Stella Ng


Associate Scientist, Li Ka Shing Knowledge Institute


Stella is an Assistant Professor, Dept. of Speech-Language Pathology, and an Education Scientist. While practicing as an educational audiologist, she earned her PhD in Health Professional Education. Additionally  she completed a Canadian Institutes for Health Research post-doctoral fellowship in Health Care, Technology & Place while working in private practice. Stella is currently the Director of Research at the University of Toronto’s Centre for Faculty Development based at St. Michael’s Hospital. She is joint-appointed as an education scientist at the Centre for Ambulatory Care Education, and is a cross-appointed scientist at The Wilson Centre, which is world-renowned for advancing the science of health professions education and practice.

Stella’s research focuses on epistemologies of practice (reflective practice and critical theories of practice) in the contexts of: compassionate, ethical care, and integrated care for children with disabilities. She employs primarily qualitative research approaches, particularly constructivist grounded theory, institutional ethnography, and critical social inquiry.

Recent Publications

  1. 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 .
  2. 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.
  3. 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 .
  4. 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.
  5. Ng, SL, Wright, SR. When I say… praxis. Med Educ. 2017;51 (8):784-786. doi: 10.1111/medu.13250. PubMed PMID:28295501 .
  6. 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.
  7. 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 .
  8. 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.
  9. Onyura, B, Ng, SL, Baker, LR, Lieff, S, Millar, BA, Mori, B et al.. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2017;22 (1):165-186. doi: 10.1007/s10459-016-9690-9. PubMed PMID:27295217 .
  10. Law, M, Kwong, W, Friesen, F, Veinot, P, Ng, SL. Erratum to: The current landscape of television and movies in medical education. Perspect Med Educ. 2015;4 (6):352. doi: 10.1007/s40037-015-0235-3. PubMed PMID:26621487 PubMed Central PMC4673074.
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Affiliations & Other Activities

  • Assistant Professor, Department of Speech-Language Pathology, University of Toronto
  • Director of Research, Centre for Faculty Development
  • Education Scientist, Centre for Ambulatory Care Education
  • Cross-Appointed Scientist, The Wilson Centre