We Are the Change We Seek: Leading Indigenous Health in British Columbia
Thank you for joining us virtually on January 14th, 2026, from 12:00 – 3:00 PM (PT), for an Indigenous Speakers Series session featuring Indigenous Vice Presidents from Fraser Health, Island Health, and the Provincial Health Services Authority. In this session, they shared how Indigenous leadership is transforming health systems across B.C.—advancing Cultural Safety, Humility, and Truth and Reconciliation. If you missed the session, watch the recording to learn more about how Indigenous voices at the executive level are reshaping policy, addressing racism and discrimination, and creating lasting change for First Nations, Inuit, and Métis peoples across the province.
Topic | We Are the Change We Seek: Leading Indigenous Health in British Columbia
Date: Wednesday, January 14th, 2026
Time: 12:00 PM – 3:00 PM (PT)
Live Stream & Recording | Register to receive the webcast link or access to the recording after the event.
All REDI events are open to the public unless otherwise noted.
Speaker Bio
Amanda Laboucane,
Interim Vice President, Indigenous Health and Cultural Safety, Fraser Health,
Citizen of the Métis Nation
Amanda LaBoucane is a Métis citizen and mother of two strong Métis–Ojibwe daughters. Born and raised on Coast Salish lands, she has lived and worked in Indigenous communities in both rural and urban settings.
The importance of preserving cultural teachings and traditions in all aspects of daily life inspires Amanda’s commitment to embedding Indigenous cultural safety and humility into health care. Her work focuses on transforming the health-care system to address Indigenous-specific racism through strength, determination, political acumen, kindness, and heart.
Amanda joined Fraser Health in 2017 and currently serves as the organization’s Interim Vice President of Indigenous Health. Her leadership within the Indigenous Health portfolio unites an exceptional team delivering clinical services and advancing Indigenous cultural safety programming and education across the health authority.
She holds a Master of Public Health from Simon Fraser University and a Bachelor of Science from the University of the Fraser Valley. Amanda is completing her Master of Business Administration at Simon Fraser University and is a past member of the Canadian College of Health Leaders.
Dawn Thomas – Aa ap waa iik,
Vice President, Indigenous Health and Rural & Remote, Island Health,
Member of the Snuneymuxw First Nation
Dawn Thomas is a proud member of the Snuneymuxw First Nation on Vancouver Island. Her traditional Nuu-chah-nulth name is Aa ap waa iik, which loosely translates to “The one who says the right words about chiefly business.”
Dawn joined Island Health in June 2020 and is responsible for enabling and facilitating system transformation and service delivery improvements that enhance the wellness, health, and care provided to all Indigenous peoples across the Island Health service area, including First Nations, Métis, Inuit, and non-status Indigenous peoples—both on and off reserve. She is also instrumental in leading the organization’s cultural humility journey, supporting continuous growth, and fostering cultural safety at all levels.
In 2021, Dawn was seconded to the Ministry of Health as the Interim Associate Deputy Minister (ADM) of Indigenous Health and Reconciliation. She was the first Indigenous woman to hold this senior role within the provincial government and played a key role in introducing the In Plain Sight report and its recommendations into the ministry’s work. Her leadership in the province’s and the B.C. health system’s initial response to In Plain Sight, the relationships she developed during this time, and the Indigenous-led and informed practices she brings back to Island Health continue to guide and advance efforts to address Indigenous-specific racism.
As Vice President, Dawn engages with a wide range of senior internal and external partners to foster effective partnerships and create the conditions for culturally safe service delivery. She leads the organization’s approach to culturally informed governance and decision-making, partnering with Indigenous communities to develop and implement progressive, relevant, and culturally safe policies and practices for both patients and Indigenous staff.
Dawn brings more than 20 years of experience working with Indigenous children, families, communities, and leadership to Island Health. She previously held senior leadership positions with the B.C. government at the Ministry of Children and Family Development and the Office of the Representative for Children and Youth, where she served as Deputy Representative.
She holds a Master of Arts in Dispute Resolution and a Bachelor of Arts in Child and Youth Care, both from the University of Victoria.
Joe Gallagher – k’ʷunəmɛn,
Vice President, Indigenous Health and Cultural Safety, Provincial Health Services Authority,
Member of the Tla’amin First Nation
Joe Gallagher guides the further development and evolution of PHSA’s Indigenous Health and Cultural Safety Strategy, leads the delivery of cultural safety and humility education, and supports PHSA’s Indigenous Health and Human Resources Plan.
Joe is Coast Salish from the Tla’amin First Nation and has made extraordinary contributions to B.C.’s health-care system over the course of his career. He was the founding Chief Executive Officer of the First Nations Health Authority—the first and only health authority of its kind in Canada—and served as CEO from 2009 to 2019. Prior to this role, Joe held senior leadership positions in several governmental and First Nations organizations, working in areas such as health care, community development, economic development, and intergovernmental affairs.
A recipient of the King Charles III Coronation Medal, Joe holds an Honorary Doctor of Laws (LLD) from the University of Victoria and has provided executive-level consulting support to B.C. health regulatory colleges and other institutions as they work to address Indigenous-specific racism and advance cultural safety and humility in health-care settings. He also co-authored Now You Know Me: Seeing the Unhidden Truth in Settler Colonialism, received a Leadership in Quality Award from Health Quality BC, and most recently was honoured with the Trail Blazer Award from Native Education College.
Description
Written by Derek K Thompson – Čaabať Bookwilla | Suhiltun , Director, Indigenous Engagement
Opening the door to Indigenous peoples’ participation in leading health systems transformation is an expression of the commitment to truth and reconciliation. Health systems that develop and implement policy based on the active participation of First Nations, Inuit, and Métis peoples can be expected to ensure an enduring legacy of transformative change. Guided by this work, it is with great anticipation and promise that health systems begin to fundamentally shift the paradigms that perpetuate racism and discrimination against Indigenous peoples toward standards that uphold Truth and Reconciliation for all Canadians.
