At the Centre for Faculty Development (CFD), research is a vital part of our approach to knowledge mobilization (KMb)—a dynamic, two-way exchange between research and practice (Ng et al., 2017). Over the past five years, we have deepened this approach by purposefully integrating our education scholarship and evaluation activities with curriculum and resource development. This integration ensures that our work remains relevant and responsive to the evolving needs of faculty in health professions education (HPE).

This section highlights the research dimension of our KMb efforts, guided by three core themes:

1. Teaching Excellence & Growth
2. Ethical & Reflexive Practice
3. Equity-Driven Faculty Development

Below is a curated snapshot of our current and past research projects—an evolving body of work that continues to grow in response to emerging needs.

1.      Teaching Excellence & Growth

A core focus of CFD’s research is to generate evidence that supports faculty excellence in their roles as teachers, scholars, leaders, and advocates. Our work explores how best to enhance teaching practice across HPE through research-driven, responsive approaches.

In pursuit of scholarship on faculty teaching excellence and growth, our researchers have been exploring several key areas. We have promoted faculty’s awareness and application of educational paragraphs, which influence every stage of the learning experience­—from curriculum design to assessment practices. One of our researchers have constructed a framework, in collaboration with international partners, to define and support excellence in faculty development. To further support teaching excellence, we have undertaken initiatives in coaching, including a case study on the design and implementation of a coaching-based program and a scoping review of targeted teaching improvement interventions.

To learn more, please see example publications:

• Baker, L. R., Phelan, S., Woods, N. N., Boyd, V. A., Rowland, P., & Ng, S. L. (2021). Re-envisioning paradigms of education: towards awareness, alignment, and pluralism. Advances in Health Sciences Education, 26(3), 1045-1058. https://doi.org/10.1007/s10459-021-10036-z
• Findyartini, A., Nirula, L., Mandache, M.-E., Caramori, U., Cilliers, F., Cantillon, P., & Roebertsen, H. From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in HPE. Medical teacher, 1-13. https://doi.org/10.1080/0142159X.2025.2507150
• D’Eon, M., Wu, Q., Zerger, S., Kishibe, T., Turner, G., & Nirula, L. (In progress). Targeted teaching improvement in HPE: A scoping review.

2.      Ethical, & Reflexive Practice

CFD’s research also focuses on fostering ethical, critically reflexive practice among faculty. We examine how educators engage thoughtfully with their responsibilities, decisions, and impacts—especially within equity-sensitive and ethically complex situations.

Our research explores the ethical and equitable dimensions of evaluation and education research in academic health sciences. We launched a knowledge mobilization initiative to support faculty in navigating ethically complex moments in education research through practical tools and resources. We have critically examined the quality of evaluation practices, engaged in reflexive, equitable curriculum renewal of our programing, and developed a Data Governance Framework to guide ethical, equity-informed evaluation across the Centre.

To learn more, please see example publications:

• Baker, L., Phelan, S., Snelgrove, R., Varpio, L., Maggi, J., & Ng, S. L. (2016). Recognizing and responding to ethically important moments in qualitative research. Journal of Graduate Medical Education, 8, 607-608. https://doi.org/10.4300/JGME-D-16-00384.1
• Onyura, B., Fisher, A. J., Wu, Q., Rajkumar, S., Chapagain, S., Nassuna, J., Rojas, D. & Nirula, L. (2024). To prove or improve? Examining how paradoxical tensions shape evaluation practices in accreditation contexts. Medical Education, 58(3), 354-362. https://doi.org/https://doi.org/10.1111/medu.15218
• Nirula, L., Kajura, L., Saini, M., & Creede-Desmarais, C. (Under revision). Five critical factors for reflexive, equitable curriculum redesign in academic health sciences. Canadian Medical Education Journal.
• Bookalam, D., Nirula, L. & Bulmer, B. (Submitted). Applying reflexivity in the design and implementation of an equity-based data governance framework. Canadian Medical Education Journal.

3.      Equity-driven Faculty Development

CFD is committed to building faculty’s capacity to challenge and dismantle systemic inequities. Our research explores how transformative and anti-oppressive approaches can reshape faculty development and enhance equity, diversity, inclusion, and accessibility (EDIIA) across HPE.

Our work has explored how EDIIA principles can be embedded in simulation-based education by challenging the field to dismantle existing structures and re-envision power distribution. Similarly, in our study of meaningful engagement with Patient and Family Partner storytellers in educational settings highlighted the need to reimagine the value of lived experience and ways to share power. Additionally, we have investigated anti-oppressive faculty development through a multiple-case study of programs across North America, offering insights into the complexities of designing equity-focused education.

To learn more, please see example publications:

• Dieckmann, P., & Nirula, L. (2024). Moving towards deep equity, diversity, inclusivity and accessibility in simulation: a call to explore the promises and perils. Advances in Simulation, 9(1), 6. https://doi.org/10.1186/s41077-024-00278-3
• Wu, Q., Nirula, L., Sklarz, H., Diaz, B., & Agrawal, S. (2025). Tensions in patient and family partner storytelling in clinical education: Navigating the who, what and how of knowing. The Clinical Teacher, 22(4), e70116. https://doi.org/https://doi.org/10.1111/tct.70116
• Wu, Q., Fisher, A., Onyura, B., Mullins, H., Sharma, M., & Baker, L. (Under review). Anti-oppressive faculty development: Examining the principles and sustainability of HPE programs. Medical Teacher.