Kevin Eva


Research Classification

Adult Education and Continuing Education

Research Interests

Health Professions Education
Assessment and Selection
clinical reasoning
Implementation Science
Continuing Professional Development
Judgment and Decision-Making

Affiliations to Research Centres, Institutes & Clusters


Research Methodology

Experimental psychology
Psychometric analyses


Doctoral students
Any time / year round
I support public scholarship, e.g. through the Public Scholars Initiative, and am available to supervise students and Postdocs interested in collaborating with external partners as part of their research.
I support experiential learning experiences, such as internships and work placements, for my graduate students and Postdocs.
I am open to hosting Visiting International Research Students (non-degree, up to 12 months).

Complete these steps before you reach out to a faculty member!

Check requirements
  • Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
  • Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
Focus your search
  • Identify specific faculty members who are conducting research in your specific area of interest.
  • Establish that your research interests align with the faculty member’s research interests.
    • Read up on the faculty members in the program and the research being conducted in the department.
    • Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
Make a good impression
  • Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
    • Do not send non-specific, mass emails to everyone in the department hoping for a match.
    • Address the faculty members by name. Your contact should be genuine rather than generic.
  • Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
  • Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
  • Demonstrate that you are familiar with their research:
    • Convey the specific ways you are a good fit for the program.
    • Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
  • Be enthusiastic, but don’t overdo it.
Attend an information session

G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.



These videos contain some general advice from faculty across UBC on finding and reaching out to a potential thesis supervisor.

Graduate Student Supervision

Doctoral Student Supervision

Dissertations completed in 2010 or later are listed below. Please note that there is a 6-12 month delay to add the latest dissertations.

First-year medical students' perceptions of objective structured clinical examinations' contributions to learning (2020)

There is increasing interest in medical education in the use of assessments to enhance student learning. However, there remains limited understanding of the range of factors that influence student learning before, during, and after assessments. Current research has mainly focused on learning after an assessment and focused on providing feedback as a form of support. A Self-Regulated Learning perspective prompts consideration of a wider range of potential factors and suggests that students’ personal objectives drive learning in educational tasks with students navigating the learning environment in ways they think will most help them work towards their objectives. Using principles of Constructivist Grounded Theory, first-year medical students attending a Canadian university were interviewed about their experience learning through Objective Structured Clinical Examinations (OSCEs) that were presented by their training program as needing to be completed for formative (21 students) and summative (15 students) purposes. Each OSCE consisted of a series of brief simulated patient encounters.This research demonstrated that students’ learning through OSCEs was a complex process influenced by interactions between factors related to the student, assessment design and the broader environment.

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