Dr. Francis Amara received his B.Sc. (Hons) and Ph.D. degrees from the University of Ulster, Northern Ireland, and his M.Ed. and FHEA (UK) (post-secondary) from the University of Manitoba. He completed his postdoctoral training in the laboratories of Dr. Lars Thelander at Umea University, Sweden, and Dr. Jim Wright at the University of Manitoba. As an independent investigator, he analyzed the role of signaling pathways in post-transcriptional regulation and neuronal apoptosis in Alzheimer's disease. His interest in post-secondary teaching and learning led him to obtain the M.Ed. degree in 2010. He is the departmental coordinator of medical and physician assistant teaching. His research focuses on curriculum development and models of educational development. He has served as tutor (2012-13) for the Postgraduate Diploma in Learning and Teaching in Higher Education at the Oxford Learning Institute, University of Oxford, England. He is currently a fellow of the Higher Education Academy of the United Kingdom, and leader of the International Network of Educational Development and Scholarship for Bioscience Researchers (INEDS-BioSci)
Reports continue to call for universities to reform teaching. This has prompted the delivery of educational and professional development (PD) programs aimed at changing the way faculty connets teaching to students' learning. New models of curriculum development and faculty teaching practices are required to implement innovative teaching methods that reflect the nature of science and scientific practice.
Dr. Amara's research program involves three main areas, the:
TEACHING AND LEARNING PUBLICATIONS
Francis Amara, Donald Smyth (2015). Developing a Scientific Basis of Medicine Framework in Curriculum Renewal: The IDEAL Model. Medical Science Educator 25(4): 455-466.
Francis Amara (2015). Traditional didactic learning: overview and evidence in health professional education environments. Chapter 24, pp 330-341. In Evidence Based Education in the Health Professions. Promoting best practice in the learning and teaching of students. Ted Brown and Brett Williams, Eds. Radcliffe Publishing: London, New York. (ISBN-13: 978 190936 871 2).
Sumit Sandhu, Tracie O. Afifi, Francis Amara (2012). Theories and Practical Steps for Delivering Effective Lectures. J Community Med Health Educ.2(6): 158-163.
Francis Amara (2009). Using the ICE model to a systematic approach to remediation. Path to Pedagogy. 17(3): 30-31.
Francis Amara (2004). Tutorial Learning: A practical approach to enhance small group learning: Section 3, pp 31. In Faculty of Medicine Teaching Handbook, University of Manitoba, 10 March 2004. Cheryl Kristjanson, Debra Radi, Angela Tittle (eds.)
Blanchard A, Nistor A, Castaneda FE, Martin D, Hicks GG, Amara F, Shiu RP, Myal Y (2009). Generation and initial characterization of the prolactin-inducible protein (PIP) null mouse: accompanying global changes in gene expression in the submandibular gland. Can J Physiol Pharmacol, 87(10): 859-872.
Salins P, He Y, Olson K, Glazner G, Kashour T, Amara F (2008). TGF-beta1 is increased in a transgenic mouse model of familial Alzheimer's disease and causes neuronal apoptosis. Neurosci Lett, 430(1): 81-86.
Salins P, Shawesh S, He Y, Dibrov A, Kashour T, Arthur G, Amara F (2007). Lovastatin protects human neurons against A beta-induced toxicity and causes activation of beta-catenin-TCF/LEF signaling. Neurosci Lett. 412(3): 211-216.
Waylon T. Hunt, Pradeep B. Salins, Christopher M. Anderson, Francis Amara. (2010). Neuroprotective role of statins in Alzheimer’s disease: anti-apoptotic signalling. The Open Neuroscience Journal, 4, 13-22.
Garry Odero, Francis Amara, Benedict C. Albensi (2008). Un-educating Creativity: a Case for a Greater Emphasis on Creativity in Medical Education. IAMSE: Journal of the International Association of Medical Science Education 17 (2): 87-95
There is no current funding at this time.