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Champion of health research steps down

Roger Deeley is stepping down down from his combined roles of Vice President, Health Sciences Research, Kingston Health Sciences Centre; President and CEO, KGH Research Institute; and Vice-Dean, Research, Queen’s Faculty of Health Sciences.

Roger Deeley. Photo by Matt Manor/KHSC

Dr. Deeley arrived at Queen’s University in 1980 from the U.S. National Cancer Institute. In the nearly 40 years since then he has played a leading role in transforming the health research landscape at Queen’s and partnering research hospitals. 

Away from his many administrative roles Dr. Deeley is a world-renowned cancer biologist. A former Stauffer Chair at Queen’s, Dr. Deeley published more than 200 peer-reviewed papers and book chapters. Since his arrival at Queen’s he has maintained a highly successful research career studying mechanisms of resistance to cancer therapeutics.

In 2005 he received the Robert L. Noble Prize presented by the National Cancer Institute of Canada and the Canadian Cancer Society and in 2007 received a National Cancer Institute of Canada’s Diamond Jubilee Award, both for outstanding contributions to cancer research. In 2014 he was appointed to the Royal Society of Canada.

To learn more about Dr. Deeley and his contributions to Queen’s read this blog written by Dr. Richard Reznick, Dean, Faculty of Health Sciences.

Jennifer Medves steps down after second term as Vice-Dean (Health Sciences) and Director, School of Nursing

Jennifer Medves has stepped down from her position as Vice-Dean (Health Sciences) and Director, School of Nursing, as of July 1, 2019.

Dr. Medves provided leadership for the Faculty of Health Sciences and the School of Nursing for the past 10 years, over two five-year terms.

To learn more about Dr. Medves and her contributions to Queen’s, Health Science, and the School of Nursing, read this blog written by Dr. Richard Reznick, Dean, Faculty of Health Sciences.

Succeeding Dr. Medves in the roles of Vice-Dean (Health Sciences) and Director, School of Nursing, is Erna Snelgrove-Clarke, who arrives at Queen’s from Dalhousie University.

 

Working Toward Inclusion: Listening to LGBTQI2S+ Student Voices in Medicine

David Messenger is an emergency and intensive care physician and head of the Department of Emergency Medicine.

This guest blog, written by Dr. David Messenger, an emergency and intensive care physician and head of the Department of Emergency Medicine at Queen’s University, was first published on the Faculty of Health Sciences Dean’s Blog.

Recently, I took part in a panel discussion organized by Queen’s medical students. A small group of faculty and resident physicians came together to speak about our individual experiences as LGBTQI2S+ persons in medical school, residency training and early practice. As the oldest panelist, I looked forward to learning how different becoming an LGBTQI2S+ doctor must be now compared to my own experience. 

When I started medical school at Queen’s in 1998, the landscape looked much different than it does today. Sexual orientation had only just been added to the Canadian Human Rights Act; same-sex marriage rights were still seven years away. At 21, I had yet to come out to my family and many friends, and I had just started my first gay relationship (with my now-husband). I was keenly aware of a need to tread very carefully as I took my first tentative steps out of a meticulously-constructed closet.

As a gay medical student, I felt relatively isolated. Rather than seek community with the tiny group of visible LGBTQI2S+ med students, I avoided associations that might result in my being “outed”. I felt certain that coming out would be a liability to any number of my ambitions in medicine, particularly matching to a competitive specialty residency program. I worried about how I’d be viewed and treated by preceptors, colleagues, and by patients if I presented as anything other than the norm that was modeled for me in medicine. Gay clinical faculty exemplars or mentors? None were visible to me through my decade of training at Queen’s. Normalization of LGBTQI2S+ patients in the curriculum? Other than being taught to ask “do you have sex with men, women, or both?” when taking a sexual history, and discussions about gay patients in the context of HIV, I don’t recall much explicit reassurance that medicine welcomed the inclusion of the LGBTQI2S+ experience in its ranks.

Despite a sense of isolation, my actual lived experience at Queen’s has been mostly positive. My coming out has been a gradual and continuing experience that started during residency. I feel immensely grateful for the acceptance and support that I’ve received from many peers and mentors here who have proved to be committed allies as I’ve become more open with my identity. But my experience has always felt more like good luck than it has deliberate institutional culture.