Stepping into and leading this important work are the dynamic and experienced individuals appointed to their respective roles as Vice Presidents. They are integral members of the senior executive teams in Fraser Health, Island Health, and the Provincial Health Services Authority. We are honoured and excited to welcome Joe Gallagher, Amanda Laboucane, and Dawn Thomas to the Indigenous Speakers Series.
This work addresses policy related to racism and discrimination against Indigenous peoples in British Columbia and defines an approach that emphasizes the importance of Cultural Safety and Humility. The work ahead will guide how health systems can adapt to better respond to First Nations, Inuit, and Métis peoples. Indigenous peoples are vital to British Columbia, and how BC relates to them defines its sense of justice, purpose, and redress. There is urgency at all levels within health systems to open the door to Indigenous participation in advancing reconciliation through Cultural Safety and Humility.
The creation of senior executive roles within regional and provincial health authorities offers the potential for transformative change within health systems in both the short and long term. Comprehensive Indigenous leadership is essential for policy changes that address racism and discrimination and enhance Cultural Safety and Humility as legitimate standards. First Nations, Inuit, and Métis peoples can be expected to welcome changes that clearly define Cultural Safety and foster confidence in the practice of Humility. This approach must extend beyond transformative change within health systems to have a far-reaching impact on all Canadians and other systems.
Moderator
Derek K Thompson – Čaabať Bookwilla | Suhiltun, Director, Indigenous Engagement
What Will I Learn?
You will learn about the overall work of Indigenous health in Fraser Health, Island Health, and the Provincial Health Services Authority.
Continue Learning
“The time to make things happen is now. The time to seek out our individual and shared power is now.”
Discover more about REDI’s Indigenous Speakers Series here
Find REDI’s Indigenous-Specific Resources here
Research Voices from the Field with Cheryl Holmes
Research Voices from the Field is a new feature that showcases cutting-edge research that breaks barriers and promotes inclusion in medicine. Each edition spotlights a research publication and includes insights directly from the authors—revealing their motivations, the significance of their findings, and why the research matters for healthcare professionals everywhere.
In this edition, Cheryl Holmes, Associate Dean of Undergraduate Medical Education and Clinical Professor of Critical Care in the Department of Medicine reflects on why she co-authored “Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible Medical Education” — a must-read for leaders and educators seeking to embed disability justice into medical education.
In this edition, Cheryl Holmes, Associate Dean of Undergraduate Medical Education and Clinical Professor of Critical Care in the Department of Medicine reflects on why she co-authored “Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible Medical Education”— a must-read for leaders and educators seeking to embed disability justice into medical education.
Read Cheryl Holmes‘ bio
Cheryl Holmes, MD FRCPC MHPE (she, her/s)
Dr. Cheryl Holmes is Associate Dean, Undergraduate Medical Education at the University of British Columbia (UBC) and Clinical Professor and former Head of the UBC Department of Medicine’s Division of Critical Care. Dr. Holmes is committed to fostering respectful, compassionate, and health-promoting environments in academic medicine—where excellence is strengthened by equity, decolonization, diversity, inclusion, accessibility, belonging, and social justice. Her scholarly interests include supporting learner wellbeing, creating inclusive and accessible learning environments, and advancing the social accountability of medical schools.
My journey began with a question about our technical standards that brought to my attention that I didn’t actually know what technical standards were. As I investigated, it became clear to me that the widely adopted traditional “organic” technical standards were not neutral descriptions of competence—they had, whether intentionally or not, been used to exclude people with disabilities from medical training. What were assumed to be objective expectations were, in fact, grounded in deeply ableist ideas about who is deemed “fit” to become a physician. This realization was profoundly unsettling, and it compelled me not only to undertake a project at UBC to re-envision technical standards but also to confront how little I had previously questioned the structures and assumptions I had inherited.
As I began discussing this project with colleagues, it became clear that other institutions were also interested in re-examining their technical standards, leading to the formation of a national coalition. Working alongside disabled colleagues, scholars, learners, and patient partners to re-envision these standards, I found myself reflecting on the hidden curriculum of my own specialty—critical care. At the time I was trained, the implicit message was clear: be tireless, be invulnerable, be more-than-human. I had absorbed this culture and, without realizing it, had carried those expectations into my assumptions about what all learners must be able to do.
It has been humbling to recognize the ways in which my own beliefs aligned with the very ideas that had marginalized disabled learners in our system. Listening to the experiences of colleagues who had navigated these barriers has been profoundly transformative. Their insights changed not only how I understood ableism in medicine, but also how I understood my role as a leader, an educator, and a human.
The functional Core Competencies we ultimately developed reflect a collective effort grounded in disability affirmation, universal design, and justice. But the deeper impact for me was personal: learning that disability inclusion requires ongoing unlearning—of old norms, old assumptions, and old definitions of ability—and the humility to grow because of what others so generously teach us.
Key Take-Home Messages
- Traditional technical standards were shaped by ableist norms rather than true measures of competence.
- Canada has adopted new functional Core Competencies, shifting from “organic” requirements to inclusive, outcome-focused expectations that support accommodations and assistive technologies.
- A disability-affirming, transparent, and inclusive process—centered on disabled physicians, learners, and scholars—guided the creation of these competencies.
- Medical schools have legal duties to reduce barriers, provide accommodations unless undue hardship is proven, and ensure accessible admissions and learning environments.
- This national shift advances social accountability, promotes universal design, and strengthens the diversity and well-being of the future physician workforce.
Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible Medical Education
Authors: Cheryl L Holmes, Laura Yvonne Bulk, Naomi Lear, Lynn Ashdown, Quinten K Clarke, Laura Farrell, Rachel Giddings, Lisa Graves, Julia Ersilia Hanes, George Kim, Michael Quon, Saleem Razack, Francesco A Rizzuti, Ginger Ruddy, Alex Scott, Erene Stergiopoulos, Lee Toner, Laura Nimmon
Abstract
A socially accountable physician workforce must include disabled learners and providers. However, current Canadian Technical Standards (TS) for medical school admissions create barriers to their inclusion. These standards overlook advances in assistive technology, universal design, evolving inclusion practices, and legal protections. Replacing the TS required consensus, but traditional methods of achieving consensus on disability inclusion risk reinforcing ableism in medical education. To address challenges with existing TS, the Association of Faculties of Medicine of Canada (AFMC) formed the “Re-envisioning TS Working Group,” using a novel consensus approach grounded in disability inclusion and critical disability discourse. Guided by transparency, accessibility, and respect for disability as diversity, the group prioritized engagement with disabled physicians, educators, scholars, and learners. The WG followed 5 stages: (1) identifying key concepts and reviewing literature on TS reform and ableism; (2) examining relevant legislation and case law; (3) drafting functional Core Competencies; (4) consulting partners across the medical education continuum; and (5) presenting outcomes to the AFMC Board, highlighting a commitment to disability inclusion in undergraduate medical education. The AFMC Board unanimously endorsed the “Report on Re-Envisioning Technical Standards,” including the “Desired Outcomes” and the “Core Competencies for Entering Medical Students.” The AFMC’s adoption of functional Core Competencies is a significant step toward inclusion and support for learners with disabilities in Canadian medical education. Medical schools should adopt these competencies, combat ableism, and invest in universal design to promote access. Accommodation support should extend from admission through postgraduate training to independent practice. Finally, efforts to foster an inclusive culture and contribute to a healthy, diverse physician workforce must be evaluated as part of medical schools’ social accountability mandate.
Have you’ve published or come across valuable research on the praxis of REDI in medicine? Share it today.
We especially welcome submissions of research articles that explore equity, diversity, inclusion, justice, decolonization, Indigenization, or trauma-informed practices in medicine and healthcare.
Research Voices from the Field with Faizal Haji
Research Voices from the Field is a new feature that showcases cutting-edge research that breaks barriers and promotes inclusion in medicine. Each edition spotlights a research publication and includes insights directly from the authors—revealing their motivations, the significance of their findings, and why the research matters for healthcare professionals everywhere.
In this edition, Faizal Haji, a pediatric neurosurgeon at the BC Children’s Hospital, Scholar at the Centre for Health Education Scholarship (CHES), and Assistant Professor in the Department of Surgery, reflects on why he co-authored “Defining a Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships” with colleagues in the Branch for Global Surgical Care — a piece relevant to anyone interested in decolonization and global health equity.
In this edition, Faizal Haji, a pediatric neurosurgeon at the BC Children’s Hospital, Scholar at the Centre for Health Education Scholarship (CHES), and Assistant Professor in the Department of Surgery, reflects on why he co-authored “Defining a Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships” with colleagues in the Branch for Global Surgical Care — a piece relevant to anyone interested in decolonization and global health equity.
Read Faizal Haji‘s bio
Faizal Haji, MD, PhD, FRCSC
Dr. Faizal Haji is a pediatric neurosurgeon at the BC Children’s Hospital and an Assistant Professor in the Department of Surgery at the University of British Columbia. Dr. Haji is also co-lead for the Surgical Education Research Interest Group, Graduate Program Advisor for the Masters and Certificate Program in Global Surgical Care, and Associate Director of the Global Surgery Lab within the Department of Surgery at UBC.
Dr. Haji completed undergraduate studies followed by medical training at McMaster University. After graduating from medical school in 2008, he completed his neurosurgical residency at Western University in London, Ontario, Canada. During residency, Dr. Haji obtained a PhD from the Institute of Medical Science at the University of Toronto, alongside completing research fellowships at the Ronald R. Wilson Centre for Research in Education at UHN and the Learning Institute at the Hospital for Sick Children. His dissertation focused on the effect of fidelity, complexity and cognitive load on learning and transfer of procedural skills for novices engaged in simulation-based education. Upon completing neurosurgical residency and becoming a fellow of the Royal College of Physicians and Surgeons of Canada in 2018, Dr. Haji completed a postgraduate fellowship in pediatric neurological surgery at the Children’s Hospital of Alabama and the University of Alabama at Birmingham (UAB), where his research focused on capacity development for postgraduate surgical training in resource-limited settings. After training, Dr. Haji spent two years as a pediatric and adult neurosurgeon at the Kingston Health Sciences Centre and Medical Education Scholar at Queen’s University. Dr. Haji’s academic interest is in health professions education, with his program of research focusing on three areas: (i) surgical education, including clinical reasoning, the integration of basic and clinical sciences in surgical training, and entrustment; (ii) the globalization of health professions education, including its implications for international medical graduates (IMGs) and learners, educational policy (e.g. related to admissions, certification, and accreditation), international collaborations, and the migration of pedagogical and assessment approaches (e.g, CBME); and (iii) optimizing the design of simulation-based education for medical and surgical skills training with particular focus on cognitive load and learner engagement.
Together with over 70 students and faculty from around the world who are members of the Global Surgery Lab at UBC, we conducted this study to provide guidelines for the development of ethical and sustainable global surgery partnerships (GSPs). Global Surgery has grown substantially since the publication of the 2015 Lancet Commission, which demonstrated that over two-thirds of the world’s population lack access to safe and affordable surgical and anesthetic care, the majority of whom live in the poorest and most resource-limited regions of the globe. The associated World Health Assembly Declarations 68.15 and 76.2 recognize access to safe, timely, and affordable surgical care as a critical component of Universal Health Coverage, and the integration of emergency, obstetric, and anesthetic care is essential to building resilient health systems.
In response to this unmet need, historically surgical care providers engaged in short-term “missions” to provide care in resource-constrained (often international) settings. Unfortunately, these activities are rooted in a colonial framework, where surgical providers from high-resource settings engage in short-term missions to provide surgical care to populations without adequate consideration of the ethics and sustainability of such work, particularly with respect to local culture, needs, and context. More recently, efforts to scale up surgical care in resource-constrained settings have focused on reciprocal, bidirectional partnerships between institutions and teams in High-Income Countries (HICs) and Low- and Low-Middle-Income Countries (LICs/LMICs) that centre around education and training, capacity development, and health systems strengthening. In an ongoing effort to decolonize Global Surgery, our lab engaged in this study in hopes of initiating a conversation around what ethical, sustainable GSPs look like.
