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.
Godwin Dogbey
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Chair of Academic Medical Education, Biostatistician, and Assistant Professor
Focus Session: Let's Dig In: Creating Research Opportunities through Data Mining
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
Focus Session: Let's Dig In: Creating Research Opportunities through Data Mining
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.
Suzan ElSayed
OUWB School of Medicine
Professor
Focus Session: Using Team-Based Learning to Bridge Perspectives on AI in Health Professions Education
Dr. Suzan Kamel-ElSayed is a Professor in the Department of Foundational Medical Studies at the Oakland University William Beaumont School of Medicine (OUWB) in Michigan. In her current role, she teaches physiology to medical students and incorporates a variety of interactive instructional strategies, including team-based learning (TBL). She is one of four faculty members responsible for coordinating and overseeing the delivery of more than thirty TBL sessions within the OUWB preclinical curriculum.
Beyond her institutional contributions, Dr. Kamel-ElSayed is an active member and certified consultant for the Team-Based Learning Collaborative (TBLC). She served as chair of the TBLC 2023 Program Committee and remains highly involved in the organization through her ongoing participation on the Annual Conference Committee, Membership Committee, and Research & Scholarship Committee.
OUWB School of Medicine
Professor
Focus Session: Using Team-Based Learning to Bridge Perspectives on AI in Health Professions Education
Dr. Suzan Kamel-ElSayed is a Professor in the Department of Foundational Medical Studies at the Oakland University William Beaumont School of Medicine (OUWB) in Michigan. In her current role, she teaches physiology to medical students and incorporates a variety of interactive instructional strategies, including team-based learning (TBL). She is one of four faculty members responsible for coordinating and overseeing the delivery of more than thirty TBL sessions within the OUWB preclinical curriculum.
Beyond her institutional contributions, Dr. Kamel-ElSayed is an active member and certified consultant for the Team-Based Learning Collaborative (TBLC). She served as chair of the TBLC 2023 Program Committee and remains highly involved in the organization through her ongoing participation on the Annual Conference Committee, Membership Committee, and Research & Scholarship Committee.
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.
Kathleen Everling
Independent Educational Consultant
PDWS: Beyond Satisfaction Ratings: Building a Comprehensive Program Evaluation
Focus Session: A New Era of Learning: Curricular Innovation for a Pass/Fail World
Dr. Everling holds a Ph.D. in Education Curriculum and Instruction and an M.Ed. in Educational Psychology both from Texas A&M University. She also has an M.A. in Cross-Cultural Studies from the University of Houston-Clear. Her professional skills cover a wide range of areas, including faculty development, program and course evaluation, assessment of learning, critical thinking, educational technology, and qualitative, quantitative, and mixed methods research. best practices, assessment, and evaluation. Her research interests focus on Effective Teaching, Evaluation, Online Learning, and Assessment for Educational Improvement which have led to numerous publications and presentations.
Independent Educational Consultant
PDWS: Beyond Satisfaction Ratings: Building a Comprehensive Program Evaluation
Focus Session: A New Era of Learning: Curricular Innovation for a Pass/Fail World
Dr. Everling holds a Ph.D. in Education Curriculum and Instruction and an M.Ed. in Educational Psychology both from Texas A&M University. She also has an M.A. in Cross-Cultural Studies from the University of Houston-Clear. Her professional skills cover a wide range of areas, including faculty development, program and course evaluation, assessment of learning, critical thinking, educational technology, and qualitative, quantitative, and mixed methods research. best practices, assessment, and evaluation. Her research interests focus on Effective Teaching, Evaluation, Online Learning, and Assessment for Educational Improvement which have led to numerous publications and presentations.