Two decades later, it’s clear that much has changed. Listening to the contemporary stories and experiences of my co-panelists and others revealed that LGBTQI2S+ students are more comfortable living that identity openly among their peers today. A more visible and supportive LGBTQI2S+ medical student community exists for those who seek it out. This community is finding a voice that is helping to promote the inclusion of more diversity in the curriculum.

But, even now, LGBTQI2S+ students describe considerable apprehension about if and how to be themselves when applying for residency training. They search for subtle signals during electives and interviews that prospective programs are safe to join. They consider redacting their CVs to exclude activities that brand them as “too political” (code for “too gay”). They speak of ruling out entire disciplines from their career choices because of worry that as LGBTQI2S+, they won’t fit with the culture of the specialty. Despite unique individual experiences, many learners describe being victim to assumptions, misunderstandings, and a hidden curriculum that can make them feel like outsiders within their disciplines. And finally, they expose an ongoing scarcity of accessible and visible LGBTQI2S+ mentors and role models within Queen’s Medicine.

June is Pride month – among other things, a celebration of diversity. At Queen’s, we often discuss a need to foster diversity and inclusion in medicine, but the stories of our LGBTQI2S+ students and trainees bring to light how much work remains for diversity and inclusion to become lived values.

An inclusive medical school welcomes and normalizes as many different populations of students as possible. An inclusive medical school does not explicitly or implicitly marginalize people or label them as “other”, including the patients our graduates will go on to care for. As one of a small number of gay faculty members in a position of leadership, my visibility and accessibility to students is an important contribution I can make to help us be a more inclusive community. I have a tendency to shelter behind my ability to visibly “blend into the crowd” and to obscure my identity – some habits die hard – and that tendency might be sending the wrong message to my students and colleagues.

Change begins with recognition. We all need to pay attention to the stories of LGBTQI2S+ students, stories as diverse as the individuals who tell them. We can and must do better as allies, and this starts by listening to, learning from, and advocating for our students and colleagues’ experiences in medicine at Queen’s.

Leaders in their fields garner competitive research chairs

Three new Canada Research Chairs emphasize commitment to diversity and inclusivity.

Queen’s University welcomed three new and eight renewed Canada Research Chairs as part of the Government of Canada’s recent announcement of a diverse group of Canada Research Chairs.

Announced by the Honourable Kirsty Duncan, Minister of Science and Sports, the investment of $275 million for 346 Canada Research Chairs across Canada builds on the minister’s vision for an equitable, diverse, and inclusive research community. The most recent competition results are 47 per cent women, 22 per cent visible minorities, five per cent persons with disabilities, and four per cent Indigenous peoples.

The new chairs include two current faculty members: Heather Aldersey (Rehabilitation Therapy), Canada Research Chair in Disability-Inclusive Development (Tier 2), and Lindsay Morcom (Education), Canada Research Chair in Language Revitalization and Decolonizing Education (Tier 2). Anna Panchenko (Pathology and Molecular Medicine), Canada Research Chair in Computational Biology and Biophysics (Tier 1), will join Queen's as of July 1.

Tier 1 Chairs are recognized by their peers as world leaders in their respective fields, while Tier 2 Chairs are recognized as emerging leaders in their research areas. Queen’s will receive $200,000 per year over seven years for each Tier 1 Chair and $100,000 per year over five years for each Tier 2 Chair.

“Canada’s advancement as a world leader in discovery and innovation has been greatly influenced by the CRC program, which supports talented researchers while fostering an inclusive research community,” Dr. Kimberly Woodhouse, Interim Vice-Principal (Research). “Our success in garnering three new chairs and a number of renewals is demonstrative of Queen’s leading research, addressing complex issues both domestically and internationally.”

The three new Canada Research Chairs at Queen’s will focus on topics critical to Canadians and global citizens, including families affected by disability, the causes of cancer, and Indigenous education.

Dr. Aldersey’s research identifies needs of families affected by disability, then develops and evaluates supports available to meet those needs, with a focus on populations in low- and middle-income countries.

“I am so excited for the opportunities that this Canada Research Chair will provide,” says Dr. Aldersey. “This chair will enable me to expand my research with people with disabilities, their families, and their communities to promote disability-inclusive community development globally. I will also be able to support more research trainees who are passionate about inclusion in their own communities, and engage with key stakeholders to identify strengths-based, culturally relevant, and solutions-driven action for human rights and inclusion.”   

Building on current on-reserve and urban research on language revitalization, Dr. Morcom will work in partnership with Indigenous communities to develop best practices for education and language planning.

