Supervision and Mentorship

One of the most rewarding parts of being an academic is working with students on their postgraduate research studies. My mentorship has facilitated students' successful completion of their degrees and fostered their development into impactful researchers. This role has extended to being a Visiting Professor at KU Leuven, where I support research, teaching, and curriculum development. I have been priviledged to learn from and work with fantastic academics and practitioners in training. 

My research efforts are committed to innovating inclusive health research methods aimed at enhancing health equity and social justice. This endeavour seeks to tap into the collective intelligence and creativity of diverse communities to address health disparities. By encouraging inclusive dialogue and collaboration among researchers, practitioners, and community members, I envision creating a more equitable healthcare landscape where every individual has a voice in shaping health policies and interventions. 

The following topics would be of interest to me to supervise:

• Innovative methods development, with inclusion of arts-based, multisensory, place-based, and digital studies.

• Participatory and community-based research practice, including place-based and sensory methods. 

• Meta-synthesis and multimodal types of evidence for inclusion in systematic reviews of the literature, with inclusion of evidence-based practice

• Transdisciplinary studies, citizen science and ethics of inclusive practice.

• Nature based solutions to health and well being, including climate and astronomy

• Sexual reproductive health and interventions with children and youth

• Inclusive digital research practices and AI ethics

• Specific ares of health: HIV, TB, STI's, Diabetes, NCDs, Disabilities, Mental health

The evolving supervisor and mentor

My academic and professional path has been marked by a steadfast commitment to education, research, and the development of future health professionals across a multitude of disciplines. This journey showcases a dynamic blend of leadership, collaboration, and innovation, characteristics I have strived to embody and instil in my students. 

I've transitioned from supervising Bachelor of Psychology Honours students to guiding PhD candidates in Public Health, Pediatric Surgical Oncology, and Health Systems. This evolution signifies more than just a broadening of academic interests; it represents my adaptability and commitment to addressing complex, multidisciplinary global health challenges. It reflects my belief in the importance of versatile knowledge and the power of education to bring about tangible change. The range of thesis topics I've supervised speaks to the diversity of issues that pique my intellectual curiosity and my desire to contribute to various critical health discussions. From mental health to chronic diseases, and health system improvements to the effects of social determinants on health outcomes, my mentorship has spanned topics that are both crucial and timely. Each student I've supervised has left an indelible mark on my academic journey, teaching me as much, if not more, than I've taught them.

This transformation wasn't just about managing others; it was a profound period of personal growth. I became more adaptable, patient, and understanding, recognizing the unique strengths and needs of each individual. Celebrating their achievements became my greatest reward, and their challenges became opportunities for us to learn together. Looking back, I realize how much I've grown not just as a supervisor, but as a mentor, a listener, and a team player. It has taught me the true meaning of leadership: it's about lifting others up, guiding them to find their own path to success, and growing together as a collective.

Mezirow's Transformative Learning Theory

Reflecting on my journey through the lens of Mezirow's Transformative Learning Theory, which emphasizes critical reflection, dialogue, and the experience of a disorienting dilemma leading to personal growth, it is clear that it aligns closely with my approach to mentorship and education. Throughout my mentorship roles, I've encouraged critical reflection, not just among my mentees but also as a personal practice. This aligns with the initial phase of Mezirow's theory, where critical reflection on assumptions leads to transformative learning. By questioning existing beliefs and considering new perspectives, both my mentees and I have engaged in a deeper exploration of our subjects, leading to significant personal and professional growth. In line with Mezirow’s idea of disorienting dilemmas as catalysts for transformative learning, I've introduced challenges and new ideas that push my students and co-researchers out of their comfort zones. Whether through complex problem-solving tasks or confronting societal and health disparities in our research, these moments have served as pivotal points, encouraging deeper understanding and fostering a shift in worldview. Consistent with the transformative learning process, I've placed a strong emphasis on dialogue—both between mentor and mentee and among peers. This approach fosters an environment where open, reflective discourse can occur, enabling individuals to articulate and critically examine their assumptions. Such interactions are not just about academic or professional development; they're about shaping individuals' perspectives on their roles in the world and their ability to effect change.

As Mezirow suggests, integrating new perspectives into one's worldview is crucial for transformative learning. In my supervisory roles, I've aimed to support mentees in this phase by providing them with the tools and frameworks needed to incorporate new insights into their understanding and practice. This has involved not just academic guidance but also emotional and psychological support, recognizing the personal nature of transformative learning. My journey through transformative learning is ongoing. My reflection on this process, both for myself and my mentees, underscores the profound changes in how we perceive our roles as educators, researchers, and healthcare professionals. It's a journey that goes beyond acquiring knowledge; it's about fundamentally changing how we see ourselves and our capacities to contribute to the world around us.

The journey has just begun

I am filled with gratitude for the opportunities I've had to impact the lives and careers of so many promising researchers and health professionals. My growth as a supervisor has been deeply intertwined with the successes and challenges of my mentees. Their achievements are a source of immense pride and a constant reminder of the vital role educators play in shaping the future of healthcare. My journey is far from over, and I look forward to continuing to learn, teach, and mentor with the same passion and commitment that have brought me this far.