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. MacKinnon, KR, Ng, SL, Grace, D, Sicchia, SR, Ross, LE. Protocols as curriculum? Learning health advocacy skills by working with transgender patients in the context of gender-affirming medicine. Adv Health Sci Educ Theory Pract. 2019; :. doi: 10.1007/s10459-019-09899-0. PubMed PMID:31140013 .
  2. Ng, SL, Crukley, J, Kangasjarvi, E, Poost-Foroosh, L, Aiken, S, Phelan, SK et al.. Clinician, student and faculty perspectives on the audiology-industry interface: implications for ethics education. Int J Audiol. 2019; :1-11. doi: 10.1080/14992027.2019.1602737. PubMed PMID:31084367 .
  3. DeBoer, S, Dockx, J, Lam, C, Shah, S, Young, G, Quesnel, M et al.. Building successful and sustainable academic health science partnerships: exploring perspectives of hospital leaders. Can Med Educ J. 2019;10 (1):e56-e67. . PubMed PMID:30949261 PubMed Central PMC6445314.
  4. Ng, SL, Wright, SR, Kuper, A. The Divergence and Convergence of Critical Reflection and Critical Reflexivity: Implications for Health Professions Education. Acad Med. 2019; :. doi: 10.1097/ACM.0000000000002724. PubMed PMID:30920447 .
  5. Friesen, F, Baker, LR, Ziegler, C, Dionne, A, Ng, SL. Approaching Impact Meaningfully in Medical Education Research. Acad Med. 2019; :. doi: 10.1097/ACM.0000000000002718. PubMed PMID:30920441 .
  6. Baker, L, Wright, S, Mylopoulos, M, Kulasegaram, K, Ng, S. Aligning and Applying the Paradigms and Practices of Education. Acad Med. 2019; :. doi: 10.1097/ACM.0000000000002693. PubMed PMID:30844933 .
  7. Baker, LR, Martimianakis, MAT, Nasirzadeh, Y, Northup, E, Gold, K, Friesen, F et al.. Compassionate Care in the Age of Evidence-Based Practice: A Critical Discourse Analysis in the Context of Chronic Pain Care. Acad Med. 2018;93 (12):1841-1849. doi: 10.1097/ACM.0000000000002373. PubMed PMID:30045049 .
  8. Jones-Bonofiglio, KD, Willett, T, Ng, S. An evaluation of flipped e-learning experiences. Med Teach. 2018;40 (9):953-961. doi: 10.1080/0142159X.2017.1417577. PubMed PMID:29271281 .
  9. Veinot, P, Lin, W, Woods, N, Ng, S. Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery. Can Med Educ J. 2017;8 (3):e37-e48. . PubMed PMID:29098047 PubMed Central PMC5661737.
  10. 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 .
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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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