Jamie Fairclough
Dartmouth
Director of Mental Health Evaluation and Assessment and Adjunct Assistant Professor of Engineering
PDWS: AI Foundations & Tool Exploration
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Director and Faculty, Engineering & Medicine, Dartmouth; MIT linQ Faculty; Machine Learning Instructor, Stanford; AI Research Engineer, US Department of Veterans Affairs; Harvard Macy Institute Postgraduate Faculty; IACAI and IAMSE AI CoG member; 2025 PDW faculty facilitator
Dartmouth
Director of Mental Health Evaluation and Assessment and Adjunct Assistant Professor of Engineering
PDWS: AI Foundations & Tool Exploration
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Director and Faculty, Engineering & Medicine, Dartmouth; MIT linQ Faculty; Machine Learning Instructor, Stanford; AI Research Engineer, US Department of Veterans Affairs; Harvard Macy Institute Postgraduate Faculty; IACAI and IAMSE AI CoG member; 2025 PDW faculty facilitator
Christopher Fink
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Assistant Professor
Focus Session: Let's Dig In: Creating Research Opportunities through Data Mining
Christopher Fink, DO is an Assistant Professor of Biochemistry and Genetics at the Jerry M. Wallace School of Osteopathic Medicine. He earned his Bachelor of Science in Biology from the University of North Carolina at Chapel Hill and his Master of Physiology degree from North Carolina State University. He earned his Doctor of Osteopathic Medicine from the Lake Erie College of Osteopathic Medicine – Seton Hill. While completing his DO degree, he earned his Master of Science in Medical Education with a thesis focusing on the Integration of Laparoscopic and Arthroscopic Imaging Within Preclinical Anatomy Curricula.
Dr. Fink joined Campbell University in 2022 as an Anatomy and Physiology Adjunct Faculty Member in the Department of Biological Sciences before joining the Department of Biochemistry and Genetics at the Jerry M. Wallace School of Osteopathic Medicine.
Dr. Fink’s research interests lie in medical education, particularly in curriculum design and clinical integration for preclinical medical students.
Campbell University Jerry M. Wallace School of Osteopathic Medicine
Assistant Professor
Focus Session: Let's Dig In: Creating Research Opportunities through Data Mining
Christopher Fink, DO is an Assistant Professor of Biochemistry and Genetics at the Jerry M. Wallace School of Osteopathic Medicine. He earned his Bachelor of Science in Biology from the University of North Carolina at Chapel Hill and his Master of Physiology degree from North Carolina State University. He earned his Doctor of Osteopathic Medicine from the Lake Erie College of Osteopathic Medicine – Seton Hill. While completing his DO degree, he earned his Master of Science in Medical Education with a thesis focusing on the Integration of Laparoscopic and Arthroscopic Imaging Within Preclinical Anatomy Curricula.
Dr. Fink joined Campbell University in 2022 as an Anatomy and Physiology Adjunct Faculty Member in the Department of Biological Sciences before joining the Department of Biochemistry and Genetics at the Jerry M. Wallace School of Osteopathic Medicine.
Dr. Fink’s research interests lie in medical education, particularly in curriculum design and clinical integration for preclinical medical students.
Alice Fornari
Donald and Barbara Zucker School of Medicine at Hofstra Northwell
Associate Dean, VP Faculty Development
Focus Session: Using a Coaching Approach to Level-Up Your Mentoring
Focus Session: How Do You Measure Non-Curricular Program Success Beyond Satisfaction?
Alice Fornari is a medical education professional having a strong interest in mentoring as a skill, with publications including an AM Last Page and IAMSE Manual. She has added to her credentials professional coach certified by ICF at the ACC level. In addition, she is leading a coaching program for Harvard Macy Institute (HMI) scholars attending the HMI Educator's course.
Donald and Barbara Zucker School of Medicine at Hofstra Northwell
Associate Dean, VP Faculty Development
Focus Session: Using a Coaching Approach to Level-Up Your Mentoring
Focus Session: How Do You Measure Non-Curricular Program Success Beyond Satisfaction?
