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Academic Pillars 

In its early years, the HoPingKong Centre focused on expanding simulation teaching in General Internal Medicine. The Centre quickly expanded to include humanism and the art of medicine and education in quality improvement as key priority areas. Continuing to expand to keep up with an increasing interest in data technology, the Centre has included new and emerging areas of interest in medical education.

Prescription Drugs

Quality Improvement & New Models of Care 

A program designed to support scholarly QI initiatives that aim to reduce practice variation or reduce unnecessary medical treatments; encourage the development and evaluation of innovative models of ambulatory practice and education in General internal Medicine; and foster collaboration with other leading centres of quality improvement scholarship locally, nationally, and internationally.

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Thomas MacMillan

Thematic Lead 


Simulation-based Medical Education (SBME)

A program designed to support and drive research and scholarship; develop and implement best practices in SBME to promote excellence in the practice of General Internal Medicine; and foster collaboration and innovation with other leading simulation centres locally, nationally, and internationally.



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Luke Devine

Thematic Lead


New and Emerging Areas of Interest in Med Ed 

A program designed to support research and scholarship in the area of data technology and educational tools; encourage the exploration of data analytics and its impact on trainee learning and assessment; enhance curricular design, instruction, and assessment; and collaborate with other centres and training programs interested in education and data science.   

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Rodrigo Cavalcanti

Themactic Lead

Anatomy Drawing

Art of Medicine & 

Medical Humanities 

A program is designed to support medical education research into the intrinsic CanMEDS roles employing non-bio scientific methods; employ diverse theories from the social sciences and medical humanities to explore medical practice and the patient experience; and to enhance medical education curricular design and development with a focus on non-traditional methods of narrative methods and reflective practice.


Nadine Abdullah

Thematic Lead

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