and validation, and how these understandings can influence assessment practices.