CAME Webinar: Teaching for Critical Reflection: What, Why and How?

Presenter: Dr. Stella Ng
Director of Research, Centre for Faculty Development
Arrell Family Chair in Health Professions Teaching
Scientist – The Wilson Centre and the Centre for Ambulatory Care Education
Assistant Professor, Department of Speech-Language Pathology, University of Toronto

Date: Tuesday, February 13, 2018

Time: 12:00 – 1:00PM Presentation (includes 10 – 15 minute Q&A)


UBC Point Grey Campus, Life Sciences Centre
Room 1312 CMR – 2350 Health Sciences Mall


Diamond Health Care Centre (DHCC)
Room 5213 – 2775 Laurel Street, Vancouver

Note: This session is being streamed to the host venues listed above, and therefore requires attendance on-site, or at a regional site (UNBC, Vancouver Island & Kelowna) as requested.


You may register for the event right up until the date of the event by clicking the link above. If you have any questions, please contact Faculty Development at:


This session will succinctly summarize the theory and empirical research underpinning reflective practice and critical reflection for health professions education, dispelling common myths and demonstrating the benefits of critically reflective practice for a complex health and social system. It will also introduce practical teaching approaches that can support the development of critically reflective practitioners.


When there is no clear-cut answer to be found, how can health professionals provide competent and
compassionate care? Dr. Stella Ng was motivated by her clinical experiences, as a pediatric audiologist, to study how health professionals learn to practice well in response to the complexities of people’s lives, the health system, and society. Stella uses interdisciplinary theories of epistemologies of practice, reflection, critical reflection, and reflective practice to explicate what health professionals do in value-conflicted, uncertain, and unstable zones of practice. Informed by this research, Stella studies and advances teaching approaches to support the development of compassionate, ethical, and reflective practitioners.