Alice Fornari is a medical education professional having a strong interest in mentoring as a skill, with publications including an AM Last Page and IAMSE Manual. She has added to her credentials professional coach certified by ICF at the ACC level. In addition, she is leading a coaching program for Harvard Macy Institute (HMI) scholars attending the HMI Educator's course.
Russell Franco D'Souza
UNESCO Chair in Bioethics University of Haifa Melbourne Australia
Director of Education
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 Chair in Bioethics University of Haifa Melbourne Australia
Director of Education
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.
Jeffery Fritz
Kern National Network for Flourishing in Health
Associate Director for Learning and Partnership Development
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Jeff Fritz PhD currently serves as the Associate Director for Learning and Partnership Development at the Kern National Network for Flourishing in Health (KNN). The KNN is a national movement whose work is focused on the integration of four foundational elements within the profession of health: character, caring, practical wisdom and flourishing. Jeff also is an Associate Professor at Medical College of Wisconsin (MCW). His educational efforts at MCW-Central Wisconsin campus beginning with its inaugural class in 2016. During that time, he provided instruction in multiple preclinical courses and helped oversee and develop the medical student coaching program and Seeking Peer Outreach (SPO) – a near-peer support network focused on increasing awareness and prevention of suicide. He finds his greatest professional rewards in coaching, mentoring and developing teams.
Kern National Network for Flourishing in Health
Associate Director for Learning and Partnership Development
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Jeff Fritz PhD currently serves as the Associate Director for Learning and Partnership Development at the Kern National Network for Flourishing in Health (KNN). The KNN is a national movement whose work is focused on the integration of four foundational elements within the profession of health: character, caring, practical wisdom and flourishing. Jeff also is an Associate Professor at Medical College of Wisconsin (MCW). His educational efforts at MCW-Central Wisconsin campus beginning with its inaugural class in 2016. During that time, he provided instruction in multiple preclinical courses and helped oversee and develop the medical student coaching program and Seeking Peer Outreach (SPO) – a near-peer support network focused on increasing awareness and prevention of suicide. He finds his greatest professional rewards in coaching, mentoring and developing teams.
Julie Galliart
University of Kansas School of Medicine
Associate Dean
Focus Session: When Education Innovations Fail: Adaptive Responses to Regroup and Recover
Julie M. Galliart, EdD, MS, is the Associate Dean of Faculty Affairs and Development at the University of Kansas School of Medicine-Wichita. Dr. Galliart specializes in adult learning and has over a decade of experience in faculty development. Dr. Galliart’s scholarship focuses on topics in medical education, educational gerontology, and reflective practice. She has a current IAMSE Educational Scholarship Grant and is also currently writing an IAMSE Manual on reflection.
University of Kansas School of Medicine
Associate Dean
Focus Session: When Education Innovations Fail: Adaptive Responses to Regroup and Recover
Julie M. Galliart, EdD, MS, is the Associate Dean of Faculty Affairs and Development at the University of Kansas School of Medicine-Wichita. Dr. Galliart specializes in adult learning and has over a decade of experience in faculty development. Dr. Galliart’s scholarship focuses on topics in medical education, educational gerontology, and reflective practice. She has a current IAMSE Educational Scholarship Grant and is also currently writing an IAMSE Manual on reflection.
Catherine Gathu
Aga Khan University
Assistant Professor of Family Medicine
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Catherine Gathu, MBChB, MMed, MSc, FHEA is an Assistant Professor of Family Medicine and the Year 1 Coordinator for Undergraduate Medical Education at the Medical College, East Africa, Aga Khan University, in Nairobi, Kenya. An expert medical educator, she actively integrates Generative AI patient simulations into the Family Medicine residency program at AKU to enhance clinical training and communication skills among learners.
