Laura Farrell, MD, MMEd
Dr. Laura Farrell is a Clinical Associate Professor in the Department of Medicine and a Scholar at the Centre for Health Education Scholarship within the Faculty of Medicine at the University of British Columbia (UBC). She completed her undergraduate education at the University of Victoria, her MD at UBC and her internal medicine residency and fellowship in Calgary. She began her career in Lethbridge, AB, then moved home to Victoria where she has been practicing since 2008. Laura is currently the Assistant Dean Undergraduate Education for the Island Medical Program (IMP). Clinically, she works and teaches as a General Internist at the Royal Jubilee Hospital and Rebalance in Victoria, BC. She is a Master Teacher for the IMP, and as such is involved in teaching in all four years of the undergraduate medical curriculum. In 2014, Laura was awarded the UBC Faculty of Medicine award for Excellence in Clinical Teaching. Laura’s interest in Medical Education began in her residency in Calgary. She went on to receive her Masters of Medical Education through the University Dundee in 2015. She has various research interests including goal oriented feedback, autoethnography and goal co-construction. Outside of work she spends her time with her husband and two children attempting to get outside as much as possible.
- Goal Oriented Feedback
- Goal Co-construction in the coaching relationship
- Methodology of Autoethnography
My master’s thesis explored the use of goal oriented feedback in the ambulatory setting where preceptor-learner encounters are brief. I have continued to explore feedback including the nuances of how others may enact goal oriented feedback in their own teaching setting after a longitudinal faculty development. This project led to developing an interest specifically in the goal co-construction process and how that might look between academic coaches and residents in post-graduate internal medicine training. In addition, due to my own experience with autoethnography, I have been involved in co-supervising two medical students who undertook a collaborative autoethnography in clerkship and I am further exploring collaborative autoethnography around feedback.
- Excellence in Community Practice Teaching – UBC Faculty of Medicine (2014)
- Preceptor of the Year – Southern Alberta Family Medicine Program (2008)
- UBC Faculty of Medicine, Faculty Development Initiative Grant (2019) $8000
- AAMC, WGEA Mini grant (2018) $5000
- UBC Faculty of Medicine, Distributed Medical Education Grant (2017) $9299
- UBC Faculty of Medicine, Faculty Development Initiative Grant (2015) $4645
- UBC Faculty of Medicine, Summer Student Internship Program (2012, 2013) $9800
Farrell, L, Bourgeois-Law, G, Buydens, S, Regehr, G. (2019). Your goals, my goals, our goals: The complexity of coconstructing goals with learners in medical education. Teaching and Learning in Medicine, DOI: 10.1080/10401334.2019.1576526
Walzak, A, Butler, D, Farrell, L, Law, S, Bates, J, Pratt, D. (2018) Working in the dead of night: Exploring the transition to after hour duties. Med Ed. 10.1111/medu.13762
LeBlanc, R, Kelly, K, Farrell, L. (2018) The value of a rapid access internal medicine clinic: an observational study. CJGIM. 13(3). 15-20.
Gingerich, A, Daniels, V, Farrell, L, Olsen, S, Kennedy, T, Hatala, R. (2018) Beyond hands-on and hands-off: Supervisory approaches and entrustment on the inpatient ward. Med Ed, 52(10) 1028-1040. https://doi.org/10.1111/medu.13621
Burton, H, Farrell, L, Atkins, T. (2018) Unexpected Vision loss in appropriately treated Giant Cell Arteritis. CJGIM, 12(3), 13-16.
Farrell, L, Bourgeois-Law, B, Ajjawi, R, Regehr, G. (2017) An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters. AHSE, 22(1), 91-104.
Farrell, L. (2017) When I say…Autoethnography. Medical Education, 51(1), 11-12.
Farrell, L, Bourgeois-Law, G, Regehr, G, Ajjawi, R. (2015) Autoethnography: Introducing “I” into medical education research. Medical Education, 49(10), 974-82.
Farrell, L. (2015) Exploring Feedback in Brief Clinical Encounters Using Learner-Directed Assessment and Goal-Oriented Feedback: An Autoethnography. Unpublished master’s thesis for master’s degree, University of Dundee, Scotland.
McLaughlin, K, Heemskerk, L, Herman, R, Ainslie, M, Rikers, R, Schmidt, H. (2008) Initial diagnostic hypotheses bias analytic information processing in non-visual domains. Med Ed, 39,98-106.
Heemskerk, L, Norman, G, Chou, S, Mintz, M, Mandin, H, McLaughlin, K. (2007) The effect of question format and task difficulty on reasoning strategies and diagnostic performance in Internal Medicine residents. Advances in Health Science Education, 13(4), 453-462.
Heemskerk, L, Scott-Douglas, N, Yilmaz, McLaughlin, K. (2005) Resolution of thrombotic microangiopathy following renal transplant. Nephrol Dial Transplant, 20, 639–641
Coret, A, Perrella, A, Regehr, G, Farrell. (2019) Choosing wisely: An autoethnographic exploration of self-preservation in clerkship. CCME oral presentation.
Coret, A, Perrella, A, Regehr, G, Farrell, L. (2019) Choosing wisely: An autoethnographic exploration of self-preservation in clerkship. CCME oral presentation.
Walzak, A, Butler, D, Farrell, L, Law, S, Bates, J, Pratt, D. (2018) Working in the dead of night: Exploring the transition to after hour duties. CCME oral presentation.
Gingerich, A. Daniels, V, Farrell, L, Olsen, S, Kennedy, T, Hatala. R (2018) Beyond hands-on and hands-off: A Model of Supervisory approaches on the inpatient ward. International Conference on Residency Education. CCME, Halifax, NS. Oral Presentation and AMEE. Aug 2018. Basel, Switzerland.
Farrell, L, Buydens, S, Regehr, G,Stonebridge, G, Bourgeois-Law, G. (2017) Exploring the use of narrative writing and group reflection to develop a teaching concept in faculty development. CCME April 2017. Winnipeg, MB. Oral Presentation.
Farrell, L, Bourgeois-Law, G, Buydens, S, Stonebridge, G, Regehr, G. (2017) Your goals, my goals, our goals: The complexity of co-constructing goals with learners to improve feedback. CCME. Winnipeg, MB. Oral Presentation.