"I’m especially proud to be named the Canada Research Chair in Language Revitalization and Decolonizing Education in 2019 because the United Nations has declared this to be the International Year of Indigenous Languages,” says Dr. Morcom. “All Indigenous languages in Canada are either vulnerable or endangered, but there is a tremendous amount being done within Indigenous communities and in partnership with external institutions to revitalize them. I am grateful to be able to use this position to contribute to those efforts and help make sure our languages survive and are passed on to generations yet to come.”

Dr. Panchenko is working to identify the causes of cancer progression and to find out what factors can contribute to cancer mutation occurrence in DNA.

In addition to the three new chairs, also announced last week were eight chair renewals for Queen’s University:

  • P. Andrew Evans - Canada Research Chair in Organic and Organometallic Chemistry – Tier 1
  • Mark Rosenberg - Canada Research Chair in Development Studies – Tier 1
  • Christopher Booth - Canada Research Chair in Population Cancer Care – Tier 2
  • Ahmed Hassan - Canada Research Chair in Software Analytics – Tier 2
  • Jeffrey Masuda - Canada Research Chair in Environmental Health Equity – Tier 2
  • Jordan Poppenk - Canada Research Chair in Cognitive Neuroscience – Tier 2
  • William Take - Canada Research Chair in Geotechnical Engineering – Tier 2
  • Ying Zou - Canada Research Chair in Software Evolution – Tier 2

For more information, visit the website.

Rethinking the way that we create positive spaces for our LGBTQI2S+ patients

Kathryn Allwright
In her research, Kathryn Allwright, right, seen here during convocation with Katie Goldie, Assistant Professor in the School of Nursing, looked into how humility can be more effective than competency in making positive health care spaces for people from LGBTQI2S+ community. (Supplied Photo)

This article was first published on the Faculty of Health Sciences Dean’s Blog.

We live in an era where it is increasingly important for health care practitioners to create safe spaces for their lesbian, gay, bisexual, transgender, queer and questioning, intersex and two-spirit (LGBTQI2S+) patients.

Discrimination and marginalization are huge barriers to healthcare for people of diverse sexual or gender identities. Not feeling welcome or understood hinders the therapeutic relationship and affects how people access care, or whether they access care at all. And we know that working towards positive spaces is a way to foster safer health care environments for patients from LGBTQI2S+ communities; studies confirm this again and again.

So how do we create those positive spaces for both practitioners and patients? The traditional approach is through cultural competency training. The tools in such training focus on the provider developing a set of attitudes, knowledge, and skills that will support them in caring for and showing respect for clients of different cultures.

And yet even for the most well-meaning, creating those safe spaces and experiences isn’t as simple as relying on knowledge gained from prior trainings, such as an introduction to LGBTQI2S+ terminology.  

Kathryn Allwright, who recently graduated from Queen’s Master of Nursing Science (MNSc), explored this simple yet striking nuance: humility can be more effective than competency in making positive health care spaces for people from LGBTQI2S+ community.

According to Kathryn and her research, humility requires a different approach than competency.

Rather than aiming to have health care practitioners ‘know’ the issues and concerns faced by their colleagues and patients from LGBTQI2S+ communities, humility aims to have practitioners understand that knowing is a process, rather than a destination. Each person has a unique lived experience; if we can resist assumptions and instead seek to understand each individual and their unique situation, we can shift to a state of constant learning -- and act accordingly.

Exactly how humility might be embedded into nursing practice was the focus of Kathryn’s thesis. In her initial research, Kathryn found literature demonstrating that public health nurses could make public health unit spaces safer for sexually and/or gender diverse people through a cultural humility approach. However, she found something was missing. There was no way to measure this. Public health nurses needed to be able to assess whether they were in fact using a cultural humility approach and creating positive spaces.

So, she set out to validate the effectiveness of existing self and workplace assessment tools made available by the Ontario Public Health Association. “Despite these tools being used in practice, I was unable to find any psychometric testing to support that these were valid and reliable measures for positive spaces,” Kathryn explained.

In the end, Kathryn set her sights on testing modified version of the tools that reflected cultural humility rather than competence “A cultural humility approach encompasses critical self-reflection, a commitment to lifelong learning, and a recognition of power imbalances. It was important to ensure that these components were reflected in the positive space tools” Kathryn shared. Her work yielded a 40-item self-assessment tool with 15 underlying dimensions and a 38-item workplace tool with 10 underlying dimensions.

