Through our commitment to equity, diversity and inclusion, we drive transformational change in research. By removing barriers, amplifying underrepresented voices, and embedding inclusive practices at every stage, we create conditions where innovation and discovery can truly flourish. Our office supports researchers in integrating EDI principles into their work — from research design and team composition to recruitment, training and knowledge mobilization — helping to build a research culture where everyone can contribute and thrive.
IDEAS
Inclusivity, Diversity, Equity, Accessbility and Social Justice (IDEAS) are essential to excellence in research. By valuing diverse perspectives, experiences and identities, we strengthen innovation, creativity and impact. Our commitment is to foster an inclusive research environment where everyone can contribute fully and thrive.
Fostering Transformational Change in Research
Resources for Researchers and Trainees
Explore evidence-based resources, articles, and reports designed to help researchers integrate equity, diversity, and inclusion principles into their work and promote inclusive excellence in research.
IDEAS in Research: From Intention to Action
We invite you to consult the Facutly of Medicine Research Office's Action Plan for EDI in Research. It outlines our Office's commitment to supporting our researchers in building inclusive research programs, as well we our own education and improvement in this area. We engage in continuous learning and aim to make those resources available to the broad research community.
IDEAS Events
Rethinking international research collaborations
The Inclusivity, Diversity, Equity, Antiracism, and Social Justice (IDEAS) initiative at the University of Ottawa is proud to host Dr. Seye Abimbola, former Editor-in-Chief of BMJ Global Health. Drawing on his extensive experience at the heart of global health publishing and research, Dr. Abimbola will share insights on how medical researchers in Global North universities can meaningfully engage in equitable, respectful, and impactful partnerships with colleagues in the Global South.
This session will explore the “dos and don’ts” of collaboration, when and how to invite partnerships, and what it takes to create relationships that are not extractive but generative. Dr. Abimbola will highlight cautionary tales as well as hopeful examples of scholarship that has reshaped global health discourse. He will also reflect on emerging shifts in the global funding landscape and what they mean for researchers in Canada and beyond.
Bridge Model™: A comprehensive, compassionate community-based care model
Dr. Smita Pahkalé typically co-presents with community peer researchers from the Bridge Model™—individuals with lived or living experience who are integral to the model’s delivery and impact.
EDI Seminar series - Supporting Immigrant Physicians, Healthcare Professionals and Medical
The Office of Equity, Diversity, and Inclusion is pleased to welcome speaker Dr. Parisa Rezaiefar, Associate Professor in the Department of Family Medicine at the University of Ottawa and Lead physician for Specialized Clinical Transition Team for Refugees with Complex Needs at Ottawa Newcomers Health Clinic, who will present her seminar “Supporting Immigrant Physicians, Healthcare Professionals and Medical Learners: A Personal and Professional Journey”
Date: Wednesday, February 18, 2026
Time: 12:00 – 1:00 ET
Location: Zoom
This seminar is intended for healthcare educators, administrators, clinicians, and learners who are interested in promoting an equitable and inclusive medical environment.
In 2025, approximately 30.5% of the Canadian population reported being born outside the country. Immigrant Healthcare Professionals (HCPs), including physicians and medical learners, bring valuable skills and unique experiences that enhance cultural and linguistic concordance in healthcare systems, improving patients' experiences and health outcomes. Yet, many face significant personal and systemic challenges that can undermine their professional growth, well-being, and ultimately, patient care. This one-hour seminar offers a reflective and evidence-informed exploration of challenges—and why addressing them is vital for a safe, effective, and compassionate healthcare system.
The objective of this session will be:
- Explain how existing gaps negatively impact immigrant HCPs, physicians, and learners, with consequences that extend to patient safety.
- Explore the nuanced personal and professional hurdles faced by immigrants regardless of their Canadian or international training.
- Identify the systemic and interpersonal barriers that persist in medical education and practice environments.
- Discuss actionable strategies—both at an individual and institutional level—to foster more inclusive, supportive pathways for immigrant medical professionals.
Please note that this event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada and approved by the University of Ottawa’s Office of Continuing Professional Development. You may claim a maximum of 1.00 hours (credits are automatically calculated) after completing a survey sent at the end of the event.
This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by the University of Ottawa’s Office of Continuing Professional Development for up to 1.00 Mainpro+ credits.
EDI in practice - Interactive checklist to write an IDEAS statement
How to use
- Work through the checklist honestly — don’t aim for perfection; the point is reflection and concrete action.
- For each checked item, add a short evidence line or example (what you already do or will do).
- Use the answers to draft a short EDI statement (2–4 sentences) and a small action plan (3–5 steps with timelines/resources).
Interactive checklist
Section 1 — Values
- Values inventory — choose / describe your top values in research (identify your top 3).
