Past ICRE award winners

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Past Recipients of the Program Director of the Year Award

Dr. Adelle Roberta Atkinson

2022: Pramod Puligandla, MD, MSc; Michael Froeschl, MD, MSc, FRCPC

2021: Azim S. Gangji MD, MSc, FRCPC; Jonathan Gaudet, MD, MSc, FRCPC

2020: Marcy Mintz, MD, FRCPC, MHPE; Anupma Wadhwa, MD, MEd, FRCPC

2019: Adelle Roberta Atkinson, MD, FRCPC

2018: Bradley Petrisor, MSc, MD, FRCSC; Hilary Writer, MD, FRCPC

2017: Donna Steele, MD, MA, FRCSC

2016: Moyez B. Ladhani MD, MSc, FRCPC

2015: Mark Frank Levine, MBBCh, FRCPC; Fraser Douglas Rubens, MD, MSc, FACS, FRCSC

2014: Robert Anderson, MD, FRCPC; and Brian Chung, MD, FRCPC

2013: Ian Preyra, MD, FRCPC; and Guy Brisseau, MD, MEd, FRCSC

2012: John Manoukian, MD, FRCSC; and Karen Finlay, MD, FRCPC

2011: Thomas Maniatis, MD, CM, MSc (Bioethics), FACP, FRCPC; and Joel Fox, MD, FRCPC

2010: Heather McDonald-Blumer, MD, FRCPC; and Parveen Wasi, MD, FRCPC

2009: Ravi Sidhu, MD, FRCSC; and Terry Sosnowski, MD, FRCPC

Past Recipients of the Kristin Sivertz Resident Leadership Award

Dr. Seyara Shwetz
Dr. Colm McCarthy

2022: Shane Arsenault, MD, MPH; David D’Arienzo, MD

2021: Nada Gawad, MD, MAEd, FRCSC; Malika Ladha, MD, FRCPC

2020: Justin Hall, MD, MSc, MPH, MBA; Richelle Schindler, MD, MSc, University of Calgary

2019: Seyara Shwetz, MD; Colm McCarthy, MD, MDCM, MSc Health Science Education

2018: Jena Hall, MD, MEd; Kimberly Williams, MD, MSc

2017: Mark E. Lipson, MD, FRCSC; Victoria E. Cook, MD, FRCPC

2016: Marie Claire Bourque, MD, MSc, FRCPC; Natasha Snelgrove, MD, FRCPC

2015: Chelsea Maedler-Kron, MD; Hassan Mir, MD

2014: Brent Thoma, MD, MA; and Lacey Pitre, MD

2013: Julie Kromm, MD; and Arun Jagdeo, MD

2012: Farhan Asrar, MD; and Sathish Rajasekaran, MD

2011: Zain Kassam, MD; and Mélissa Langevin, MD, FRCPC

2010: Jonathan Spicer, MD; and Christian Kraeker, MD, FRCPC

2009: Fiona Kouyoumdjian, MD; and Andrei Metelitsa, MD, FRCPC

Past Recipients of the International Medical Educator of the Year Award

Dr. Melchor Sánchez Mendiola

2022: Holly Caretta-Weyer, MD, MHPE

2021: Daniel J. Schumacher, MD, PhD, MEd

2020: Felix Ankel, MD, FACEP

2019: Melchor Sánchez Mendiola, MD, MHPE, PhD

2018: Maria Trinidad Hoyl, MD

2017: Eric Warm, MD; Michelle Lin, MD

2016: Jamiu Busari, MD, PhD, MHPE

2015: Neela Al Lamki, MD, FRCPC, FACR, FRCPI, FRCP(Glasg)

2014: Abdulaziz Boker, MBBS

Past Recipients of the International Resident Leadership Award

Dr. Simon Fleming

2022: Lieutenant Commander Ayeetin Azah, MD, MBA

2021: Arjan Hura, MD

2020: Allison M.B. Webb, MD, MAT

2019: Simon Fleming, MBBS, MRCS, MSc, MAcadMEd, MASE(RACS), MFSTEd, FRSA, AFHEA

2018: Debraj Mukherjee, MD, MPH; Charle Viljoen, MBChB, MMed, FCP(SA)