“This Exploratory Factor Analysis is a step in the direction toward having validated and reliable tools,” Kathryn said. The next step is testing the tools with different samples to assess generalizability of the results.”

Although Kathryn has now graduated, this won’t be the end of her work on LGBTQI2S+ healthcare topics. Kathryn, alongside project partners, have launched a podcast series on trans health care topics called TransForming Rounds. You can find all episodes of TransForming Rounds.

Seeing the important work that Kathryn is doing to support diversity and inclusion is not just inspiring but brave and thought-provoking. I hope that it inspires those of you reading – whether you are a nurse, doctor, rehabilitation therapist, trainee, staff member or working outside the healthcare field altogether.

How are you incorporating humility and the idea of building safe spaces into the work that you do? I would love to hear your thoughts in the comments. Or better yet, please stop by the Macklem House: my door is always open.

Queen’s University offers positive space training through its Positive Space Program. Find out more at: queensu.ca/positivespace.

Museum of Anatomy open house June 15

The Museum of Anatomy at the Queen’s School of Medicine will open its doors to the public for free tours during its annual open house on Saturday June 15.

Each year, hundreds of students from Queen’s and nearby high schools use the materials in the museum to learn about the structure of the human body. The open house will make this same educational experience available to anyone who is interested.

Visitors must register for tours ahead of time, as space is limited. The first tour begins at 9:20 am.

At the museum, visitors will be able to view the large collection of anatomical objects that Queen’s has collected over several decades. Organized by anatomical regions, the museum contains multiple samples of almost all parts of the human body.

Most of the objects are displayed in jars filled with a preservative fluid, but some have been plastinated. These items, including a number of hearts and bones, can sit out in the air and are able to be touched. By feeling the specimens and turning them over in their hands, students often notice details that are difficult to observe otherwise.

At past open houses, according to Dr. Leslie MacKenzie, Director of the Pattern II M.Sc. program in Anatomical Sciences, visitors have expressed their enthusiasm for the chance to have such an in-depth and detailed look at the human body. Some visitors have been so moved that they have gone on to volunteer for the Human Body Donor Program. All the anatomical specimens on display at the museum are collected from donors who chose to donate their remains to Queen’s. These donations are incredibly meaningful gifts to the school and help us fulfill our research and educational goals. To show respect for the people who have donated their bodies, Queen’s holds a burial service each spring at the Cataraqui Cemetery. The families of the donors are invited to attend.

Faculty members and graduate students from Queen’s will be in the museum on June 15 to introduce people to the space, guide them, and answer any questions they might have about the collection. 

A long-overdue degree and hope for our future

[Bartholomew degree]
Dean Richard Reznick and Chancellor Jim Leech celebrate with members of the Bartholomew family. 

This article was first published on the Faculty of Health Sciences Dean’s Blog.

On Thursday, May 23 the School of Nursing and the School of Medicine held their convocation ceremony, and those of us on the faculty had the joy of seeing our tremendous graduates receive their new degrees. Convocation is always a meaningful occasion, but this year’s stands out because we had the opportunity to grant a posthumous degree to Ethelbert Bartholomew.

Ethelbert should have been granted this degree 100 years ago, but the 1918 policy that banned Black medical students from Queen’s took away his opportunity to receive the degree he deserved.

You may remember that last month Principal and Vice-Chancellor Daniel Woolf and I signed a public letter of apology for this ban. Ethelbert’s son, Daniel Bartholomew, traveled to Kingston from Whitby to attend this apology ceremony, and I was grateful that he was able to be there.

Afterwards, at a dinner marking the occasion, Daniel looked at me and said: “There’s one more thing I’m wondering if you could do. Could you give my dad his degree?”

Now, this sounded like a great idea to me, but I was somewhat taken aback by this simple yet profound request. So, being a polite dean, I told him I would see what I could do. Granting a degree is a complicated process, and it isn’t something I could just do on my own. Even if it were possible, I was afraid that it might take a long time. Universities, you might know, don’t exactly move at lightning speed.

So that evening, I spoke to Vice-Provost and Dean of Student Affairs Ann Tierney and she said “we can do this!”

The next day I spoke to our Director of Diversity Mala Joneja and she said “we can do this!”