Using a modified Delphi technique, we recruited 50 global surgery experts from 34 countries representing all six WHO regions to iteratively establish consensus around the definitions and evaluation metrics for six “pillars” of sustainable GSPs: Stakeholder Engagement, Multidisciplinary Collaboration, Context-Relevant Education and Training, Bilateral Authorship, Multisource Funding, and Outcome Measurement. The associated 47-item checklist achieved full consensus among the expert panel over three rounds of the Delphi process and can serve as a self-auditing tool and benchmark to ensure accountability for those funding and engaging in GSPs. Importantly, this work also furthered an important conversation among panelists, within our lab, and in the literature about knowledge-sharing, co-creation, and decolonization by working in solidarity with, and uplifting, local and Indigenous providers, knowledge, and healthcare practices around the world.
In an ongoing effort to further this work, we are actively involved in pilot testing and iteratively revising this framework with Global Surgery groups engaged in GSPs within Canada and around the world.
Defining a Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships
Authors: Catherine J Binda, Jayd Adams, Rachel Livergant, Sheila Lam, Kapilan Panchendrabose, Shahrzad Joharifard, Faizal Haji & Emilie Joos
Abstract
Objective: The aim of this study was to use expert consensus to build a concrete and realistic framework and checklist to evaluate sustainability in global surgery partnerships (GSPs).
Background: Partnerships between high-resourced and low-resourced settings are often created to address the burden of unmet surgical need. Reflecting on the negative, unintended consequences of asymmetrical partnerships, global surgery community members have proposed frameworks and best practices to promote sustainable engagement between partners, though these frameworks lack consensus. This project proposes a cohesive, consensus-driven framework with accompanying evaluation metrics to guide sustainability in GSPs.
Methods: A modified Delphi technique with purposive sampling was used to build consensus on the definitions and associated evaluation metrics of previously proposed pillars (Stakeholder Engagement, Multidisciplinary Collaboration, Context-Relevant Education and Training, Bilateral Authorship, Multisource Funding, Outcome Measurement) of sustainable GSPs.
Results: Fifty global surgery experts from 34 countries with a median of 9.5 years of experience in the field of global surgery participated in 3 Delphi rounds. Consensus was achieved on the identity, definitions, and a 47-item checklist for the evaluation of the 6 pillars of sustainability in GSPs. In all, 29% of items achieved consensus in the first round, whereas 100% achieved consensus in the second and third rounds.
Conclusions: We present the first framework for building sustainable GSPs using the input of experts from all World Health Organization regions. We hope this tool will help the global surgery community to find noncolonial solutions to addressing the gap in access to quality surgical care in low-resource settings.
Have you’ve published or come across valuable research on the praxis of REDI in medicine? Share it today.
We especially welcome submissions of research articles that explore equity, diversity, inclusion, justice, decolonization, Indigenization, or trauma-informed practices in medicine and healthcare.
EDI Joint Interest Group
The EDI Joint Interest Group is a network for equity leads, EDI champions or any staff or faculty responsible for advancing or leading EDI initiatives in their unit, department, school or program. We meet monthly to discuss topics of interest.
Are you a faculty or staff member leading equity, inclusion, decolonization, and Indigenization initiatives within your unit? Would you benefit from a community of practice to discuss common challenges you face in your role? Join our monthly EDI Joint Interest Group or Drop in for a Session. Please click on the meeting titles below to learn more and register to receive the Zoom link for a particular session.
Subscribe to the EDI-JIG listserv
You can subscribe to the EDI-JIG listserv to receive communications for all upcoming sessions. To subscribe, email LISTSERV@LISTS.UBC.CA with “subscribe EDI-JIG@LISTS.UBC.CA” in the body of your email (without any other content, including your signature). If you are having trouble subscribing, email redi.events@ubc.ca. You can unsubscribe at any time.
Upcoming EDI Joint Interest Group Monthly Topics:
2025-2026 Sessions
Supporting Learners Facing Microaggressions from Patients with Maï Yasué, and Saleem Razack
April 27th, 2026, Session time: 1:00-2:30 PM PT (Zoom)
This session focuses on how faculty and preceptors can recognize, respond to, and mitigate the impact of patient-to-learner microaggressions. Through examples and shared experiences, we will explore supportive strategies that uphold learner safety, dignity, and inclusion while ensuring high-quality patient care. This session will be offered in a hybrid format, and lunch will be served for those attending in person.
Speakers:
Maï Yasué (She/her),
Associate Director, Office of Respectful Environments, Equity, Diversity & Inclusion
Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
Saleem Razack (He/Him),
Paediatric Intensivist, BC Children’s & REDI Senior Faculty Advisor
Saleem is a Senior Faculty Advisor in the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. In his role, Saleem advises on strategy related to the implementation of a comprehensive anti-racism plan for the Faculty. He aims to serve in and contribute to the vibrant and diverse community within the Faculty of Medicine and its associated clinical and research sites.
Meeting Diverse Accessibility Needs in Clinical Training with Maï Yasué, and Saleem Razack
Feb 23rd, 2026, Session time: 1:00-2:30 PM PT (Zoom)
Join us for a conversation on how to proactively and responsively support residents with a wide range of accessibility needs in clinical learning environments. We will discuss common challenges, share promising practices, explore tensions, and consider everyday approaches that promote equity and belonging for diverse learners.
Speakers:
Bonita Sawatzky (She/her),
Associate Professor;
Director of READI (Respect, Equity, Accessibility, Diversity and Inclusion) for the Department of Orthopeadics
Bonita Sawatzky, an Associate Professor of Orthopaedics, was an ICORD principal who worked in spinal cord injury research as a clinical biomechanist for 25 years studying primarily wheeled mobility in spinal cord injury with over 100 publications. She has closed her biomechanics lab to become the Director of READI (Respect, Equity, Accessibility, Diversity and Inclusion) for the Department of Orthopeadics at the University of British Columbia. She recently was awarded the Canfield Scholar for Patient Engagement in Health Education with CHES and PCPE. She is a dedicated teacher in UBC’s Faculty of Medicine, working with medical students, residents and graduate students. She has always encouraged the patient’s voice in her own research work, inviting patients to be collaborators, co-researchers and authors.
