Oke-oghene Akpoveso
University of Leicester
Lecturer
Focus Session: Supporting Struggling Learners in International Medical Education Programs: Applying Self-Regulated Learning Theories in Practice
Dr. Oke-Oghene Philomena Akpoveso is a Lecturer in Medical Education with the University of Leicester–Chongqing Medical University joint medical education programme. With a background in Pharmacology (PhD) and a Master’s in Education, she brings a multidisciplinary perspective to teaching and curriculum development in medical education.
Dr. Akpoveso contributes to global scholarship through her role as an Associate Investigator on the AMEE–MERC award, 2025, and the successful completion of a project under the IAMSE Fellowship in Medical Education. Her work is informed by a strong interest in culturally responsive teaching and student-centered learning practices.
Originally from Nigeria, she speaks English and Igbo and values respect for cultural diversity in education. Outside of academia, she enjoys walking in nature.
University of Leicester
Lecturer
Focus Session: Supporting Struggling Learners in International Medical Education Programs: Applying Self-Regulated Learning Theories in Practice
Dr. Oke-Oghene Philomena Akpoveso is a Lecturer in Medical Education with the University of Leicester–Chongqing Medical University joint medical education programme. With a background in Pharmacology (PhD) and a Master’s in Education, she brings a multidisciplinary perspective to teaching and curriculum development in medical education.
Dr. Akpoveso contributes to global scholarship through her role as an Associate Investigator on the AMEE–MERC award, 2025, and the successful completion of a project under the IAMSE Fellowship in Medical Education. Her work is informed by a strong interest in culturally responsive teaching and student-centered learning practices.
Originally from Nigeria, she speaks English and Igbo and values respect for cultural diversity in education. Outside of academia, she enjoys walking in nature.
Leila Amiri
The Robert Larner COM at the U of Vermont
Associate Dean for Admissions
Focus Session: Restorative Justice in Academic Medicine: Healing Harm, Building Trust, Cultivating Resilient Communities
Leila Amiri, PhD serves as Associate Dean for Admissions at the University of Vermont Larner College of Medicine. She has formal training through the AAMC Restorative Justice in Academic Medicine program and has presented on the application of restorative practices in admissions and medical education. At Larner, she has supported the establishment of circle processes to address conflict and foster dialogue, integrating restorative approaches into admissions operations and campus community life. Dr. Amiri’s extensive leadership in medical school admissions, coupled with her national service roles, provides her with deep insight into institutional challenges and opportunities for applying restorative justice in medical education.
The Robert Larner COM at the U of Vermont
Associate Dean for Admissions
Focus Session: Restorative Justice in Academic Medicine: Healing Harm, Building Trust, Cultivating Resilient Communities
Leila Amiri, PhD serves as Associate Dean for Admissions at the University of Vermont Larner College of Medicine. She has formal training through the AAMC Restorative Justice in Academic Medicine program and has presented on the application of restorative practices in admissions and medical education. At Larner, she has supported the establishment of circle processes to address conflict and foster dialogue, integrating restorative approaches into admissions operations and campus community life. Dr. Amiri’s extensive leadership in medical school admissions, coupled with her national service roles, provides her with deep insight into institutional challenges and opportunities for applying restorative justice in medical education.
Laura Bauler
Western Michigan University Homer Stryker MD School of Medicine
Associate Professor of Biomedical Sciences
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Dr. Laura Bauler, Associate Professor (Biomedical Sciences), Western Michigan University Homer Stryker MD School of Medicine, researches innovative teaching methodology and the impact of mentoring and feedback on student and faculty career advancement.
Western Michigan University Homer Stryker MD School of Medicine
Associate Professor of Biomedical Sciences
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Dr. Laura Bauler, Associate Professor (Biomedical Sciences), Western Michigan University Homer Stryker MD School of Medicine, researches innovative teaching methodology and the impact of mentoring and feedback on student and faculty career advancement.