To my great thrill, everyone at Queen’s jumped into action with great commitment to granting this degree. Processes that would normally take us a year got finished within a month. Daniel Bartholomew asked for this degree in April, and we were able to confer it in May.

Dr. Maria Bartholomew and Rosalind Bartholomew accept the Doctor of Medicine degree for Ethelbert Bartholomew from Principal and Vice-Chancellor Daniel Woolf, Chancellor Jim Leech, and Rector Alex Da Silva. (University Communications)

Conferring this degree was made all the more meaningful by the fact that Daniel and other members of Ethelbert’s family came to Kingston to attend convocation. Two of Ethelbert’s descendants even agreed to accept the degree on his behalf: Dr. Maria Bartholomew, his great niece, and Rosalind Bartholomew, his granddaughter.

I am so grateful to all the members of the Bartholomew family who joined us for convocation. Handing Ethelbert’s long-overdue degree to Maria and Rosalyn will stay with me as one of the most meaningful moments in my time as dean. I am also grateful to PhD candidate, Edward Thomas, for his incredible and diligent work in unearthing many of the details of this story through his research.

The ban of 1918 is certainly a sad moment from our past, but, as I stood in front of our new graduates, I felt immense hope for our future. When it comes to embracing diversity, the class of 2019 is light years ahead of where we were, as a society, in 1918. Undoubtedly, they are even light years ahead of my generation.

It’s thrilling to see the ways in which they have all embraced inclusivity in the classroom, around campus, and in the hospital. For this generation, the drive to promote equity and diversity is part of who they are as people. And I know that they will all continue to work to make Canada a more equitable society as they embark on the next stage of their careers.

Dean Reznick thanks Andrew Willson for his assistance in preparing this blog.

Castle campus marks 25 years

Queen’s Bader International Study Centre to celebrate milestone with alumni reunion.

Queen's Bader International Study Centre
Queen's Bader International Study Centre (BISC) celebrates 25 years.

Inside the walls of a nearly 600-year-old English castle, Queen’s alumni, faculty, staff, and friends will soon gather to mark the 25th anniversary of the Queen’s Bader International Study Centre (BISC) housed there. Among them: a NASA astronaut, the Lord Lieutenant of East Sussex, leading academics, Canadian expats, local community members, and those traveling from around the world – all of whom will be on hand from June 29-30, 2019 to celebrate the past, present, and future of the overseas Queen’s campus.

“For a quarter century, the BISC has been a temporary home to Queen’s students looking to further broaden the scope of their learning,” says Hugh Horton, Vice-Provost and BISC Executive Director. “Here, they are able to engage with scholars from across the world, in a close-knit, interdisciplinary academic environment to not only enhance their education, but give it a truly global dimension.”

Visionary philanthropists and Queen’s alumni Alfred and Isabel Bader gifted the BISC, located on the Herstmonceux Castle estate in East Sussex, UK, to Queen’s University in 1993, and it opened doors to students in 1994. It has since provided innovative, international undergraduate and graduate programs to over 7,000 Queen’s students, across disciplines as diverse as archaeology, music, international law and politics, global health, international project management, and astronomy. Program offerings continue to grow.

In 2017, the BISC accepted its first group of students from the Queen’s Concurrent Education Program, which prepares undergraduates to become educators. Students enrolled in this program complete local practicums at primary and secondary schools nearby the BISC campus, providing a hands-on comparative learning experience.

This year, programming for science students is set to expand with the opening of the BISC’s brand-new teaching science laboratory and innovation design space, allowing the campus to offer practical science subjects on campus for the very first time. The facility will be officially unveiled during the 25th anniversary celebrations.

The Bader International Study Centre
Queen's Bader International Study Centre.

“The Baders envisaged a learning facility that could take the Queen’s educational experience Alfred deeply cherished, and extend its reach internationally,” says Dr. Horton. “With 25-years of BISC alumni now living and working in countries across the world—many of whom are set to join us in celebration of this incredible milestone—and our ever-growing complement of programs, I think their vision has truly taken shape. In honour of their vision, and of Alfred, who passed away late last year, I look forward to continuing our momentum forward into the next 25 years.”

On June 29, 2019, BISC alumni and their families are invited to the first day of 25th anniversary celebrations. There, they will have a chance to reminisce during castle tours, have tea in the Elizabethan gardens, mingle with professors, and attend the unveiling of a commemorative garden honouring the Baders. NASA astronaut and Queen’s alumnus Drew Feustel, who returned from the International Space Station last October following a six-month mission, will also deliver a keynote address.

