What helps someone grow into a new identity at work, particularly when it doesn’t quite feel like theirs yet?
In this episode of Meaningful Work Matters, Andrew Soren speaks with Dr. Latika Nirula, Director of the Centre for Faculty Development at the University of Toronto’s Temerty Faculty of Medicine. A teacher, researcher, coach, and faculty developer, Nirula has held education leadership roles across the academic health system. Her work focuses on enhancing teaching performance, supporting identity development among clinical educators, and fostering communities of practice within healthcare education.
Together, Nirula and Soren explore the role of identity, vulnerability, and relationship in meaningful work, and what it looks like to support someone as they grow into a new role with confidence, clarity, and care.
The Layered Nature of Identity
A central theme in Nirula’s work is identity. She considers identity as something shaped through experience, reflection, and relationship. Many of the clinical teachers she supports identify first as healthcare providers. Teaching is something they do regularly, but they don’t always see it as part of who they are.
In one coaching session, a physician described how often they mentored residents, facilitated clinical discussions, and modeled professional values. Despite this, they didn’t consider themselves a teacher. With support and time to reflect, they began to recognize that these actions were central to how they contributed to their workplace. Eventually, they offered to lead a session for colleagues, wanting to share what they had learned about teaching and identity.
Nirula sees this kind of transformation often. Faculty development, in her view, is about helping people grow into roles they may not yet feel ready to claim.
Imposter Syndrome as a Developmental Signal
Both Nirula and Soren reflected on their own experiences of feeling like outsiders in their respective fields.
Nirula encourages people to approach those feelings with curiosity. Imposter syndrome often shows up during periods of change, especially when we’ve stepped into something new and haven’t yet integrated it into how we see ourselves.
“We need to challenge the idea of expertise as a finish line. Growth is always unfolding.”
In her coaching and leadership work, Nirula focuses on cultivating adaptive expertise: the ability to learn, reflect, and evolve in changing contexts. In high-stakes environments like healthcare, this means making space for discomfort and recognizing it as part of the process.
Burnout, Capacity, and the Pressure to Do More
Nirula and Soren then discuss the growing strain on healthcare educators today.
As the number of learners increases, clinicians are being asked to take on more teaching while still managing their existing clinical responsibilities. Many are already stretched thin, and these added expectations can contribute to burnout.
Nirula recognizes the pressure and encourages a shift in perspective.
She suggests that when clinicians see teaching as part of their clinical identity, it feels more sustainable. Teaching does not have to be a separate task. It can be woven into the work they are already doing.
She shares examples from her coaching practice, where small changes, like offering feedback during a patient interaction or explaining a decision aloud, help clinicians teach in real time. These micro-moments can be powerful, and they don’t require extra time or preparation.
Community and Storytelling Create Belonging
Throughout the episode, Nirula returns to the importance of connection. She believes that people develop a sense of identity through community. When educators have space to talk, reflect, and learn together, they feel more grounded in their roles.
At the Centre for Faculty Development, Nirula and her team create programs that support this kind of connection. Some are long-term cohorts, while others are single workshops. Regardless of the format, the goal is the same: help clinical educators feel like they are part of something meaningful.
One of the most effective tools they use is storytelling.
Nirula often asks educators to describe a moment when they truly felt like a teacher. These reflections often unlock a deeper sense of purpose. Her team also works to bring patient and family voices into the classroom, helping clinicians reconnect to the people they serve.
Try a “Critical Conversation” With Your Team
One of the most practical takeaways from this episode is Nirula’s quarterly team ritual called critical conversations. Here’s how it works:
Invite one team member to choose a personal or professional topic they’re curious about.
Block two hours during paid work time for the whole team: the first hour is for individual pre-work (reading, listening, or reflecting on the topic), and the second hour is a group dialogue led by the team member who selected the topic.
Come together with three ground rules: bring curiosity, kindness, and a commitment to one another’s growth.
These conversations create space for questions that matter and nurture the kind of culture where people feel seen and supported as they grow.
What This Means for Meaningful Work
Nirula’s approach reminds us that meaningful work becomes possible when we’re supported through moments of uncertainty and allowed to reflect on who we are becoming. It takes community, conversation, and space to grow.
Whether you’re stepping into a new role, supporting others in theirs, or simply navigating change, this episode offers a grounded, thoughtful perspective on what helps people move forward with confidence.
Resources for Further Exploration
Centre for Faculty Development (CFD) → Learn More
Supporting a teacher identity in health professions education: AMEE Guide No. 132 → Learn More