Shaundra Blakemore
University of Alabama at Birmingham Heersink School of Medicine
Associate Professor, Department of Pediatrics
Focus Session: Practicing in a Polarized World: Teaching Civility to Trainees
Shaundra Blakemore is a Pediatric Emergency Medicine Physician and Associate Professor of Pediatrics at the University of Alabama at Birmingham Heersink School of Medicine. She is the director of the Heersink School of Medicine's Learning Communities Program. The mission of the Learning Communities Program is to cultivate a supportive and welcoming community for medical students that fosters professional identity formation. She currently resides in Birmingham, Alabama with her husband and two young daughters.
University of Alabama at Birmingham Heersink School of Medicine
Associate Professor, Department of Pediatrics
Focus Session: Practicing in a Polarized World: Teaching Civility to Trainees
Shaundra Blakemore is a Pediatric Emergency Medicine Physician and Associate Professor of Pediatrics at the University of Alabama at Birmingham Heersink School of Medicine. She is the director of the Heersink School of Medicine's Learning Communities Program. The mission of the Learning Communities Program is to cultivate a supportive and welcoming community for medical students that fosters professional identity formation. She currently resides in Birmingham, Alabama with her husband and two young daughters.
Jacqueline Bohrer
University of California, San Diego
Student Liaison
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Jacqueline is a UCSD post-baccalaureate alumna and current M.D. applicant who is passionate about education. She piloted the essay and interview portions of this research on pre-professional identity formation and enjoys assisting the team.
University of California, San Diego
Student Liaison
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Jacqueline is a UCSD post-baccalaureate alumna and current M.D. applicant who is passionate about education. She piloted the essay and interview portions of this research on pre-professional identity formation and enjoys assisting the team.
Mary Jo Bondy
University of Maryland, Baltimore
Associate Dean
Focus Session: Flourishing Through Change: The Transformative Power of Validation in Health Professions Education
Bridging a Gap: A pilot program in trauma informed pedagogy for medical educators
Mary Jo Bondy, DHEd, MHS, PA-C, is a distinguished clinician and educational leader with over three decades of experience. As the first Physician Assistant to serve as CEO of the Physician Assistant Education Association (PAEA), she has a deep understanding of the educational needs of healthcare professionals. Her extensive background includes clinical practice in various specialties and numerous leadership roles in academia, including her current position as Associate Dean of the School of Graduate Studies at the University of Maryland, Baltimore. She played a major leadership role in the creation of the PhD in Health Professions Education at UMB. She also serves as the founding director for the UMB Doctor of Medical Science Degree. Dr. Bondy is an award-winning teacher and has been instrumental in developing innovative educational programs, such as the Physician Assistant Leadership and Learning Academy (PALLA). Her commitment to advancing health professions education and her proven leadership make her highly qualified to present a workshop on professional development and communication.
University of Maryland, Baltimore
Associate Dean
Focus Session: Flourishing Through Change: The Transformative Power of Validation in Health Professions Education
Bridging a Gap: A pilot program in trauma informed pedagogy for medical educators
Mary Jo Bondy, DHEd, MHS, PA-C, is a distinguished clinician and educational leader with over three decades of experience. As the first Physician Assistant to serve as CEO of the Physician Assistant Education Association (PAEA), she has a deep understanding of the educational needs of healthcare professionals. Her extensive background includes clinical practice in various specialties and numerous leadership roles in academia, including her current position as Associate Dean of the School of Graduate Studies at the University of Maryland, Baltimore. She played a major leadership role in the creation of the PhD in Health Professions Education at UMB. She also serves as the founding director for the UMB Doctor of Medical Science Degree. Dr. Bondy is an award-winning teacher and has been instrumental in developing innovative educational programs, such as the Physician Assistant Leadership and Learning Academy (PALLA). Her commitment to advancing health professions education and her proven leadership make her highly qualified to present a workshop on professional development and communication.
