Andrew Binks has taught medical physiology for over two decades. His interest in innovative, active learning strategies has led him to give development workshops and keynote presentations at national and international levels. His evidence-based approach to medical education has allowed him to transfer his basic science research experience to study the impact of innovations in classroom and curricular design. Recently, this led him to spear-head a multi-institutional report on the impact of COVID-19 on medical education and postulate on its future ramifications.

Dr. Teresa Chan is an associate professor and Associate Dean of Continuing Professional Development at McMaster University. Dr. Chan is very well known for her scholarship in faculty development and online education research. She is one of the founding members of the METRIQ Study group. She is the Chief Strategic Officer for the CanadiEM digital community of practice. She is a Senior Advisor of the international Faculty Incubator program for the Academic Life in Emergency Medicine (ALiEM) group. For ALiEM, she has also served on their Editorial Board and was a lead of the Medical Education in Cases Series (www.aliem.com/medic). Dr. Chan is also interested in developing medical education innovations (and evaluating them!). For instance, she has co-developed and is evaluating a serious game about emergency department flow called GridlockED (www.gridlockedgame.com)!

Rachel Ellaway is Professor of Medical Education in Community Health Sciences and Co-Director of the Office of Health and Medical Education Scholarship at the Cumming School of Medicine at the University of Calgary.

Dr. Ellaway is a generalist medical educator with a broad and eclectic engagement with many aspects of medical education. She has more than 70 peer-reviewed publications and more than 70 other papers in peer-reviewed journals. She has written 19 book chapters, given more than 60 invited and keynote addresses, more than 200 conference presentations, and she has secured more than $3.9M in research funding for her medical education projects.

Dr. Ellaway has served on many national and international committees on medical education matters, she is an editor of journal Advances in Health Sciences Education, an Associate Editor of the Canadian Medical Education Journal, and is editor of the CAME Voice. She was the creator of the AMEE Fringe in 2004 and has served as its Maîtresse des Ceremonies ever since. She was the author of the eMedical Teacher column in the journal Medical Teacher. She has been a Visiting Professor at St George’s Medical School in London, UK, and she is the creator of the virtual patient narrative simulator platform OpenLabyrinth, Her work in developing and implementing profession-focused virtual learning environments at the University of Edinburgh was recognized in the award of a Queen’s Anniversary Prizes for Higher and Further Education, the first such award given to work involving learning technologies. Since then she has won four more national prizes for her work in medical education scholarship.

Kendra Gagnon, PT, PhD, is Clinical Professor and Chair of the Department of Physical Therapy at Baylor University, which is home to one of the first fully hybrid Doctor of Physical Therapy (DPT) programs in the United States. She has been a physical therapist educator since 2005, teaching in both entry-level and post-professional programs in online, residential, and hybrid environments. As a founding faculty member in the Baylor DPT program, she has played a key role in developing strategies for keeping learners connected and providing student support in both virtual and face-to-face settings. Her scholarly interests focus on educational research, and her recently disseminated work includes exploration of experiential learning in pediatric physical therapist education, use of social media in health care education and practice, and recommended practices in hybrid DPT education.

I am a senior medical student at Norwich Medical School in the UK. Currently, I am undertaking a master’s degree in Clinical Education before I begin my final year of medical school in September. This year I have worked to reduce OSCE-associated stress among first-year MBBS students, and I am conducting a systematic review to evaluate the impact of near-peer teaching among senior medical students. I have a keen interest in medical education and have led or facilitated a range of educational events during the pandemic and subsequent lockdowns including working as a PBL facilitator. This experience has provided several insights into online learning, especially with undergraduate medical students. Therefore, when Coiado et al. shared their article on online PBL I felt qualified to reply and share my experiences.

Dr. Adam Weinstein recently joined the faculty at Netter School of Medicine as an Associate Professor of Medical Sciences and Pediatrics to assist in directing the Clinical Arts and Sciences course and direct the Medical Student Home program. He worked at Geisel School of Medicine at Dartmouth for 12 years, serving as section chief of Pediatric Nephrology, director of Pediatric Medical Student Education, director of the Problem Based Learning curriculum, co-director of On Doctoring, and chair of the Medical Education Committee.

Dr. Jonathan J. Wisco is Associate Professor at Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, Department of Anatomy and Neurobiology. He is co-Director for the preclinical curriculum, Principles Integrating Science, Clinical Medicine and Equity (PISCEs); and Director of the Laboratory for Translational Anatomy of Degenerative Diseases and Developmental Disorders (TAD4). Dr. Wisco is interested in the histological validation of innovative imaging of anatomic pathologies, functional activation of the brain during active learning, and the educational scholarship of teaching and learning, notably on the topics of curriculum design, faculty development, learning tools innovation, service-learning, and inclusive learning environments. He directs the non-profit organizations Better Learning Experiences, which provides underserved faculty development for K-12, community college, and undergraduate university instructors; and Anatomy Academy, which teaches anatomy, physiology and nutrition concepts to underserved elementary school children as an effort to promote healthy lifestyles through educational intervention, and to inspire kids to pursue science as a career.

Jaya Yodh, PhD is a Teaching Associate Professor in the Department of Biomedical and Translational Sciences at Carle Illinois College of Medicine (Carle Illinois), an engineering-integrated medical school at the University of Illinois at Urbana-Champaign (UIUC). She has 23 years of professional expertise encompassing medical education in settings of both traditional and integrated curricula along with interdisciplinary teaching and research bridging biomedical and quantitative sciences. At Carle Illinois, Dr. Yodh holds multiple educational roles as a Medical Education Problem-Based Learning (PBL) Facilitator, Biochemistry Thread Director, and Director of the USMLE Step 1 Review course. Her current medical educational and research interests focus on integration of the basic sciences within systems-based curricula, innovations in PBL, and USMLE Step 1 preparation. Prior to joining Carle Illinois, Dr. Yodh held positions on the Biochemistry Faculty at Midwestern University, AZCOM in Glendale, Arizona from 1997-2006 where she taught students in the Doctor of Osteopathic Medicine, Physician Assistant, and Biomedical Sciences programs, and then at the UIUC Department of Physics until 2017 serving in dual roles as Research Faculty and Director of Education and Outreach for an NSF Physics Frontiers Center where she directed research-based courses in biological physics. Her research has led to publications on Med-Ed innovations and genome maintenance and chromatin dynamics using single-molecule biophysics tools.