2017: Manit Arora, MD

2016: Jordan D. Bohnen, MD, MBA

2015: Deepa Shah, MD

2014: Xaviour Walker, MD

Past Recipients of the Program Administrator Award for Innovation and Excellence

2022: Deborah Hall

2021: Jan Taylor

2020: Rachel Glennie

2019: Elisabeth Almeida

2018: Micheline MacDonald

2017: Sara Cover

2016: Candice Stroud

2015: Ginette Snook, CMEA

2014: Meegan Dowe

Past Recipients of the ICRE Top Research Paper Award

2021: The most crushing thing: Understanding Assessment Burden for Residents in CBME. Dr. Mary Ott, Western University, London ON

2020: Discordance Between Competency-Based Assessment Using a Global Versus Reductionist Approach for Medical Students. Dr. Holly Caretta-Weyer, Stanford University School of Medicine, California

2019: The effects of gender on multiple mini-interview station scores for Selection into Australian Orthopaedic Surgery. Ian Incoll, MD, Australian Orthopaedic Association, Sydney

2018: A grounded theory study of assessment anchors in postgraduate medical education: Forthcoming opportunities and ongoing tensions. Nancy Dudek, MD, University of Ottawa, Ottawa

2017: Early detection of residents at risk of failure using a keyword specific algorithm. Mr. Gaby Tremblay, Université Laval

2016: Feedback credibility in a formative postgraduate OSCE: Effects of examiner type. Lynfa Stroud, MD, University of Toronto, Toronto

2015: Entrustment in practice, a competency based curriculum assessed.Karsten van Loon, Sint Lucas Andreas Hospital, Amsterdam

2014: Factors that influence residents’ perceived credibility of examiners during a formative OSCE. Lynfa Stroud, MD, University of Toronto, Toronto

2013: The impact of varying levels of implementation fidelity on resident perceptions of an assessment innovation. Shelley Ross, University of Alberta, Calgary

2012: Weighing the Influences: Advice Seeking During Residency Training. Katherine McKinney  Lexington VA Medical Center

2011: Remediation of residents in difficulty:  A retrospective 10 – year review of the experience of a postgraduate board of examiners. Ingrid Zbieranowski, MD, University of Toronto, Toronto

2010: Evaluation of a structured wellness curriculum for emergency residents.  Kathryn Dong, MD, University of Alberta, Edmonton

2009: Towards a profile-based method for evaluating residents: Faculty ranking and clustering of text-based profiles. Jodi McIlroy, MD, University of British Columbia, Vancouver

2008: Analysis of Difficult Chest Tube Insertion Procedure – Revealing Limitations in Prototype Bench Model Training. Karen Joughin, MD, University of Queensland, Brisbane

Top Resident Quality Improvement Paper

2020: Weighed and found wanting: An assessment of inpatient electronic sign-out list quality. Dr. Peter Farag, University of Toronto, Toronto

2019: Providing evidence-based care, day and night: A quality improvement initiative to improve intensive care unit patient sleep quality. Stuart Douglas, MD, Queen's University, Kingston

2018: Resident practice-sharing in an academic family medicine teaching unit: Exploring effects on patient care and the resident educational experience. Stephenson Strobel, MD, Department of Policy Analysis and Management

2017: Reducing repetitive ‘routine’ blood testing among hospitalized patients. Laura Walker, MD, St. Michael’s Hospital, Toronto

Past Recipients of the ICRE Top Resident Paper Award

2021: “Reduced to my race once again”: Perceptions about underrepresented minority students admitted to medical school in North America. Dr. Hailey Barootes, Western University, London ON

2020: Divergent Experiences: An analysis of Gender Differences in Feedback during EPAs Internal Medicine. Dr. Maxime Billick, University of Toronto, Toronto

2019:  Assessing impact of research training on performance in general surgery residency.  Alexandre Mikhail, MD, University of Toronto, Toronto

2018:  Does the operative experience of UK general surgery trainees reflect the entrustment model of competency assessment?  Elizabeth Elsey, MD, University of Nottingham, Nottingham

2017:  Evaluation of a resident lead teaching program for the MRCPCH clinical examination Wales UK.  Dr. Smiti Bihari, Morriston Hospital, Swansea

2016: Resident evaluations of faculty: Resident versus faculty perspectives.  Roochi Arora, MD, McMaster University, Hamilton

2015: Thinking on the front line: Understanding resident decision making in clinical practice. Emilie H. Stevens, MD, University of British Columbia, British Columbia

