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Professions. In addition, an international conference on En-
gaging Reflection in Health Professional Education and
Practice was hosted leading to 165 scholars coming to-
gether to exchange knowledge as well as publication of a
special edition of the journal Reflective Practice, on ‘En-
gaging Reflection through the Arts in Health and Social
Care’. Many additional synergies, including partnerships
and fellowships, and support for a new Centre for Educa-
tion and Innovation in the Schulich School of Medicine
and Dentistry at Western, as well as others too numerous
to mention have resulted from this collaboration.
What is the most important thing in mentoring graduate
students?
I believe the most important things about men-
toring students are to: care deeply about the student as a
person; foster positive relationships of mutual respect and
care; be generous with resources and mentorship; encour-
age students to ‘live in the questions’ and to embrace the
messiness of the research process as fruitful locations for
exploration; help students see ‘possibilities’ when com-
plexities emerge; ‘open doors’ for students whenever pos-
sible; hold high expectations; communicate well and
articulate clear expectations; offer timely feedback; en-
courage students to write regularly; be fair and have open
conversations about authorship.
Most Significant Publications:
Kinsella, E. A., Phelan, S., Park Lala, A. Mom, V. (2014).
•
An investigation of students’ perceptions of ethical
practice: Engaging a reflective dialogue about ethics
education in the health professions. Advances in
Health Sciences Education. On-line early.
Kinsella, E. A. (2012). Knowledge paradigms in Occu-
•
pational Science: Pluralistic perspectives. In G. White-
ford & C. Hocking, Occupational Science: Society,
Inclusion, Participation (pp. 67-85). Wiley Publishers.
Kinsella, E. A. & Pitman, A. (Eds.) (2012). Phronesis as
•
professional knowledge: Practical wisdom in the pro-
fessions. Rotterdam: Sense Publishing.
Kinsella, E. A. (2010). Professional knowledge and the
•
epistemology of reflective practice. Nursing Philoso-
phy, 11(1), 3-14.
Kinsella, E. A. &Whiteford, G. (2009). Knowledge gen-
•
eration and utilization: Toward epistemic reflexivity.
Australian Occupational Therapy Journal, 56(4), 249-
258.
Tips would you give for new investigators:
Think long
term; Do pilot research; Keep your focus; Write every day;
Find a mentor; Build your research communities; Learn to
delegate; Consider relevance to other fields; Be persistent;
Welcome feedback; Participate in projects that you are
passionate about; Consult with others who have been suc-
cessful; Learn to say ‘no’ graciously.
Resources/supports/training programs for new investi-
gators?
I have learned the most through in depth dialogue
and conversations with others with similar concerns, and
by building networks of like minded scholars. In addition
reading successful grant applications of others can be very
helpful. I recommend having the courage to share your ‘in
progress’ work and ideas with trusted colleagues, and se-
riously considering their feedback. I suggest finding sup-
portive research communities where your values align, and
where can discuss research projects and the culture of par-
ticular review boards. Participating in the review of other
grants is a great way to foster success. And, internal peer
reviewers can be extremely helpful in refining research
grants prior to submission. Finally, keeping one’s focus on
a program of research that one feels passionate about,
rather than allowing oneself to be blown about by the
wind, can foster credibility in one’s program of research.
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