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Health Sciences

Custom program developed for Health Science leaders

Health Sciences Leadership Series

A program designed to improve the leadership capabilities and communication skills of Health Sciences faculty members.

Visit the Faculty of Health Sciences website to register.

By Mark Kerr, Senior Communications Officer

Health Sciences faculty members spend years training for their roles as educators, researchers and scholars. In many cases, though, there aren'™t the same opportunities to develop specific skills required for their administrative and managerial duties.

The Office of Faculty Development in the Faculty of Health Sciences aims to change that by collaborating with the Human Resources Department on a new management development program. The Health Sciences Leadership Series will launch this September with the first cohort of 30 participants completing six full-day sessions throughout 2014-15.

"This program is modelled after one that myself and a number of other faculty had the opportunity to take several years ago," says Tony Sanfilippo, Associate Dean, Undergraduate Education, Faculty of Health Sciences. "In retrospect, the content has proven to be highly relevant and practical. The Health Sciences Leadership Series will be invaluable to any faculty members charged with administrative responsibilities or curricular development."

Human Resources designed the program specifically for Health Sciences faculty members. The material will cover challenges, situations and conflicts they will encounter in their day-to-day work. Dr. Sanfilippo says participants will gain a deeper understanding of their leadership capabilities, expand their communication skills, enhance their project management skills, and improve their ability to build relationships both within and outside their department.

The Health Sciences Leadership Series will be invaluable to any faculty members charged with administrative responsibilities or curricular development.

Tony Sanfilippo, Associate Dean, Faculty of Health Sciences.

With the Health Sciences Leadership Series, Queen's Human Resources Department continues to expand its leadership development programming. The department has offered a similar program for non-academic managers since 2009.

"œWe are excited to partner with the Faculty of Health Sciences to extend this valuable leadership training to their faculty members," says Al Orth, Associate Vice-Principal, Human Resources. "We are hopeful that the positive outcomes of this series will result in opportunities to work with other faculties on similar programs in the future."

The series has the added benefit of meeting the accreditation criteria for two professional organizations. It is an accredited group learning activity for the Royal College of Physicians and Surgeons of Canada. The program also meets the accreditation criteria of the College of Family Physicians of Canada.

Online registration is now open with the first session slated to take place Sept. 16. More information is available on the Faculty of Health Sciences website or by contacting Shannon Hill, Learning Development Specialist, Human Resources, at ext. 74175.
 

School of Rehabilitation Therapy marks 50th anniversary

Fifty years ago, Dr. David Symington proposed that Queen’s University establish the School of Rehabilitation Therapy in order to respond to shortages of occupational and physical therapists locally and nationally.

MOMENTS IN TIME
• Master’s program in Rehabilitation Science approved and accepts its first students, 1988.
• Director Malcolm Peat leads the creation of the International Centre for Advancement of Community Based Rehabilitation (ICACBR), 1991.
• Admission criteria for BSc programs change, requiring a minimum of one year of university education with specific prerequisites, 1997.
• The School of Medicine and the School of Rehabilitation Therapy were joined by the School of Nursing to become the current Faculty of Health Sciences, 1998.
• PhD program in Rehabilitation Science implemented, 2000.
• DSc in Rehabilitation and Health Leadership (DSc RHL), a professional doctorate program, receives approval in 2017 for implementation in 2018.

This year, the School celebrates a 50 year legacy of contributing to the everyday lives of individuals and communities across the globe through the work of its graduates, students, faculty, and staff.

“The initial request to establish the School was sent January 9, 1967 to Dean Edmund Harry Botterell,” says Marcia Finlayson (Director, School of Rehabilitation Therapy, Vice-Dean, Health Sciences). “The request was positively received, and it was decided to establish a School of Rehabilitation Therapy with two divisions - occupational therapy and physical therapy.”

By September of that same year, the school was accepting its first cohort of students into its three-year diploma programs in either occupational therapy or physical therapy.  When it launched, the school was located in Brockington House and Dr. Symington was its director.  Muriel Driver oversaw the occupational therapy program while Dr. Roy Walmsley oversaw the physical therapy program.

A lot has changed over 50 years. The School of Rehabilitation Therapy relocated to the Louise D. Acton Building in 1972, where it remains today. Incoming cohorts of occupational therapy and physical therapy students have grown from 20 to 148 students, and the credentials for each discipline have evolved from a three-year diploma, to a four-year Bachelor of Science (1972), to a Master of Science (2004).   