Nicole Borges
Geisel School of Medicine at Dartmouth
Chair, Department of Medical Education
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Dr. Borges is Chair, Department of Medical Education at Dartmouth’s Geisel School of Medicine, and Edward Tulloh Krumm Professor of Medical Education. She has nearly 30 years of experience in medical education leading research and scholarship efforts and professional development of faculty. She is an active medical education researcher. Dr. Borges’ research interests include personality and medical specialty choice, physician career development, noncognitive factors contributing to student success, team-based learning, medical education, and health topics related to medical education. She reviews for numerous journals and is the author/co-author of over 95 peer-reviewed journal articles covering medical education, medical specialty choice, and career development. Dr. Borges also served as director of evaluation for the Kern National Network (KNN) for Flourishing in Medicine and has extensively consulted with project partners on research related to flourishing. She is a member of the editorial team and contributed to Medical Science Educator Handbook - A Guide to Flourishing. Elsevier Publishing.
Geisel School of Medicine at Dartmouth
Chair, Department of Medical Education
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Dr. Borges is Chair, Department of Medical Education at Dartmouth’s Geisel School of Medicine, and Edward Tulloh Krumm Professor of Medical Education. She has nearly 30 years of experience in medical education leading research and scholarship efforts and professional development of faculty. She is an active medical education researcher. Dr. Borges’ research interests include personality and medical specialty choice, physician career development, noncognitive factors contributing to student success, team-based learning, medical education, and health topics related to medical education. She reviews for numerous journals and is the author/co-author of over 95 peer-reviewed journal articles covering medical education, medical specialty choice, and career development. Dr. Borges also served as director of evaluation for the Kern National Network (KNN) for Flourishing in Medicine and has extensively consulted with project partners on research related to flourishing. She is a member of the editorial team and contributed to Medical Science Educator Handbook - A Guide to Flourishing. Elsevier Publishing.
Mercedes Byrd
Rowan-Virtua School of Osteopathic Medicine Health Sciences Library
Education & Information Services Librarian
Focus Session: Developing Reflective Practitioners: Using Learning Objectives as Metacognitive Scaffolds for Pre-Clerkship Self-Assessment
An avid reader with a goal of 375 books this year, Mercedes is a passionate educator and information specialist. Her 15-year career in education has been driven by a desire to help students explore new and exciting ideas. She specializes in information literacy and the creation of e-resources that connect students with evidence-based sources. A major focus of her current work is the integration of AI into learning; she partners with faculty to improve study workflows through the transparent, responsible, and ethical use of this emerging technology.
Mercedes's journey began in Boston and includes a BA and MA in History (from UMass Amherst and Northeastern) before she transitioned into education. She later earned an MS in Library and Information Science from Simmons University, and her career has also included roles at an international consulting firm and a national insurance company.
When not working, Mercedes loves to travel (recently visiting Iceland and Puerto Rico) and holds an undying love for Reese's Peanut Butter Cups.
Rowan-Virtua School of Osteopathic Medicine Health Sciences Library
Education & Information Services Librarian
Focus Session: Developing Reflective Practitioners: Using Learning Objectives as Metacognitive Scaffolds for Pre-Clerkship Self-Assessment
An avid reader with a goal of 375 books this year, Mercedes is a passionate educator and information specialist. Her 15-year career in education has been driven by a desire to help students explore new and exciting ideas. She specializes in information literacy and the creation of e-resources that connect students with evidence-based sources. A major focus of her current work is the integration of AI into learning; she partners with faculty to improve study workflows through the transparent, responsible, and ethical use of this emerging technology.
Mercedes's journey began in Boston and includes a BA and MA in History (from UMass Amherst and Northeastern) before she transitioned into education. She later earned an MS in Library and Information Science from Simmons University, and her career has also included roles at an international consulting firm and a national insurance company.
When not working, Mercedes loves to travel (recently visiting Iceland and Puerto Rico) and holds an undying love for Reese's Peanut Butter Cups.
Stefanie Carter
Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Professor of Medical Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Stefanie Carter, EdD - Department of Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, FL, USA. Dr. Carter is a medical education professional at Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine. She has been actively involved in the collaborative development of the GLASS tool framework for generalist leadership competencies in medical education. As a co-author on the foundational research for this work, Dr. Carter brings expertise in competency-based medical education and faculty development. Her participation in the multi-institutional team that developed the generalist leadership framework demonstrates her commitment to advancing leadership development for faculty working in longitudinal, integrated curricula.
Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Professor of Medical Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Stefanie Carter, EdD - Department of Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, FL, USA. Dr. Carter is a medical education professional at Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine. She has been actively involved in the collaborative development of the GLASS tool framework for generalist leadership competencies in medical education. As a co-author on the foundational research for this work, Dr. Carter brings expertise in competency-based medical education and faculty development. Her participation in the multi-institutional team that developed the generalist leadership framework demonstrates her commitment to advancing leadership development for faculty working in longitudinal, integrated curricula.
Amanda Chase
Xavier Ochsner College of Medicine
Professor of Biomedical Sciences
HUMANIZING HEALTH EQUITY THROUGH INCLUSIVE COMMUNICATION
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Integrating Generative AI in Collaborative Learning: A Novel Approach to Neuroscience Education for Medical Students
Amanda Chase, PhD specializes in global course design and case writing for an integrated, problem-centered curriculum. She facilitates meaningful problem-based learning experiences that support the development of strong foundational knowledge, higher-order thinking, and the adaptive expertise skills necessary for learner success in early medical education.
Xavier Ochsner College of Medicine
Professor of Biomedical Sciences
HUMANIZING HEALTH EQUITY THROUGH INCLUSIVE COMMUNICATION
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Integrating Generative AI in Collaborative Learning: A Novel Approach to Neuroscience Education for Medical Students
Amanda Chase, PhD specializes in global course design and case writing for an integrated, problem-centered curriculum. She facilitates meaningful problem-based learning experiences that support the development of strong foundational knowledge, higher-order thinking, and the adaptive expertise skills necessary for learner success in early medical education.
Namrata Chhabra
American University of Antigua College of Medicine
Associate Dean and Professor
Focus Session: Grow Through What You Go Through: Turning Educational Setbacks into Breakthroughs
Dr. Namrata Chhabra, M.B.B.S., M.D., M.H.P.E., Ph.D. is a Professor of Biochemistry at the American University of Antigua College of Medicine, where she also serves as the Associate Dean of Admissions and Chair of the Admissions Committee. With over 39 years of academic, clinical, and leadership experience, she has held senior academic roles across India, Mauritius, and the Caribbean. A FAIMER Fellow and accomplished scholar, Dr. Chhabra holds advanced degrees in Medical Biochemistry and Health Professions Education, and her research spans biomedical sciences, endocrinology, and medical education innovation. She has authored multiple textbooks, over 25 peer-reviewed papers, and more than 30 conference presentations, earning numerous research and teaching awards. As a peer reviewer and editorial board member for several international journals, she continues to advance scholarship and mentorship in global medical education. Known for her expertise in curriculum design, leadership development, and student success strategies, Dr. Chhabra integrates her passion for science and education to foster meaningful, learner-centered academic environments.
American University of Antigua College of Medicine
Associate Dean and Professor
Focus Session: Grow Through What You Go Through: Turning Educational Setbacks into Breakthroughs
Dr. Namrata Chhabra, M.B.B.S., M.D., M.H.P.E., Ph.D. is a Professor of Biochemistry at the American University of Antigua College of Medicine, where she also serves as the Associate Dean of Admissions and Chair of the Admissions Committee. With over 39 years of academic, clinical, and leadership experience, she has held senior academic roles across India, Mauritius, and the Caribbean. A FAIMER Fellow and accomplished scholar, Dr. Chhabra holds advanced degrees in Medical Biochemistry and Health Professions Education, and her research spans biomedical sciences, endocrinology, and medical education innovation. She has authored multiple textbooks, over 25 peer-reviewed papers, and more than 30 conference presentations, earning numerous research and teaching awards. As a peer reviewer and editorial board member for several international journals, she continues to advance scholarship and mentorship in global medical education. Known for her expertise in curriculum design, leadership development, and student success strategies, Dr. Chhabra integrates her passion for science and education to foster meaningful, learner-centered academic environments.