On June 30, the celebration will open to the public and take on a Canadian theme in recognition of the Canada Day weekend. Canadians living in England are encouraged to join alumni on the castle grounds for street hockey, tastes from home such as poutine and Nanaimo bars, falconry and archery demonstrations, and a symphonova performance by the BISC Musicians in Residence, featuring works by Dan School of Drama and Music Professor John Burge.

Queen’s Principal and Vice-Chancellor Daniel Woolf, Chancellor Jim Leech, and Vice-Principal (Advancement) Karen Bertrand will be among senior leaders there to help mark the milestone.

“In 1993, the Baders bestowed Queen’s with the BISC; an amazing gift that went on to play a foundational role in extending our university’s global horizons,” says Principal Woolf. “The unique, experiential learning prospects that the facility provides helped inspire us to chart educational linkages with many other institutions and organizations internationally – opening a world of opportunities for our students.”

Those interested in attending the festivities can register on the website.

Queen’s rights a wrong as Spring Convocation kicks off

  • Daniel Bartholomew listens to Richard Rexnick
    Daniel Bartholomew, the son of Ethelbert Bartholomew, who was affected by the 1918 ban on admission of Black students to the medical school at Queen’s, listens to Richard Reznick, Dean of the Faculty of Health Sciences.
  • Bartholomew family look at degree
    Dr. Maria Bartholomew and Rosalind Bartholomew hand the posthumous Doctor of Medicine for Ethelbert Bartholomew to his son Daniel, during Thursday's convocation ceremony in Grant Hall.
  • Presentation of degree to Bartholomew family
    The family of Ethelbert Bartholomew take to the stage at Grant Hall to receive his Doctor of Medicine from Principal and Vice-Chancellor Daniel Woolf, Chancellor Jim Leech, and Rector Alex Da Silva.
  • Bartholomew family members
    Dr. Maria Bartholomew, Daniel Bartholomew and Rosalind Bartholomew hold the Doctor of Medicine conferred posthumously to Ethelbert Bartholomew, who was affected by the 1918 ban on admission of Black students to the medical school at Queen’s
  • Daniel Bartholomew
    Daniel Bartholomew gives a thumb's up as he reaches out to Edward Thomas (Sc'06, MASc'12), who researched the expulsion of Black medical students in 1918.
  • Blanket awarding to School of Medicine student
    An Indigenous graduate of the School of Medicine receives a blanket from Laura Maracle, Indigenous Cultural Safety Coordinator, during Thursday's convocation ceremony.
  • Family celebrates PhD graduate
    Family members celebrate as a loved one receives her doctoral degree during the convocation ceremony for the School of Medicine and the School of Nursing at Grant Hall.
  • Parents hood School of Medicine graduate
    A graduate of the School of Medicine is hooded by her parents as Tony Sanfilippo, Associate Dean, Undergraduate Medical Education, and Principal and Vice-Chancellor Daniel Woolf, look on.
  • Jenny Medves
    Director of the School of Nursing and Vice-Dean of the Faculty of Health Sciences Jenny Medves speaks to the graduands and their families and friends at Thursday's convocation ceremony.

Spring Convocation started on Thursday with the first ceremony being held at Grant Hall.

The afternoon event saw graduates of the School of Medicine and the School of Nursing cross the stage, as their friends, families, and loved ones looked on.

The ceremony was also a special event for the university, the Faculty of Health Sciences, and the family of Ethelbert Bartholomew.

An upper-year student whose medical career was abruptly ended in 1918 by a ban on admission of Black students to the medical school at Queen’s, Bartholmew was posthumously conferred a Doctor of Medicine degree on Thursday, which was accepted by members of his family.

In April, the university signed an official letter of apology, acknowledging the institution’s past racist actions and repeated failures to hold itself accountable.

Three more ceremonies will be held on Friday at 10 am, 1 pm, and 4 pm. At the 4 pm ceremony, award-winning Canadian broadcast journalist and Chancellor of the University of Victoria, Shelagh Rogers, will receive the first of seven honorary degrees being handed out by Queen’s at convocation.

Overall, a total of 18 ceremonies are being held for Spring Convocation, with the final one being held Wednesday, June 12. The first 14 will be held at Grant Hall, while the final four will be hosted at the Athletics and Recreation Centre Main Gym.

