Hey everyone! I am Junayd ("June-aid") Hussain, and I am your fellow classmate in c2026 running for VP Academic! My hometown is Mississauga, and I did my BMSc at Western University (Med Sci, of course!) and my MSc in Epidemiology at the University of Ottawa. My academic/research interests are in clinical epidemiology, management of chronic diseases, and science communication, where I value the importance of translating complex concepts into easy-to-understand terms for both the public and health practitioners alike, as well as advocating for more learning-friendly environments/resources for my peers. In my free time, I enjoy swimming competitively, running, reading nonfiction books, and smartphone photography!
I don't need to tell you that medicine is a VERY vast subject. As someone without much background in physiology (I was an epidemiology person after all), it was very overwhelming to figure out where to begin and how deep to go. As VP Academic, I want to promote a standardization of resources to help classmates with backgrounds outside of science (or who have been out of undergrad for a while) to get up to speed on foundational anatomy/physiology, especially early on. By advocating for more introductory resources accessible for everyone in need of a primer and collaborations with IGs and faculty, I aim to also carry this forward to clinical knowledge and skills, to smoothen the transition of applying key medical concepts to patient-centred care during preclerkship and horizontal electives, as well as clerkship rotations.
EDI is a key concept that I aim to uphold in my personal and professional life, beyond simply being non-racist or non-discriminatory. As a student, family member, classmate, and member of the community, I always seek ways to learn about how different cultures view certain difficult topics, whether they are related to healthcare or not, by primarily interacting with individuals belonging to equity-deserving groups. Some strategies I would employ as a VP Academic might include collaborations with IGs based on EDI and marginalized groups (such as Accessibility Awareness, Medical Women in Canada, Social Justice IGs), as well as individual conversations with classmates identifying as equity-deserving (such as from racialized or stigmatized groups). Another valuable resource would be working with VP Internal and VP EDI members of the MMSC, as well as advocacy groups on- and off-campus to understand lived experiences with medical education and develop sustainable solutions to celebrate diversity while ensuring equitable opportunities to be successful in medical school.
Hello! My name is Faisal Khaleel and I use he/him pronouns. To start, I was born in Baghdad, Iraq in 2002 but I actually grew up in Dubai, UAE. I came to Canada late 2010, where I have since been a Hamiltonian! In fact, I did all of my elementary and high school education here as well! At this point, I was obviously committed and so I did my undergrad at McMaster, where I studied Integrated Biomedical Engineering and Health Sciences. Of course, to keep the streak going, I am now part of the McMaster Medicine Hamilton cohort. Other than that, some of my hobbies are soccer, basketball, photography, and working out! Also, I’m fluent in Arabic and alright with Spanish, having studied it for 2 years. To end off with a unique yet embarrassing fun fact, I can proudly say that I’m quite skillful with a yo-yo.
Being a life-long learner, I view feedback to be the central concept around which this position’s responsibilities revolve. This idea was most recently reinforced within my experience in a similar position on the McMaster iBioMed Society. In a program with also over 200 students, I learned that opportunities for providing feedback need not only be standardized and frequent, but also vastly accessible. Leading with this, I also plan to particularly extend my focus to feedback analysis. In this position, I recognize my role as the primary liaison between the student body, faculty, and administration, and thus my ability to convey a message is directly proportional to my own understanding of it. However, stopping here would be insufficient. To foster an environment of accountability, I also plan to take the additional steps of assessing and informing students of the actions taken in response to their communicated feedback and concerns.
Being a first-generation immigrant in Canada who identifies as a member of cultural, ethnic, and religious minority groups, I feel that I especially resonate with the topic of EDI integration. Having personally experienced the challenges associated with EDI being overlooked, especially in an academic setting as a student myself, I feel that I can use my own experiences today to guide my empathy and understanding of others in similar situations. Thus, I can ensure that EDI is integrated in my role by using said lived experiences to enable sensitivity, allowing me to remain aware of both emerging obstacles and opportunities for EDI progression. I also plan to apply this experience-informed sensitivity when I consequently reach out and establish communication with the relevant groups. In doing so, I aim to provide and share my platform, fostering an environment of shared decision making and action with every EDI focused endeavor.