Anneke van Enk, PhD
Dr. Anneke van Enk obtained her PhD in education from Simon Fraser University. Her doctoral research focused on literacy learners’ narratives of schooling and, more specifically, the use of interview-based methodologies to collect narrative data. Dr. van Enk has taught courses on academic writing, discourse analysis, narrative research, adult literacy, and digital literacy at the University of British Columbia. She has also run numerous academic writing workshops and has participated in various initiatives to support practice-based research in adult literacy education.
Dr. van Enk joined the Centre for Health Education Scholarship (CHES) as a research associate in 2015. The focus of her work is on ways of bringing language-related matters to the foreground in medical curricula. Dr. van Enk supports Faculty of Medicine members interested in qualitative, and specifically discourse analytic, approaches to education research, and she contributes further to CHES’s mandate by acting as a resource for members seeking writing support in the course of their scholarly activities in the field of medical education.
My research interests, among other areas, include;
- Socio-cultural notions of expertise cultivated in health professional education, and the intersection of practitioner and lay expertise
- Discursive aspects of active patient involvement (variously framed in terms of, for example, patient “empowerment,” “patient-as-consumer,” patients’ “roles and responsibilities”) in both health care and health professional education
- Communication of medical research to practitioners and the public
- Conference on College Composition and Communication Award (2015). $10,000
I was recently awarded an NCTE/4Cs grant for a project that explores the tension between scholarly and practical commitments in education research as this manifests in academic writing. The cross-faculty research team in this project is focusing on medical education, philosophy of education and early childhood education as case studies, asking whether and, if so, to what extent and in what ways the genre of the education research article is able to accommodate the interests of both scholars seeking to extend understanding and practitioners seeking to improve practice.