Additional programs have been developed and launched over the years including a Master of Science in Rehabilitation Science (1988), a PhD in Rehabilitation Science (2000), a Graduate Diploma and Master of Science in Aging and Health (2015), and a PhD in Aging and Health (2016). In 2017, the School received approval to launch a Doctor of Science in Rehabilitation and Health Leadership, commencing in May 2018. The student population of the School of Rehabilitation Therapy has grown to over 350 and, since inception, over 3,500 students have graduated from the School. 

“The growth and evolution of the School of Rehabilitation Therapy is a testament to the quality of our educational programs, the growing roles of occupational therapists and physical therapists across the health care system, and our commitment to research that informs and advances rehabilitation practice,” says Dr. Finlayson.

Over the anniversary year, members of the School of Rehabilitation Therapy, along with a committee of alumni, have been collaborating on a variety of celebratory activities in honour of this important milestone, culminating with a Gala taking place in Kingston on Saturday, September 23rd.

The Gala is an evening event with dinner and music that celebrates the School’s five decades of academic achievement.  Guests will be treated to a proclamation by Kingston’s Town Crier, Chris Wyman, musical entertainment, a retrospective slideshow and a collection of donated artifacts and memorabilia including the graduation gown worn by Muriel Driver when she received her BSc degree from Queen’s. In addition to alumni attendees from across the School’s 50 years, invitees will include current and former directors, faculty, and staff.

For more information on the School’s 50th Anniversary and the upcoming Gala dinner event, please visit the website.

Helping post-graduate residents become better teachers

The way students learn is constantly evolving and ensuring that the School of Medicine’s residents are prepared for their teaching responsibilities is the ongoing focus of a blended learning program.

Developed by the team of professors from the School of Medicine, Lindsay Davidson, Michelle Gibson, Stephen Mann, along with Lynel Jackson, Instructional Design and Training, Education Technology, Faculty of Health Sciences, and Sheila Pinchin, Manager, Educational Development and Faculty Support, Faculty of Health Sciences, the program addresses one of the major challenges in medical education – ensuring that post-graduate residents are well prepared for their role as teaches and supervisors of undergraduate medical students in clinical settings.

"Faculty and staff from the School of Medicine receive the Educational Technology Award, one of six Principal’s Teaching and Learning Awards."
A team of faculty members and staff from the Faculty of Health Sciences won the Educational Technology Award, one of six Principal’s Teaching and Learning Awards. From left: Dr. Lindsay Davidson; Lynel Jackson; Dr. Michelle Gibson; Dr. Stephen Mann; Sheila Pinchin; and Principal Daniel Woolf. (University Communications)

The result is a “backbone” of four online modules that provides first-year residents, who have only recently graduated from medical school themselves, with the tools and background they need to succeed as teachers and mentors for undergraduate students. The modules are linked with a two-day symposium that provides some “face-to-face teaching,” that reinforces the materials, Dr. Davidson explains.

For their work on the program, the team received the Educational Technology Award, one of six Principal’s Teaching and Learning Awards. The award recognizes the innovative use of technology to enhance teaching and learning at Queen’s. An award is available both for faculty and/or staff.

“I think that people are recognizing more and more that medical education starts in medical school but it continues right through into practice,” Dr. Davidson says, adding that residents do an enormous amount of teaching and supervision of undergraduate students in the clinical setting. “What we are recognizing more than anything is that relationship is a really important influence and can really impact on the student’s experience. Yet, before this program was introduced, when you graduated from medical school you really hadn’t learned much about teaching and supervising junior learners. So really this was an initiative to solve that problem.”

By completing the modules residents gain information on wide range of topics including  medical student course objectives, best practices in supervising trainees, effective ways of providing feedback as well as other tips to succeed as a clinical teacher.

Once the program has been completed the modules remain accessible to the residents so they can review the modules throughout the residency, which can last from two to five years.

Building upon the success the modules have been reused and repurposed for faculty members, says Dr. Davidson.

“We have regional faculty members because we have students who are placed in hospitals all over the province and those faculty members” she says. “So we are reusing the modules with some small revisions to introduce those faculty to ‘this is what the Queen’s medical program is like, this is what the objectives are, this is what we expect students to do,’ those sorts of things.”

The Principal’s Teaching and Learning Awards, created in 2015, recognize individuals and teams who have shown exceptional innovation and leadership in teaching and learning on campus. The awards are administered by the Centre for Teaching and Learning (CTL).

