Stella Ng




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. Baker, LR, Phelan, S, Woods, NN, Boyd, VA, Rowland, P, Ng, SL et al.. Re-envisioning paradigms of education: towards awareness, alignment, and pluralism. Adv Health Sci Educ Theory Pract. 2021; :. doi: 10.1007/s10459-021-10036-z. PubMed PMID:33742339 .
  2. Spiegle, G, Yin, P, Wright, S, Ng, S, O'Brien, T, Friesen, F et al.. A narrative review of ambulatory care education in Canadian internal medicine. Can Med Educ J. 2020;11 (6):e99-e110. doi: 10.36834/cmej.69333. PubMed PMID:33349759 PubMed Central PMC7749669.
  3. Ng, SL, Rowland, P, Kinsella, EA. Emancipatory knowledge and epistemic reflexivity: The knowledge and practice for change?. Med Educ. 2021;55 (1):8-10. doi: 10.1111/medu.14414. PubMed PMID:33179315 .
  4. Kangasjarvi, E, Ng, SL, Friesen, F, Simpson, JS. Patients as teachers and arts-based reflection in surgical clerkship: A preliminary exploration. Med Teach. 2020;42 (12):1362-1368. doi: 10.1080/0142159X.2020.1807482. PubMed PMID:32847442 .
  5. Snelgrove, R, Ng, SL, Devon, K. Reconceptualizing Ethics Through Morbidity and Mortality Rounds. J Am Coll Surg. 2020;231 (2):244-248.e3. doi: 10.1016/j.jamcollsurg.2020.04.038. PubMed PMID:32479898 .
  6. MacKinnon, KR, Ross, LE, Rojas Gualdron, D, Ng, SL. Correction to: Teaching health professionals how to tailor gender-affirming medicine protocols: A design thinking project. Perspect Med Educ. 2020;9 (3):195. doi: 10.1007/s40037-020-00583-3. PubMed PMID:32410079 PubMed Central PMC7283415.
  7. Simpson, JS, Ng, S, Kangasjarvi, E, Kalocsai, C, Hindle, A, Kumagai, A et al.. Humanistic education in surgery: a "patient as teacher" program for surgical clerkship. Can J Surg. 2020;63 (3):E257-E260. doi: 10.1503/cjs.005319. PubMed PMID:32400846 PubMed Central PMC7829014.
  8. MacKinnon, KR, Ross, LE, Rojas Gualdron, D, Ng, SL. Teaching health professionals how to tailor gender-affirming medicine protocols: A design thinking project. Perspect Med Educ. 2020;9 (5):324-328. doi: 10.1007/s40037-020-00581-5. PubMed PMID:32301051 PubMed Central PMC7550508.
  9. Hayman, K, Wen, M, Khan, F, Mann, T, Pinto, AD, Ng, SL et al.. What knowledge is needed? Teaching undergraduate medical students to "go upstream" and advocate on social determinants of health. Can Med Educ J. 2020;11 (1):e57-e61. doi: 10.36834/cmej.58424. PubMed PMID:32215143 PubMed Central PMC7082477.
  10. Lieff, SJ, Baker, L, Poost-Foroosh, L, Castellani, B, Hafferty, FW, Ng, SL et al.. Exploring the Networking of Academic Health Science Leaders: How and Why Do They Do It?. Acad Med. 2020;95 (10):1570-1577. doi: 10.1097/ACM.0000000000003177. PubMed PMID:31996558 .
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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