I have a BSc in Biochemistry and a PhD in Experimental Pathology. After several post docs, I became a research associate for the Canadian Blood Services. I enjoyed doing both foundational science research (with emphasis on the complement system, RBCs and platelets) and translational work (helping with the early stages of transition to the buffy coat method of preparing blood components). I have been a Faculty member in Pathology & Laboratory Medicine since 2002. In 2004, I joined the MD Undergraduate Program (MDUP) as a tenure-track Instructor. I was promoted to Senior Instructor in 2009. In 2013, I became the BMLSc Director and shifted my focus to the BMLSc Program. I obtained a Scholarship of Teaching and Learning Certificate on Curriculum and Pedagogy in Higher Education from the International Program for the Scholarship of Educational Leadership in 2016.

• Faculty of Medicine Distinguished Achievement in Education Award, 2023 and 2011
• Killam Teaching Prize, 2018
• Department of Pathology Award for Excellence in Education, 2022, 2010, and in 2005
• BMLSc Graduates’ Choice Award for Teaching Excellence, 2022, 2019, and 2018
• Philip Read Memorial Cup for Outstanding Contribution to the BMLSc Program, 2015

Selected Publications

Recent Conference Presentations:

• A. Bradley, J. Li, A. Ho, A. Grieg. Student learning through student peer-assessment in a 4th year undergraduate course on research and career skills. International Society for the Scholarship of Teaching & Learning. 2022
• A. Bradley, S. Bertolic, P. Wolfe A. Grieg. Student peer review and assessment – experiences from four diverse university disciplines. International Society for the Scholarship of Teaching & Learning. 2022
• A. Bradley, A Ho and J Li. Student Peer Assessment to Improve Learning, Evaluation and Reflective Skills. CHES Celebration of Scholarship Research Presentation. Oct 7, 2020
• A. Bradley. Transforming Your Course with Student Peer Assessment. 60-Minute Concurrent Session. LILLY-SAN DIEGO TEACHING FOR ACTIVE & ENGAGED LEARNING February 27-29, 2020
• Greig A, Rankin A, Bradley A. Facilitating high quality clinical reflection writing in physiotherapy education – a calibrated peer-review process. World Confederation for Physical Therapy, 10-13 May. Geneva, Switzerland, 2019
• Greig A, Rankin A, Bradley A. Peer Assessment and Feedback of Written Reflections in Physiotherapy Education. Paper accepted at the International Clinical Skills Conference (ICSC), 19-22 May; Prato, Italy, 2019
• Greig A, Rankin A, Bradley A. Peer Assessment and Feedback of Written Reflections in Physiotherapy Education. Paper accepted at the Canadian Conference on Medical Education,April. Niagara Falls, Canada, 2019
• Iqbal, I., Greig, A., Ho, A., Bradley, A., Rankin, A. Using student peer assessment to promote critical analysis skills and reflective abilities. CHES Celebration of Scholarship Research Presentation. Oct, 2016

Journal Research Articles:

• A. J. Bradley, B.L. Read, E. Levin, D.V. Devine. Small-molecule complement inhibitors cannot prevent the development of the platelet storage lesion. Transfusion, 2008; 48:706-14.
• A. J. Bradley and M.D. Scott. Immune complex binding by immunocamouflaged [Poly(ethylene glycol) -grafted] Erythrocytes. American Journal of Hematology, 2007; 82:970-975.
• A. J. Bradley and M.D. Scott. Separation and purification of methoxypoly(ethylene glycol) grafted red blood cells via two-phase partitioning. J. Chromatography B, 2004; 163-168.
• M. D. Scott, A.J. Bradley and K.L. Murad. Stealth Erythrocytes: effects of polymer grafting on biophysical, biological, and immunological parameters. Blood Transfusion, 2003; 1:245-266.
• A. J. Bradley, K.L. Murad, K.L.Regan and M.D. Scott. Biophysical consequences
  of linker chemistry and polymer size on stealth erythrocytes: Size does matter. Biochim. Biophys. Acta. 2002, 1561:147-158.
• A. J. Bradley, S.T. Test, K.L. Murad, J. Mitsuyoshi and M.D. Scott. Interactions of IgM ABO-antibodies and complement with methoxypoly (ethylene glycol)-modified human erythrocytes. Transfusion, 2001; 41:1225-1233.
• M. D. Scott, A.J. Bradley, and K.L. Murad. Camouflaged blood cells: low technology bioengineering for transfusion medicine? Transfusion Med. Rev., 2000; 14:53-63.
• A. J. Bradley, E. Maurer-Spurej, D.E. Brooks and D.V. Devine. Unusual electrostatic effects on binding of C1q to anionic liposomes: role of anionic phospholipid domains and their line tension. Biochemistry, 1999; 38:8112-8123.
• D. V. Devine, A.J. Bradley, E. Maurer, E. Levin, S. Chahal, K. Serrano and M.I.C. Gyongyossy-Issa. Effects of prestorage leukoreduction on platelet aggregate formation and the activation state of platelets and plasma enzyme systems. Transfusion, 1999; 39:724-734.
• A. J. Bradley, D.E. Brooks, R. Norris-Jones and D.V. Devine. C1q binding to liposomes is surface charge dependent and is inhibited by peptides consisting of residues 14-26 of the human C1qA chain in a sequence independent manner. Biochem. Biophys. Acta, 1999; 1418:19-30.

My focus is on teaching and learning. I have been studying the outcomes of incorporating student peer assessment into a 4^th year course, the Research and Career Skills course. My interest in student peer assessment has led to various collaborations and at looking at the impact of student peer assessment in broader settings.

I have also been involved in evaluating an Academics Without Borders-funded Program in East Africa called Africa MicroResearch.  The Program version I evaluated was for Medical residents at Kabarak University in Kenya (2019/20, during my sabbatical).

My foundational science expertise is in the areas of immunology (particularly Complement), biochemistry and hematology.

My primary commitment is to the Bachelor of Medical Laboratory Science program. As Associate Professor of Teaching, I coordinate and teach in a variety of courses; I have redeveloped several courses, striving to use more effective pedagogies; I contribute to innovative educational practices, support my colleagues and disseminate best practices; I champion the continual improvement and renewal of courses and the Program overall.

I am currently Course Coordinator and teach in the following BMLSc courses: Pathology 300 (Clinical Chemistry section), Pathology 405 (Seminars in Current Topics), and Pathology 408 (Research and Career Skills). I have previously taught and been course coordinator for Pathology 415 (Immunopathology) and, before that, for Pathology 402 (Hematopathology).

From 2016-2019, along with collaborators in the Physical Therapy program, I held a Teaching and Learning Enhancement Fund grant to incorporate student peer-review into the curriculum. Over the course of the 3 years of the grant, we re-developed the PATH 408 – Research and Career Skills course to include 2 student peer-review assignments. Outcome measures show enhanced student learning (improved quality of assignments), perception of learning, attitudes about peer review, and abilities to provide helpful feedback.

Past curriculum development experiences include: developing Program level learning outcomes, leading BMLSc curriculum improvement cycles, incorporating evidence-based practice into Problem based learning cases, implementing and evaluating a lecture recording pilot (which led to a policy change on lecture recording in the MD Program), creating on-line modules for student self-study of Immunology, and writing a new PBL case. I was previously an active member of three MD Program curriculum renewal committees.

My Teaching Philosophy:

Effective teaching requires a student-centered approach that focuses on opportunities for students to build on their prior knowledge and experiences. Active involvement of students with the material, with the instructor and with each other is crucial. Through discussion and learning activities, students elaborate on what they know and push the boundaries of their knowledge, creating an intrinsic motivation to learn more.

I strive to provide students with an educational experience that is congruent with my beliefs about teaching and learning. To do so, I design and add-lib a variety of learning activities that promote student involvement, and I encourage students to take ownership and responsibility for their own learning. Most importantly, I see my role as helping students to learn.