Maï Yasué (She/her),
Associate Director, Office of Respectful Environments, Equity, Diversity & Inclusion
Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
Saleem Razack (He/Him),
Paediatric Intensivist, BC Children’s & REDI Senior Faculty Advisor
Saleem is a Senior Faculty Advisor in the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. In his role, Saleem advises on strategy related to the implementation of a comprehensive anti-racism plan for the Faculty. He aims to serve in and contribute to the vibrant and diverse community within the Faculty of Medicine and its associated clinical and research sites.
Inclusive Professionalism in Practice with Maï Yasué, and Saleem Razack
Jan 19th, 2026, Session time: 1:00-2:30 PM PT (Zoom)
This session builds on the ideas introduced in the It Starts With Us session, Inclusive Professionalism in Medicine, by digging into real scenarios that surface everyday tensions around “professionalism.” In this hands-on session, we will engage in discussions that help us apply these inclusive professionalism principles within our educational programs and consider what it means to create spaces where people can show up as their whole, authentic selves.
Speakers:
Maï Yasué (She/her),
Associate Director, Office of Respectful Environments, Equity, Diversity & Inclusion
Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
Saleem Razack (He/Him),
Paediatric Intensivist, BC Children’s & REDI Senior Faculty Advisor
Saleem is a Senior Faculty Advisor in the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. In his role, Saleem advises on strategy related to the implementation of a comprehensive anti-racism plan for the Faculty. He aims to serve in and contribute to the vibrant and diverse community within the Faculty of Medicine and its associated clinical and research sites.
Beyond punishment: A Motivational Framework for Addressing JEDI-Related Conflicts with Maï Yasué, and Madison Tardif
Dec 15th, 2025, Session time: 1:00-2:30 PM PT (Zoom)
In this session, we will explore how we can address JEDII-related conflicts through decolonial, restorative, and relational approaches that foster healing, accountability, and meaningful institutional learning.
Speakers:
Maï Yasué (She/her),
Associate Director, Office of Respectful Environments, Equity, Diversity & Inclusion
Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
Madison Tardif (She/Her/Hers)
Equity Advisor, Office of Respectful Environments, Equity, Diversity & Inclusion
Madison Tardif is an Equity Advisor at the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) within the Faculty of Medicine. In her capacity at REDI, offers strategic guidance and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.
Madison’s journey into this field was influenced by her own multiracial background, sparking her exploration of identity, power dynamics, privilege, and systems of oppression. While pursuing her graduate degree at the University of Toronto, she delved deeper into the realms of community engagement, systems change, and decolonization. Her research primarily revolved around policy and decision-making within Indigenous self-governments, providing her with profound insights into leadership, community-centered decision-making, and decolonial approaches to governance. This research also played a pivotal role in her work with the Syilx (Okanagan) Nation at Westbank First Nation, where she contributed to the development of policy for the Intergovernmental Affairs and Title and Rights department. This experience underscored the significance of Indigenous sovereignty and the right to self-determination, shaping her passionate commitment to human rights, community-building, justice, conflict engagement, equity, decolonization, indigenization, and anti-racism.
In her previous role at the Equity and Inclusion Office, Madison actively supported the establishment of staff and faculty affinity spaces, the enhancement of hiring standards at the faculty and unit levels, and the creation of educational resources and workshops aimed at empowering historically, persistently, and systemically marginalized (HPSM) groups within UBC. Before joining UBC, Madison served at BC Cancer as the Prostate Cancer Supportive Care Coordinator, where she oversaw prostate cancer patient support for the BC Interior region. Through this experience, she gained firsthand knowledge of how patient-centered and holistic approaches to support can empower HPSM individuals to advocate for themselves and their well-being.
Outside of her professional endeavors, Madison enjoys mountain biking, spending time outdoors with her dog, savoring live music, relishing delicious cuisine, and fostering a sense of community.
Madison is grateful to be a guest on the territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh) and the Syilx (Okanagan) Nation.
Exploring AI Through an Equity Lens: Conversation about opportunities, Risks, and Realities in Academic Medicine with Alexandra Chen, Governance, Strategy and Planning Manager in Digital Solutions & Grainne McElroy, Deputy Chief Information Officer
Nov 17th, 2025, Session time: 1:00-2:30 PM PT (Zoom)
Artificial intelligence is increasingly shaping how we teach, hire, evaluate, provide care, and advance equity and inclusion across the Faculty of Medicine. As EDI leads, many of us are beginning to see both opportunities and challenges — from improving accessibility, efficiency, and reducing bias to addressing concerns about data ethics, the erosion of human relationships, and inequities in automated decision-making.
This EDI JIG facilitated by Alexandra Chen (She/They), Governance, Strategy and Planning Manager in Digital Solutions & Grainne McElroy (She/her), Deputy Chief Information Officer, invites participants to learn from one another about how AI is shaping our work, the possibilities it brings, and the risks it poses for historically, systemically, and persistently marginalized groups. Together, we’ll explore how to navigate these changes thoughtfully and collaboratively so that emerging technologies strengthen, rather than undermine, our commitments to equity and inclusion.
Alexandra Chen (she/they),
Manager, Digital Solutions, FoM
Alexandra Chen (she/they), is a Manager at the UBC Faculty of Medicine Digital Solutions, merging their business analysis background with a focus on strategic planning and governance. Outside of work, Alex volunteers on non-profit boards related to media arts or community building. And when they’re not doing that, you can find them playing with their dog Juno and reading memoirs and science-fiction books.
Grainne McElroy (she/her),
Chief Information Officer, FoM
Grainne McElroy (she/her) is the Chief Information Officer for the Faculty of Medicine at UBC, where she leads digital strategy, technology operations, and cybersecurity across the Faculty. Starting out in life as an engineer, her long career in IT has spanned engineering, transportation, global food production and higher education.
