Melanie MacKinnon is a practicing physiotherapist, multidisciplinary clinic owner, and Assistant Professor (Teaching Stream) at the University of Toronto, where she holds a continuing appointment.
She serves as co-lead for PHT1110Y (Unit 10) the Advanced Musculoskeletal Unit, and leads sessions in PHY1111Y (Unit 11) focused on transition-to-practice topics, including new graduate professional identity, aligning personal values with practice, employment classification, and contract negotiation. Melanie is also the lead for the Founders Selective within Unit 11, which emphasizes leadership and entrepreneurship in physiotherapy. As a faculty advisor for MScPT research projects, she is involved in PHT1107H and PHT1113Y.
Beyond her University of Toronto appointment, Melanie teaches and mentors within the Canadian Physiotherapy Association Orthopaedic Division’s Advanced Integrated Musculoskeletal (AIM) Program and Western University’s postgraduate Advanced Health Care Practice (AHCP) Graduate Program within the Comprehensive Musculoskeletal Physiotherapy (CMP) field. Her contributions to education and mentorship have been recognized nationally and locally, including the Lynn Chapman Clinical Mentorship Award from the CPA Orthopaedic Division and the Department of Physical Therapy Exceptional Achievement Award (Education).
Melanie earned an Honours Bachelor of Science in Kinesiology (HBScKIN) from Dalhousie University and a Master of Science in Physical Therapy (MScPT) from the University of Toronto. She completed her Master of Clinical Science in Manipulative Therapy (MClSc MT) at Western University and achieved Fellowship in the Canadian Academy of Manual and Manipulative Physiotherapists (FCAMPT) in 2009.
Melanie is currently pursuing a PhD in Health Professions Education Research at the University of Toronto. Her research explores the conceptual foundations of critical reflection and critically reflective practice, as well as assessment approaches used to support and evaluate this work in physiotherapy education. Her scholarship aims to support educators in recognizing when, how, and to what extent learners engage in critically reflective practice, while also supporting learners in identifying inequities and developing collaborative, advocacy-oriented professional approaches.
