Tamara Carver, PhD is the Director of the Office of Ed-TECH (Education Technology and E-learning Collaboration for Health) within the Faculty of Medicine and Health Sciences, based at the Steinberg Centre for Simulation and Interactive Learning. She is an Associate Professor at the Institute of Health Sciences Education and an Associate Member of the Department of Surgery.

Professor Carver completed her master's degrees at Concordia University in the Department of Exercise Science, specialising in clinical exercise physiology, before earning her PhD from McGill’s Faculty of Education in 2014. During her postdoctoral training (2014–2017) in the Department of Family Medicine, she developed the department’s first blended and online graduate courses, as well as the online Scholarly Activity Programme for clinical teachers and residents. This experience, along with her key role in developing the original and highly successful International Blended Education Programmes (China, Brazil, Switzerland, France) and the Faculty Development Blended Education Programme (McGill), led to the creation of Family Medicine Innovations in Learning (FMIL) in the Department of Family Medicine in 2017, where she served as Assistant Professor and Education Lead.

Professor Carver is the 2022 recipient of the Faculty of Medicine and Health Sciences’ Maude Abbott Prize, which recognises outstanding female faculty members in the early stages of their careers who excel in teaching, research, or administration. She is also the 2022 recipient of the Class of Medicine 1970 Educational Award for Teaching Excellence and Innovation.

She is currently Principal Investigator on a $758,430 PHAC-funded project, TOTAL eLearning, an online dementia education programme designed to address the multidisciplinary concerns of informal (family/friend) care partners of people living with dementia.

"First, I must say how much I enjoyed my experience at Sultan Qaboos University. From the moment I arrived, I felt incredibly welcomed by the faculty, students, and everyone I had the privilege to meet. The engagement, passion, and dedication to health professions education were truly inspiring. I was deeply moved by the genuine enthusiasm for innovation and collaboration. It is clear that this is a community that cares profoundly about the future of medical education, and I look forward to returning and continuing the conversations with my new colleagues."

1. Dr Carver, as the Director of the Office of Ed-TECH at McGill’s Faculty of Medicine and Health Sciences, what recent advancements in online and blended learning have had the greatest impact on medical education?

One of the most exciting advancements in medical education is not just a single technology—it is the ability to offer learning in multiple formats that cater to different needs and learning styles. Multimodal delivery is having the greatest impact. Instead of being limited to a single approach, learners now have the flexibility to access, engage with, and revisit content in ways that suit them best.

For instance, a learner can begin with e-learning modules, completing them in their own time—at home, in another location, or even while travelling on their mobile devices—as often as needed to build foundational knowledge. Then, when they feel ready, they can progress to a more immersive experience using mixed reality (virtual and augmented reality), where they can safely practise procedural skills in a dynamic, interactive environment. Because these technologies allow for repetition and self-pacing, learners can refine their skills before transitioning to hands-on simulation, where they integrate everything in a real-world scenario.

The beauty of this approach is that it acknowledges that everyone learns differently and at different paces. By providing flexibility and accessibility, we empower learners to take control of their education while ensuring they have multiple opportunities to reinforce and apply their knowledge. Ultimately, it is not about using technology simply because it is exciting—it is about using it in ways that genuinely enhance learning.

2. Based on your experience developing international blended education programmes, what unique challenges arise in implementing such programmes across different countries, and how can they be addressed?

When developing blended education programmes internationally, three key factors always stand out:

• Equity and access – Not all institutions have the same technological infrastructure, and learners often have varying access to the internet, devices, and support systems.

• Cultural and contextual differences – Medical education and patient interactions differ across regions, so digital content must be adapted to reflect local realities.

• Faculty training and engagement – Educators need to feel confident and supported in using new tools effectively for them to be successful.

Rather than viewing these as challenges, I see them as incredible opportunities for meaningful change. These factors push us to design programmes that are not just technologically innovative but also deeply collaborative, culturally relevant, and sustainable. The greatest impact occurs when we form real connections—working with educators and learners instead of simply imposing external solutions. 

This is why collaboration and knowledge-sharing are at the heart of what we do. Blended learning is powerful because it allows us to share what we have created while also building capacity in local communities. The accessibility of online learning means that educators and learners, regardless of location, can access quality education, engage in mentorship, and develop their own resources. When we design these programmes with—not for—our partners, we create sustainable education that strengthens healthcare systems and improves patient care.

3. How do you see remote learning and communities of learning shaping the future of faculty development in medicine?

Faculty development in medicine must be as flexible as the environments in which clinicians work. With the WHO projecting a global shortage of 10 million healthcare workers by 2030, we do not just need to train more professionals—we need to ensure that faculty are equipped to teach them effectively. Faculty development is key to making that happen.

This means supporting educators in developing confidence with educational technologies while providing training that is accessible, practical, and fits into their busy schedules. Remote learning has enabled educators worldwide to collaborate, share best practices, and access training in ways that were previously impossible. However, technology alone does not build a learning community—intentional design does.

At the Office of Ed-TECH, we believe in collaborative learning networks, where faculty can engage in peer-to-peer mentoring, virtual simulation training, and asynchronous discussions. Faculty development should be efficient, engaging, and, whenever possible, enjoyable. It should equip educators with the skills they need, when they need them, in a way that feels relevant and rewarding. When faculty development is designed in this way, it does not just support teachers—it strengthens entire healthcare systems.

4. Can you highlight a successful initiative or innovation from the Office of Ed-TECH that other institutions might find inspiring?

One of the most exciting projects we have developed is Sim-HIVE, which integrates e-learning, virtual reality, and simulation to create a flexible, immersive learning environment for health professions education. What makes this initiative so powerful is that it allows learners to personalise their educational experience—whether they log in for an online module, book time to use a VR headset, or engage in AI-driven simulations, they have the ability to learn in ways that best suit their needs.

Another groundbreaking innovation is our Virtual Patients project. This initiative standardises and enhances clinical training by providing realistic, case-based scenarios in a risk-free environment. For example, medical students preparing for trauma rotations can interact with virtual patients, make clinical decisions, and receive immediate feedback. These cases ensure consistency in training across different sites and help learners develop critical thinking and diagnostic skills in a way that traditional case discussions simply cannot replicate.

What excites me most about these projects is that they demonstrate how educational technology is not replacing traditional learning—it is enhancing it. By combining the strengths of digital learning with real-world application, we are preparing learners more effectively than ever before.

5. What research areas in education technology are you most excited about, and why?

Honestly, I have never been more excited about the future of education technology! What fascinates me most is research that explores the intersection of technology, equity, and human connection. Some of the key areas I am passionate about include:

• AI-powered digital personas – These have the potential to provide scalable yet personalised learning experiences while maintaining ethical safeguards.

• The impact of extended reality (XR) on clinical decision-making – How do immersive simulations shape learners’ ability to transfer skills to real-world practice?

• The cost of convenience – We need to critically assess whether new technologies genuinely enhance learning or simply make it more efficient at the expense of deeper engagement.

Another area I am deeply interested in is the ecology of e-learning. There is often a false debate about online versus in-person education. However, research shows that well-designed online learning can go beyond merely transferring knowledge—it can foster emotional engagement, create authentic learning experiences, and build meaningful social connections. When done correctly, e-learning does not just deliver content—it creates community.

At the core of all this research is one key question: How do we ensure that educational technology serves the learner, rather than the other way around? That is what drives everything we do at Ed-TECH, and I cannot wait to see where this work takes us next.