Maria Mylopoulos , PhD
Child Health Evaluative Sciences
University of Toronto
Wilson Centre for Research in Education
Dr. Maria Mylopoulos received her PhD in Human Development and Education from the University of Toronto, specializing in Applied Cognitive Science. She also completed a CHSRF/CIHR postdoctoral fellowship at the Wilson Centre for Research in Education.
Mylopoulos’ research program explores the development and maintenance of expertise, with a particular focus on how knowledge is constructed by professionals through the everyday activity of innovative problem solving. The goal of her research is to evolve our understanding of the cognitive and meta-cognitive processes that underpin this form of innovation as it occurs in real-world contexts, using theoretical frameworks of adaptive expertise, knowledge building and cognitive anthropology.
Current research projects include exploring the construct of team adaptive expertise, investigating the process of innovating in the OR context and exploring the phenomenon of performance improvement over time. Through ongoing collaborations, Mylopoulos is expanding the scope of her research program to address issues in the areas of learning transfer, informal self-regulated learning, team learning and constructions of competence.
Mylopoulos, M, Woods, NN (2009). Having our cake and eating it too: Seeking the best of both worlds in expertise research. Medical Education, 43, 406-413
Mylopoulos, M, Regehr, G (2009). How student models of expertise and innovation impact the development of adaptive expertise in medicine. Medical Education, 43, 127-132
Regehr, G., Mylopoulos, M. (2008). Maintaining competence in the field: Learning about practice, through practice, in practice. Journal of Continuing Education in the Health Professions, 28(S1):19-23
Mylopoulos, M., Scardamalia, M. (2008). Doctors’ perspectives on their innovations in daily practice: Implications for Knowledge Creation in Health Care. Medical Education, 42:975-981
Mylopoulos, M., Regehr, G. (2007). Constructions of expertise in cognitive research: Prospects and limitations for medical education. Medical Education, 41(12: 1159-1165