AMIT KALRA
Research Coordinator
Division: Pediatric Orthopaedics
Site:
Vancouver – BC Children’s Hospital
Amit Kalra is a Research Coordinator with the Limb Lengthening & Reconstruction team at BC Children’s Hospital. He supports multicentre research focused on paediatric limb differences and trauma, and plays a key role in organizing educational initiatives, including the Canadian Paediatric Orthopaedic Trauma Course (CPOT).
Amit graduated from the Royal College of Surgeons in Ireland (RCSI) in 2023 and worked clinically in Ireland as a Senior House Officer in Orthopaedics. He has also served as a Surgical Tutor in Orthopaedics at RCSI. His academic and clinical interests include growth-plate injury and remodeling, paediatric trauma, and medical education, with a strong focus on advancing research-driven and collaborative approaches to paediatric orthopaedic care.
Can you share your educational and professional journey, and what led you to your current role as a Research Coordinator?
I would preface my answer by saying I’m still quite early in my journey and have a long road ahead of me. I left BC at the age of 18 to start medical school in Ireland, graduated in 2023, and after gaining some clinical experience, decided to plan my way back home. Early on as a medical student, I had a feeling I would end up pursuing a career in Orthopaedics, and my time in Ireland only solidified that feeling. I learned a lot from an amazing team of Orthopaedic Surgeons at University Hospital Waterford and was fortunate enough to also work with the staff at RCSI as a surgical tutor. Balancing clinical responsibilities while also learning and teaching in a busy clinical environment taught me a lot.
My current role in research is not something I had originally imagined myself doing. However, the more I learned, the more I found myself asking “why?”: why certain decisions are made, how techniques evolved, and what evidence supports them. I became curious about the history behind Orthopaedics and the research that allows us to make evidence-based decisions. That curiosity led me to look for an opportunity that would help me develop stronger research skills in the pursuit of becoming a better clinician.
Both the clinical and research work being done by Dr. Cooper’s team in the Limb Reconstruction Program at BC Children’s Hospital felt like a perfect alignment with those interests. I was fortunate enough to get the opportunity to return to Vancouver and join the group as a Research Coordinator. It has been a unique experience to contribute to multicentre research, learn from leaders in the field, and stay connected to the clinical world while I continue building the skills I know I’ll need for the road ahead.
You’ve worked in both clinical and research settings. How has your clinical experience in orthopaedics shaped your approach to research?
Clinical work taught me that patient care is rarely as straightforward as textbooks make it seem. Every child, every fracture, and every family situation brings something different to the table, and decisions often involve long-term planning rather than just short-term outcomes. In paediatric orthopaedics especially, the emotional side of post-operative rehabilitation and the timing of surgery discussions are difficult to capture in a classroom setting. Seeing that firsthand made me appreciate the importance of research that reflects real practice. I’m still learning how to bridge these worlds, but clinical exposure has been a solid foundation, and working with Dr. Cooper’s team has shown me that the most meaningful work often begins with the question, “What matters most to patients?”
What areas of paediatric orthopaedics or trauma are you most interested in, and why do these areas matter to you?
My first exposure to paediatric orthopaedics came during a medical school guest lecture titled “A Day in the Life of an Orthopaedic Surgeon.” One surgeon presented a case of a child with a seemingly straightforward fracture that became more complex after developing an infection, yet still described children as “magical healers,” and that perspective really stuck with me. As a student, one of my first research projects on growth plate biomechanics sparked my interest in physeal injuries and the complexity of managing trauma in skeletally immature patients continues to fascinate me today. Paediatric trauma and limb reconstruction are also incredibly collaborative. A diverse team of healthcare professionals and families all work together to support a child through recovery and growth. I really enjoy that aspect of Orthopaedics.
You support multicentre research and educational initiatives like CPOT. What do you find most rewarding about working across institutions and teams?
One of the most rewarding parts of working across institutions has been seeing how aligned people are, even when they come from very different places. In a relatively short time, I’ve had the chance to meet surgeons and researchers from all over the world. It’s been eye-opening to hear their perspectives, especially knowing they come from different healthcare systems, cultures, training pathways, and day-to-day challenges. Despite those differences, there’s a shared commitment to advancing our understanding and improving outcomes for kids, which I find really inspiring.
What skills or experiences have been most valuable in your transition from clinical practice to research and education-focused roles?
While I’m still learning every day, I think the active effort I’ve made to understand alternative perspectives has been valuable. A lot of research and educational work involves understanding perspectives outside of your own, whether that’s surgeons, trainees, research staff, or families. Each group has different priorities, timelines, and pressures, and being able to recognize that makes collaboration more meaningful. It’s a skill that translates across almost everything I do, and it has helped me contribute even while I’m still early in my journey.
What advice would you offer to students or early-career trainees interested in orthopaedics, research, or medical education?
“It’s not okay to not try.” I can’t take credit for that quote, but it’s one I actively remind myself of. I’ve learned that you don’t need to have everything figured out to show interest; you just need to take the first step. Staying curious has opened more doors than I ever expected. Most of the opportunities I’ve had started because I asked a question, reached out to someone, or showed up to something I didn’t fully understand yet.
Putting yourself in environments where you can learn, whether that’s in clinic, the OR, research meetings, or journal clubs, matters more than having a perfect plan. You never really know which moment will shape your trajectory, but none of those things happen if you don’t put yourself out there.
Outside of your professional work, how do you like to spend your time and recharge?
After work, I’m usually at the gym. I enjoy strength training, and lifting heavy things pairs nicely with being a bit of a foodie. Vancouver and the Lower Mainland have no shortage of great restaurants, so staying active lets me enjoy them guilt-free. Outside of that, I like to travel when I can, spend time outdoors, and experiment with cooking!