The Endowed Scholarship & Education Fund supports projects of up to $15,000 that adds value to the continuum of medical education offered through Queen’s School offemale student at a table studying Medicine e.g. undergraduate medical education, postgraduate training programs or continuing professional development. 

Meet the 2022 successful applicants and hear what winning this funding means to them:

Dr. Sussan Askari (Physical Medicine & Rehabilitation) - Exploring lifestyle medicine programs for undergraduate medical education: a scoping review

"I am sincerely thankful for the funding from SEAMO to examine the characteristics and application of lifestyle medicine education programs for undergraduate medical students. Information from this review will help to create recommendations for developing future educational programs to improve knowledge, build confidence and promote interest in lifestyle medicine for undergraduate medical students."

Dr. Wiley Chung (Surgery) - Decolonization and Indigenization of a surgical curriculum: exploring the perceived impact of a medicine wheel rubric on learner wellness

“I am sincerely thankful for the funding from SEAMO to study the perceived impact of a Medicine Wheel Rubric on learner wellness in surgical education. I am grateful for the opportunity to collaborate with our Indigenous communities and academics to pioneer the decolonization and Indigenization of our surgical curriculum. The funding from SEAMO will help us conduct this important research and share the results widely within our community of educators from the School of Medicine, Nursing, and Rehabilitation Therapy. I aim to inspire our undergraduate and postgraduate health profession programs nationally to follow in our footsteps to weave Indigenous and collaborative practice into their curriculum.”

Dr. Jean Mathews (Medicine, Palliative Care Medicine) Training the trainer: evaluation of a workshop to improve confidence, knowledge and skill among palliative medicine staff physicians with performing and teaching point-of-care ultrasound (POCUS)

“Receipt of this funding (my first successful grant as an independent early career researcher!) is extremely encouraging in many ways. It validates the importance of updating the skills of palliative care providers with technologies such as point-of-care ultrasound (POCUS), so that we can continue to meet the needs of our patients. The current state of POCUS training in Canadian palliative medicine residency programs is not known. By identifying the need for this training nationally and developing a scalable workshop at Queen's University to specifically address POCUS applications in palliative care, we can make a significant educational contribution to improve the quality of palliative care delivery for our patients. Finally, this grant is invaluable to me in my career, as I start to build my research program in palliative care.”

Dr. Ben Ritsma (Physical Medicine & Rehabilitation)Virtual care for amytrophic lateral sclerosis (ALS): provider educational needs assessment to inform development of an educational intervention

“This funding is very meaningful to our group and it provides an opportunity for potential impact on the care of ALS patients locally/regionally, but also more broadly. As we move forward with this work, we are already receiving positive feedback from providers in Kingston and at other Canadian ALS clinics regarding the value of this educational endeavor. We thank the SEAMO Education Fund for this support.”

Dr. David Saleh (Pediatrics)An online case-based “hypothetical patient” exercise for teaching residents skills in the management of patients with type 1 diabetes

“This SEAMO funding will allow us to evaluate an innovative, case-based, interactive module teaching residents how to manage children newly diagnosed with type 1 diabetes.”

Dr. Peter Szasz (General Surgery)Predicting summative performance based on formative decisions

“This funding will allow us to explore how competency-based education strategies are impacting trainee performance in the real world.”

Dr. Jessica Trier (Physical Medicine & Rehabilitation)Exploring academic advisor-resident coaching relationships in postgraduate medical education

“We are grateful for the support of the SEAMO Endowed Scholarship and Education Fund, which will enable us to explore coaching relationships between residents and academic advisors in the context of competency-based postgraduate medical education. To truly understand how to focus these coaching relationships around residents’ growth and development, is imperative that we understand the characteristics of effective coaching relationships between residents and their academic advisors. Insights from this study will help inform future professional development and behaviourally-oriented interventions to optimize these coaching relationships.”

Dr. Amanda Collier (Emergency Medicine) – Dr. Collier was unavailable for comment at this time, but her funded project is titled: Untangling the equity, diversity and inclusion (EDI) dimensions of the 2015 CanMEDS competency framework: implications for medical teaching, learning and practice.