Past ICRE award winners

Past Recipients of the Program Director of the Year Award

2022: Pramod Puligandla, MD, MSc; Michael Froeschl, MD, MSc, FRCPC
2021: Azim S. Gangji MD, MSc, FRCPC; Jonathan Gaudet, MD, MSc, FRCPC
2020: Marcy Mintz, MD, FRCPC, MHPE; Anupma Wadhwa, MD, MEd, FRCPC
2019: Adelle Roberta Atkinson, MD, FRCPC
2018: Bradley Petrisor, MSc, MD, FRCSC; Hilary Writer, MD, FRCPC
2017: Donna Steele, MD, MA, FRCSC
2016: Moyez B. Ladhani MD, MSc, FRCPC
2015: Mark Frank Levine, MBBCh, FRCPC; Fraser Douglas Rubens, MD, MSc, FACS, FRCSC
2014: Robert Anderson, MD, FRCPC; and Brian Chung, MD, FRCPC
2013: Ian Preyra, MD, FRCPC; and Guy Brisseau, MD, MEd, FRCSC
2012: John Manoukian, MD, FRCSC; and Karen Finlay, MD, FRCPC
2011: Thomas Maniatis, MD, CM, MSc (Bioethics), FACP, FRCPC; and Joel Fox, MD, FRCPC
2010: Heather McDonald-Blumer, MD, FRCPC; and Parveen Wasi, MD, FRCPC
2009: Ravi Sidhu, MD, FRCSC; and Terry Sosnowski, MD, FRCPC


Past Recipients of the Kristin Sivertz Resident Leadership Award

2022: Shane Arsenault, MD, MPH; David D’Arienzo, MD
2021: Nada Gawad, MD, MAEd, FRCSC; Malika Ladha, MD, FRCPC
2020: Justin Hall, MD, MSc, MPH, MBA; Richelle Schindler, MD, MSc, University of Calgary
2019: Seyara Shwetz, MD; Colm McCarthy, MD, MDCM, MSc Health Science Education
2018: Jena Hall, MD, MEd; Kimberly Williams, MD, MSc
2017: Mark E. Lipson, MD, FRCSC; Victoria E. Cook, MD, FRCPC
2016: Marie Claire Bourque, MD, MSc, FRCPC; Natasha Snelgrove, MD, FRCPC
2015: Chelsea Maedler-Kron, MD; Hassan Mir, MD
2014: Brent Thoma, MD, MA; and Lacey Pitre, MD
2013: Julie Kromm, MD; and Arun Jagdeo, MD
2012: Farhan Asrar, MD; and Sathish Rajasekaran, MD
2011: Zain Kassam, MD; and Mélissa Langevin, MD, FRCPC
2010: Jonathan Spicer, MD; and Christian Kraeker, MD, FRCPC
2009: Fiona Kouyoumdjian, MD; and Andrei Metelitsa, MD, FRCPC


Past Recipients of the International Medical Educator of the Year Award

2022: Holly Caretta-Weyer, MD, MHPE
2021: Daniel J. Schumacher, MD, PhD, MEd
2020: Felix Ankel, MD, FACEP
2019: Melchor Sánchez Mendiola, MD, MHPE, PhD
2018: Maria Trinidad Hoyl, MD
2017: Eric Warm, MD; Michelle Lin, MD
2016: Jamiu Busari, MD, PhD, MHPE
2015: Neela Al Lamki, MD, FRCPC, FACR, FRCPI, FRCP(Glasg)
2014: Abdulaziz Boker, MBBS


Past Recipients of the International Resident Leadership Award

2022: Lieutenant Commander Ayeetin Azah, MD, MBA
2021: Arjan Hura, MD
2020: Allison M.B. Webb, MD, MAT
2019: Simon Fleming, MBBS, MRCS, MSc, MAcadMEd, MASE(RACS), MFSTEd, FRSA, AFHEA
2018: Debraj Mukherjee, MD, MPH; Charle Viljoen, MBChB, MMed, FCP(SA)
2017: Manit Arora, MD
2016: Jordan D. Bohnen, MD, MBA
2015: Deepa Shah, MD
2014: Xaviour Walker, MD


Past Recipients of the Program Administrator Award for Innovation and Excellence

2022: Deborah Hall
2021: Jan Taylor
2020: Rachel Glennie
2019: Elisabeth Almeida
2018: Micheline MacDonald
2017: Sara Cover
2016: Candice Stroud
2015: Ginette Snook, CMEA
2014: Meegan Dowe


