Teacher feature: Building the life skills to make your mark in healthcare
Instructor features
By
Jenni Bozec
The Translational Research Program (TRP) at the University of Toronto stands out for its unique approach. Emphasizing real-world experiences and hands-on learning, the program's teaching staff embody this philosophy. The program brings together instructors who can be full-time academics or teachers and people actively working in various relevant industries or running their own entrepreneurial activities.
Meet some of our instructors to learn why and what they teach as part of the TRP.
Christine Chadwick
I often say I learned as much from my career journey as I did from formal education. My journey in healthcare began as a senior clerk typist, and over time I stepped into roles as department secretary, administrative assistant, assistant administrator, and eventually project manager - all while studying at night.
Those early years were full of real-world lessons: turning a smoking lounge into an MRI room, managing volunteers, and navigating the needs of doctors, nurses, patients, and administrators. My work eventually took me across the globe, helping to develop cancer care facilities and systems in places such as Brazil, the Caribbean, and the Middle East.
I went on to co-found and lead an international healthcare consulting company, working through high-stakes projects - including one that reached London’s High Court of Arbitration, Later, I shifted into architectural consulting, bridging clinical needs with building design. Today, I lead a Canadian branch of an international health design firm, building a “dream team” that includes one of my former TRP students!
Mentorship has always been at the heart of my work. I founded the Canadian Circle Women of Healthcare to connect and support women in the field, and I continue to serve on national and international committees shaping the future of health facility design and digital innovation.
What do you teach in the TRP, and how did you get involved in the program?
I teach the TRP’s Professionalism course, which focuses on life and career skills for healthcare innovators. The idea is to prepare students not just to think big but to present themselves and their ideas effectively - whether they want to launch a start-up, win a research grant, or step into a leadership role.
My connection to TRP came through Gilbert Sharpe, a faculty member in the program, who I’ve known for years. We’d collaborated on international projects, and one day a lunch with him turned into what I call a “blind date” with TRP founder, Dr. Joseph Ferenbok. Before long, I was mentoring students, then teaching as a sessional lecturer.
What is unique in your approach and how do TRP students benefit from that?
On day one, I shake every student’s hand - and tell them they’ve just failed the first exercise if they don’t stand, make eye contact, and offer a confident handshake. That moment sets the tone: this course is about real-world readiness.
From there, we work on elevator pitches, resumes, cover letters, interview skills, and writing abstracts. Students practice giving and receiving constructive criticism – a skill many professionals people struggle with. We talk about professional etiquette, personal branding, and navigating cultural differences in diverse work environments.
I encourage networking with purpose: if you attend an event, come back with five business cards, five leads, and a plan to follow up. We also explore the realities of professional image - whether it’s dress codes, social media presence, or understanding unspoken expectations in interdisciplinary teams.
These may sound like small details, but they can make the difference between being remembered and being overlooked.
By the end of the course, students don’t just sound more confident - they’ve pitched ideas, refined their professional image, and built networks that open doors. They’re better prepared to meet the real-world demands of healthcare innovation with clarity, credibility, and purpose.
Tell us about an interesting or fun thing you’ve done in class recently.
One of my favourite projects was guiding students through the process of applying to present at the European Health Design Conference, where I serve on the judging committee. I walked them through the abstract submission process, and each student wrote one for review in class. We read them aloud, gave feedback, and revised - turning a classroom exercise into a professional milestone.
Writing and submitting abstracts isn’t just an academic exercise - it’s a gateway to professional visibility. Several students were so inspired that they submitted their abstracts for real. I’ll be judging this year’s applications soon, and if one is accepted, it will be a proud moment – proof that practical learning can open real-world doors.
Other highlights include mock interviews (complete with tough, real-world questions), group critiques of resumes and cover letters, and practical etiquette discussions - from ordering at a business lunch to making a professional introduction. There’s always a lot of laughter, but also a lot of growth.
For me, teaching at TRP is the most fun I have in my professional life. Students arrive with impressive academic backgrounds, but this course gives them the tools to navigate - and stand out - in a competitive and collaborative healthcare environment. My goal is simple: to help them leave not just with knowledge, but with the confidence and skills to make their mark.