The Educational Technology Award is sponsored and coordinated by Information Technology Services. Nominations for the 2017 are currently being accepted. All nominations should be sent electronically in PDF form to the chair of the selection committee via stacey.boulton@queensu.ca no later than Tuesday, Aug. 1, by 4 pm.

For more information about the award and the nomination form and process, visit the CTL website.

Queen’s student joins Canada 150 sea expedition

"Queen's student Thomas Dymond explains the Canada C3's route through the Northwest Passage"
Thomas Dymond makes a presentation on the Canada C3 project, a 150-day excursion aboard a refitted icebreaker from Toronto to Victoria through the Northwest Passage. Mr Dymond will be aboard the ship July 22 to July 29. (Photo by Andrew Van Overbeke)

One of Queen’s own has been selected to take part in a high profile expedition this summer as part of the Canada 150 project.

Thomas Dymond, a second-year student at the School of Medicine, says he is excited for the opportunity to work with the Canada C3 project, a 150-day excursion aboard a refitted icebreaker, as it sails from Toronto to Victoria through the Northwest Passage.

 The journey, Mr. Dymond says, is about engaging Canadians from coast to coast to coast: the three Cs which give the expedition its name.

“It’s about bringing people together and exposing different people to different parts of Canada, parts they wouldn’t otherwise get to see,” he says.

Mr. Dymond will be boarding the expedition from July 22 to July 29 as it travels its sixth leg from Nain, Newfoundland and Labrador, to Iqaluit, Nunavut. He will be joined by youth ambassadors like himself, as well as scientists, artists, and Indigenous elders, among others, each with a different representative role to play.

Of Mi’kmaq heritage and the recent recipient of a national Indspire Award for outstanding Indigenous youth advocacy, Mr. Dymond sees his role, first and foremost, as being a positive representative of his diverse identities.

“Regardless if I intend to only represent myself on this journey, I am still going to be looked on as an Indigenous person, as a youth, and as a medical student, and so I need to respect my representation of those identities,” he says.

As an Indigenous youth in particular, Mr. Dymond feels that his participation in the C3 expedition is an opportunity to promote conversation about the Canada 150 project and interact with the Indigenous resistance movement surrounding it.

“It will be challenging at times to go into places that may not be welcoming of the project. I am trying to go into this experience with an open mind and facilitate some of these difficult conversations,” he says, “We’re going into communities, many of which are Indigenous, to listen to their stories. We are not going there to shape those communities, but to learn from and be shaped by them.”

To Mr. Dymond, such a conversation means discussing the negatives of Canada’s colonial history, while also highlighting the achievements of the Indigenous population.

“I think it’s important for the conversation to include the movers and shakers, the people protesting Canada 150. But also to have the other side of it, the Indigenous population who believe that they can celebrate Canada 150 because it means that they are still present and thriving and are part of the movement towards reconciliation,” he says.

Mr. Dymond says it has been difficult for him to find positive representation of his community in the media. Ultimately, he hopes that by participating in this project he will be able to shed light on the prosperity of Aboriginal Canadians.

“I feel like most of the time, the media is so focused on the issues that Indigenous communities face,” says Mr. Dymond, “My hope for this project is to have positive experiences that I can then share at home and with Canada.”

As a part of this goal, Mr. Dymond will be broadcasting his Canada C3 experience through his personal social media accounts. To stay updated on his journey, visit him on Twitter and Instagram at @tdymond91.

Learning for life

Principal Daniel Woolf presents a Teaching and Learning award to (from left to right) Sandra Halliday, Sheila Pinchin, Dr. Melanie Walker, Dr. Heather Murray, and Suzanne Maranda.

When the School of Medicine at Queen’s initiated a curriculum renewal process for the MD program in 2009, Heather Murray (Emergency Medicine) saw an opportunity to enhance the education of medical students in evidence-based medicine and research skills training.

The study and practice of medicine is constantly evolving, and there is an endless amount of information and new knowledge being created through research and then being shared through studies and journals. Long after they’ve graduated, Dr. Murray explains, doctors need to be able to access new information and understand it before they can apply it.

“As our knowledge and understanding of human disease and how we treat it changes, the management of these conditions change,” Dr. Murray says. “So our students must graduate with a framework for understanding what they don’t know and finding valid answers. We can’t teach them a static body of knowledge that will apply anymore. We have to teach them a series of steps they undertake to educate themselves as they go forward because the target is always moving.”

The plan, in short, was to teach students how to be continual learners while, at the same time, the School of Medicine reduced the amount of lecture-based learning in the program. This meant teaching students how to approach the vast body of information, critically analyze it, and then, if deemed viable, apply it.

