Professor Ronald Harden graduated from medical school in Glasgow, UK. He completed training and practised as an endocrinologist before moving full time to medical education. He is Professor of Medical Education (Emeritus) University of Dundee, Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). Professor Harden has pioneered ideas in medical education including the OSCE and has published two books and more than 400 papers in leading journals. His contributions to excellence in medical education have attracted numerous international awards and an OBE by Her Majesty the Queen.

Aviad “Adi” Haramati, PhD, is an award-winning physiologist and medical educator. He is Professor of Physiology and Medicine, and Founding Director of the Center for Innovation and Leadership in Education (CENTILE), at Georgetown University Medical Center, in Washington, DC. He received a PhD in Physiology from the University of Cincinnati and came to Georgetown 39 years ago, after 5 years at Mayo Clinic. His research interests addressed renal and electrolyte homeostasis, but now he focuses on health professions education. Dr. Haramati has advocated that mindful practices, together with group sessions, be integrated into the curriculum for training health professionals in an effort to improve and learning and work environments at academic health centers. Dr. Haramati is a past-president of IAMSE, former member of the Board of Directors of the AAMC, and a member of the Governing Committee of AMEE. He has been a visiting professor at over 100 medical schools worldwide.

Dr. Amber J. Heck is an Associate Professor of Physiology at the TCU and UNTHSC School of Medicine. She earned her Ph.D. in Biomedical Sciences at UNTHSC. Her responsibilities include curriculum design and development, and active learning facilitation in cell biology and physiology for medical students. Previously, Dr. Heck served as the founding director of the RVUCOM Pre-Matriculation Course for incoming students and oversaw the design and implementation of a new orientation program that promotes metacognitive practice at the UIWSOM. Dr. Heck’s current interests include active learning in physiology education and early medical education interventions which focus on the acquisition of metacognitive skill to impact transition and performance in medical school. She is involved in research and mentoring nationally and internationally. As a 2016 International Association of Medical Science Educators fellow, Dr. Heck is an active member of Scholarship Committee.