Youngjin Cho
Geisinger College of Health Sciences School of Medicine
Associate Professor of Immunology
PDWS: AI Foundations & Tool Exploration
PDWS: Advanced Applications in Health Professions Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Youngjin Cho is a Professor of Biochemistry and Molecular Biology in the Department of Interdisciplinary Biomedical Sciences at the AU/UGA Medical Partnership, UGA School of Medicine, and serves as the Consortium Director of GenAI at Aquifer, a non-profit organization that develops clinical reasoning learning resources by a consortium of volunteer health profession educators. She was a director of genAI in meded at Geisinger Health Science School of Medicine before her recent transition to UGA. She has delivered medical educator development sessions on the use of generative AI in education at national and international meetings.
Geisinger College of Health Sciences School of Medicine
Associate Professor of Immunology
PDWS: AI Foundations & Tool Exploration
PDWS: Advanced Applications in Health Professions Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Youngjin Cho is a Professor of Biochemistry and Molecular Biology in the Department of Interdisciplinary Biomedical Sciences at the AU/UGA Medical Partnership, UGA School of Medicine, and serves as the Consortium Director of GenAI at Aquifer, a non-profit organization that develops clinical reasoning learning resources by a consortium of volunteer health profession educators. She was a director of genAI in meded at Geisinger Health Science School of Medicine before her recent transition to UGA. She has delivered medical educator development sessions on the use of generative AI in education at national and international meetings.
Heather Christensen
University of Cincinnati
Assistant Dean, Phase 1
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Heather Christensen (Univ. of Cincinnati) is the Assistant Dean of pre-clerkship curriculum, and has completed several leadership development and cultural humility programs, contributing to her success in founding/leading teams in equity and mentorship across MedEd, with recognitions through an AAMC leadership award and TedX talk.
University of Cincinnati
Assistant Dean, Phase 1
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Heather Christensen (Univ. of Cincinnati) is the Assistant Dean of pre-clerkship curriculum, and has completed several leadership development and cultural humility programs, contributing to her success in founding/leading teams in equity and mentorship across MedEd, with recognitions through an AAMC leadership award and TedX talk.
Denise Cook-Snyder
Medical College of Wisconsin
Associate Professor
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Denise Cook-Snyder (she/her) is an Associate Professor of Physiology and director of the Medical College of Wisconsin's postbaccalaureate premedical program (Master's in Medical Physiology; www.mcw.edu/mmp). Dr. Cook-Snyder completed her undergraduate degree at Case Western Reserve University, her PhD from the University of Pennsylvania, and her postdoctoral fellowship in the Tufts University IRACDA program. She served as an undergraduate faculty member and advisor for pre-health professions students at the University of Massachusetts Boston and Carthage College before joining the Medical College of Wisconsin. Her research interests include developing best practices for premedical professional development at the undergraduate and postbaccalaureate level.
Medical College of Wisconsin
Associate Professor
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Denise Cook-Snyder (she/her) is an Associate Professor of Physiology and director of the Medical College of Wisconsin's postbaccalaureate premedical program (Master's in Medical Physiology; www.mcw.edu/mmp). Dr. Cook-Snyder completed her undergraduate degree at Case Western Reserve University, her PhD from the University of Pennsylvania, and her postdoctoral fellowship in the Tufts University IRACDA program. She served as an undergraduate faculty member and advisor for pre-health professions students at the University of Massachusetts Boston and Carthage College before joining the Medical College of Wisconsin. Her research interests include developing best practices for premedical professional development at the undergraduate and postbaccalaureate level.
Melissa Cowan
University of Central Florida (UCF) College of Medicine
Assistant Director, Instructional Technology
Focus Session: Make the Match: Designing Interactive Lab-Clinical Correlation Games for Medical Learners
Melissa Cowan serves as the assistant director of instructional technology at UCF College of Medicine. With a background in multimedia and instructional design, she specializes in developing effective instructional materials for both face-to-face and online learning. Melissa is certified as a Lean Six Sigma Green Belt and has collaborated with faculty, staff, and students on research projects such as e-portfolios, small-group engagement, flipped-classrooms, augmented and virtual reality, gamification, and clinical reasoning. She also sponsors UCF computer science senior design projects, guiding students in creating advanced educational technology—including virtual reality experiences—for the college. Alongside her project sponsorship, Melissa co-instructs the fourth-year elective, MedEd Development: Moving Beyond PowerPoint. Before joining UCF COM in 2012, she worked at L3 Coleman Aerospace as a multimedia specialist and records retention coordinator.
