Professor Rachel Ellaway, University of Calgary, Canada
Dr. Rachel Ellaway is a professor of medical education in community health sciences and co-director of the Office of Health and Medical Education Scholarship at the Cumming School of Medicine, University of Calgary. An internationally renowned scholar and leader in medical education, her substantial contribution is reflected in 328 presentations, 201 publications and 24 book chapters.
Rachel was awarded the 2019 Royal College of Physicians and Surgeons of Canada Duncan Graham Award for Outstanding Contribution to Medical Education.
Professor Des Gorman, University of Auckland, New Zealand
Professor Des Gorman (Ngati Kuri and Ngapuhi) is an Associate Dean of the Faculty of Medical and Health Sciences at the University of Auckland. From 2005 to 2010, he was the Head of the Universi-ty’s School of Medicine. He has a BSc, MBChB and MD degrees from the University of Auckland, as well as a PhD from the University of Sydney. The two doctorates were awarded for in-vivo brain injury research. Professor Gorman’s non-clinical interests include health system design and funding, and health workforce planning and development. He has more than 300 publications.
He is the Chairman of the Orangi Mahi Governance Group (the Ministry of Social Development’s health initiatives) and a member of the Ministry of Health’s Capital Investment Committee. His past roles include being a Director of the New Zealand Accident Compensation and Rehabilitation Corporation (2012-2018), the Executive Chairman of Health Workforce New Zealand (2009-2019), a mem-ber of the National Health Board (2009-2014) and of the Government’s welfare reform group (2009-2010).
Professor Christopher Watling, MD, MMEd, PhD, FRCP(C) Western University, Canada
Chris Watling is Professor of Clinical Neurological Sciences, Oncology, and Family Medicine, Associate Dean for Postgraduate Medical Education, and a Scientist at the Centre for Education Research and Innovation at Western University’s Schulich School of Medicine and Dentistry. He holds a PhD in Health Professions Education from Maastricht University. His research explores how learning unfolds in clinical and workplace settings, how and why feedback influences learning, and how medicine’s professional culture shapes its educational practices. He is an avid teacher of writing, and in addition to his empiric research he has published on academic writing and on qualitative research methodologies.
Prof Lynn Monrouxe Associate Dean for Work Integrated Learning, The University of Sydney
With a background in psychology and cognitive linguistics, Lynn has developed an international reputation for high-quality research in the field of healthcare professions’ education (HPE). Lynn began her career in HPE research working in medical schools in England and Wales (UK), before moving to Taiwan to set up the Chang Gung Medical Education Research Centre in 2015. She presently works in the Faculty of Medicine and Health, at the University of Sydney. Lynn has over 100 peer-reviewed articles in high-ranking medical education and social sciences journals and books. She examines a range of teaching, learning and professionalism-related issues focussing on undergraduate and postgraduate work-integrated learning with a particular interest in identities. Her research draws on a range of quantitative and qualitative social research methods and theories including those from realist and social constructionist epistemologies. She has also pioneered the solicited audio diary method in HPE research and published theory-method advancements. She is Deputy Editor of Medical Education.