Melissa Brouwers
PhD
Director and Professor, School of Epidemiology and Public Health
BIOGRAPHY Dr. Melissa Brouwers is a Professor and the Director of the School of Epidemiology and Public Health (SEPH) in the Faculty of Medicine at University of Ottawa. Dr. Brouwers holds a wealth of experience as a health services researcher with special interest in knowledge translation, implementation science and evaluation, and knowledge synthesis and guidelines. She is an international leader in methods to evaluation clinical and public health guideline (e.g. AGREE II, AGREE HS, AGREE REXs); the development and implementation of cancer guidelines; and evaluation of drugs. At SEPH, Dr. Brouwers is a co-leader of the Knowledge Synthesis and Application Unit (https://www.ksau.ca/) and a co-lead of the AGREE Research Enterprise (www.agreetrust.com). She has a passion for graduate school education and international research collaborations. She obtained her PhD in Social Psychology from Western University.
What is your interest in clinical trials?
I am interested in all sorts of research methods and all sorts of research designs, including clinical trials. I am interested in figuring out the best approach to answer important research questions. I am particularly interested in questions that are applied and/or have the potential for a direct impact on society, patients, and/or citizens. While not an expert, I have become more interested in equity, diversity, inclusion, and accessibility to clinical trials.
Why do you think clinical trials are important?
Good quality clinical trials have the potential to be impactful – whether they yield positive or negative results – they can be impactful.
What is your personal philosophy about clinical trial training specifically or mentorship in general?
There are many roles a mentor can play. For example, a mentor may be a person who is an expert in a similar research field and can help shape, guide and create opportunities to optimize a student’s or junior faculty member’s program of research. A mentor may be someone whose life context, choices or career track align with a mentee and who can provide guidance and support. I encourage students and junior faculty to find a collection of people – more than one – who can support their various aspirations and needs.
When establishing a mentorship relationship, I encourage the partners to establish the parameters – what are the goals, what are the aspirations, how will the relationship be operationalized, and what are the expectations? Having everyone on the same page from the start – with nimbleness to refine and change as required – leads to a better relationship. The formalness of the parameters should meet the style of the mentor and mentee. Mentorship relationships do not have to last a lifetime – the relationships can come to a natural end, or a new type of relationship can emerge or evolve after the mentoring is complete.
Expectations – Mentees should expect mentors who are generous in time and thought, who create opportunities, who listen and support their goals, who provide a safe environment, and who elevate them. It is okay to find a new mentor if these expectations are not met.
FUN FACT: I live in two cities and work in one. I have two smelly dogs.
What is your interest in clinical trials?
I am interested in all sorts of research methods and all sorts of research designs, including clinical trials. I am interested in figuring out the best approach to answer important research questions. I am particularly interested in questions that are applied and/or have the potential for a direct impact on society, patients, and/or citizens. While not an expert, I have become more interested in equity, diversity, inclusion, and accessibility to clinical trials.
Why do you think clinical trials are important?
Good quality clinical trials have the potential to be impactful – whether they yield positive or negative results – they can be impactful.
What is your personal philosophy about clinical trial training specifically or mentorship in general?
There are many roles a mentor can play. For example, a mentor may be a person who is an expert in a similar research field and can help shape, guide and create opportunities to optimize a student’s or junior faculty member’s program of research. A mentor may be someone whose life context, choices or career track align with a mentee and who can provide guidance and support. I encourage students and junior faculty to find a collection of people – more than one – who can support their various aspirations and needs.
When establishing a mentorship relationship, I encourage the partners to establish the parameters – what are the goals, what are the aspirations, how will the relationship be operationalized, and what are the expectations? Having everyone on the same page from the start – with nimbleness to refine and change as required – leads to a better relationship. The formalness of the parameters should meet the style of the mentor and mentee. Mentorship relationships do not have to last a lifetime – the relationships can come to a natural end, or a new type of relationship can emerge or evolve after the mentoring is complete.
Expectations – Mentees should expect mentors who are generous in time and thought, who create opportunities, who listen and support their goals, who provide a safe environment, and who elevate them. It is okay to find a new mentor if these expectations are not met.
FUN FACT: I live in two cities and work in one. I have two smelly dogs.
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