2014: The effects of resident duty hour reform on evolving concepts of professionalism: A qualitative study. Ning-Zi Sun, MD, McGill University, Montréal

2013: To Stay Or Not To Stay: A Grounded Theory Study Of The Post-Call Behaviours And Rationalizations Of Postgraduate Medical Trainees. Taryn S. Taylor, Western University, London

Past Recipients of the ICRE Top What Works? Award

2021: Creating and Sustaining the Pivot to Virtual Primary Care: Implementation and Evaluation of the Virtual Care Competency Training Roadmap (ViCCTR) in a large postgraduate residency program. Dr. Batya Grundland, University of Toronto, Toronto ON

2020: Gauging reflective practices in pediatric residency candidates through an MMI station. Dr. Spencer van Mil, McMaster University, Hamilton

2019: Providing evidence-based care, day and night: A quality improvement initiative to improve intensive care unit patient sleep quality.  Stuart Douglas, MD, Queen's University, Kingston

2018: From resident-as-teacher to resident-as-role model: Enhancing resident teaching skills curricula.  Robert Sternszus, MD, McGill University, Montréal

2017: An innovative vehicle for delivering the ‘social pediatric’ curriculum.  Dr. Tara Baron, Northern Ontario School of Medicine

2016: Emergency Medicine with Follow-Up: A Situated Learning Model for Teaching Inpatient Medicine to Emergency Medicine Residents.  Chris Merritt, MD, Brown University, Providence, Rhode Island

2015: An integrated approach to teaching and assessing the health advocate and collaborator roles. Eleanor MacDougall, MD, University of Manitoba, Manitoba

2014: CanMEDS in context: Engaging residents in transition to residency program. Joan Binnendyk, University of Western Ontario, London

2013: Improving resident feedback skills and medicine clerk communication (IMPRESS-ME): Results from a prospective educational cohort trial. Lindsay Melvin, McMaster University, Hamilton

2012: The development and assessment of a novel CanMEDS Manager curriculum to improve resident test-ordering efficiency. Andrew Burke, McMaster University, Hamilton

2011: Observation of feedback by senior residents: Realtime versus remote observation of feedback encounters. Ian Mazzetti, MD, McMaster University, Hamilton

2010: Teaching residents to evaluate and treat (TREaT) curriculum: Piloting a resident-as-teacher program. Zain Kassam, MD, McMaster University, Hamilton

Past Recipients of the ICRE Top Poster Award

2021: 126 - Beyond the duty of call: Examining psychiatry residents' experiences of on-call education. Dr. Niloofar Izadi, University of Toronto

2019: Surgical warm up - fact or fiction?  James Tomlinson, MD, Sheffield Teaching Hospitals, Sheffield

2018: Video-Assisted Septoplasty (VAS): The future in teaching septal surgery, results of a prospective comparative study on the learning process in the operating room.  Hélène Maillé, MD, Université de Montréal, Montréal

2017: A qualitative study exploring perceptions of trainees and attending physicians.  Dr. Stephen Gauthier, Queen’s University

2016: Use of the surgical teaching rubric improves technical skills' acquisition and retention.  Marina Y. Ibrahim, MD, McGill University, Montreal

2015: Comparison of simulation-based resuscitation OSCE performance with ITER portfolio assessments of emergency medicine residents: A Canadian multi-center study. Andrew K. Hall, MD, Queen's University, Kingston

2014: Development of a workshop to introduce internal medicine residents to handover. Curtiss Boyington, MD, University of Alberta, Edmonton

2013: The role of mental practice in interprofessional healthcare education: A simulation perspective. Sana A. Ahmed, St. Michael’s Hospital, Toronto

2012: Development and Validation of an Assessment Tool for Basic Radiological Image Interpretation. Monica Lypson, University of Michigan Medical School, Ann Arbor

2011: Interdisciplinary Site-Specific Didactic Meetings: Addressing Competency-Based Education and Program-Based Clinical Services. Marcio Gomes, University of Ottawa, Ottawa

2010: “Making the leap”: Postgraduate trainees identify helpful instructional strategies during the first six months of training. Dawn Martin, MD, University of Toronto, Toronto

2009: Staff and resident responses to simulated cases of impaired anaesthesiologists. Sonia Dee Sampson, MD, Memorial University of Newfoundland, St. John’s

2008: From 0-100: Creating a Research Agenda in Postgraduate Medical Education. Susan Glover Takahashi, University of Toronto, Toronto