Live ceremony feeds will begin approximately 15 minutes before the scheduled start of each ceremony. The full schedule of the ceremonies is available online.

More information about Convocation at Queen's is available on the website of the Office of the University Registrar.

More photos can be viewed at the Queen’s University page on flickr.

Integrating Western and Indigenous care

Jung Lin
Jung Lin works as an occupational therapist in a Cree community in northern Quebec and enrolled in the Queen's Faculty of Health Sciences' DSc in Rehabilitation and Health Leadership (RHL) program. (Supplied Photo) 

This article was first published on the Faculty of Health Sciences Dean’s Blog.

Working as an occupational therapist in a Cree community in northern Quebec, Jung Lin was very far away from Queen’s when she heard about the DSc in Rehabilitation and Health Leadership (RHL) program - but the timing could not have been better.

Jung learned about the program through an informational email from the School of Rehabilitation Therapy, where she’d earned a master’s degree ten years before. Just a few days before she received this email, she had been having a conversation with her manager about whether or not she’d be interested in taking a larger research and leadership role within their organization.

When the message about the RHL program reached her, then, it seemed almost like a sign.

The DSc RHL program is one of our newest offerings in the Faculty of Health Sciences, and it is designed for people, like Jung, who already have careers in health care but want to develop their skills in order to take on bigger challenges and larger responsibilities.

Jung’s goal in earning her doctorate is to put herself in the position to help rehabilitation professionals work more closely with Indigenous care providers. For her dissertation, she is conducting a mixed-method study to develop training modules that can help practitioners learn how to integrate Western and Indigenous methods of care. Her goal is to use her findings to develop better training systems for Indigenous paraprofessionals and to enhance service delivery.

“While I greatly enjoy providing care to my patients, I’m also looking to make bigger changes,” Jung says. “The Rehabilitation and Health Leadership program is teaching me how to make the larger impact I’m aiming for.”

Originally from Taiwan, Jung has been making connections across cultural divides her entire adult life. After earning her degree in Occupational Therapy in her home country, she worked there for several years at a mental health facility before moving to Canada with her family.

When she and her parents came to Canada, they settled in Montreal, which they chose because Jung’s older sister was working toward her PhD at McGill. After a few months, though, Jung decided on a change of scenery and to get started on earning her master’s degree.

She found her way to the Master’s in Rehabilitation Science program at McMaster University, where she developed a greater understanding of Canadian healthcare.

After finishing this one-year program, however, she felt like she had more to learn and explore in order to enter the workforce with a greater sense of confidence and mastery. Ultimately this desire led her to enroll in the thesis-based Master’s program in Rehabilitation Science at the Queen’s School of Rehabilitation Therapy.

At Queen’s, Canada truly started to feel like home for Jung. She gives a lot of credit to her supervisor, Dr. Rosemary Lysaght, for supporting her with her transition to Kingston and for helping her develop a professional network.

From Kingston, Jung returned to Montreal to be closer to her family, and she worked as an occupational therapist in the city. When she saw the job advertisement for her current position with the Cree Board of Health and Social Services of James Bay, she was immediately intrigued. She viewed it as an opportunity to provide useful services to a part of Canada that she wouldn’t get to know otherwise.

Jung says there are some challenges to working in the north. Her family still lives in Montreal, so every two months she drives nine hours (each way) to spend time with them. The community she lives in is over an hour and a half away from the nearest grocery store, which means she has to plan her shopping trips much more carefully than she was used to before working there. And, of course, the weather can get extremely cold.

But Jung finds the experience highly rewarding despite any challenges.

The DSc RHL program is fitting in to her work and life commitments just as she’d hoped it would. The online nature of most of the coursework allows her to integrate studying into her busy schedule without much trouble.

Even more important, she strongly believes that the program is helping her to meet her goals.

“I think I’ve gone through a transformation since starting the program,” she says. “I am more capable of making long-term plans for my work, and I have grown more confident as a leader. The classes ‘Leadership Development Seminar’ and ‘Applying Theory to Enable Change’ have had an especially strong impact on me.”

Jung felt confident in her decision to enroll in a second degree program at the Queen’s School of Rehabilitation Therapy because, as she worked toward her master’s, she thought it was an environment where the faculty truly care about students and their needs.

“After 10 years,” she says, “I think Queen’s is just as student-centred as I remember it.”

Dr. Reznick thanks Andrew Willson for his assistance in preparing this blog. 

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