ECME

ECME Mentor Award: For an ECME member who gives their time, spirit and energy to the growth, success and recognition of early career medical educators. ECME is delighted to present the 2025 Mentor Award to Dr. Anne Kinsella, McGill University.

Elizabeth Anne Kinsella, PhD is the Director of the Institute of Health Sciences Education (IHSE) and a Full Professor in the Faculty of Medicine and Health Sciences at McGill University. Her scholarship focuses on medical and health professions education, reflective and reflexive practices, conceptions of professional knowledge, and ethics, equity, and epistemic justice in professional practice.

Dr. Kinsella has published extensively on these topics, with over 150 publications. Her work has shaped pedagogical approaches in higher and continuing education and helped catalyze discussions on ethical and socially responsive practice. She has played a key leadership role in developing and overseeing the implementation of two PhD programs in health professions and health sciences education in Canada.

With expertise in interpretive and critical research methodologies, she has mentored hundreds of graduate students and clinician scholars. Through her scholarship and mentorship she seeks to foster more reflective, ethical, and inclusive approaches to education and practice in the health professions.

ECME Mentor Award: For an ECME member who gives their time, spirit and energy to the growth, success and recognition of early career medical educators. ECME is delighted to present the 2025 Mentor Award to Dr. Sandra Monteiro, McMaster University.

Dr. Sandra Monteiro is an Associate Professor in the Department of Medicine’s Division of Education and Innovation and a MERIT Scientist in the Faculty of Health Sciences at McMaster University. She also serves as Director of Simulation Scholarship at the Centre for Simulation-Based Learning.

Her early research challenged the belief that analytical thinking prevents diagnostic errors, demonstrating that increased thinking time sometimes introduces mistakes. She has since highlighted the limits of individual responsibility in error prevention, advocating for systemic approaches to support clinicians. Currently, she applies cognitive and behavioral science to examine how discrimination affects clinical reasoning, advancing equity in health professions education and healthcare.

Dr. Monteiro is committed to mentoring early-career scientists and scholars, providing guidance and support tailored to their individual needs. She strives to help mentees navigate academic challenges, access opportunities, and build confidence in their careers. By offering her time, insights, and encouragement, she hopes to foster an inclusive and supportive academic environment where emerging scholars can develop their own professional identities.

ECME Champion Award: For a faculty member, usually beyond their early career phase, who has shown excellence in leadership, generosity of time commitment, and initiative in their efforts as a role model and mentor of the early career medical educators community.  ECME is delighted to present the 2025 Champion Award to Dr. Faizal Haji,  University of British Columbia.

Dr. Faizal Haji is a Scholar at the Centre for Health Education Scholarship (CHES) at the University of British Columbia, a pediatric neurosurgeon at the BC Children’s Hospital, and an Assistant Professor in the Department of Surgery at the University of British Columbia, where he also co-leads the Surgical Education Research Interest Group and the Global Surgery Lab.

As a Scholar at CHES, Dr. Haji is actively involved in mentorship and supervision of undergraduate, Master’s, and PhD students and engages in collaborative research with colleagues across Canada and internationally on various topics in Health Professions Education. Dr. Haji’s program of research focuses on three broad areas: (i) surgical education, including clinical reasoning, the integration of basic and clinical sciences in surgical training, and entrustment; (ii) the globalization of health professions education, including its implications for international medical graduates (IMGs) and learners, educational policy (e.g. related to admissions, certification, and accreditation), international collaborations, and the migration of pedagogical and assessment approaches (e.g, CBME); and (iii) optimizing the design of simulation-based education for medical and surgical skills training with particular focus on cognitive load and learner engagement.