Prompts: Which of these resonate most with you? This list is meant to stimulate ideas, it is not exhaustive: integrity; originality; fairness/equity; accessibility; representation/visibility; reciprocity/community benefit; cultural humility; anti-racism; accountability; transparency; inclusion of lived experience.
Response: [Fill out your answer] - Why these values matter to my research
Response: [Fill out your answer] - How these values influence the goals of my project
Response: [Fill out your answer]
Section 2 — Who and why
- Where do you land on the Wheel of Power and Privilege?
- Which communities/groups are most affected by my research topic? (Name specific populations: e.g., older adults with mobility impairments; Black women with a particular condition)
Response: [Fill out your answer] - Who is missing from my team/participants/advisory group and why might they be absent? (Consider geography, language, career stage, lived experience, and systemic barriers such as time, childcare, trust).
Response: [Fill out your answer]
Section 3 — Design & methods
- How do my research questions and methods consider intersectional identities? (Show how instruments, sampling and analysis consider overlapping identities [e.g., stratified sampling, subgroup analyses])
Response: [Fill out your answer] - In what ways are recruitment strategies designed to reach underrepresented or underserved groups? (List concrete channels [community orgs, culturally specific networks], adaptations [timing, incentives], and outreach partners.)
Response: [Fill out your answer] - What steps have I taken to make project materials accessible and culturally appropriate? (Note translations, plain language, alternative formats, pilot testing with community members)
Response: [Fill out your answer]
Section 4 — Power, ethics & protection
- How do I ensure participation is voluntary and power imbalances are minimized? (Mention informed consent processes, community-led recruitment, third-party consent support, or opt-out options)
Response: [Fill out your answer] - Which policies or structural barriers could limit participation and how will I address them? (List barriers you anticipate and practical mitigations [honoraria, travel support, remote participation])
Response: [Fill out your answer] - How will I collect, store and report demographic/contextual data ethically? (Explain consent for demographic questions, minimal necessary data, secure storage, and aggregation thresholds to avoid identifiability)
Response: [Fill out your answer] - What measures protect privacy and prevent harm for marginalized participants? (Describe de-identification, safe data access controls, and review by ethics/community advisory boards)
Response: [Fill out your answer]
Section 5 — Team, capacity & accountability
- How do I share decision-making power with team members, partners, or participants? (Identify advisory roles, shared governance, community co-investigators, or participatory methods)
Response: [Fill out your answer] - What mentorship, training or professional development am I providing or seeking to support EDI? (Note specific training (trauma-informed methods, anti-racism workshops) and mentorship structures)
Response: [Fill out your answer] - Who is accountable for implementing and monitoring EDI actions in this project?
Response: [Fill out your answer]
Section 6 — Resources & budgeting
- What budget/time/resources have I allocated for EDI activities (translation, accessibility tech, honoraria etc.)?
Response: [Fill out your answer] - Which external partners, advisors or community members will I involve to strengthen inclusiveness? (Identify specific organizations, cultural advisors, or community leaders and planned modes of collaboration)
Response: [Fill out your answer]
Section 7 — Dissemination & impact
- How will dissemination ensure accessible and equitable knowledge sharing? (formats, languages, venues)
Response: [Fill out your answer] - How will I evaluate whether EDI efforts are effective — what indicators will I use? (Use both process metrics [diversity of recruitment, training hours, budgets spent] and outcome metrics [participant satisfaction, community-relevant outputs])
Response: [Fill out your answer] - What are the concrete practices I already do that align with EDI best practices? (Be concrete — e.g., “we conduct focus groups with community partners,” “we provide childcare during data collection,” “I ask my team members preferred pronouns and use them,” “I partner with local communities and researchers when doing international research”)
Response: [Fill out your answer]
Section 8 — Learning, response & improvement
- How will I respond if feedback shows harm or unintended exclusion?
Response: [Fill out your answer] - How do I plan to engage in continuous learning and make resources available to the research community? (Commit to training schedules, publishing tools, and hosting community briefings)
Response: [Fill out your answer]
Commit to one specific EDI goal (SMART)
What is the goal, timeline, and first step? (Make it Specific, Measurable, Achievable, Relevant, Time-bound [e.g., “By month 6, recruit at least 30% of participants from Group X by partnering with Y org; first step: sign MOA with Y by month 1”])
- Goal: [Fill out your answer]
- Timeline: [Fill out your answer]
- First step: [Fill out your answer]
Quick next-steps you can copy into a grant
- Short EDI statement template (for grant text):
“Guided by values of [value1], [value2], and [value3], our team will implement inclusive practices — including [1–2 concrete actions from checklist] — to ensure participation, accessibility, and equitable dissemination. We will measure progress using [indicator(s)] and report results to partners and funders.”