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Erin Cameron, PhD (she/her/elle)

 NOSM University

Professor, Medical Education, NOSM University
Director, Dr. Gilles Arcand Centre for Health Equity
Director, CREATE Project (SSHRC Partnership Grant 2023-2030)
MERLIN Lead, Medical Education Research Lab in the North
Co-Lead, SAFE for Health Institutions Project
Adjunct, Faculty of Education, Lakehead University
Adjunct, Rural and Northern Health, Laurentian University

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

Education/Training

2024-Present

 MBA, Lakehead University

2010-2014

 Ph.D. in Educational Studies, Lakehead University, Thunder Bay, ON

2009-2010

 B.Ed., Lakehead University, Thunder Bay, ON

2007-2009

 M.A., Intercultural Communications, Royal Roads University, Victoria, BC

2005-2007

 Dip., Creative Communications (Major: Journalism), Red River College

1999-2004

 B.A. (Majors: Psychology, English, Kinesiology), University of Manitoba, MB

Student/Trainee

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.

Selected Grants/Funding (from 2022-present)

Lead/principal investigator

  • Associate Medical Services Fellowship (March 2023): Learning to Trust: Advancing human-machine trust pedagogies for a technology enabled compassionate workforce in Northern and rural Canada. 
  • SSHRC Partnership Grant (2023): Community-engaged Research in Education, Advocacy, & system Transformation for advancing Health Equity (CREATE): Exploring the Transformative Potential of Socially Accountable Research Networks Locally and Globally.
  • SSHRC Connections Grant (Feb 2023). Leveraging Innovation in Accreditation through Social Accountability and Education.
  • CIHR Project Grant (2022): City-Campus Engagement for Improved Population Health Outcomes
  • 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

  • SSHRC Insight Grant [national competition] (Oct, 2024): Reimagining social accountability in health professions education: Unlocking impact through evidence-informed approaches. [national competition] principal investigator: Dr. Tim Dube [Universite de Sherbrooke]
  • SSHRC Partnership Développent Grant (Nov, 2024) : Évaluation des apprentissages par simulations interprofessionnelles pour les services sociaux et de santé francophones milieu linguistique minoritaire. national compétition] principal investigateur: Dr. Isabelle Giroux [Université de Ottawa]
  • SSHRC (Feb, 2023). The promotion process as an act of power: An institutional ethnography of faculties of medicine in Canada. NPA: Sophie Soklaridis
  • CIHR Catalyst Grant (Sept, 2022). Generating Data-Driven Policy Solutions for Ontario’s Primary Care Crisis. NPA: Claire Kendall
  • NOAMA (2022): Integration of Social Justice Framework in Simulation Education and the impact on Emergency Department Healthcare Staff and Learner Perceptions in Northeastern Ontario. principal investigator: Mary Kerr.
  • CIHR Catalyst Grant (2022): Mobilizing and evaluating a multi-level learning health system: Examining the influence and impacts of northern, rural, and remote contexts. principal investigators: Brianne Wood and Kelly Merservia-Collins
  • 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 (from 2022-present)