Past Recipients of the ICRE Top Research Paper Award

2022: Differential attainment at the Intercollegiate Membership of the Royal College of Surgeons (MRCS) examination: A high-stakes postgraduate surgical examination.  Mr. Ricky Ellis, University of Aberdeen, Scotland
2021The most crushing thing: Understanding Assessment Burden for Residents in CBME. Dr. Mary Ott, Western University, London ON
2020Discordance Between Competency-Based Assessment Using a Global Versus Reductionist Approach for Medical Students. Dr. Holly Caretta-Weyer, Stanford University School of Medicine, California
2019The effects of gender on multiple mini-interview station scores for Selection into Australian Orthopaedic Surgery. Ian Incoll, MD, Australian Orthopaedic Association, Sydney
2018A grounded theory study of assessment anchors in postgraduate medical education: Forthcoming opportunities and ongoing tensions. Nancy Dudek, MD, University of Ottawa, Ottawa
2017Early detection of residents at risk of failure using a keyword specific algorithm. Mr. Gaby Tremblay, Université Laval
2016Feedback credibility in a formative postgraduate OSCE: Effects of examiner type. Lynfa Stroud, MD, University of Toronto, Toronto
2015Entrustment in practice, a competency based curriculum assessed.Karsten van Loon, Sint Lucas Andreas Hospital, Amsterdam
2014Factors that influence residents’ perceived credibility of examiners during a formative OSCE. Lynfa Stroud, MD, University of Toronto, Toronto
2013The impact of varying levels of implementation fidelity on resident perceptions of an assessment innovation. Shelley Ross, University of Alberta, Calgary
2012Weighing the Influences: Advice Seeking During Residency Training. Katherine McKinney  Lexington VA Medical Center
2011Remediation of residents in difficulty:  A retrospective 10 – year review of the experience of a postgraduate board of examiners. Ingrid Zbieranowski, MD, University of Toronto, Toronto
2010Evaluation of a structured wellness curriculum for emergency residents.  Kathryn Dong, MD, University of Alberta, Edmonton
2009Towards a profile-based method for evaluating residents: Faculty ranking and clustering of text-based profiles. Jodi McIlroy, MD, University of British Columbia, Vancouver
2008Analysis of Difficult Chest Tube Insertion Procedure – Revealing Limitations in Prototype Bench Model Training. Karen Joughin, MD, University of Queensland, Brisbane


Top Resident Quality Improvement Paper

2020Weighed and found wanting: An assessment of inpatient electronic sign-out list quality. Dr. Peter Farag, University of Toronto, Toronto
2019Providing evidence-based care, day and night: A quality improvement initiative to improve intensive care unit patient sleep quality. Stuart Douglas, MD, Queen’s University, Kingston
2018Resident practice-sharing in an academic family medicine teaching unit: Exploring effects on patient care and the resident educational experience. Stephenson Strobel, MD, Department of Policy Analysis and Management
2017Reducing repetitive ‘routine’ blood testing among hospitalized patients. Laura Walker, MD, St. Michael’s Hospital, Toronto


Past Recipients of the ICRE Top Resident Paper Award

2022: Resident and attending physician perspectives on direct and indirect observation.  Dr. Kathleen O’Connell, University of Ottawa, Ottawa, ON
2021“Reduced to my race once again”: Perceptions about underrepresented minority students admitted to medical school in North America. Dr. Hailey Barootes, Western University, London ON
2020Divergent Experiences: An analysis of Gender Differences in Feedback during EPAs Internal Medicine. Dr. Maxime Billick, University of Toronto, Toronto
2019 Assessing impact of research training on performance in general surgery residency.  Alexandre Mikhail, MD, University of Toronto, Toronto
2018 Does the operative experience of UK general surgery trainees reflect the entrustment model of competency assessment?  Elizabeth Elsey, MD, University of Nottingham, Nottingham
2017 Evaluation of a resident lead teaching program for the MRCPCH clinical examination Wales UK.  Dr. Smiti Bihari, Morriston Hospital, Swansea
2016Resident evaluations of faculty: Resident versus faculty perspectives.  Roochi Arora, MD, McMaster University, Hamilton
2015Thinking on the front line: Understanding resident decision making in clinical practice. Emilie H. Stevens, MD, University of British Columbia, British Columbia
2014The effects of resident duty hour reform on evolving concepts of professionalism: A qualitative study. Ning-Zi Sun, MD, McGill University, Montréal
2013To Stay Or Not To Stay: A Grounded Theory Study Of The Post-Call Behaviours And Rationalizations Of Postgraduate Medical Trainees. Taryn S. Taylor, Western University, London