Mother of two grown and (almost) flown daughters, on the weekends you can find her forest bathing or trail running in the Pacific Spirit Park.
Breaking Down Silos: Connecting over EDI Journeys with Madison Tardif
Oct 20th, 2025, Session time: 1:00-2:30 PM PT (Zoom)
An informal conversation to connect with colleagues on your unit’s EDI journey. Bring questions about actioning EDI, share updates on what you’re working on this year, and reflect on achievements you’re proud of and challenges you’ve faced. Together, we’ll exchange stories and strategies, and explore ways to collaborate and inspire action.
Speaker:
Madison Tardif (She/Her/Hers)
Equity Advisor, Office of Respectful Environments, Equity, Diversity & Inclusion
Madison Tardif is an Equity Advisor at the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) within the Faculty of Medicine. In her capacity at REDI, offers strategic guidance and supports capacity-building for department heads, faculty, staff, and students who are dedicated to implementing decolonization, anti-racism, and inclusive practices.
Madison’s journey into this field was influenced by her own multiracial background, sparking her exploration of identity, power dynamics, privilege, and systems of oppression. While pursuing her graduate degree at the University of Toronto, she delved deeper into the realms of community engagement, systems change, and decolonization. Her research primarily revolved around policy and decision-making within Indigenous self-governments, providing her with profound insights into leadership, community-centered decision-making, and decolonial approaches to governance. This research also played a pivotal role in her work with the Syilx (Okanagan) Nation at Westbank First Nation, where she contributed to the development of policy for the Intergovernmental Affairs and Title and Rights department. This experience underscored the significance of Indigenous sovereignty and the right to self-determination, shaping her passionate commitment to human rights, community-building, justice, conflict engagement, equity, decolonization, indigenization, and anti-racism.
In her previous role at the Equity and Inclusion Office, Madison actively supported the establishment of staff and faculty affinity spaces, the enhancement of hiring standards at the faculty and unit levels, and the creation of educational resources and workshops aimed at empowering historically, persistently, and systemically marginalized (HPSM) groups within UBC. Before joining UBC, Madison served at BC Cancer as the Prostate Cancer Supportive Care Coordinator, where she oversaw prostate cancer patient support for the BC Interior region. Through this experience, she gained firsthand knowledge of how patient-centered and holistic approaches to support can empower HPSM individuals to advocate for themselves and their well-being.
Outside of her professional endeavors, Madison enjoys mountain biking, spending time outdoors with her dog, savoring live music, relishing delicious cuisine, and fostering a sense of community.
Madison is grateful to be a guest on the territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh) and the Syilx (Okanagan) Nation.
Not Just a One-Off: Weaving Anti-Oppression, Indigenization & Decolonization into Curriculum in the FoM with Maï Yasué
Sep 15th, 2025, Session time: 1:00-2:30 PM PT (Zoom)
Welcome back! Join us for the first EDI Leads session of the academic year—a space to reconnect, reflect, and re-energize. This session will focus on practical strategies for embedding anti-oppression, Indigenization, and decolonization into both clinical and classroom teaching across the Faculty of Medicine. Together, we’ll explore a new draft resource designed to support curriculum and learning environment change. Come ready to share your ideas, questions, and lived experiences, and build community with fellow EDI change-makers across FoM.
Speaker:
Maï Yasué (She/her),
Associate Director, Office of Respectful Environments, Equity, Diversity & Inclusion
Maï is the Associate Director of the Office of Respectful Environments, Equity, Diversity, and Inclusion (REDI) in the Faculty of Medicine. She provides leadership to the REDI team in the development and delivery of our education and training programming. She collaborates with leaders in departments, centres, and administration units, and staff, and faculty to identify institutional and individual barriers to inclusion and to foster long-term socio-cultural change towards justice, equity, decolonization, indigenization, and inclusion (JEDII). Previously, she worked at the Equity & Inclusion Office at UBC, where she led initiatives such as the JEDII STEM Series and the IBPOC STEM Network and supported the integration of the JEDII principles into teaching, research, and faculty and staff recruitment. Prior to her work at UBC, she was a faculty member at Quest University Canada for over a decade, teaching interdisciplinary courses in conservation and geography and advocating for transparency, equity, and inclusion through various leadership roles.
Maï, a second-generation immigrant from Japan, holds an MSc in Zoology from the University of Oxford and a PhD in Geography from the University of Victoria. As an interdisciplinary scholar, she has published over 40 articles in academic fields such as conservation, geography, zoology, education, behavioral ecology, economics, and psychology. She is grateful for having spent most of her life on the traditional, ancestral, and unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səlilwətaɬ (Tsleil-Waututh), and Stó:lō Nations.
2024-2025 Sessions
Calling In vs. Calling Out: Navigating Accountability with Compassion with Mary Kostandy
June 2nd, 2025, Session time: 1:00-2:30 PM PT (Zoom)
In the lead-up to the June 10 symposium featuring Loretta Ross—author of Calling In—as our keynote discussant, this upcoming EDI JIG session will explore the difference between calling in and calling out.
Guest Speaker:
Mary Kostandy, PhD (she/her),
Digital Content and Engagement Strategist, REDI
Mary is the Digital Content and Engagement Strategist in the Faculty of Medicine Office of Respectful Environments, Equity, Diversity and Inclusion. Mary brings to this role her education and work experience, which lie at the intersection of Computer Science, Education, and Social Justice. She has a PhD in Educational Studies from UBC. Her doctoral research followed a digital movement of Egyptian teachers on Facebook using a social justice lens to analyze teachers’ calls for moral, material and legal justice. Mary’s MA is in International and Comparative Education, and her BSc is in Computer Science, both from the American University in Cairo (AUC), Egypt. Mary has extensive teaching experience. She worked as a sessional instructor in the UBC Faculty of Education Teacher Education Program (BEd) where she taught several courses including “EDST 401: Ethics and Teaching,” “EDST 403: Education, Knowledge and Curriculum,” “EDST 401: Education, School, and Social Institutions,” and “EPSE 310A: Assessment and Learning in the Classroom.”