Refereed Journal Articles

  • Myles, S., Mensour, C., Delaney, K., & Cameron, E. (2025). Applying quality and equity lenses to advance social accountability in medical education. Education for Health, 38(2), 187–196.
  • Ross, B. M., Newbery, S., Cameron, E., & French, M. (2025). Rurally focussed undergraduate medical education at the Northern Ontario School of Medicine University. Canadian Journal of Rural Medicine, 30(2), 101-102.
  • Larche, C., Kennel, M., Tackett, S., Marsh, D., Cameron E., (2025). Enhancing social accountability in medical education and accreditation: A meeting report. Advances in Medical Education and Practice, 471-476.
  • Siddiqui, H. B., Nearing, G., Regalado, S. M., Delaney, K. Z., & Cameron, E. (2025). A Scoping Review of Obesity Educational Interventions in Undergraduate and Postgraduate Medical Education. Obesity Reviews, e13938.
  • Kulasegaram, K., Archibald, D., Bartman, I., Chahine, S., Kirpalani, A., Wilson, C., Ross, B., Cameron, E., Hogenbirk, J., Barber, C., Burgess, R., Katsoulas, E., Touchie, C., Grierson, L. (2024). Can all roads lead to competency? School levels effects in Licensing examinations scores. Advances in Health Sciences Education, 1-16.
  • Zaccagnini, M., Cameron, E., Strasser, R., Razack, S., & Dubé, T. (2024). Educational approaches for social accountability in health professions training: a scoping review protocol. Canadian Medical Education Journal, 15(3), 129.
  •  Anawati, A., Fleming, H., Mertz, M., Bertrand, J., Dumond, J., Myles, S., … & Cameron, E. (2024). Artificial intelligence and social accountability in the Canadian health care landscape: A rapid literature review. PLOS Digital Health, 3(9), e0000597.
  • Elhassan Abdalla, M., Taha, M., Onchonga, D., Preston, R., Barber, C., Green-Thompson, L., Taylor, D., Woollard, R., Cameron, E.,Boelen, C. (2024). Instilling social accountability into the health professions education curriculum: AMEE Guide. Medical Teacher, 1-14.doi.org/10.1080/0142159X.2024.2412098
  •  Buetti, D., Fitzgerald, M., Barber, C., Labelle, P. R., Bourgeois, I., Aubry, T., Cameron, E., & Kendall, C. E. (2024). The Use of Contribution Analysis in Evaluating Health Interventions: A Scoping Review. Evaluation & the health professions, 01632787241281745.
  • Buetti, D., Larche, C., Fitzgerald, M., Bourgeois, I., Cameron, E., Aubry, T., Kendall, C. (2024). Evaluating the Impacts of Community-Campus Engagement on Population Health in Ottawa and Thunder Bay, Canada: A Mixed Method Contribution Analysis Protocol. JMIR Research Protocols, 10.2196/preprints.58546.
  • Cameron, E., Fleming, H., Mose, R., Monteira, S. (2024). Understanding the role of context and culture in clinical reasoning education: A Qualitative Study. Journal of Evaluation in Clinical Practice, DOI: 10.1111/jep.14126
  • Chahine, S., Kulamakan, K., Archibald, D., Bartman, I., Kirpalani A., Wilson, C., Ross., B., Cameron, E., et al Grierson, L. (2024). From admissions to licensure: Education data associations from a multi-centre undergraduate medical education collaboration. Advances in Health Sciences Education, 1-23.
  • Anawati, A., Ramsoondar, N, Cameron E. (2024). Environmental accountability: Why it matters in social accountability strategies. Canadian Family Physician, 70(4), 228-232.
  • Button, B., Bohonis, H., Ross, B., Kilbertus, F., Taylor, K., Cameron, E. (2024). The role, the risk, and the reciprocity: Creating positive early rural placements in medical education. Rural and Remote Health, 24(2), 1-9.
  • Ross, B., Taylor, K., Button, B., Kilbertus, F., Cameron E (2024). How early clinical experiences in rural communities influence student learning about rural generalism considered through the lens of educational theory. Canadian Medical Education Journal, 15(2), 6-13.
  • Anawati, A., Cameron, E., & Harvey, J. (2023). Exploring the development of a framework of social accountability standards for healthcare service delivery: a qualitative multipart, multimethods process. BMJ open, 13(9), e073064.
  • Anawati, A., Ramsoondar, N, Cameron E., (2023). The SAFE (Social Accountability as the Framework for Engagement) for Health Institutions project. Canadian Family Physicians Journal, 69(9), 630-634.
  • Ramsoondar, N, Anawati, A., Cameron, E. (2023). Racism as a determinant of health and healthcare. In A. Anawati & E. Cameron, the SAFE for Health Institutions Rapid Evidence Narrative. Canadian Family Physicians Journal, 69 (9) 594-598.
  •  Cartmill, C., Rowland, P., Rojas, D., Cameron, E., & Whitehead, C. (2023). Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID‐19. Medical Education, https://doi.org/10.1111/medu.1514
  • Button, B., Dabous, J., Gao, M., Oaandasan, I., Bosco, C., Cameron, E. (2023). Examining the rural road map for action in undergraduate medical education. Canadian Journal of Medical Education, https://doi.org/10.36834/cmej.74649
  • Button, B. L., Attema, G., Gao, M., Cameron, E., Bosco, C., & Oandasan, I. (2023). Examining the status of rural post-graduate family medicine education. Canadian Journal of Rural Medicine, 28(1), 25.
  • Cheu, H., Sameshima, P., Strasser, R., Clithero-Eridon A., Ross, B., Cameron, E., Hu, C. (2022). Teaching Compassion for Social Accountability: A Parallaxic Investigation. Medical Teacher, 1-8. doi.org/10.1080/0142159X.2022.2136516
  • Button, B., Newbery, S., Taylor, K., McArthur, M., Cameron, E., (2022). The economic impact of rural health care on rural economies: A rapid review. Canadian Journal of Rural Medicine, 27, 158-618.
  •  Wood, B., Attema, G., Ross, B., & Cameron, E. (2022). A conceptual framework to describe and evaluate a socially accountable learning health system: Development and application in a northern, rural, and remote setting. The International Journal of Health Planning and Management, 1-19, DOI: 10.1002/hpm.3555
  • Wood B,Bohonis H, Ross B, Cameron E. (2022). Comparing and using prominent social accountability frameworks in medical education: Moving from theory to implementation in Northern Ontario, Canada. Canadian Medical Education Journal, 13(5).,https://doi.org/10.36834/cmej.73051
  • 37.  Button, B. L., Cheu, H., Stroink, M., & Cameron, E. (2022). Exploring rural medical education: a study of Canadian key informants. Rural and Remote Health, 22(2)
  • 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.