McRae | Biomedical and Molecular Sciences | School of Medicine

Karalyn McRae PhD (Anatomy and Cell Biology, 2018) MSc (Anatomical Sciences, 2014) BSc (Honours Biochemistry, 2011)

Position(s)

Adjunct Academic Staff

Contact Info

613-533-6000, extension 78689

Mackintosh-Corry Hall, F200

Dr. McRae completed the Pattern II MSc Anatomical Sciences program followed by PhD in Anatomy and Cell Biology (supervised by Dr. Graeme N. Smith) in the Department of Biomedical and Molecular Sciences at Queen’s. Her PhD research focused on maternal health and preeclampsia. Her postdoctoral fellowship with the Centre for Teaching and Learning (CTL) included research on active learning pedagogy and innovations in active learning classroom design.

Brief Bio

Dr. Karalyn McRae is an anatomist and educator, deeply committed to advancing the way anatomy is taught and learned. With a PhD in Anatomy and Cell Biology from Queen’s University, Dr. McRae has dedicated her career to creating engaging and dynamic learning environments for students.

Dr. McRae’s teaching integrates hands-on experiences, and evidence-based teaching methods into her courses; she facilitates immersive learning opportunities that encourage active engagement and critical thinking. Dr. McRae has previously taught anatomy in both the Department of Biomedical and Molecular Sciences (DBMS) and the School of Rehabilitation Therapy. Dr. McRae’s primary role is currently as an Educational Developer at the Centre for Teaching and Learning (CTL) supporting early career educators, from graduate teaching assistants and teaching fellows, adjuncts, and early career faculty.

Research Interests

Research interests include pedagogy and innovations in anatomical sciences education, lab-based curriculum development, active learning and classroom design, scholarship of teaching and learning (SoTL) and the scholarship of educational development (SoED).

Selected Publications

Murphy, M.P.A., Phillipson, A., McRae, K.E., and Leger, A.B., (2024). The Experience of Teaching in an Active Learning Classroom: A Positive/Negative Perception Study. Learning Environments Research https://doi.org/10.1007/s10984-024-09512-1

Leger, A.B., McRae, K.E., and Murphy, M.P.A., (2023). A Committee to Manage Innovative Learning Spaces: Balancing Committee Size, Cross-Campus Representation, and Decision-Making Power. Journal of Learning Spaces 12(1)

Attas, R., Anstey, L., Brant, L., and McRae, K., (2023). Infusion rather than isolation: Integrating principles of equity, diversity, inclusion, decolonization and Indigenization in toolkits for remote instruction during the COVID-19 pandemic, To Improve the Academy: A Journal of Educational Development 42(1): 4 doi: https://doi.org/10.3998/tia.1841

McRae, K. E., Pudwell, J., Peterson, N., & Smith, G. N. (2019). Inhaled carbon monoxide increases vasodilation in the microvascular circulation. Microvascular Research, 123, 92-98

McRae, K. E., Peterson, N., Dickson, M. A., & Smith, G. N. (2018). CORM-A1 treatment leads to increased carbon monoxide in pregnant mice. Pregnancy Hypertension, 14, 97-104

McRae, K. E., & Smith, G. N. (2017) Using Carbon Monoxide Releasing Molecules in Models of Preeclampsia: When Should We Be Monitoring Vascular Effects?. American Journal of Hypertension, 30(10), e10-e10.

McRae, K. E., Davies, G. A.L., Easteal, R. A., & Smith, G. N. (2015). Creation of plastinated placentas as a novel teaching resource for medical education in obstetrics and gynaecology. Placenta, 36(9), 1045-1051

Team

Brief Bio

Research Interests

Selected Publications

Faculty