The result was an innovative new curricular plan for each year of the four-year program, developed by Dr. Murray and a multidisciplinary team including fellow faculty members Melanie Walker (Division of Cancer Care and Epidemiology) and Linda Levesque (Centre for Health Services and Policy Research), Sheila Pinchin, Manager - Educational Development and Faculty Support, School of Medicine, as well as Suzanne Maranda and Sandra Halliday of the Bracken Library.

In 2015, the team received the Curriculum Development Award, one of six Principal’s Teaching and Learning Awards. The award recognizes excellence in curriculum or program development through collaborative efforts by committees, teams, units or departments.

As the curriculum renewal progressed, so did the introduction to evidence-based medicine and research.

The initial step in 2009 saw Dr. Murray and Dr. Levesque develop a first-year course in evidence-based medicine, MEDS 112, also referred to as CARL – Critical Appraisal, Research and Lifelong Learning.  Throughout first year, further sessions would be held in a variety of courses to entrench the connections.

“We slowly evolved this curriculum over the years where the students would do this foundational stuff in the CARL course: they would learn how to read papers and how to interpret results, and the basic skill set was to be a literate consumer of medical evidence,” Dr. Murray says. “Then the students would do these practical application sessions where I would team teach with a faculty member in a clinical course and we would do a deep dive and read a paper and apply it to some case scenarios.”

This is followed by a second newly designed course: the critical enquiry course (MEDS 232) in second year. In small groups of three students with one faculty mentor, the focus is on developing a research proposal longitudinally over the year, building upon the skills they gained in first year.

“In this course they conduct a literature search, they do a bit of critical appraisal, and then they build their own research proposal,” Dr. Murray explains. “And many of the students use that course as a launch pad to actually do research in the summer after their second year.”

The curriculum continues in third and fourth years, as the students conduct their clinical clerkships, where they complete a written exercise of asking questions, finding and appraising evidence and then writing up an actual patient case they have been involved with for each rotation.

The Principal’s Teaching and Learning Awards, created in 2015, recognize individuals and teams who have shown exceptional innovation and leadership in teaching and learning on campus. The awards are administered by the Centre for Teaching and Learning (CTL).

Nominations for the 2017 Curriculum Development Award are currently being accepted. All nominations should be sent electronically in PDF form to ctl@queensu.ca no later than Tuesday, Aug. 1, by 4 pm. For more information about the award and the nomination form and process, visit the CTL website

Five Queen’s students earn Vanier scholarships

Five Queen’s University doctoral students have earned Vanier Canada Graduate Scholarships designed to help Canadian institutions attract and retain highly qualified doctoral students. The five winners’ areas of study include breast and lung cancer, exercise training programs, pre-cancerous cells, emotions, and persistent genital arousal disorder.

The scholarships provide each student with $50,000 per year for three years during their doctoral studies.

“These are Canada’s most prestigious awards for doctoral students and they will put these young scholars on solid footing for future research success,” says Brenda Brouwer, Vice-Provost and Dean, School of Graduate Studies. “Our five new Vanier Scholars have shown their tremendous research potential. They are also role models for other students at Queen’s, and will mentor their colleagues and peers. We congratulate them on their success.”

This year's recipients include:

Taha Azad

Taha Azad - Mr. Azad has developed a light emission-based biosensor tool to detect interactions between proteins involved in Hippo signaling. The Hippo signaling pathway is involved in restraining cell proliferation. The tool allows the discovery of regulators, which are capable of promoting cancer cell proliferation and metastasis. Mr. Azad is funded by the Canadian Institutes of Health Research.

 

Elina Cook

Elina Cook - Ms. Cook’s work aims to enable earlier surveillance and treatment for blood cancer development in the elderly. For Canada’s aging population, this may facilitate a shift toward more targeted, preventative medicine. Additionally, this means that aggressive, often unsuccessful cancer therapies could be avoided in an already frail population, which would improve individuals’ quality of life and the healthcare burden overall. Ms. Cook is funded by the Canadian Institutes of Health Research.

 

Kalee De France

Kalee De France - Ms. De France is exploring emotions and how individuals learn to regulate emotions in order to operate in line with social norms and to prevent emotions from impeding social and academic functioning. She is exploring three questions: what are the differences in regulation across adolescence; what external mechanisms are responsible for this change; how do changes in adolescent emotion regulation relate to well-being. Ms. De France is funded by the Social Sciences and Humanities Research Council.

