Sara Asfour
MSc in Family Medicine – Medical Education Concentration
Program: MSc in Family Medicine
Department of Family Medicine
School of Medicine
Faculty of Medicine and Health Sciences
McGill University
Thesis title: In primary health care, what are the key barriers to the implementation of guideline recommendations for
breast cancer survivors? A mixed methods study
Thesis Advisory Committee: Dr. Roland Grad, Dr. Aliki Thomas
Short biography
Dr. Sara Asfour is a physician. She completed her medical studies at Université Laval, in Quebec City. During her medical studies, she also worked as a research assistant at the Centre Hospitalier de l’Université Laval (CHUL) and at the Centre Hospitalier Universitaire (CHU) Sainte-Justine. In a second phase, she completed her residency in family medicine at McGill University. Afterwards, Dr. Asfour did a fellowship, an enhanced skills program, entitled “Clinician Scholar Program” because she was interested in conducting research relevant to the discipline and practice of family medicine. Through this program, she practiced as a family medicine resident and started the MSc in Family Medicine – Medical Education Concentration. She chose the medical education concentration as she always had interest in medical research and education. She worked as a research assistant with the Information Technology Primary Care Research Group (ITPCRG) at the department of family medicine at McGill University. She helped in the development of a channel with breast cancer survivorship guidelines in a mobile application (IAM Medical Guidelines) that involves a spaced method of education. During her thesis, Dr. Asfour received the Richard and Edith Strauss Clinical Fellowship in Medicine award. She was invited to present her thesis research project at the North American Primary Care Research Group (NAPCRG) conference. Her article entitled “What are the key barriers to the implementation of guideline recommendations for breast cancer survivors? Protocol of a mixed methods study” has been published in the Education for Information Journal, on April 3rd, 2020.