Xin chào! Hello! I am an Educational Developer in the Office of Teaching and Learning (OTL). With expertise in competency-based medical education (CBME), inclusive teaching practices, and accreditation processes, I work to enhance pedagogical strategies within accredited curricula. I collaborate closely with program leaders at the Ontario Veterinary College (OVC) to guide curriculum development and learning outcomes assessment. I support committees, faculty, and educators in maintaining and evolving educational standards, with a focus on accreditation and provincial guidelines. Additionally, I facilitate faculty development, collaborate on assessment initiatives, and contribute to educational research to strengthen veterinary education at OVC.
Prior to joining the OTL, I worked as an educational developer in the Department of Family Medicine at McMaster University, where I supported post-accreditation review, aligned the program with national standards, and facilitated stakeholder engagement to drive improvements. I also reviewed CBME assessment literature, developed research-informed recommendations for assessment reforms, and worked on enhancing the use of MedSIS (Medical Student Information System) for continuous program improvement.
I am deeply committed to advancing educational research, particularly in the areas of equity, diversity, and inclusion (EDI), human-centred design, and community-engaged teaching and learning. My postdoctoral research examines systemic biases related to factors such as race, gender, and socio-economic status in Canada’s medical school admissions process, with the aim of making policy recommendations that promote diversity, equity, and social accountability in Canadian medical schools. I hold a Ph.D. in Psychology from Nanyang Technological University (Singapore) and a B.A. in Psychology and Mathematics from Trinity University (U.S.A). I’d love to connect on LinkedIn.
Selected Publications:
Ngo, T.A., Choi, J., McIntosh, A., Elma, A., & Grierson, L. (2024). Evidence of Differential Attainment in Canadian Medical School Admissions: A Scoping Review. Academic Medicine. DOI:10.1097/ACM.0000000000005836
Choi, J., Zhao, J.L., Ngo, T., & Grierson, L. (in press). Investigating the threat of AI to undergraduate medical school admissions: A study of its potential impact on the rating of applicant essays. Canadian Medical Education Journal.
Hemmerich, A., Deilami, N., Ngo, T.A., Park, S., & Fleisig, R. (2024). Fostering Inclusive Learning in Engineering Through Equity-Based Design Education. In Proceedings of the 2024 Canadian Engineering Education Association-Association Canadienne de l'Éducation en Génie Conference (CEEA-ACÉG24) (Paper 75, pp. 1-9). University of Alberta.