Dr. Shelina Babul receives national medical education award
BCIRPU Director Dr. Shelina Babul has received a 2025 Certificate of Merit Award from the Canadian Association for Medical Education (CAME). This award celebrates faculty members across Canada who have made significant contributions to Canadian medical education. CAME is a national association that promotes, advances, and recognizes excellence across the continuum of medical education in Canada.
Dr. Babul has been instrumental in standardizing concussion care provincially, nationally, and internationally. This includes the integration of concussion education into the University of British Columbia’s medical school curriculum, which came into effect in 2022. Recently, she contributed to the development of the new BC clinical practice guideline for concussion and mild traumatic brain injury, which was released in the fall of 2024.
In 2013, Dr. Babul created the Concussion Awareness Training Tool, a comprehensive resource with free concussion education modules for health care professionals, coaches, school professionals, parents and caregivers, athletes, workers and their employers, and those who work with survivors of intimate partner violence. Since 2018, more than 150,000 people worldwide have completed CATT training, and cattonline.com receives, on average, more than 100,000 visits a year from around the world.
“I am deeply honoured to receive this award,” said Dr. Babul. “Improving concussion care requires a multifaceted approach to ensure timely and appropriate treatment. Equipping physicians, medical students, and residents with the knowledge to diagnose and treat concussions is essential in preventing long-term consequences and improving patients’ quality of life.”
- distress when a child was in pain and when a family was grieving; and
- sadness in the event they were not able to save a child in their care.
- concern for the injured child and the child’s family;
Particularly traumatic events, such as those involving vivid sights and sounds (e.g., families holding each other and having extreme reactions), stuck with the practitioners, having long-lasting impressions on them and causing them to re-live these events in the years following their exposure.
Even after their shift was over, practitioners said that they changed how they approached parenting and how they perceived safety during play as a result of witnessing these traumatic events. They reported having more knowledge of the causes and consequences of severe injuries, such as those that require hospitalization or emergency care. For example, practitioners were more likely to enforce boundaries around where their children could play, such as by forbidding their child to play near busy streets. They also were more likely to tell their child about safe play environments and equipment, and put this equipment on their child before play, such as explaining the benefits of using helmets while riding bikes.
Practitioners were more likely to enforce boundaries around where their children could play, and use safety equipment, such as bike helmets.
Practitioners also described being concerned about their children’s play near open windows, around large bodies of water unsupervised, and in environments where firearms were present. They also expressed worry about their children’s play on trampolines and on motorized vehicles, such as ATVs. Findings related to trampoline play safety concerns were published in the journal Injury Prevention.
Observing family grief due to child injury or death affected the mental well-being of health care practitioners, drawing attention to the need for mental health supports for those involved in caring for severely injured and dying patients.
"Raise more resilient children through play...watch and see how your child handles challenging tasks without intervening right away." —Dr. Michelle Bauer
Building resilience through play
How can parents help their children build resilience? By letting them play!
The experiences that practitioners witnessed encouraged them to support their children in building resilience through play; specifically, by supporting children in learning to cope with failure, overcome fear, build self-confidence, develop distress tolerance, and regulate negative emotions. Findings related to building resilience through play were published in the journal Child: Care, Health, and Development.
Parents fostered resilience in their kids by:
- helping their kids get back on bikes after they fell off and wanted to try again;
- sitting on their hands so they did not instinctively reach for their children when their children fell down; and
- encouraging participation in challenging and thrilling activities in forests and water while safety equipment was used.
"There are a few ways that parents can raise more resilient children through play that are supported by literature and our study findings," said Dr. Bauer. "One: watch and see how your child handles challenging tasks without intervening right away."
"Two: Ask your child how they want you to help—let them tell you what makes them feel safe and happy during play. Let them lead. And three: make play both safe and exciting by encouraging risk-taking, teaching them how to avoid hazards, and using safety equipment.”
This research was supported through Drs. Bauer’s and Gilley’s receipt of a clinical and translational research seed grant from the BC Children’s Hospital Research Institute (BCCHR), Dr. Bauer’s BCCHR postdoctoral fellowship award, and additional training provided to Dr. Bauer through her participation in the Programs and Institutions Looking to Launch Academic Researchers (PILLAR) program through ENRICH, a national organization training perinatal and child health researchers.
Learn more about the study through two infographic posters:
Graphics and posters by Milica Radosavljevic
