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Isabelle Pagé

Ph.D. (doctor), D.C. (chiropractor),  Regular member
Expertise
Chiropractic
Principal Interest
Rehabilitation
Secondary Interest
Epidemiology and pain trajectories
Primary Affiliation

Université du Québec à Trois-Rivières (UQTR)

Secondary Affiliation
Centre interdisciplinaire de recherche en réadaptation et intégration sociale (CIRRIS)
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Publications

Biography

Isabelle Pagé is a professor in the Department of Chiropractic at the Université du Québec à Trois-Rivières (UQTR), where she leads a research program focused on the biomechanics, safety, and adaptation of spinal manual therapies, with a particular emphasis on pediatric and aging populations. She holds a first-cycle doctorate in chiropractic (UQTR, 2011), a master's degree in biomedical sciences (UQTR, 2014), and a PhD in biomedical sciences (UQTR/UdeM, 2019). She has been awarded several research grants, including a Junior 1 Salary Award from the FRQS, a Research Support for New Academics grant from the FRQSC, and a young investigator grant from the Fondation chiropratique du Québec. She is the recipient of the 2024 Research and Innovation Award from the Ordre des chiropraticiens du Québec, the UQTR Distinction for Emerging Professors (2025), and the UQ Teaching Excellence Award – Achievement Category (2025).

What part of your job do you enjoy the most?
What I love most about my work is, without a doubt, guiding students in their development, regardless of their level of training. Seeing a student move from the uncertainty of a project’s early stages to the confidence of presenting at a conference in front of peers is, for me, a source of deep and enduring satisfaction. What moves me most is watching them push beyond their own limits: daring to speak up, defending their findings, and embracing expertise they never knew they possessed. Every step forward—whether it’s a first successful data collection, a submitted article, or a scientific presentation—reflects a transformation that extends far beyond the academic realm. Supervising also means learning to trust in others’ potential. It is this connection—rooted in growth and pushing one’s limits—that gives my teaching practice its full meaning.