On August 11, 2025, a shroud of anticipation enveloped the University of Saskatchewan (USask) as Sarah Forgie stood at the helm of its College of Medicine. Having joined the institution in 2024 as its new dean, she was acutely aware of the monumental challenges that laid ahead. The pressure of leadership in academic medicine never felt heavier, especially in a world still grappling with the aftershocks of the COVID-19 pandemic. The phone rang incessantly with media inquiries. They sought answers about the future of healthcare education, the integration of technology in training, and how universities could better support their students, particularly in times of crisis.
Sarah, a University of Manitoba alumna with deep roots in medicine, was renowned for her dedication to advancing education and her empathetic approach. She found herself navigating a landscape rife with uncertainty. Reports highlighted alarming statistics: an increase in burnout among medical students and healthcare professionals, alongside a crisis in mental health exacerbated by the pandemic. Each call demanded urgent solutions, yet Sarah felt an underlying spark of hope.
Amidst the tumult, she discovered a collective resilience. Faculty members rallied, crafting innovative curricula aimed at fostering not just medical acumen but also emotional intelligence among students. Workshops on mindfulness and stress management flourished, and peer support networks began to form organically among students. The enthusiasm was contagious, pushing everyone to find new ways to adapt and thrive.
Over the months, Sarah rolled out initiatives that encouraged collaboration between students and local communities, embedding a spirit of service into their education. She introduced outreach programs, linking students with underserved populations, allowing them to apply their knowledge while developing skills in empathy and compassion. Her vision was clear: to cultivate a generation of physicians who looked beyond the stethoscope, addressing the broader social determinants of health.
However, it was not without resistance. Some faculty were entrenched in traditional methods, wary of change. Sarah met this challenge head-on, organizing open forums for discussion, effectively weaving in differing perspectives. Gradually, the narrative shifted, and many began to embrace the notion that adaptability was essential for modern medicine.
As the sun set on her first year, Sarah stood on the balcony of the college, watching students congregate in the courtyard below. Laughter and vibrant conversation filled the air, symbolizing a hopeful resilience. In that moment, she knew they were on the path to something greater. Together, they were not just training for their future—they were building a community that could endure, grow, and heal.
