Oke-Oghene Philomena 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
Robert Larner College of Medicine at the University 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.
Robert Larner College of Medicine at the University 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.
Hadar Arien-Zakay
The Hebrew University of Jerusalem
Senior Lecturer, Department Chair
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Dr. Hadar Arien Zakay, Senior Lecturer (equivalent to Associate Professor) (Pharmacology), The Hebrew University, Faculty of Medicine, Head of the Pharmacy & Pharmacology Education Unit, researches digitalization in healthcare education, modernizing pedagogy, elevating student engagement, and aligning learning objectives with clinical outcomes, with a primary focus on AI and Gen-AI for personalized learning, innovative assessment, and continuous feedback, and has published and presented internationally in this field.
The Hebrew University of Jerusalem
Senior Lecturer, Department Chair
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Dr. Hadar Arien Zakay, Senior Lecturer (equivalent to Associate Professor) (Pharmacology), The Hebrew University, Faculty of Medicine, Head of the Pharmacy & Pharmacology Education Unit, researches digitalization in healthcare education, modernizing pedagogy, elevating student engagement, and aligning learning objectives with clinical outcomes, with a primary focus on AI and Gen-AI for personalized learning, innovative assessment, and continuous feedback, and has published and presented internationally in this field.
Sally Arif
Midwestern University, Downers Grove, IL
Professor in the Department of Pharmacy Practice
Focus Session: DEI in Transition: Lessons from the US for Health Sciences Communities Worldwide
Dr. Sally Arif is a tenured Professor of Pharmacy Practice at Midwestern University and a Cardiology Clinical Pharmacist at Rush University Medical Center in Chicago, IL. With nearly 20 years of experience in healthcare, she founded the Equity-Minded Collective to address systemic inequities and foster inclusive learning environments. A nationally and internationally recognized speaker on intercultural care and culturally responsive teaching, Dr. Arif has received multiple national and local teaching awards. She currently serves as Vice Chair for Diversity, Equity, Inclusion, and Anti-Racism (DEIA) for the American College of Clinical Pharmacy, as an International Commission member for the Accreditation Council for Pharmacy Education (ACPE), and as Founder of a pharmacist-led initiative supporting refugee and immigrant health in Chicago. Her book, Shift: A Practical Guide to Cultivating Equity and Inclusion in Healthcare Education, has been a bestseller in medical education since its debut in 2025.
Midwestern University, Downers Grove, IL
Professor in the Department of Pharmacy Practice
Focus Session: DEI in Transition: Lessons from the US for Health Sciences Communities Worldwide
Dr. Sally Arif is a tenured Professor of Pharmacy Practice at Midwestern University and a Cardiology Clinical Pharmacist at Rush University Medical Center in Chicago, IL. With nearly 20 years of experience in healthcare, she founded the Equity-Minded Collective to address systemic inequities and foster inclusive learning environments. A nationally and internationally recognized speaker on intercultural care and culturally responsive teaching, Dr. Arif has received multiple national and local teaching awards. She currently serves as Vice Chair for Diversity, Equity, Inclusion, and Anti-Racism (DEIA) for the American College of Clinical Pharmacy, as an International Commission member for the Accreditation Council for Pharmacy Education (ACPE), and as Founder of a pharmacist-led initiative supporting refugee and immigrant health in Chicago. Her book, Shift: A Practical Guide to Cultivating Equity and Inclusion in Healthcare Education, has been a bestseller in medical education since its debut in 2025.
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.
Naomi Bitrus-David
Omeva Consulting
Project Manager Assistant and Researcher
Focus Session: DEI in Transition: Lessons from the US for Health Sciences Communities Worldwide
Naomi Bitrus-David is a pharmacist and researcher with a Master’s in Clinical Pharmacy Service Development from Robert Gordon University, Aberdeen. For the past three years, she has worked with the Pharmafluence Education Advancement Network (PEAN), delivering projects across elementary and higher education to promote inclusive and equitable access to quality education in Nigeria. Naomi is also a data professional and project management assistant at Omeva Consulting (UK), where she supports research and project delivery. Skilled in UX writing, AI prompt engineering, and learning design, Naomi works at the intersection of healthcare, education, and technology, with a strong focus on strengthening medical and health-professional training.
