Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Negotiation and power dynamics on chronic disease healthcare teams; Team coordination of health literacy for chronic disease patients; Patient centered collaborative practice in chronic disease care.
Complete these steps before you reach out to a faculty member!
- 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.
- 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.
- 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.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Great Supervisor Week Mentions
Thank you for your expert guidance, encouragement, and support. Thank you for challenging me to think further, work harder and opportunities for growth.
Can't begin to tell you how much I appreciate your willingness to co-supervise me in my PhD program. I am grateful for your commitment to providing a conducive academic environment to learn from your wealth of knowledge and experience. Thank you for being so extra supportive. You are amazing!
- Airway diseases and health literacy (HL) measurement tools: A systematic review to inform respiratory research and practice (2018)
Patient Education and Counseling, 101 (4), 596-618
- Patients with heart failure and their partners with chronic illness: Interdependence in multiple dimensions of time (2018)
Journal of Multidisciplinary Healthcare, 11, 175-186
- The Complexity of Patients' Health Communication Social Networks: A Broadening of Physician Communication (2018)
Teaching and Learning in Medicine, 30 (4), 352-366
- When I say … networks and systems (2018)
- ‘Who is on your health-care team?’ Asking individuals with heart failure about care team membership and roles (2017)
Health Expectations, 20 (2), 198-210
- Frontline learning of medical teaching: "you pick up as you go through work and practice" (2017)
BMC Medical Education, 17 (1)
- Pulling together and pulling apart: influences of convergence and divergence on distributed healthcare teams (2017)
Advances in Health Sciences Education, , 1-15
- Culturally Specific Evaluation of Inhaler Techniques in Asthma (2016)
- Design: Selection of Data Collection Methods (2016)
Journal of graduate medical education, 8 (2), 263-264
- Health literacy and chronic disease management: drawing from expert knowledge to set an agenda (2016)
Health Promotion International,
- Integrating Theory Into Qualitative Medical Education Research (2016)
Journal of graduate medical education, 8 (3), 437-438
- Research Design Considerations (2016)
Journal of graduate medical education, 8 (1), 97-98
- The "handling" of power in the physician-patient encounter: Perceptions from experienced physicians (2016)
BMC Medical Education, 16 (1)
- Oral health literacy: findings of a scoping review (2015)
Dental Sciences Journal,
- Bridging immigrants and refugees with early childhood development services: partnership research in the development of an effective service model (2013)
Early Child Development and Care, 183 (12), 1924-1942
- Hearing the community voice: Methodological issues in developing asthma self-management educational materials for immigrant communities (2013)
Ethnicity: Theories, International Perspectives and Challenges, , 59-84
- Telehealth interventions for management of chronic obstructive lung disease (COPD) and asthma: A critical review (2013)
International Journal of Healthcare Information Systems and Informatics, 8 (1), 37-56
- Effectiveness of educational interventions on asthma self-management in Punjabi and Chinese asthma patients: A randomized controlled trial (2012)
Journal of Asthma, 49 (5), 542-551
- What counts as cultural competency in telehealth interventions? A call for new directions (2012)
Journal of Telemedicine and Telecare, 18 (7), 425-426
- Health literacy, language, and ethnicity-related factors in newcomer asthma patients to Canada: A qualitative study (2011)
Journal of Immigrant and Minority Health, 13 (2), 315-322
- Using community-based participatory research (CBPR) with ethno-cultural groups as a tool to develop culturally and linguistically appropriate asthma educational material (2011)
Diversity in Health & Care,
- A participatory photonovel as a linguistic tool for educating ESL-speaking immigrant women about health information (2010)
TESL Canada Journal ,
- The Relationship between Professional Immigrant Parents’ Underemployment Status and their Children’s Emotional Health and Behavioral Patterns (2010)
International Journal of Canadian Studies,
- Creating Participatory Photonovels: A Classroom Guide (2008)
Adult Basic Education and Literacy Journa,
- Multiple voices in health, sport, recreation, and physical education research: Revealing unfamiliar spaces in a polyvocal review of qualitative research genres (2008)
Quest, 60 (2), 214-235
- ESL-speaking immigrant women's disillusions: Voices of health care in Canada: An ethnodrama (2007)
Health Care for Women International, 28 (4), 381-396
- Within the eyes of the people: Using a photonovel as a consciousness-raising health literacy tool with ESL-speaking immigrant women (2007)
Canadian Journal of Public Health, 98 (4), 337-340