Besides teaching, Mary led the Diverse Career Paths of Educational Studies (EDST) Alumni initiative which aimed to expand the notion of inclusion to include diverse career pathways. As the PI, Mary worked with a team of faculty, staff, students and alumni to draw on Educational Studies alumni’s career experiences to support graduate students in exploring diverse careers.
Fostering Inclusive Admissions in PGME with Special Guests Rebecca Howse, Rose Hatala & Saleem Razack
May 12th, 2025, Session time: 12:30-2:00 PM PT (Zoom)
Rebecca Howse, Rose Hatala, and Saleem Razack, REDI Senior Faculty Advisor, will join us for an informal and candid conversation facilitated by Maï Yasué, REDI Associate Director. We’ll explore inclusive practices in PGME admissions. Dr. Hatala will also share insights from her work in onboarding and supporting Indigenous fellows.
Guest Speakers:
Rebecca Howse (She/They), MD, CCFP,
Indigenous Health Curriculum Lead, UBC, Undergraduate Medical Education;
Anti-Racism, Equity, Diversity and Inclusion, Faculty Co-Lead, UBC PGME;
Family Physician, PCFSA Westshore Community Health Centre;
Addictions Physician and Pathway Co-Lead, FNHA Virtual Substance Use and Psychiatry Program
Rose Hatala (She/Her), MD, MSc, FRCPC,
Professor, Department of Medicine;
Director, Clinical Educator Fellowship, UBC;
Director, MHPE-Canada, Centre for Health Education Scholarship, UBC;
Former Associate Program Director, Internal Medicine Residency Training
Experiences Embedding the Indigenous Strategic Plan into FoM Units with Katherine Wisener, and Jennifer McKay
April 14th, 2025, Session time: 1:00-2:30 PM PT (Zoom)
Katherine Wisener, Associate Director, Faculty Development, and Jennifer McKay, Instructional Designer, Faculty Development will share their experience integrating the Indigenous Strategic Plan into their unit. Maï Yasué, REDI Associate Director and session facilitator, will invite participants to discuss and reflect on experiences from their own units.
Guest Speakers:
Katherine Wisener, PhD (she/her),
Associate Director, Faculty Development
Katherine holds a PhD in Health Professions Education through Maastricht University where her research focused on how health professions programs can effectively support and motivate faculty who teach. She also holds an MA from UBC’s Faculty of Education. She is inspired by the thousands of faculty members who go above and beyond to teach learners in UBC’s Faculty of Medicine, and is passionate about providing meaningful supports to help recognize their teaching efforts.
While “spare time” is rare with two young active sons, she loves trail running in BC’s beautiful mountains.
Jennifer McKay (she/her),
Instructional Designer, Faculty Development
Jennifer is an Instructional Designer with the Office of Faculty Development at UBC. She holds a B.A. in Socio-Cultural Anthropology and Sociology from the University of Toronto, and is currently pursuing her Master’s in Educational Technology (MET) at the University of British Columbia to explore her passions for eLearning, open-education, and incorporating Indigenous ways of knowing into course design. Her professional background includes program management, event coordination, and visual design. Jennifer strives to develop engaging, technology-enhanced learning resources for faculty development and health education through inclusive instructional design. Outside of her professional and academic pursuits, Jennifer enjoys video games, cooking, and making art.
Tough Times for EDI Work: Finding Opportunities in these Troubled Times with Special Guests Minelle Mahtani & Saleem Razack
March 10th, 2025, Session time: 1:00-2:30 PM PST (Zoom)
Minelle Mahtani, Chair of Canadian Studies, & former Senior Advisor to the Provost on Racialized Faculty, and Saleem Razack, REDI Senior Faculty Advisor, will join us for an informal and candid conversation facilitated by Maï Yasué, REDI Associate Director. We’ll discuss the challenges of doing EDI work, and explore strategies and approaches that can help us work toward creating change, practice self-care, and find ways to keep moving forward.
Pre-reading: How to Quit Your EDI Job in 10 Easy Steps by Minelle Mahtani
Human Rights and Systems Reform: Lessons Learned from Hale v UBCO with Special Guest Dylan Robinson
Feb 3rd, 2025, Session time: 1:00-2:30 PM PST (Zoom)
Dylan Robinson, Investigations Office, will share lessons learned from Hale v UBCO.
Please note that, due to unforeseen circumstances, Carly Stanhope, Director of Investigations, will no longer be able to join as a guest speaker.
Q&A on the Learner Mistreatment Process
January 13th, 2025, Session time: 1:00-2:30 PM PST (Zoom)
Maï Yasué, REDI Associate Director, and Robyn Campol, REDI Learning Environment Advisor, will co-facilitate a session on demystifying the Learner Mistreatment Process. In this session, they will share updates made to the Learner Mistreatment website and outline the most recently revised learner mistreatment process. They will address questions such as: What is the learner mistreatment process? How do learner disclosures contribute to a more inclusive learning environment? How do the roles of faculty, staff, and leaders intersect with this process? There will also be time to for questions and concerns from units about the process.
Supporting Connection, Capacity, and Choice During Challenging Disclosures
December 16th, 2024, Session time: 1:00-2:30 PM PST (Zoom)
Maï Yasué, REDI Associate Director, and Madison Tardif, REDI Equity Advisor, will co-facilitate a session on how EDI leads, faculty, staff, and learners can support individuals seeking guidance in navigating challenging interpersonal situations related to equity, inclusion, decolonization, and Indigenization. The session will explore strategies to validate experiences, de-escalate situations, and empower individuals to consider the range of options available to them.
EDI in Research
November 18th, 2024, Session time: 1:00-2:00 PM PST, Office Hours: 2:00-2:30 PM PST (Zoom)
Maï Yasué, Associate Director, REDI, will facilitate a session on how to go beyond merely checking off a “diversity statement” and instead embed principles of equity, justice, decolonization, Indigenization, and inclusion into every stage of the research process—from formulating research questions to sharing results. Discover actionable strategies to embed EDI principles meaningfully in your work, ensuring that your research is inclusive and reflective of these principles.
