Office: IAHS Rm. 449
Professor Coman is an Associate Professor (permanent, teaching) in the School of Rehabilitation Science, Physiotherapy Program. She is also the International Student Coordinator and the Department Education Coordinator (DEC) in the School of Rehabilitation Science. Prof. Coman is originally from Romania, where she completed her MD degree at the Institute of Medicine and Pharmacy, Bucharest. She graduated with a BHSc degree in Physiotherapy from McMaster University and completed her Master of Science degree at University of Waterloo.
Prof. Coman teaches in various units throughout the program. Most recently she chaired the Fundamentals of Cardio-respiratory and Neurological Physiotherapy (Unit III) and Integrated Practice and Professional Transition (Unit VI). She also coordinated various courses, including the Clinical Lab course in Unit IV (Advanced Neurological Physiotherapy Practice) and the Problem-based Tutorial courses in Units III, IV and VI.
Prof. Coman’s appointment is predominantly in teaching, however, she is interested in educational research related to teaching and learning in higher education settings and methods of student evaluations. She recently completed a research project on student evaluation in tutorials. In her role as DEC, she appreciates the importance of attracting more clinicians to become educators and together with the OT and PT directors of clinical education she conducted a survey to identify enablers and barriers to getting involved in education.
Keywords: problem-based learning, theories for teaching and learning, student evaluations
Prof. Coman is not currently accepting graduate students.
Coman L & Solomon P. Problem Based Learning. In: Bradshaw MJ & Lowenstein AJ, editors. Innovative Teaching Strategies in Nursing and Related Health Professions. 7th ed. Sudbury, MA: Jones & Bartlett Learning. 2017. p. 179-187.
Gewurtz RE, Coman L, Dhillon S, Jung B, Solomon P. Problem-based learning and theories of teaching and learning in health professional education. Journal of Perspectives in Applied Academic Practice. 2016;4(1):59-70.