Carol Nash

Bio
Carol Nash holds a PhD in education and is the Scholar in Residence in the History of Medicine Program. The program is in the Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto. She has held this invited position since 2012. In the 2006-2007 academic year, she co-founded Alpha II Alternative School with the Toronto District School Board. It is a school where students (mentees) self-direct their learning based on what they value, and school-wide decision-making is by a form of consensus where each point of view is part of the decision. The teachers act as mentors. She continues as co-founder of the school. From 2015 to 2020, Nash created and facilitated the Health Narratives Research Group (HeNReG) in the Department of Psychiatry to aid self-identified burned-out researchers through group mentorship. The HeNReG evolved to the one-on-one online Health Narratives Research Process (HeNReP) for burned-out researchers that continues. Nash has been a mentor at the University of Toronto in various capacities since 2008. She has received several mentorship awards from this institution, plus the 2021 Alumni of Influence Award from University College, University of Toronto, and the 2020 Leaders & Legends Innovation Award, Ontario Institute for Studies in Education, University of Toronto. Since 2020, she has authored seventy-five publications and, in 2025, received the Outstanding Author Award from the Journal of Hospital Management Health Policy. Nash is a reviewer for ninety-five peer-reviewed journals on various topics. She has received awards as the reviewer of the month from several journals.


Research Interests
-Self-Directed Learning -Consensus Decition-Making -Burnout -Psychological Flow


Publications
Nash, C. (2022) Self-Direction in Physics Graduate Education: Insights for STEM from David J. Rowe’s Career-Long Methods. Challenges 13 (2), 45. https://doi.org/10.3390/challe13020045 Nash, C. (2021) Medical Professionals Require Curricula Support to Overcome Their Reluctance to Embrace Self-Directed Learning in Response to COVID-19. Med. Sci. Forum 4(1), 20. https://doi.org/10.3390/ECERPH-3-08986 Nash, C. (2021) Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group. Challenges, 12(1), 11. https://doi.org/10.3390/challe12010011


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