TAMARA CARVER, PhD is the Director of the Office of Ed-TECH (Education Technology and E-learning Collaboration for Health) for the Faculty of Medicine and Health Sciences, located at the Steinberg Centre for Simulation and Interactive Learning. She is an Associate Professor at the Institute of Health Sciences Education and an Associate Member of the Department of Surgery.
Professor Carver completed her Master’s degrees at Concordia University in the Department of Exercise Science, specializing in clinical exercise physiology, then earned her PhD from Â鶹Çø’s Faculty of Education in 2014. During her post-doctoral training (2014-2017) in the Department of Family Medicine, she developed their first blended and online graduate courses, as well as the online Scholarly Activity Program for clinical teachers and residents. This experience, along with her key role in developing the original and highly successful International Blended Education Programs (China, Brazil, Switzerland, France) and Faculty Development Blended Education Program (Â鶹Çø), led to the creation of Family Medicine Innovations in Learning (FMIL) in the Department of Family Medicine in 2017, where she was Assistant Professor and Education Lead.
Professor Carver is the 2022 recipient of the to recognize outstanding female faculty members with academic appointments who excel in Teaching, Research or Administration in the early stages of their career. She is also the 2022 recipient of The Class of Medicine 1970 Educational Award for Teaching Excellence and Innovation.
She is currently Principal Investigator on a $758,430 PHAC funded project ‘TOTAL eLearning’, which is an online dementia education program that is being developed to address the multidisciplinary concerns of informal (family/friend) care partners of people living with dementia.
email: tamara.carver [at] mcgill.ca
Current research interest: medical education; equity, diversity and inclusion in online learning; faculty development; education technology; distance learning; communities of learning.
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