Past Recipients of the ICRE Top What Works? Award

2022Scaling and spreading Quality Improvement education in the face of scarcity: Doing more with less. Dr. Alan Gob, Western University, London, ON

2021Creating and Sustaining the Pivot to Virtual Primary Care: Implementation and Evaluation of the Virtual Care Competency Training Roadmap (ViCCTR) in a large postgraduate residency program. Dr. Batya Grundland, University of Toronto, Toronto ON
2020Gauging reflective practices in pediatric residency candidates through an MMI station. Dr. Spencer van Mil, McMaster University, Hamilton
2019Providing evidence-based care, day and night: A quality improvement initiative to improve intensive care unit patient sleep quality.  Stuart Douglas, MD, Queen’s University, Kingston
2018From resident-as-teacher to resident-as-role model: Enhancing resident teaching skills curricula.  Robert Sternszus, MD, McGill University, Montréal
2017An innovative vehicle for delivering the ‘social pediatric’ curriculum.  Dr. Tara Baron, Northern Ontario School of Medicine
2016Emergency Medicine with Follow-Up: A Situated Learning Model for Teaching Inpatient Medicine to Emergency Medicine Residents.  Chris Merritt, MD, Brown University, Providence, Rhode Island
2015An integrated approach to teaching and assessing the health advocate and collaborator roles. Eleanor MacDougall, MD, University of Manitoba, Manitoba
2014CanMEDS in context: Engaging residents in transition to residency program. Joan Binnendyk, University of Western Ontario, London
2013Improving resident feedback skills and medicine clerk communication (IMPRESS-ME): Results from a prospective educational cohort trial. Lindsay Melvin, McMaster University, Hamilton
2012The development and assessment of a novel CanMEDS Manager curriculum to improve resident test-ordering efficiency. Andrew Burke, McMaster University, Hamilton
2011Observation of feedback by senior residents: Realtime versus remote observation of feedback encounters. Ian Mazzetti, MD, McMaster University, Hamilton
2010Teaching residents to evaluate and treat (TREaT) curriculum: Piloting a resident-as-teacher program. Zain Kassam, MD, McMaster University, Hamilton


Past Recipients of the ICRE Top Poster Award

2022: Setting the stage for coaching: Examining clinical teachers’ coaching behaviours through a systems-based behaviour change lens.  Dr. Jessica Trier, Queen’s University, Kingston, ON
126 – Beyond the duty of call: Examining psychiatry residents’ experiences of on-call education. Dr. Niloofar Izadi, University of Toronto
2019Surgical warm up – fact or fiction?  James Tomlinson, MD, Sheffield Teaching Hospitals, Sheffield
2018Video-Assisted Septoplasty (VAS): The future in teaching septal surgery, results of a prospective comparative study on the learning process in the operating room.  Hélène Maillé, MD, Université de Montréal, Montréal
2017A qualitative study exploring perceptions of trainees and attending physicians.  Dr. Stephen Gauthier, Queen’s University
2016Use of the surgical teaching rubric improves technical skills’ acquisition and retention.  Marina Y. Ibrahim, MD, McGill University, Montreal
2015Comparison of simulation-based resuscitation OSCE performance with ITER portfolio assessments of emergency medicine residents: A Canadian multi-center study. Andrew K. Hall, MD, Queen’s University, Kingston
2014Development of a workshop to introduce internal medicine residents to handover. Curtiss Boyington, MD, University of Alberta, Edmonton
2013The role of mental practice in interprofessional healthcare education: A simulation perspective. Sana A. Ahmed, St. Michael’s Hospital, Toronto
2012Development and Validation of an Assessment Tool for Basic Radiological Image Interpretation. Monica Lypson, University of Michigan Medical School, Ann Arbor
2011Interdisciplinary Site-Specific Didactic Meetings: Addressing Competency-Based Education and Program-Based Clinical Services. Marcio Gomes, University of Ottawa, Ottawa
2010“Making the leap”: Postgraduate trainees identify helpful instructional strategies during the first six months of training. Dawn Martin, MD, University of Toronto, Toronto
2009Staff and resident responses to simulated cases of impaired anaesthesiologists. Sonia Dee Sampson, MD, Memorial University of Newfoundland, St. John’s
2008From 0-100: Creating a Research Agenda in Postgraduate Medical Education. Susan Glover Takahashi, University of Toronto, Toronto