Dr. Doug Archibald joined the Department of Family Medicine as a healthcare education researcher in 2011 after completing a PhD in Education at the University of Ottawa. Since March 2018, he is our current Director of Research and Innovation and oversees the general functioning and direction of the CT Lamont Primary Health Care Research Centre (CTLC), which includes growing research partnerships within the university and with other institutions, thereby ensuring that our research centre remains a leader in the field. He holds cross appointments with the Department of Innovation in Medical Education (DIME) and the Faculty of Education. He currently supervises four PhD students and teaches in the Faculty of Education and DIME’s Health Education Scholars Program.
As an education researcher he has secured over $1.5 million dollars in funding, including over $400,000 as a Principal Investigator; most notably receiving a very competitive international medical education grant from the US National Board of Medical Examiners, Edward J. Stemmler Medical Education Fund in 2017. He has published 62 papers in peer reviewed journals and authored 5 books chapters.
He credits much of his research success to working with many of our Department’s faculty and residents. His research interests generally centre around two healthcare education areas: educational technologies and program evaluation.
The study of electronic communication and instructional techniques for health professions education is expanding at an ever increasing rate. With the advent of COVID-19 continued exploration of technologies and their implications for health professions education is more imperative than ever. Much of his recent funding has been for educational opportunities afforded through healthcare technologies such as electronic consultations (eConsults) and patient engagement technologies such as the Canadian Practice Integration Network (CPIN).
In a current study, Dr. Archibald is working with a number of the Department’s faculty to explore how CPIN may be used to assist family medicine residents learn how to better communicate with their patients. Learners, healthcare providers, and patients will test and refine this new practice-patient learning system. This study is a crucial first step in developing a national practice tool to improve the teaching and learning of communication skills and incorporate patient perspectives in the development of communication competency for the next generation of family physicians.
All new and existing initiatives in healthcare education should be evaluated. Much of Doug’s scholarly work has been evaluating programs and innovations, and designing and implementing evaluation instruments. His 2014 article, the “Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS)” has been cited by 109 peer-reviewed research papers. Currently, at least 89 known clinical education programs and PhD theses worldwide are using the ICCAS instrument; it has been translated and is in the process of being validated in numerous contexts and languages including French, Norwegian, Portuguese and Spanish. The ICCAS is housed on the National Center for Interprofessional Practice and Education website. In a Google Analytics report (April 1, 2016-July 6, 2020), the ICCAS has 7917 page views from 50 countries.