Lyn Sonnenberg

Area of Study / Keywords

Emotional Intelligence Resident Physician-Patient Relationship Educational Technology Professional Identity Roles and Competencies EDI equity diversity inclusivity Assessment Medical Student

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About

I wholeheartedly believe that in transforming the learner, we transform care.

I am an anticipatory and collaborative leader who inspires and empowers. By instilling confidence in others, I help them reach their full potential as individuals and as a group or team. I value authenticity, integrity, efficiency, and community. My strengths include clear communication, empathy, and assertiveness (when appropriate); I form relationships quickly and build collaborations naturally, while being politically astute. I sincerely celebrate the successes of others. I am detail-oriented, while at the same time being a systems-thinker. I do not shy away from making hard decisions, and clinically I have crucial conversations nearly every day as a neurodevelopmental pediatrician. 

According to the Myers Briggs Personality Type Indicator, I am an �ENTJ’: I gain energy through interactions with others, take in information through impressions and patterns, make decisions by thinking logically, and achieve my goals through a planned approach. I like to surround myself with people who think differently than I do, but who share a common vision, so that we can address challenges and tackle obstacles together. I approach conflict using a collaborative approach, with the ability to use a balance of competing and compromising styles as indicated. I am learning to listen with the intent to understand, rather than to respond, and to show myself the same compassion I extend to others. 

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Research

My current area of research is a national validation of a conceptual framework for the roles in required in educational technologies, which is in the final manuscript revision.  This is a collaborative project with the University of Ottawa with a modified delphi study.   

My goal of strengthening research mentorship for the Developmental Pediatrics residency program has been realized through formal and informal mentoring of all the Developmental Pediatrics Residents. These efforts have resulted in a WCHRI trainee grant and an accepted publication on the Emotional Intelligence of Pediatric Residents, in the Canadian Medical Education Journal as the senior author, with my trainee as the first author.  Another of my trainees presented a poster with me at the International Association for Medical Education in Europe (AMEE) focused on research of the "Training Needs for Developmental Pediatrics in Saudi Arabia".   Additionally, I sit on a PhD Candidacy Examination Committee in the Faculty of Rehabilitation Medicine, and I am an ad-hoc reviewer for clinical and educational journals.  

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Teaching

Personally, I have spent time reflecting on my teaching philosophy and how consistently it is portrayed in my interactions with learners. My focus this academic year will be on developing the Existentialism side of learning, which has not been modeled as well as the Essentialism side in medicine. By doing this, I feel that my teaching approach will become much more balanced and learner focused. Following are some of the specific duties I undertake, therefore, in translating such beliefs and philosophy into a facilitator role with learners: � Serving as a resource locator or securing new information on some of the topics identified during needs assessment efforts � Assisting learners assess their needs and competencies so that each person can map out an individual learning path � Mentoring junior faculty, and particularly those with an interest in educational innovation and technology � Precepting learners in clinical encounters through direct observation and timely feedback � Mentoring learners at all stages through the process of finding the proper work/life integration.

Now that I am the Associate Dean, Educational Innovation & Academic Technologies, many of my teaching activities involve support learners and faculty at a leadership and infrastructure level. My day to day teaching still occurs in clinic and in the classroom, providing key, introductory sessions for the medical students on pediatrics, physical examination, and developmental assessment. I oversee the simulation and extended reality portfolios, and provide the learning infrastructure for online, blended, and lecture-recorded learning. I also assist faculty in their pursuit of educational innovation and the integration of new technologies into teaching practice, and assess it in a systematic manner. Clinically, I had been responsible for overseeing the Connect Care delivery for all medical learners in the province with AHS, which provides the training for all residents and medical students at both the University of Alberta and the University of Calgary. I now work with the Virtual Care Provincial Team to support clinical care and teaching during the COVID-19 pandemic.

I wish to create a culture of collaboration and empowerment. My desire as a leader is to communicate with clarity and extend trust. We need to work toward the common goal of serving our community and equipping our students to be the leaders of today by providing them with authentic learning opportunities and mentorship. 

