Brian M. Ross

Professor, Medical Sciences Division

Lakehead University Campus
955 Oliver Road
Thunder Bay, Ontario
P7B 5E1
Phone: 8076216251
Email: brianmross@gmail.com

Education and Professional Roles

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

Social Media and Websites

Linked In. https://www.linkedin.com/in/brianmundellross/