 

Jacob Bonafiglia

Jacob Bonafiglia - Mr. Bonafiglia and his supervisor Brendon Gurd (Kinesiology and Health Studies) are exploring genetic responses to acute exercise, skeletal muscle responses to training, and the use of progressive statistics to characterize individual exercise responses and better understand the potential of non-responders. Mr. Bonafiglia is funded by the Natural Sciences and Engineering Research Council of Canada.

 

Robyn Jackowich

Robyn Jackowich - The main goal of Ms. Jackowich’s study is to improve our understanding of the complex nature of persistent genital arousal disorder by examining psychosocial function, sensory characteristics (including sensitivity to touch and heat), and blood flow processes in a controlled study framed by the biopsychosocial perspective. She is funded by the Canadian Institutes of Health Research.

 

The Government of Canada awards up to 167 Vanier Canada Graduate Scholarships each year for highly qualified doctoral students who demonstrate academic excellence, research potential, and leadership. For more information on the awards and this year’s winners, visit the federal government’s website.

The evolution of medical education

The team behind competency-based medical education (CBME) at Queen's.

On a weekend when people across the country marked Canada’s 150th birthday, Queen’s University's School of Medicine celebrated the launch of something new in medical education. It’s called competency-based medical education (CBME) and Queen’s University is the first school in North America to implement it across all of its specialty programs for medical residents.

The CBME model was created in partnership with the Royal College of Physicians and Surgeons of Canada. Under this model, this year’s cohort of about 130 residents will be moved to their next rotation once they have demonstrated competency in the clinical tasks and activities expected of them at each stage. Previously, residents usually moved on once they had completed a certain amount of time in a set rotation.

“All the evidence points to using a competency-based approach as the fundamental and logical next step in medical education,” says Damon Dagnone, CBME Lead at Queen’s University. “Along the way, we will continuously study these changes, engage all stakeholders – including patients and families – and embrace co-production and a shared leadership model, use a systems-based approach, and commit to regular and gradual quality improvement. We’ve come so far in just two years, but this is really just the beginning.”

As an important next step, other hospital health care professionals will be able to share their feedback with every resident and their supervisors as part of CBME. The School of Medicine also aims to allow patients and families to contribute to the educational process in the future.

For the residents, this new model promises a rewarding learning experience as they will receive more timely feedback and mentorship from their faculty supervisors and academic advisors. This will help them identify their strengths and weaknesses at every stage. They will also have increased opportunities to pursue personal learning goals and desired areas of excellence.

While the Royal College of Physicians and Surgeons has asked all Canadian medical schools to transition their specialty residency training programs to the new model by 2022, Queen’s opted to transition all 29 residency programs at once. The move caps over two years of preparatory work, and was led by an executive team of eight faculty and staff members in the School of Medicine.

“At Queen’s, we are constantly striving to provide our students with the best possible education and so we have made it a fundamental component of our strategy to develop and trial new models of training,” says Richard Reznick, Dean of the Faculty of Health Sciences at Queen’s. “As such, we are very excited by the value of a system of competency-based education and are thrilled to take a national lead by transitioning all of our specialty medicine residency training programs at once; doing it this way gives us the ability to capture the hearts and minds of the entire medical school and I am very proud of what our team has achieved to get us to this point.”

The move to fully implement CBME at Queen’s has already attracted attention around the globe. Both Drs. Reznick and Dagnone have recently presented at multiple conferences, speaking of the mission at Queen’s to develop and test new models of training and to work closely with educational partners.

“On behalf of the Royal College of Physicians and Surgeons of Canada, congratulations to Queen’s University on their successful deployment of competency-based medical education,” says Ken Harris, executive director, Office of Specialty Education, RCPSC. “We believe CBME is the future of medical education. This outcomes-based approach incorporates more feedback and ongoing observation of how knowledge is being applied and will contribute to a practice environment where learning itself is integrated into the day-to-day.”

To learn more about CBME at Queen’s, please click here. You may also visit the Royal College’s “Competence by Design” project website here.

Want to meet a few of our new residents? Check out these short video interviews from their orientation day!

International research leader earns top honour

Queen’s Professor Paula James was recognized for her work with inherited bleeding disorders.

Queen’s University Professor Paula James, one of Canada’s leading researchers in inherited bleeding disorders, has been honoured with the Cecil Harris Award by the Canadian Hemophilia Society.

The award is presented to a physician in recognition of distinguished contributions in the areas of research or the advancement of the care of patients with inherited bleeding disorders. The award has not been presented in 10 years.