Ming-Ka Chan, Volk A, Patro N, Lee W, Sonnenberg LK, Dath D, de Camps Meschino D.

Canadian Medical Education Journal (CMEJ). 2022 June; 20 (In Press (online)) 10.36834/cmej.73216

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The Gerontological Society of America (GSA) 2021 Annual Scientific Meeting. 2022 May; doi.org/10.5334/ijic.ICIC21178

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Sonnenberg L.K., Do V., Maniate J., Chan M.K., Kvern B., Prevost B., Busari J.

Leadership in Health Services. 2022 January; 35 (1):1-13 10.1108/LHS-03-2021-0015

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Sonnenberg L.K., Sinclair D.

journal of pharmaceutical practice. 2022 January; 2022 (3) 10.1177/08971900221076447

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Guan X., Zwaigenbaum L., Sonnenberg L.K.

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS. 2022 January; 43 (1):44-54 10.1097/DBP.0000000000001042

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Parmar J.K., L’Heureux T., Anderson S., Duggleby W., Pollard C., Poole L., Charles L., Sonnenberg L.K., Leslie M., McGhan G., Huhn A., Sereda S., Marion C., Tarnowski G., Mah J., Melenberg D., Weir C., Pooler C., MacLachlan N., Bremault-Phillips S., Tian P.G.J., Sacrey L.A.R.

BMC HEALTH SERVICES RESEARCH. 2021 December; 22 (1) 10.1186/s12913-022-07689-w

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Do V, Maniate JM, Sonnenberg LK

Canadian Medical Education Journal (CMEJ). 2021 December; 12 (5):59-60 10.36834/cmej.72551

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The Gerontological Society of America (GSA) 2021 Annual Scientific Meeting. 2021 November;

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The Gerontological Society of America (GSA) 2021 Annual Scientific Meeting, Phoenix, Arizona. 2021 November;

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Do V, Maniate JM, Sonnenberg LK

Canadian Medical Education Journal (CMEJ). 2021 September; In press https://doi.org/10.36834/cmej.72551

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Alzheimer’s Association International Conference (AAIC), Amsterdam, Netherlands. 2021 July;

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Sonnenberg LK, Do V, Maniate JM, Chan M-K, Kvern B, Prevost B, Busari JO

Leadership in Health Services. 2021 June; In press 10.1108/LHS-03-2021-0015

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Sonnenberg LK, Onan A, Archibald D

Canadian Journal of Learning and Technology (CJLT). 2021 June; 47 (1) 10.21432/cjlt27943

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Sonnenberg LK

Archives of Medicine and Health Sciences. 2021 June; 9 (1):12-15 10.4103/amhs.amhs_107_21

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Sonnenberg LK, Do V, LeBlanc C, Busari J.

Canadian Medical Education Journal (CMEJ). 2021 May; Online ahead of print 10.36834/cmej.71566

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Canadian Association for Health Services and Policy Research (CAHSPR) Annual (Virtual) Conference. 2021 May;

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Canadian Association for Health Services and Policy Research (CAHSPR) Annual (Virtual) Conference. 2021 May;

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Abraham J.R., Foulds J.L., Lee J.A., Sonnenberg L.K.

Medical Education. 2021 May; 55 (5):641 10.1111/medu.14492

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Festival of Teaching and Learning, University of Alberta. 2021 March;

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Firouzeh P., Sonnenberg L.K., Morris C., Pritchard-Wiart L.

Disability and Rehabilitation. 2021 January; 43 (5):726-738 10.1080/09638288.2019.1631394

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The Gerontological Society of America (GSA) 2021 Annual Scientific Meeting, Phoenix, Arizona. 2020 November;

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Hillier T., Lai H., Sonnenberg L., Lewis M., Goez H.R., Schipper S.

Academic Medicine. 2020 September; 95 (9 A Snapshot of Medical Student Education in the United States and Canada Reports From 145 Schools):S563-S565 10.1097/ACM.0000000000003292