On June 16, 2025, Isabelle Gagnon, BSc(PT)’92, PhD, began her five-year term as Associate Dean and Director of McGill’s School of Physical and Occupational Therapy (SPOT). A leader in pediatric physiotherapy, she has developed a breadth of expertise through her work at the Montreal Children’s Hospital and the Research Institute of the McGill University Health Centre (RI-MUHC).
Professor Gagnon talks about her first few months on the job, her priorities as Director, the experience she brings to the role and her vision for the future.
What inspired you to take on this role?
From my initial training days as a physiotherapist under the guidance of exceptional teachers and inspiring role models, to the support I have received as a researcher at the RI-MUHC, and my appointment to full professor, the School has given me so much. Over the years, I have found real fulfillment in teaching future rehabilitation professionals and scientists and have built a strong connection to the School. It felt like the right time to step up and give back.
What are your priorities for the School during your first year as Director?
I am determined to gain a deep understanding of the School’s inner workings and to strengthen our sense of community. To begin, I have set a personal goal: to meet every member of the faculty, administration and student council within my first 100 days! In this post-pandemic environment, where virtual work is more common, and with our research labs spread across multiple clinical sites, fostering a collective identity is a challenge. I want everyone to feel more connected to the School and to our shared vision of transforming lives through rehabilitation.
In these first few months, I am also revising and updating the School’s strategic plan to reflect new realities, including the Horizon McGill initiative and evolving priorities within the Faculty of Medicine and Health Sciences.
Another key priority is to increase our presence in the broader community—locally, provincially, nationally and globally. The School has many valuable collaborations with community organizations and clinical partners that deserve greater visibility. From programs that empower youth with disabilities to fully participate in meaningful activities, to policy initiatives that promote equitable access to rehabilitation services, our faculty members are deeply engaged. These efforts reflect our commitment to social impact, and they should be recognized and amplified.
At the policy level, health care is undergoing pivotal restructuring. As clinicians, educators and internationally recognized researchers in rehabilitation science, we should be bringing our expertise to these discussions—within McGill, across Montreal and Quebec and throughout Canada.
Finally, a major priority is our need to relocate to a new facility that can support both current and future teaching and research needs. Our beautiful, century-old buildings have served us well, but they now limit our ability to deliver high-quality education, host research collaborations and attract top students. The University and Faculty are committed to supporting this move, but we must still raise a portion of the funds ourselves to ensure this happens.
How has your experience as a clinician-scientist prepared you for this role?
The future of health care is increasingly interprofessional and patient centred. Alongside my research program, I have continued to practise as a physiotherapist for the past 33 years. That clinical experience keeps me grounded. It reminds me of what it means to be a health care provider and helps me stay connected to the realities our students will face. I think that my blend of research, practice and leadership has really prepared me to lead a school that’s training the next generation of clinicians to be evidence informed, compassionate and adaptable.
As a clinician-scientist, I’ve had to adapt to different environments and work closely with people from many disciplines across multiple sites, whether in research, clinical practice or leadership. This has taught me a lot about how teams collaborate, where the challenges lie and how complex—but rewarding—it can be to work together toward a shared goal. I hope to use these insights to inform how navigate our work at the School in the next few years.
You mention strengthening the School’s engagement and visibility within the broader community. What does this look like?
It is important to me that we include the clinical community and community organizations in our School. This aligns with our strategic themes of community engagement and intersectoral partnerships. I believe that clinicians are valuable in shaping our curriculum and teaching, to ensure our graduates are prepared for today’s health care system. Equally important for both curriculum development and classroom teaching is the inclusion of patients with lived experience. I believe this is the best way to share their perspectives with students before they start their careers.
When I began teaching here, I collaborated with pediatric clinicians from several institutions to explore how best to educate future pediatric physiotherapists. Together, we created a curriculum flow between the University and clinical settings that promoted continuity and ensured students were well prepared for pediatric practice. I would love to expand this model across more areas of our two professions.
Looking ahead, where do you envision the School in five years?
I envision the students, faculty and administration in a new space with accessible, technology-ready rooms, filled with natural light, that can be easily and rapidly adapted to multiple functionalities. The space will follow principles of universal design and sustainability, reflecting the accessibility standards we advocate for as health care professionals.
I imagine collaboration hubs in our new setting being used to facilitate interdisciplinary research, inquiries and innovations with partners from across the University and the community.
I also hope to establish a student-led community clinic, building on the successful pilot student-led pediatric clinic we offered in 2024 (pictured above). This clinic would provide the opportunity to deliver services to underserved populations in the community, while also offering students a unique hands-on experience during their professional training.
Support the School's relocation into newly renovated spaces better suited to teaching and research.