University of Central Florida (UCF) College of Medicine
Assistant Director, Instructional Technology
Focus Session: Make the Match: Designing Interactive Lab-Clinical Correlation Games for Medical Learners
Melissa Cowan serves as the assistant director of instructional technology at UCF College of Medicine. With a background in multimedia and instructional design, she specializes in developing effective instructional materials for both face-to-face and online learning. Melissa is certified as a Lean Six Sigma Green Belt and has collaborated with faculty, staff, and students on research projects such as e-portfolios, small-group engagement, flipped-classrooms, augmented and virtual reality, gamification, and clinical reasoning. She also sponsors UCF computer science senior design projects, guiding students in creating advanced educational technology—including virtual reality experiences—for the college. Alongside her project sponsorship, Melissa co-instructs the fourth-year elective, MedEd Development: Moving Beyond PowerPoint. Before joining UCF COM in 2012, she worked at L3 Coleman Aerospace as a multimedia specialist and records retention coordinator.
Kimberly Dahlman
Vanderbilt University Medical Center
Associate Professor of Medicine
Focus Session: Expanding Perspectives: International Opportunities for Medical Science Educators
Focus Session: Flourishing as Role Models: Empowering Basic Science Educators to Drive Competency-Based Medical Education
Dr. Dahlman is Associate Professor of Medicine, Co-Director of the post-clerkship phase of the undergrade medical education curriculum at Vanderbilt University School of Medicine (VUSM), and Assistant Director for Cancer Education at the Vanderbilt-Ingram Cancer Center. She is a basic science educator who previously led the Integrated Science Course Program at VUSM for 10 years and received the IAMSE Early Career Award for Excellence in Teaching and Innovation in 2020 and the Denis O’Day Award from VUSM for her efforts. Internationally, she is Past-President of the Association of Biochemistry Educators and is an IAMSE Board Member. She is a mentor to many basic science educator faculty and has co-authored a book chapter on “Medical Educators as Role Models” with Dr. Aviad Haramati that will be published in 2025.
Vanderbilt University Medical Center
Associate Professor of Medicine
Focus Session: Expanding Perspectives: International Opportunities for Medical Science Educators
Focus Session: Flourishing as Role Models: Empowering Basic Science Educators to Drive Competency-Based Medical Education
Dr. Dahlman is Associate Professor of Medicine, Co-Director of the post-clerkship phase of the undergrade medical education curriculum at Vanderbilt University School of Medicine (VUSM), and Assistant Director for Cancer Education at the Vanderbilt-Ingram Cancer Center. She is a basic science educator who previously led the Integrated Science Course Program at VUSM for 10 years and received the IAMSE Early Career Award for Excellence in Teaching and Innovation in 2020 and the Denis O’Day Award from VUSM for her efforts. Internationally, she is Past-President of the Association of Biochemistry Educators and is an IAMSE Board Member. She is a mentor to many basic science educator faculty and has co-authored a book chapter on “Medical Educators as Role Models” with Dr. Aviad Haramati that will be published in 2025.
Godwin Dogbey
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Chair of Academic Medical Education, Biostatistician, and Assistant Professor
Godwin Y. Dogbey, MA, MPhil, PhD is a Chair of Academic Medical Education, Biostatistician, Assistant Professor, and Patient Safety Officer for Graduate Medical Education. Dr. Dogbey has over 20 years of progressive experience and practice in statistical consulting and teaching including, mainly but not exclusively, design and analysis of experiments, biostatistics, biometry, large scale social and economic surveys, econometrics, and psychometric methods. His knowledge, skills, and experience in systematic reviews and meta-analyses are considerable. He is adept at power calculations for sample size determination for both human subjects research and animal studies. Dr. Dogbey has worked intimately and extensively with institutional review boards (IRBs) and served on some of those boards. Hence, he is astute in the understanding of IRB inner workings, procedures, and requirements for human subject research and animal studies.
