McMaster University

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Academic Teaching

Dr. Bridgewater's academic position is a research educator with a large teaching component. His great passion for teaching is reflected in numerous awards he received, such as the 2012 and 2014 Excellence in Teaching award and the 2015 Ari Shali award for most passionate teacher as voted on by the medical students from the Michael G. DeGroote School of Medicine. Dr. Bridgewater consistently receives outstanding feedback for his teaching by his students, who themselves have been successful in receiving scholarships and awards for best presentations at research days and conferences. This success is an additional motivation for Dr. Bridgewater to pursue his long-term teaching goal of developing novel and exciting learning avenues to achieve a most positive learning experience for all students.

Currently, Dr. Bridgewater's teaching responsibilities are primarily focused on teaching gross anatomy to first and second year medical students. In addition, he is teaching various other courses at the Undergraduate and Graduate level such as "Demystifying Medicine", a course focused on "demystifying" complex clinically relevant diseases for easier knowledge translation. He also gives guest lectures in HTHSCI 2FF3-Anatomy and Physiology II, Physiotherapy, and Topics in Nephrology and Disease (MS768), as well as nephrology academic half-days in post-graduate medicine.

In addition to these educational roles, Dr. Bridgewater is the regional Anatomy Coordinator for the Waterloo and Niagara regional campuses. He has developed and implemented a novel anatomy curriculum at the Waterloo and Niagara campus, putting great emphasis on hands-on-anatomy by using more pro-sections and dissections. The anatomy laboratories are complemented with relevant histology, pathology, and radiology, with the goal of reinforcing and translating the anatomy knowledge to be more clinically relevant.

Furthermore, Dr. Bridgewater also has an interest in developing novel teaching methods. He has developed new training programs to teach clinically relevant anatomy & procedural skills to medical students called "RAP" sessions which integrate radiology, anatomy and procedural skills. An example is learning the relevant anatomy and radiological imaging while practicing chest tube insertions. Further, Dr. Bridgewater has contributed to a program to teach the insertion of peritoneal dialysis catheters. This practice can allow more patient access to peritoneal home dialysis, which is considered advantageous over conventional hemodialysis.