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SRI Profiles

Dominique Piquette
Dominique Piquette, MD, PhD

Affiliate scientist

Sunnybrook Health Sciences Centre
2075 Bayview Ave., Room D1 29
Toronto, ON
M4N 3M5

Phone: 416-480-6100, ext. 89618
Fax: 416-480-4999


  • MD, 2000, University of Montreal, Canada
  • FRCPC, 2005, University of Montreal, Canada
  • M.Sc., 2006, University of Montreal, Canada
  • M.Ed., 2008, Ontario Institute for Studies in Education, University of Toronto, Canada
  • PhD, 2014, Institute of Medical Sciences, U of T, Canada

Appointments and Affiliations:

Research Foci:

  • Medical education
  • Clinical supervision and feedback
  • Clinical learning
  • Competency-based medical education in critical care
  • Simulation as a research tool

Research Summary:

Dr. Piquette is a critical care physician and educator whose research focus is on medical education. She is particularly interested in postgraduate training and continuing medical education. Using quantitative and qualitative methods, her research aims to understand better the conditions that foster or compromise learning in acute clinical environments and to develop strategies to optimize learning without compromising patient safety.

Selected Publications:

See current publications list at PubMed.

  1. Piquette D, Moulton CA, LeBlanc VR. Creating learning momentum through overt teaching interactions during real acute care episodes. Advances in health sciences education: theory and practice. Oct 2015;20(4):903–914.
  2. Piquette D, LeBlanc VR. Five questions critical care educators should ask about simulation-based medical education. Clin Chest Med. Sep 2015;36(3):469–479.
  3. Piquette D, Moulton CA, LeBlanc VR. Balancing care and teaching during clinical activities: 2 contexts, 2 strategies. J Crit Care. Aug 2015;30(4):678–684.
  4. Piquette D, Moulton CA, LeBlanc VR. Model of interactive clinical supervision in acute care environments. Balancing patient care and teaching. Ann Am Thorac Soc. Apr 2015;12(4):498–504.
  5. Piquette D, Mylopoulos M, LeBlanc VR. Clinical supervision and learning opportunities during simulated acute care scenarios. Med Educ. 2014;48:820–830.

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