Erin Cameron

NOSM University

Associate Professor, Human Sciences Division
Academic Director, Dr. Gilles Arcand Centre for Health Equity
MERLIN Chair, Medical Education Research Lab in the North

Thunder Bay campus
955 Oliver Road
Thunder Bay, Ontario, Canada
Email: ercameron@nosm.ca

Education/Training

2014	Ph.D. Educational Studies, Lakehead University
2010	M.A., Intercultural Communications, Royal Road University

Research Investigations

Dr. Cameron’s current research interests include:

Social Accountability;
Rural Medical Education;
Human Health Workforce Planning;
Transformative Education;
Health-Related Stigma; and
Qualitative research methods.

Students interested in working with Dr. Cameron should email her directly with their CV, writing sample, and a summary briefly indicating the ways in which they believe their research interests align.

Lead/principal investigator

NOSM Research Development Fund (2021-22): Understanding the impact of COVID-19 on teaching and learning.
One-Time Funding from NOSM, UofT, CACMs (2020-21): Studying Accreditation Innovation at NOSM and UofT (SAINT) Study: A Multiple Case Study.
Ontario Human Capital Research and Innovation Fund (OHCRIF) (2020-21): Working models for human capital planning in Northern Ontario: a model for the primary healthcare workforce.
SSHRC Insight Development Grant (2019-22): Preparing Students for Rural Careers: Examining the Learning Processes and Outcomes in Rural Medical Education in Canada.
SSHRC New Frontiers in Research Funding (2019-22): The Transformative Potential of Socially Accountable Education: Understanding Global and Local Perspectives.
NOSM Funding (2019-21): Building a Community of Practice in Medical Education at NOSM.

Co-investigator

Public Health Agency of Canada (Sept 2021-24): Makoyoh’sokoi – The Wolf Trail Program Expansion Project – Supporting Indigenous Women to Celebrate Good Health.
SSHRC Insight Development Grant (2021-23): Links in the chain: A data-driven approach to understanding the relationship between professional education and its outcomes.
SSHRC Insight (2020-23): Tackling the nuances of social accountability: Exploring the black box of teaching and learning.
NOAMA (2019-22): Social Accountability as a Framework for Engagement (SAFE) for Health Institutions to Improve Patient Care in Northern Ontario: A Pilot Study.
NOAMA (2019-22): Socially Accountable Curriculum: Putting Patients and Communities at the Center of Medical Education.

Selected Publications

Wood, B., Fitzgerald, M., Kendall, C., & Cameron, E. (2021). Integrating socially accountable health professional education and learning health systems to transform community health and health systems. Learning Health Systems, e10277.

Ross, B., & Cameron, E. (2021). Social accountable medical education: Our story might not be yours. Higher Education Studies, 5539/hes.v11n1p114

Wood B, Cameron E, Mushquash C, Meservia-Collins K, Logozzo J. (2021) Mobilizing an integrated knowledge translation collaboration during COVID-19 in Northwestern Ontario. In: McCutcheon C, Reszel J, Kothari A, Graham ID, editors. How We Work Together: The Integrated Knowledge Translation Research Network Casebook. Volume 4. Ottawa, ON: Integrated Knowledge Translation Research Network. 45-49. Available from: https://iktrn.ohri.ca/projects/casebook/

Ross, B. M., Cameron, E., & Greenwood, D. (2020). Remote and rural placements occurring during early medical training as a multidimensional place-based medical education experience. Educational Research and Reviews, 15(3), 150-158.

Buote, R., Cameron, E., McGowan, E. (2020). Understanding men’s experiences with prostate cancer stigma using a social-ecological framework: a qualitative study. Oncology Nursing Forum and the Clinical Journal of Oncology Nursing.

Galway, L, & Cameron, E. (2019). Flipping Online Learning in Public Health Graduate Education. Pedagogy in Health Promotion, 2373379919859023.

Bombak, A. E., Eckhart, N., Bensley, J. H., Cameron, E., Markel, L. J., & Hughes, K. (2019). Bariatric surgery as prophylaxis: an emerging protection discourse. Social Theory & Health, 1-16.

Ross, B., Greenwood, D., & Cameron, E. (2019). A qualitative investigation of the experiences of students and preceptors taking part in remote and rural community experiential placements during early medical training. Journal of Medical Education and Curricular Development, 6, 2382120519859311.

Wicklum S, Sampson M, Henderson R, Wiart S, Perez G, McGuire A, Cameron E, Willis E, Crowshoe L, McBrien K, (2019). Results of a culturally relevant, physical activity-based wellness program for urban Indigenous women in Alberta, Canada. International Journal of Indigenous Health, 14(2), 169-204.