Omeva Consulting
Project Manager Assistant and Researcher
Focus Session: DEI in Transition: Lessons from the US for Health Sciences Communities Worldwide
Naomi Bitrus-David is a pharmacist and researcher with a Master’s in Clinical Pharmacy Service Development from Robert Gordon University, Aberdeen. For the past three years, she has worked with the Pharmafluence Education Advancement Network (PEAN), delivering projects across elementary and higher education to promote inclusive and equitable access to quality education in Nigeria. Naomi is also a data professional and project management assistant at Omeva Consulting (UK), where she supports research and project delivery. Skilled in UX writing, AI prompt engineering, and learning design, Naomi works at the intersection of healthcare, education, and technology, with a strong focus on strengthening medical and health-professional training.
Shaundra Blakemore
University of Alabama at Birmingham Heersink School of Medicine
Assistant Professor of Pediatrics
Focus Session: Practicing in a Polarized World: Teaching Civility to Trainees
Shaundra Blakemore, MD, is assistant professor of pediatrics, specializing in pediatric emergency medicine at Children’s of Alabama. She also is the director of the UAB Heersink School of Medicine’s Learning Communities (LC). In her clinical experience, she encounters many discussions about controversial topics with patients and their families. She oversees the LC curriculum, in which all medical students complete the civil discourse training. She recently completed an evaluation of this curriculum.
University of Alabama at Birmingham Heersink School of Medicine
Assistant Professor of Pediatrics
Focus Session: Practicing in a Polarized World: Teaching Civility to Trainees
Shaundra Blakemore, MD, is assistant professor of pediatrics, specializing in pediatric emergency medicine at Children’s of Alabama. She also is the director of the UAB Heersink School of Medicine’s Learning Communities (LC). In her clinical experience, she encounters many discussions about controversial topics with patients and their families. She oversees the LC curriculum, in which all medical students complete the civil discourse training. She recently completed an evaluation of this curriculum.
Jacqueline Bohrer
University of California, San Diego
Student/Medical School Applicant
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/Medical School Applicant
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.
Nicole Borges
Geisel School of Medicine at Dartmouth
Assistant Dean, Medical Education Research and Evaluation
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
Assistant Dean, Medical Education Research and Evaluation
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.
Bonnie Brenseke
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Biomedical Chair of Pathology
Focus Session: Let's Dig In: Creating Research Opportunities through Data Mining
Dr. Bonnie Brenseke, DVM, PhD, DACVP is Assistant Dean of Biomedical Affairs and Associate Professor of Pathology & Anatomy at Campbell University School of Osteopathic Medicine. She has been a member of the International Association of Medical Science Educators (IAMSE) and a reviewer for the organization's publication, Medical Science Educator, for a number of years. Dr. Brenseke is dedicated to the advancement of excellence and innovation in teaching. While in graduate school, she took courses in education to attain the Future Professoriate Graduate Certificate. She has published on the use of mixed reality and 3D printers to augment certain anatomy and pathology topics. She has presented at various education conferences to include IAMSE and the Conference of Higher Education and Pedagogy. Dr. Brenseke has received the Biomedical Faculty Award (2021, 2023, & 2025), Dean’s Excellence in Teaching Award (2016 & 2021), and the CUSOM Student Government Association’s Edward L. Holder Excellence Award (2018 & 2020). Concerning this focus session submission relating to data mining research opportunities for students, she herself has published using large datasets derived from medical records. She is excited about the opportunity to share her experiences and provide practical ways to get students involved in research.
