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Ali Bateman
Ali Bateman, MD
Assistant Professor, Schulich School of Medicine and Dentistry
Acquired and Traumatic Brain Injury; Spinal Cord Injury
Dr. Ali Bateman is a physiatrist at Parkwood Institute and an Assistant Professor in the Department of Physical Medicine and Rehabilitation Schulich School of Medicine & Dentistry at Western University. She is also an Associate Scientist at Lawson Health Research Institute, and the Quality Improvement Lead in the Department of Physical Medicine & Rehabilitation.
Dr. Bateman completed her medical degree and residency training at Western University, and is currently completing a master’s degree in Quality Improvement and Patient Safety through the Institute of Health Policy, Management, and Evaluation at the University of Toronto. She is also certified by the Canadian Society of Clinical Neurophysiologists and holds the designation of CSCN Diplomate (EMG). As a consultant physiatrist, Dr. Bateman provides care in acquired brain injury and spinal cord injury rehabilitation programs and the electrodiagnostic laboratory at Parkwood Institute.
Her research interests centre on quality improvement, patient safety, and knowledge translation with the aim of achieving best practices so that all persons with spinal cord and/or brain injury receive the best quality care.

Caitlin Cassidy
Caitlin Cassidy, MD
Assistant Professor, Schulich School of Medicine and Dentistry
Childhood Onset Conditions; Implementation Science and Education
Dr. Caitlin Cassidy is a physiatrist at Parkwood Institute and an Associate Professor in the Department of Physical Medicine and Rehabilitation, and is also cross appointed to the Department of Paediatrics. Her primary clinical and research roles revolve around the Transitional and Lifelong Care (TLC) program at Parkwood Institute. The TLC program provides longitudinal rehabilitative care to adolescents and adults living with a physical disability of childhood onset, many of whom experience mobility challenges and may struggle to find accessible opportunities to increase their fitness and activity levels.
Dr. Cassidy’s research interests include the natural history and long-term outcomes of people with these conditions, and collaborates closely with Dr. Laura Brunton from the School of Physical Therapy at Western University to determine the impacts that access to activity and wellness programming have on pain, fatigue and other outcomes for people with cerebral palsy and spina bifida. Dr. Cassidy also acts as the discipline lead for Musculoskeletal Medicine in undergraduate medical education at Schulich School of Medicine & Dentistry at Western University.

Dalton L. Wolfe
Dalton L. Wolfe, PhD
Lawson Scientist, Parkwood Institute Research
Implementation Science and Education; Spinal Cord Injury
Dalton Wolfe is a Scientist at Lawson Health Research Institute, an Assistant Professor in the Faculty of Health Science and leads the Research 2 Practice (R2P) team, which is a unique research program within Parkwood Institute that focuses on strategies for generating evidence and implementing best practice within rehabilitation. Professor Wolfe’s primary research interest is in the area of knowledge mobilization and best practice implementation with a focus on physical activity and activity-based therapies in spinal cord injury and brain injury rehabilitation.
Professor Wolf also co-leads the Ontario SCI Implementation, Evaluation and Quality Care Consortium, which focuses on implementation of quality indicators towards the enhancement of care across the 5 academic health centres involved in SCI rehabilitation in Ontario. As part of the Parkwood Rehabilitation Innovations in Mobility Enhancement initiative (PRIME), Professor Wolfe is focused on enhancing clinical decision-making to improve locomotor and other movement-related outcomes with activity-based therapies such as robotic, manual and FES-assisted therapies. As with many of the R2P initiatives this involves implementation science and participatory research methods to put in place practice-based research infrastructure that enables iterative knowledge generation as well as implementation. Trainees work alongside clinicians, administrators and persons with lived experience to tackle clinically relevant questions.