Dr. Dogbey has consulted with and provided statistical support and advice to many medical students and residents as well as attending faculty in these subject areas. Over the years, he has had adequate exposure to and amassed profound understanding of the varied and contemporary issues that are associated with statistics as a critical tool for assessing evidence in biomedical, clinical, social, economic, and other areas of applied research. He has developed a deep and wide repertoire of knowledge and expertise in statistical methodology and has been applying such insights in multiple disciplines and contexts.
The combination of experience, skill, and knowledge of statistics from multiple perspectives has positioned him to work in multidisciplinary teams seamlessly, not only as a (bio)statistician, but a team member with a holistic view of and contribution to the continuum of an entire project from conception through dissemination. The nexus of expertise and experience have equipped him to work as (bio)statistician not only on projects involving human subjects in clinical or observational settings but animal studies in the laboratory as well.
Dr. Dogbey’s contribution to science and humanities has followed quite a long historical trajectory dating back two decades or more. His published works have been multidisciplinary; a reflection of his eclectic academic background, experiences, and skills. They have addressed issues from biomedical sciences, social sciences, mathematics education, medical education, and clinical research among others.
Dr. Dogbey’s contribution to science and humanities has followed quite a long historical trajectory dating back two decades. His published works have been multidisciplinary; a reflection of his eclectic academic background, experiences, and skills. They have addressed issues from biomedical sciences, social sciences, mathematics education, medical education, and clinical research among others.
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Chair of Academic Medical Education, Biostatistician, and Assistant Professor
Godwin Y. Dogbey, MA, MPhil, PhD is a Chair of Academic Medical Education, Biostatistician, Assistant Professor, and Patient Safety Officer for Graduate Medical Education. Dr. Dogbey has over 20 years of progressive experience and practice in statistical consulting and teaching including, mainly but not exclusively, design and analysis of experiments, biostatistics, biometry, large scale social and economic surveys, econometrics, and psychometric methods. His knowledge, skills, and experience in systematic reviews and meta-analyses are considerable. He is adept at power calculations for sample size determination for both human subjects research and animal studies. Dr. Dogbey has worked intimately and extensively with institutional review boards (IRBs) and served on some of those boards. Hence, he is astute in the understanding of IRB inner workings, procedures, and requirements for human subject research and animal studies.
Dr. Dogbey has consulted with and provided statistical support and advice to many medical students and residents as well as attending faculty in these subject areas. Over the years, he has had adequate exposure to and amassed profound understanding of the varied and contemporary issues that are associated with statistics as a critical tool for assessing evidence in biomedical, clinical, social, economic, and other areas of applied research. He has developed a deep and wide repertoire of knowledge and expertise in statistical methodology and has been applying such insights in multiple disciplines and contexts.
The combination of experience, skill, and knowledge of statistics from multiple perspectives has positioned him to work in multidisciplinary teams seamlessly, not only as a (bio)statistician, but a team member with a holistic view of and contribution to the continuum of an entire project from conception through dissemination. The nexus of expertise and experience have equipped him to work as (bio)statistician not only on projects involving human subjects in clinical or observational settings but animal studies in the laboratory as well.
Dr. Dogbey’s contribution to science and humanities has followed quite a long historical trajectory dating back two decades or more. His published works have been multidisciplinary; a reflection of his eclectic academic background, experiences, and skills. They have addressed issues from biomedical sciences, social sciences, mathematics education, medical education, and clinical research among others.
Dr. Dogbey’s contribution to science and humanities has followed quite a long historical trajectory dating back two decades. His published works have been multidisciplinary; a reflection of his eclectic academic background, experiences, and skills. They have addressed issues from biomedical sciences, social sciences, mathematics education, medical education, and clinical research among others.