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Biomedical Chair of Pathology
Focus Session: Let's Dig In: Creating Research Opportunities through Data Mining
Dr. Bonnie Brenseke, DVM, PhD, DACVP is Assistant Dean of Biomedical Affairs and Associate Professor of Pathology & Anatomy at Campbell University School of Osteopathic Medicine. She has been a member of the International Association of Medical Science Educators (IAMSE) and a reviewer for the organization's publication, Medical Science Educator, for a number of years. Dr. Brenseke is dedicated to the advancement of excellence and innovation in teaching. While in graduate school, she took courses in education to attain the Future Professoriate Graduate Certificate. She has published on the use of mixed reality and 3D printers to augment certain anatomy and pathology topics. She has presented at various education conferences to include IAMSE and the Conference of Higher Education and Pedagogy. Dr. Brenseke has received the Biomedical Faculty Award (2021, 2023, & 2025), Dean’s Excellence in Teaching Award (2016 & 2021), and the CUSOM Student Government Association’s Edward L. Holder Excellence Award (2018 & 2020). Concerning this focus session submission relating to data mining research opportunities for students, she herself has published using large datasets derived from medical records. She is excited about the opportunity to share her experiences and provide practical ways to get students involved in research.
Mercedes Byrd
Rowan-Virtua School of Osteopathic Medicine
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
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
Nova Southeastern University
Associate Professor of Medical Education
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
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.
Nova Southeastern University
Associate Professor of Medical Education
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
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 Mastery
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, MS, PhD - Department of Medical Education, Geisinger College of Health Sciences School of Medicine, Scranton, PA. Dr. Cho is an Associate Professor of Immunology and leads communities of practice in medical education innovation. She has extensive experience in faculty development programming and has conducted multiple workshops on educational leadership at national medical education conferences. Dr. Cho was instrumental in the development and validation of the GLASS Tool.
Geisinger College of Health Sciences School of Medicine
Associate Professor of Immunology
PDWS: AI Foundations & Tool Mastery
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, MS, PhD - Department of Medical Education, Geisinger College of Health Sciences School of Medicine, Scranton, PA. Dr. Cho is an Associate Professor of Immunology and leads communities of practice in medical education innovation. She has extensive experience in faculty development programming and has conducted multiple workshops on educational leadership at national medical education conferences. Dr. Cho was instrumental in the development and validation of the GLASS Tool.
Heather Christensen
University of Cincinnati
Assistant Dean - Preclerkship
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 - Preclerkship
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 of Physiology and Director PBPM Program
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 of Physiology and Director PBPM Program
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, College of Medicine
Assistant Director of 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, College of Medicine
Assistant Director of 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: 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: 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.
Kenneth Bitrus David
Kaduna State University, Nigeria
Lecturer II
Focus Session: DEI in Transition: Lessons from the US for Health Sciences Communities Worldwide
Kenneth Bitrus David is a pharmacology educator and researcher at Kaduna State University, Nigeria. He holds an MSc in Pharmacology and Drug Development from Hull York Medical School, University of York, United Kingdom. His academic and professional interests focus on pharmacology education, active learning, and the creation of compassionate learning environments. Kenneth integrates innovative, student-centered approaches such as Just-in-Time Teaching (JiTT), Individual Readiness Assurance Tests (iRATs), Team-Based Learning (TBL), and Problem-Based Learning (PBL) to promote engagement and deeper understanding among learners. He also contributes to educational development and mentorship through the Pharmafluence Education Advancement Network (PEAN), which supports equitable access to quality science education and professional growth for emerging scholars.
Kaduna State University, Nigeria
Lecturer II
Focus Session: DEI in Transition: Lessons from the US for Health Sciences Communities Worldwide
Kenneth Bitrus David is a pharmacology educator and researcher at Kaduna State University, Nigeria. He holds an MSc in Pharmacology and Drug Development from Hull York Medical School, University of York, United Kingdom. His academic and professional interests focus on pharmacology education, active learning, and the creation of compassionate learning environments. Kenneth integrates innovative, student-centered approaches such as Just-in-Time Teaching (JiTT), Individual Readiness Assurance Tests (iRATs), Team-Based Learning (TBL), and Problem-Based Learning (PBL) to promote engagement and deeper understanding among learners. He also contributes to educational development and mentorship through the Pharmafluence Education Advancement Network (PEAN), which supports equitable access to quality science education and professional growth for emerging scholars.