Laura Nimmon, PhD
Scientist
Dr. Laura Nimmon is a Health Professions Education Researcher and Associate Professor, Faculty of Medicine, University of British Columbia. She is an Associate Editor for the journal Perspectives on Medical Education (Netherlands).
Research Interests
There is a focus on independent self and autonomy in our health profession training programs. Yet social networks are a cornerstone of effective clinical practice and teamwork. We are enmeshed these webs of interconnectivity that the extent of their influence is almost invisible to us and thus underappreciated in health professions training programs. My research explores the implicit and explicit drive towards the goal of autonomy and independence in health professions education. This body of research widens the scope of our collective vision beyond learners and healthcare providers as independent with distinct expertise. Viewing them instead as individuals deeply embedded in social structures who can notice and adapt fluidly to their interdependence.
My other area of research has been centered on power and the ways it flows through interprofessional teams and manifests in the physician patient dyad. This research both affirms and challenges assumptions of hierarchical power and reveals the multifaceted fine-tuned ways power operates in unexpected and diverse ways in health professions educational and practice environments. This work has been published in leading journals (Science, AAAS) and mentioned in major news outlets around the world, including the Los Angeles Times, the Times of India, San Jose Mercury News, and the Boston Herald.
I supervise and collaborate with graduate students, faculty, and educational leaders on research topics that are important to them. On this collaborative work, I have brought diverse social theories (community of practice theory, cultural historical activity theory, social network theory, etc.) to “see” social phenomenon anew with an effort to enlarge scholarly approaches to learning and practice. This research has spanned topics such as psychological safety; disability and belonging; learners mistreated by patients; residents’ hidden decision-making networks, and a pedagogy of love.
Awards and Honors
- Invited member, Sigma Xi, Scientific Research Honor Society (USA) for excellence in research achievements (2024).
- UBC Faculty of Medicine Award for Excellence in Mentoring Early Career Faculty (2021)
- Canadian Association for Medical Education (CAME) Champion Award for Advocacy, Role Modeling and Mentorship of Early Career Researchers (2020)
- Young Researcher Award (Society for Academic Continuing Medical Education, USA) (2017)
- Arthritis Society Young Investigator Salary Award (2015-2018)
Presentation Highlights
Nimmon, L., & MacDonald, M. (2024). The myth of meritocracy and white coat protection. Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, New Zealand.
Nimmon, L. (2025). Unravelling tacit assumptions built into the ideology of independence. Best Practices in Education Rounds (BPER). Faculty Development (CFD), The Wilson Centre and the Centre for Advancing Collaborative Healthcare & Education, University of Toronto, Canada.
Homes, C., Graves, L., Nimmon, L., (2025). Core competencies for students entering medical school: A pan-Canadian approach to re-envisioning technical standards and addressing ableism in undergraduate medical education. Dream Research Rounds. University of Michigan Medical School, USA.
LaDonna, K., Nimmon, L., Torti, J.(2025). Qualitative methods presentation. Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, USA.
Nimmon, L. (2025). The complexity of physician power: Implications for medical education. Department of Medical Education, University of Illinois Chicago, USA.
Nimmon, L. (2025). Converging currents of power in teams: A vision for healing and connection (Plenary). Collaborating Across Borders IX Conference, Omaha, Nebraska, USA.
Publication Highlights
Please see recent publications via Laura’s Google Scholar page.