Russell D'Souza
UNESCO Global Chair in Medical, Health Professions and Bioethics Education Melbourne Australia
Director of Education
Shaped Over Time: A Qualitative Study on Professional Identity Formation among Medical and Nursing Students Through the Longitudinal Humanistic and Socialistic Medicine Curriculum
Focus Session: Humanizing Medical Education: Bioethics as the Foundation of Flourishing in the Contemporary Educational Revolution
Dr. Russell D’Souza is an internationally recognized leader in bioethics education, serving as Director of the International Program at the UNESCO Chair in Bioethics. His scholarship and global initiatives focus on embedding bioethics across health professions curricula, where he has conducted pioneering studies and published extensively. As an IAMSE Embassy member from India and co-author of the IAMSE Manual on the 3T Approach to Bioethics, he brings deep expertise in curriculum design and ethical reasoning. In this session, he will facilitate global and cross-cultural perspectives, ensuring strategies are broadly applicable.
UNESCO Global Chair in Medical, Health Professions and Bioethics Education Melbourne Australia
Director of Education
Shaped Over Time: A Qualitative Study on Professional Identity Formation among Medical and Nursing Students Through the Longitudinal Humanistic and Socialistic Medicine Curriculum
Focus Session: Humanizing Medical Education: Bioethics as the Foundation of Flourishing in the Contemporary Educational Revolution
Dr. Russell D’Souza is an internationally recognized leader in bioethics education, serving as Director of the International Program at the UNESCO Chair in Bioethics. His scholarship and global initiatives focus on embedding bioethics across health professions curricula, where he has conducted pioneering studies and published extensively. As an IAMSE Embassy member from India and co-author of the IAMSE Manual on the 3T Approach to Bioethics, he brings deep expertise in curriculum design and ethical reasoning. In this session, he will facilitate global and cross-cultural perspectives, ensuring strategies are broadly applicable.
Di Eley
University of Queensland
Retired: Director of MD Research
Focus Session: Expanding Perspectives: International Opportunities for Medical Science Educators
Strengthening International Collaboration in Medical Science Education through the IAMSE Ambassador Program
Professor Di Eley is the Director of MD Student Research at the University of Queensland (UQ). Di’s research career began with a MSc degree in reproductive physiology at the University of Florida. She subsequently worked for nearly 20 years as a bench scientist in bio-medical laboratories in Kenya and the UK. In 2000, she began her academic career after receiving a PhD in health and exercise psychology at the University of Bristol. She moved to the School of Medicine at UQ in 2003. Di is responsible for the development and implementation of the Clinician-Scientist Track in the UQ Medical School which encourages student interest and experience in research and facilitates medical students undertaking a PhD or MPhil alongside their medical degree.
University of Queensland
Retired: Director of MD Research
Focus Session: Expanding Perspectives: International Opportunities for Medical Science Educators
Strengthening International Collaboration in Medical Science Education through the IAMSE Ambassador Program
Professor Di Eley is the Director of MD Student Research at the University of Queensland (UQ). Di’s research career began with a MSc degree in reproductive physiology at the University of Florida. She subsequently worked for nearly 20 years as a bench scientist in bio-medical laboratories in Kenya and the UK. In 2000, she began her academic career after receiving a PhD in health and exercise psychology at the University of Bristol. She moved to the School of Medicine at UQ in 2003. Di is responsible for the development and implementation of the Clinician-Scientist Track in the UQ Medical School which encourages student interest and experience in research and facilitates medical students undertaking a PhD or MPhil alongside their medical degree.
Carrie Elzie
Alice L Walton School of Medicine
Assistant Dean of Accreditation and Institutional Effectiveness
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Carrie Elzie (Methodist Univ.) is a professor of foundational sciences and director of faculty development. She holds a master’s degree in organizational leadership and has extensive experience in medical education, leadership frames, assessment and innovative practices.
Alice L Walton School of Medicine
Assistant Dean of Accreditation and Institutional Effectiveness
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Carrie Elzie (Methodist Univ.) is a professor of foundational sciences and director of faculty development. She holds a master’s degree in organizational leadership and has extensive experience in medical education, leadership frames, assessment and innovative practices.