Pre-reading | REDI Best Practices: Embedding EDI in Research
Postponed to the Spring: Human Rights and Systems Reform: Lessons Learned from Hale v UBCO
Original Date: October 21st, 2024, Session time: 1:00-2:00 PM PST (Zoom)
This event has been postponed to the Spring. There is no session in October.
Carly Stanhope, Director of Investigations, Investigations Office, will share lessons learned from Hale v UBCO.
Departmental EDI Committees: Navigating Tensions and Opportunities
September 16th, 2024, Session time: 1:00-2:00 PM PST, Office Hours: 2:00-2:30 PM PST (Zoom)
Maï Yasué, Associate Director, REDI, will facilitate a session on the scope of departmental EDI Committees and provide a platform for sharing lessons learned from their initial years of operation. Whether you’re just starting out or have a well-established committee, this session is your chance to engage, and ask questions. Members of newer EDI committees will benefit from guidance on early challenges, while members of experienced EDI committees can share their insights and secrets to success.
Trauma-informed practices
August 12th, 2024, Session time: 1:00-2:00 PM PST, Office Hours: 2:00-2:30 PM PST (Zoom)
Madison Tardif, Equity Advisor, REDI will lead a session on trauma informed practices.
Facilitating short EDI sessions for your team
July 8th, 2024, Session time: 1:00-2:00 PM, Office Hours: 2:00-2:30 PM PST (Zoom)
Maï Yasué, Associate Director, REDI, will provide “train-the-trainer” support for the EDI leads within units to facilitate 5-10 minute EDI speed lessons for their units or teams. This could be suitable for the start of grand rounds, faculty, or team meetings and will help you embed EDI into your regular practices. For topic examples, refer to REDI Best Practices, REDI Grab ‘n’ Gos, and REDI Deep Dives.
Optional office hours after the session provides an opportunity to stay longer and ask questions in smaller group settings.
2023-2024 Sessions
Tips and tricks for managing power dynamics in meetings
June 10th, 2024, Session time: 1:00-2:00 PM, Office Hours: 2:00-2:30 PM PST (Zoom)
Maï Yasué, Associate Director, REDI, will lead a session on inclusive chairing practices designed to mitigate power imbalances and enhance accessibility.
Optional office hours after the session provides an opportunity to stay longer and ask questions in smaller group settings.
Strategies to motivate members of dominant groups to action EDI
May 13th, 2024, Session time: 1:00-2:00 PM, Office Hours: 2:00-2:30 PM PST (Zoom)
Maï Yasué, Associate Director, REDI, will facilitate a discussion on strategies for fostering autonomous motivation—behaving because one truly values and identifies with the behaviour, or finds it inherently satisfying—which is crucial for inspiring lasting change. In this session, we will explore key principles that can drive behavioural change in a self-sustained manner, even without external rewards or pressure.
Optional office hours after the session provides an opportunity to stay longer and ask questions in smaller group settings.
Q&A Session
April 22nd, 2024, 1:00-2:00 PM (Zoom)
Maï Yasué, Associate Director, REDI, will facilitate an open-ended session featuring a Q&A format and small group discussions. Participants will have the opportunity to meet and exchange ideas and questions on various previously covered topics, including admissions, faculty hiring, conflict engagement, creating inclusive environments for historically marginalized groups, and tips for engaging others in EDI initiatives, as well as initiating action within EDI committees.
De-escalating intergroup conflicts
March 11th, 2024, 1:00-2:00 PM (Zoom)
Arun Mohan, Director of Human Rights at the Equity & Inclusion Office, will help answer questions about what EDI leads and unit heads can do to de-escalate intergroup conflict and provide support when there are global events and tragedies that affect the learning and work environments.
Continuing our conversation on “inclusive excellence,” how do we pursue it in our hiring and recruitment processes?
Feb 12th, 2024, 1:00-2:00 PM (Zoom)
Questions that we might address include: How can we inclusively and equitably adjudicate excellence in hiring, selections, and award decisions? What are the most important changes in procedures that we can make to foster more inclusive and equitable selection processes? How do we best frame these changes in process or criteria to avoid backlash and support historically marginalized groups?
Our special guest for this session will be Saleem Razack, who is the Senior Faculty Advisor to the REDI Office. This session is a follow-up conversation from the January 2024 meeting with Saleem Razack and the November 2023 meeting with Catherine Macala.
How do we operationalize “inclusive excellence” in all the different adjudication/selection/awards decisions that we make?
Jan 8th, 2024, 1:00-2:00 PM (Zoom)
Questions that we might address include: If grades, volunteering experiences, journal impact factors, and student evaluations of teaching are sexist/ableist/racist, etc., then how do we inclusively and equitably adjudicate excellence in hiring, selections, and award decisions? What are the most important changes in procedures that we can make to have more inclusive and equitable selection processes? How do we best frame these changes in process or criteria to avoid backlash and support historically marginalized groups?
Our special guest for this session will be Saleem Razack, who is the Senior Faculty Advisor to the REDI Office and has extensive experience working within medical school admissions processes. This session is a follow-up conversation from the meeting in November 2023 that Catherine Macala (Associate Director MD Undergraduate Admissions) led about equity and inclusion considerations in the undergraduate admissions process.
How do we create supports for historically marginalized learners to thrive within the Faculty of Medicine?
Dec 11th, 2023, 1:00-2:00 PM (Zoom)
In this session, we aim to discuss various initiatives within units in the FoM designed to support historically, persistently, and systemically marginalized groups. Specifically, Tal Jarus will talk about the mentorship program for learners with disabilities within Occupational Science and Therapy, as well as the Diversifying Health and Human Service Professions Education – D-HOPE Program. This program aims to support historically marginalized students in applying for Health Professions at UBC by providing resources and creating opportunities for mentorship and connection.