Brian M. Ross
Professor, Medical Sciences Division
NOSM University in Thunder Bay
955 Oliver Road
Thunder Bay, Ontario
P7B 5E1
Phone: 8076216251
Email: brianmross@gmail.com
Education and Professional Roles
| Professor of Pharmacology, NOSM University Adjunct Professor, Department of Biology, Lakehead University Adjunct Professor, Faculty of Education, Lakehead University |
| 2019 – 2022 Associate Dean, Undergraduate Medical Education (UME), NOSM University, Thunder Bay and Sudbury, Ontario, Canada |
| 2017 – 2019 Assistant Dean, Pre-clerkship, Undergraduate Medical Education (UME), NOSM University, Thunder Bay and Sudbury, Ontario, Canada |
| 2008 – present Professor, Medical Sciences Division, NOSM University, Thunder Bay, Ontario, Canada |
| 2004 – 2008 Associate Professor, Medical Sciences Division, NOSM University, Thunder Bay, Ontario, Canada |
| 2002 – 2004 Research Director, Highland Psychiatric Research Foundation, University of the Highlands and Islands, Inverness United Kingdom |
| 2001 – 2002 Managing Director, Pan Diagnostics Ltd., Inverness, United Kingdom |
| 1993 – 2001 Assistant Professor, Department of Psychiatry and Institute of Medical Science, University of Toronto, Toronto, Ontario, Canada |
| 1992 – 1993 Postdoctoral Fellow, Centre for Addiction and Mental Health, Toronto, Ontario, Canada |
| Master of Arts (MA), Clinical Counselling (Registered Psychotherapist stream) (in progress), Tyndale University, Toronto, Ontario |
| 2013 Master of Education (MEd), Medical Education, Lakehead University, Thunder Bay, Ontario |
| 1992 Doctor of Philosophy (PhD), Molecular Pharmacology and Biochemistry, University of Glasgow, Glasgow, United Kingdom |
| 1988 Bachelor of Science (BSc Hons), Biochemistry, University of Glasgow, Glasgow, United Kingdom |
Research Interest
| Dr. Ross’s research focuses on medical education, professional formation, and health system design within rural and socially accountable contexts.
His primary scholarship examines rural and remote medical education, longitudinal integrated clerkships, admissions processes, the development of socially accountable learning health systems, and the emerging role of artificial intelligence in medical training and workforce planning. He studies how educational design influences resilience, professional identity, licensing outcomes, and physician distribution. A complementary area of research explores strengths-based psychology and human flourishing, with particular interest in male wellbeing and the integration of biological and psychological perspectives in clinical care. Drawing on diverse training across the biomedical, social and clinical sciences, Dr. Ross’s work bridges clinical, psychological, and systems-level perspectives in contemporary medical practice and training. I am accepting students in the NOSM U MMS program particularly in the areas of mental health, and medical education scholarship. |
Selected Publications
Ross, B.M. (2025). Leveraging psychedelic neuroscience to boost human creativity using artificial intelligence. Frontiers in Artificial Intelligence, 8, 1589086. https://doi.org/10.3389/frai.2025.1589086
Ross, B.M. (2025). Reclaiming male erotic desire: Psychology, theology and pastoral practice. HTS Theological Studies, 81(1). https://doi.org/10.4102/hts.v81i1.10890
Ross, B.M., Newbery, S., Cameron, E., & French, M. (2025). Rurally focused undergraduate medical education at the Northern Ontario School of Medicine University. Canadian Journal of Rural Medicine, 30(2), 101-102. https://doi.org/10.4103/cjrm.cjrm_84_24
Darani, J., Cameron, E., & Ross, B.M. (2025). A case study of student wellness during a longitudinal integrated clerkship affected by system-level disruption. Higher Education Studies, 15(3), 364-374. https://doi.org/10.5539/hes.v15n3p364
Zhang, Y., Newbery, S., Savage, D.W., & Ross, B.M. (2025). Artificial intelligence and rural health equity: Perspectives from Northern Ontario. Journal of Community and Rural Development, 20(3).
Ross, B.M., Taylor, K., 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. https://doi.org/10.36834/cmej.77409
Chahine, S., Bartman, I., Kulasegaram, K., Archibald, D., Wang, P.Z.T., Wilson, C., Ross, B.M., et al. (2024). From admissions to licensure: education data associations from a multi-centre undergraduate medical education collaboration. Advances in Health Sciences Education, 29, 1393-1415. https://doi.org/10.1007/s10459-024-10326-2
Anawati, A., Flemming, H., Mertz, M., Bertrand, J., Dummon, J., Myles, S., LeBlanc, J., Ross, B., et al. (2024). Artificial intelligence and social accountability in the Canadian health care landscape: A rapid literature review. PLOS Digital Health, 3(9), e0000597. https://doi.org/10.1371/journal.pdig.0000597
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. International Journal of Health Planning and Management, 37, 59-78. https://doi.org/10.1002/hpm.3555