Stella Ng

PhD, Reg.CASLPO

Associate Scientist, Li Ka Shing Knowledge Institute

Biography

When there is no clear-cut answer to be found, how can health professionals provide competent and compassionate care? Dr. Stella Ng was motivated by her clinical experiences to study how health professionals learn to practice well in response to the complexities of people’s lives, the health system, and society. Funded by the Canadian Institutes of Health Research, and various foundations, Stella has explicated what health professionals do in value-conflicted, uncertain, and unstable zones of practice. Informed by this research, Stella applies and studies transformative education approaches to support health professionals in being reflective practitioners and agents of change.

Dr. Ng leads and develops curricula, for clinicians and faculty, from local-level to massive open online courses. Currently she sits on a provincial practice advisory committee to set standards, partners with several health professions associations to mobilize knowledge, and consults internationally to inform a clinical teacher education program. She became a registered audiologist in 2006; and while practicing, earned her PhD in Health Professional Education and completed a post-doctoral fellowship in medical education.

Recent Publications

  1. O'Brien, BC, Little, JW, Wamsley, M, Cook, JG, Yuan, P, Rivera, J et al.. Emergent is Authentic: A Sociomaterial Perspective on Simulation-Enhanced Interprofessional Education. Teach Learn Med. ;29 (4):363-367. doi: 10.1080/10401334.2017.1361326. PubMed PMID:29020519 .
  2. Cheng, A, LaDonna, K, Cristancho, S, Ng, S. Navigating difficult conversations: the role of self-monitoring and reflection-in-action. Med Educ. 2017; :. doi: 10.1111/medu.13448. PubMed PMID:28984007 .
  3. Ng, SL, Phelan, S, Leonard, M, Galster, J. A Qualitative Case Study of Smartphone-Connected Hearing Aids: Influences on Patients, Clinicians, and Patient-Clinician Interactions. J Am Acad Audiol. 2017;28 (6):506-521. doi: 10.3766/jaaa.15153. PubMed PMID:28590895 .
  4. Ng, SL, Baker, LR, Leslie, K. Re-positioning faculty development as knowledge mobilization for health professions education. Perspect Med Educ. 2017;6 (4):273-276. doi: 10.1007/s40037-017-0362-0. PubMed PMID:28573502 PubMed Central PMC5542893.
  5. Rowland, P, Ng, S. Multiple boundaries: professional and institutional identities of clinician-scientists. Med Educ. 2017;51 (6):568-570. doi: 10.1111/medu.13278. PubMed PMID:28488298 .
  6. Walsh, CM, Garg, A, Ng, SL, Goyal, F, Grover, SC. Residents' perceptions of simulation as a clinical learning approach. Can Med Educ J. 2017;8 (1):e76-e87. . PubMed PMID:28344719 PubMed Central PMC5344071.
  7. Ng, SL, Wright, SR. When I say… praxis. Med Educ. 2017;51 (8):784-786. doi: 10.1111/medu.13250. PubMed PMID:28295501 .
  8. Halman, M, Baker, L, Ng, S. Using critical consciousness to inform health professions education : A literature review. Perspect Med Educ. 2017;6 (1):12-20. doi: 10.1007/s40037-016-0324-y. PubMed PMID:28050879 PubMed Central PMC5285284.
  9. Ng, SL, Bisaillon, L, Webster, F. Blurring the boundaries: using institutional ethnography to inquire into health professions education and practice. Med Educ. 2017;51 (1):51-60. doi: 10.1111/medu.13050. PubMed PMID:27582407 .
  10. Snelgrove, R, Ng, S, Devon, K. Ethics M&Ms: Toward a Recognition of Ethics in Everyday Practice. J Grad Med Educ. 2016;8 (3):462-4. doi: 10.4300/JGME-D-15-00645.1. PubMed PMID:27413468 PubMed Central PMC4936883.
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Affiliations & Other Activities

  • Director of Research, Centre for Faculty Development, St. Michael’s Hospital & University of Toronto
  • Arrell Family Chair in Health Professions Teaching, St. Michael’s Hospital & University of Toronto
  • Assistant Professor, Department of Speech-Language Pathology, University of Toronto
  • Education Scientist, Centre for Ambulatory Care Education
  • Cross-Appointed Scientist, The Wilson Centre
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