Workshops

Workshop A: Narrative Medicine

Presenter: Dr. Joyce Zazulak

Joyce Zazulak, MSc, MD, CCFP, FCFP, is Associate Professor in the Department of Family Medicine, McMaster University where she practices Family Medicine. She is also the Family Medicine Faculty Development Director as well as the Faculty Lead for Academic Support and Remediation. Dr Zazulak's academic areas of interest include patient-centred care, narrative medicine, and health humanities. She is particularly interested in arts-based training for health care professionals. Collaborating with the McMaster Museum of Art, Dr Zazulak has developed a visual literacy program for family medicine residents, called The Art of Seeing™.
 

Workshop B: Paradigms of Education

Presenters: Jacquelin Forsey and Victoria Boyd

Jacquelin Forsey is a PhD student at the Rehabilitation Sciences Institute at the University of Toronto, as well as a research fellow at the Wilson Centre and the Centre for Ambulatory Care Education. Jacquelin completed her Bachelor of Arts degree in English literature from McGill University before returning to complete additional studies in linguistics and cognitive psychology. Her doctoral research draws on concepts from these disciplines to explore verbal behaviour in the context of physician-patient interactions. Jacquelin is also an active member of the community, working as fellowship representative at the Wilson Centre and co-chair of a patient’s advisory committee at St. Michael’s Hospital.  

   

Victoria Boyd is a PhD student in Health Professions Education Research at the Institute of Health Policy, Management and Evaluation, in collaboration with the Wilson Centre, University of Toronto and a research fellow at the Wilson Centre. She completed a Master of Professional Communication at Ryerson University and an Honours Bachelor of Arts in English and Sociology at the University of Toronto. Drawing on critical social theory, Victoria’s doctoral research explores if and how teaching health professions learners to enact critically reflective practice effects practice outcomes and patient experiences for children with disabilities and chronic conditions who receive health services and supports at school.