Committees & Working Groups

The Alliance of Professional Programs (APP)

The Alliance of Professional Programs provides an opportunity to share best practices between health profession programs and to develop new inter-professional education initiatives. Members of the Alliance are leaders in each of the health profession programs: Physical Therapy, Occupational Therapy, Nursing, Undergraduate Medicine, Postgraduate Medicine, Speech Language Pathology, and Dentistry. The Alliance will meet every 6-8 weeks throughout the academic year.

Education Champions

Education Champions from the basic sciences and from the health professions now meet regularly and are a driving force in implementing the plan across their respective departments, schools and clinical settings.

Basic Science Education Champions Health Professions Education Champions
Adam Finkelstein (Teaching & Learning Services) Joanne Alfieri (Oncology)
Ahmad Haidar (Biomedical Engineering) Natalie Buu (Anesthesia)

Dimitra Panagiotoglou (School of Population and Global Health)

Nicola Casacalenda (Psychiatry)
Jasmin Chahal (Microbiology and Immunology)

Jeff Chankowsky (Radiology)

Emily Bell (Desjardins Centre) Annabel Angela Chen-Tournoux (Medicine)
Mikaela Stiver (Anatomy and Cell Biology) Sherif Emil (Paediatric Surgery)
Lisa Münter (Pharmacology and Therapeutics) Jason Karamchandani (Pathology)
David Langlais (Human Genetics) Srinivasan Krishnamurthy (Obstetrics)
Maxime Denis (Biochemistry) Stuart Lubarsky (Neurology and Neurosurgery)
Melissa Vollrath (Physiology)

Lynn R McLauchlin (Family Medicine)

David Ragsdale (Physiology) Lily Nguyen (Otolaryngology)
Veronique Brulé (Biology) Robert Primavesi (Emergency Medicine)

Terence Hébert (Assistant Dean Education, Biomedical Sciences)

Melina Vassiliou (Surgery)
Tamara Western (Office of Science Education) Francine Wein (Ophthalmology)
Aimee Ryan (Associate Dean, Biomedical BSc, Graduate and Postdoctoral Affairs) David Zielinski (Paediatrics)


Education Leadership Council (ELC)

The council has a mandate to meet and exchange ideas, to discuss educational issues and challenges that cut across the educational portfolios (e.g., undergraduate, graduate, postgraduate, and continuing professional education), and to promote new educational initiatives in the Faculty of Medicine and Health Sciences' Schools and programs.


Learning Environment Action Panel (LEAP)

The aim of the LEAP is to optimize the learning environment for students and residents in the health professions programs. This Panel is a faculty-wide umbrella group represented by the leadership of the learning environment portfolio as well as student and resident representatives. The panel reviews empirical data; it identifies areas of strength and improvement, and also areas requiring further attention. The primary role of LEAP is to identify and enact proactive, solutions-based approaches that can enhance the learning experiences of students and residents in the health professions programs.


Steering Educational Excellence (SEE)

The SEE committee is made up of pedagogical experts and plays an instrumental role in providing oversight and guidance for the Education Strategic Plan to ensure the plan remains dynamic and iterative. Three working groups have emerged from the SEE committee and meet regularly to advance the education enterprise at McGill.

  • Minimize the knowledge-to-action gap (“KT group”): this group is working to identify existing knowledge about best practices in education (from education research), and will then determine how best to transmit this knowledge to educators in the university and in clinical settings.
  • Enhance recognition of educational research and scholarship (“recognition group”): this group is identifying ways to ensure that excellence in teaching and other education-related activities are recognized and supported; that education scholarship and innovation are given consideration in the recruitment and promotion of faculty; and that faculty are evaluated comprehensively in teaching performance. These efforts are intended to shift the culture within the Faculty so that education is valued at the same level as research.
  •  Build capacity and enhance productivity in educational research (“capacity-building group”): this group is building on strategies to increase scholarship and skills in educational research by clinicians and educators, as well as ways to enhance partnerships between researchers and educators.
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