Dr. Paula James has earned the Cecil Harris Award.

“I’m proud and humbled to receive this national honour,” says Dr. James (Medicine and Pathology and Molecular Medicine, School of Medicine). “It was made even more special to receive the award from my mentor Dr. David Lillicrap.”

Drs. James and Lillicrap are principal investigators of the Clinical and Molecular Hemostasis Research Group located jointly between Queen’s and Kingston General Hospital. The focus of the lab is to utilize a variety of experimental approaches to understand the molecular basis of blood coagulation and to develop strategies to translate this knowledge into clinical benefits.

After completing her training in internal medicine at the University of Saskatchewan, Dr. James came to Queen’s to complete her clinical hematology fellowship. She then entered a 30-month training in basic laboratory research in the Department of Pathology and Molecular Medicine. During this time, she honed her talents as an accomplished clinician and researcher in the field of inherited bleeding disorders.

In her clinic, Dr. James directs the Southeastern Ontario Regional Inherited Bleeding Disorder Program and has established a Women’s Bleeding Disorder Clinic. Her expertise in the care of von Willebrand Disease (VWD) – a lifelong bleeding disorder which affects the blood’s ability to clot – has been recognized by the international bleeding disorder community. She also leads a research program with a focus on VWD along with hemophilia.

“For sure, an award like this is a recognition of a team effort,” says Dr. James.  “I’m fortunate to work with great people on a daily basis.”

Dr. James’ Let’s Talk Period website features a bleeding assessment tool to help women that may be suffering from bleeding disorders. More than 2,000 women have taken the test in 106 countries and the website has had more than 15,000 views.

“Receiving this award has given me even more motivation to work harder and help more people,” says Dr. James. “I’m committed to my patients and passionate about my work and I want to help. That’s always been my goal.”

For more information on the award please visit the Canadian Hemophilia Society website.

Making campus family friendly

Nursing students promote safe, child-friendly spaces.

Three Queen’s students are striving to make the local campus a more inclusive space for parents and caregivers attending the university.

Alina Leffler, Laura Kuikman and Andrew Ma (NSc’17), working under the supervision of Katie Goldie and Alicia Papanicolaou (Nursing) have developed the Queen’s University Child Friendly Campus (QUCFC) Initiative as part of their community health training.

[Inclusive Spaces]
Working on the Queen's University Child Friendly Campus Initiative are Andrew Ma, Laura Kuikman and Alina Leffler.

The project builds on the success of nursing students Kyrinne Lockhart (NSc’16) and Rachel Hannigan (NSc’16) who created a network of three breastfeeding spaces on campus last year.

“I heard a lot about the project from other students and wanted to get involved,” says Ms. Kuikman. “It was important for me to be a part of this. There is a concern that if no safe space is available parents could stop breastfeeding early. Pumping is also a challenge.”

The QUCFC features a number of new resources for parents on campus and the three students worked for months to conceptualize, build and deliver the initiative. They walked the entire campus and surveyed every washroom for access to change tables; they created a new website with a list of online resources for parents and caregivers, created a Facebook page to establish an online support system and created a survey which will help them and the next group of students to gather information to assess the needs of the campus community more efficiently.

“We explored campus for change tables and were surprised by what we found,” says Ms. Leffler.

Also included on the website is a map of all baby change tables and breastfeeding locations on campus. Each breastfeeding-friendly space has quiet, clean and sanitary spaces identified by common signage, comfortable seating, electrical outlets, and a nearby washroom.

“We have a number of people that need to bring children to campus for various reasons,” says Mr. Ma. “This effort will help bring a collective voice to support positive change for this group which has often gone unnoticed.”

With their part of the project completed, the three students are hoping to bring the information to the attention of university administration. A number of new buildings are being completed on campus and there are strict building code rules including the need for a universal washroom and adult-size change tables.

“These students did great work and have hopefully brought some change to campus,” says Dr. Goldie. “This fall, the next group will use the information from our survey and continue moving the project forward. We’d like parents on campus to rally together and join this initiative to have their voices heard and needs met.”

Gilbert Rosenberg: Jan. 12, 2017

Gilbert Rosenberg, a professor in the School of Medicine from 1980-1992 and a highly-respected member of the Queen’s community, passed away Jan. 12.  During his time at Queen’s Dr. Rosenberg was a professor in the Division of Geriatric and Continuing Care Medicine, and in the Department of Family Medicine, and was also the medical director of St. Mary’s of the Lake Hospital.  

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