Position: Assistant Professor; Chercheur régulier, C.R.I.R. (Centre de recherche interdisciplinaire en Réadaptation) du Montréal métropolitain www.crir.ca
Building: Davis House, 3654 prom Sir-William-Osler
Office Room: D-45
Mailing Address: 3654 prom Sir-William-Osler, Montréal, QC, Canada H3G 1Y5
Office Phone: 514-398-4496
aliki [dot] thomas [at] mcgill [dot] ca (Email)
Education: BSc (OT), McGill; MEd, McGill; PhD (Educational Psychology), McGill; Post-doctoral fellowship (Knowledge translation) McMaster University
POTH 612: Research Projects
POTH 680: Knowledge Translation in Rehabilitation
OCC1-550: Enabling Human Occupation
Dr. Thomas is Assistant Professor and research scientist at the Center for Medical Education, Faculty of Medicine, McGill University. Dr. Thomas' research is on education and knowledge translation. She is interested in the development and assessment of advanced clinical competencies including evidence-based practice, clincal reasoning, decision-making and the development of professional expertise. Her work spans three major areas of occupational therapy education and practice, from admissions, to professional education (including curriculum design and assessment), and clinical practice. In addition to her research in education, she is involved in research on how to bridge the evidence-to-practice gap where she uses an educational psychology perspective to examine the use of theory in the design and delivery of effective KT interventions. She is also interested in the concept of scholarship of practice and the outcomes of clinical-researcher partnership on clinical practice.
Currently funded research:
Dr. Thomas' research is supported by:
- A Fond de Recherche du Québec - Santé (FQR-S) Research Scholar Junior 1 award
- The Reseau Provincial de Recherche en Adaptation-Readaptation (REPAR)
- The Edith and Richard Strauss Foundation (for Knowledge translation)
Dr. Thomas is accepting applications from students interested in pursuing their MSc or PhD in the Graduate Research Program in the areas of rehabilitation education, evidence-based practice and knowledge translation
educational research, clinical reasoning, evidence-based practice, curriculum design and assessment, evaluation of learning, expertise and expertise development, knowledge translation
Demers M, Thomas A, Wittich W and McKinley P. (2014). Implementing a novel dance intervention in rehabilitation: Perceived barriers and facilitators. Disability and Rehabilitation, 28:1–7. DOI: 10.3109/09638288.2014.955135
Camden C, Shikako-Thomas K, Nguyen T, Graham E, Thomas A, Sprung J, Morris C and Russell D. (2014). Engaging stakeholders in rehabilitation research: a scoping review of strategies used in partnerships and evaluation of impacts. Disability and Rehabilitation, 22:1-11.
Shevell A, Thomas A and Fuks A. (2014). Teaching professionalism to first year medical students using video clips. Early online (doi:10.3109/0142159X.2014.970620)
Thomas A and Law M. (2014). Evidence-based practice supports: A survey of Canadian occupational therapists. Canadian Journal of Occupational Therapy, 81(2):79-92.
Thomas A and Steinert Y. (2014). Faculty development and knowledge translation. In Y. Steinert (Ed.) Faculty development in the health professions: A focus on research and practice. Dordrecht, The Netherlands: Springer.
Thomas A and McCluskey A. (2014). Becoming an evidence-based practitioner. In Law M. & MacDermid, J., editors. Evidence-based rehabilitation: A guide to practice, 3rd edition. Thorofare, NJ: Slack Incorporated.
Thomas A, Menon A, Boruff J, Rodriguez AM and Ahmed S. (2014). Applications of social-constructivist theory for knowledge translation interventions in the health professions: A scoping study. Implementation Science, 9:54 doi:10.1186/1748-5908-9-54
Thomas A and Law M. (2013). Research utilization and evidence-based practice in occupational therapy: A scoping study. The American Journal of Occupational Therapy, 67(4):e55-65.
Zidarov D, Thomas A and Poissant L. (2013). Knowledge translation in physical therapy: From theory to practice. Disability and Rehabilitation, 35(18):1571-7.
Thomas A, Saroyan A and Lajoie PS. (2012). Development of an evidence-based practice reference model: Findings from occupational therapy. Disability and Rehabilitation, 34(3): 311-28.
Thomas A, Saroyan A and Dauphinee WD. (2011). Evidence-based practice: A review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions. Advances in Health Sciences Education: Theory and Practice, 16(2):253-76.
Boruff J and Thomas A. (2011). Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students. Health Information and Libraries Journal. 28(4):264-72.
Rochette, A, Korner-Bitensky N and Thomas A. (2009). Changing clinicians' habits: is this the hidden challenge to increasing best practices? Disability and Rehabilitation, 31(21):1790-4.
Korner-Bitensky N, Menon-Nair A, Thomas A, Boutin E and Mohammad AA. (2007). Practice Style traits – Do they help explain practice behaviors of stroke rehabilitation professionals? Journal of Rehabilitation Medicine, 39:685-92.