Aga Khan University
Assistant Professor of Family Medicine
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Catherine Gathu, MBChB, MMed, MSc, FHEA is an Assistant Professor of Family Medicine and the Year 1 Coordinator for Undergraduate Medical Education at the Medical College, East Africa, Aga Khan University, in Nairobi, Kenya. An expert medical educator, she actively integrates Generative AI patient simulations into the Family Medicine residency program at AKU to enhance clinical training and communication skills among learners.
Poh Sun GOH
National University of Singapore
Associate Professor and Senior Consultant
Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All
Dr. Poh-Sun Goh is internationally recognized as a leader in technology-enhanced learning, including AI and digital OER in clinical training and microlearning. He serves on the AMEE TEL/AI committee.
National University of Singapore
Associate Professor and Senior Consultant
Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All
Dr. Poh-Sun Goh is internationally recognized as a leader in technology-enhanced learning, including AI and digital OER in clinical training and microlearning. He serves on the AMEE TEL/AI committee.
Charles Gullo
The Valley College of Osteopathic Medicine
Professor
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Charles is an immunologist turned medical educationalist with interest in implementation of experiential learning and developing curricular leaders of tomorrow.
The Valley College of Osteopathic Medicine
Professor
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Charles is an immunologist turned medical educationalist with interest in implementation of experiential learning and developing curricular leaders of tomorrow.
Caroline Harada
University of Alabama at Birmingham Heersink School of Medicine
Professor, Associate Dean for Strategic Initiatives in Medical Education
Focus Session: Practicing in a Polarized World: Teaching Civility to Trainees
Caroline Harada, MD, is professor of medicine, specializing in geriatric medicine, and associate dean for strategic initiatives in medical education at the University of Alabama at Birmingham (UAB) Heersink School of Medicine. She oversees public health and professional identity formation education for medical students, and won the 2024 AAMC/Arnold P. Gold Foundation Humanism in Medicine Award. She developed the civil discourse training that is completed by all UAB medical students, which has been in use for the last four years.
University of Alabama at Birmingham Heersink School of Medicine
Professor, Associate Dean for Strategic Initiatives in Medical Education
Focus Session: Practicing in a Polarized World: Teaching Civility to Trainees
Caroline Harada, MD, is professor of medicine, specializing in geriatric medicine, and associate dean for strategic initiatives in medical education at the University of Alabama at Birmingham (UAB) Heersink School of Medicine. She oversees public health and professional identity formation education for medical students, and won the 2024 AAMC/Arnold P. Gold Foundation Humanism in Medicine Award. She developed the civil discourse training that is completed by all UAB medical students, which has been in use for the last four years.
Aviad Haramati
Georgetown University School of Medicine
Professor, Director of CENTILE
Foundations in Health Professions Education (Pre-Registration Required)
Foundations (Pre-Registration Required)
Focus Session: Expanding Perspectives: International Opportunities for Medical Science Educators
Foundations (Pre-Registration Required)
Focus Session: Flourishing as Role Models: Empowering Basic Science Educators to Drive Competency-Based Medical Education
Foundations (Pre-Registration Required)
Dr. Haramati is an award-winning Professor of Integrative Physiology and Medicine, Founding Director of the Center for Innovation and Leadership in Education (CENTILE) at Georgetown University Medical Center. In addition to teaching physiology for over 40 years, Dr. Haramati has advocated that mindful practices together with small groups be integrated in the training of health professionals. In the past two years, he developed and implemented a new course on Human Flourishing for medical students and faculty, and leads faculty training retreats in both Human Flourishing and Mind-Body Medicine. Dr. Haramati is a past-president of IAMSE, former Board member of the AAMC, a member of the Governing Committee of AMEE, and a member of the Executive Council of the World Federation for Medical Education. He has been a visiting professor at over 125 medical schools worldwide.
Georgetown University School of Medicine
Professor, Director of CENTILE
Foundations in Health Professions Education (Pre-Registration Required)
Foundations (Pre-Registration Required)
Focus Session: Expanding Perspectives: International Opportunities for Medical Science Educators
Foundations (Pre-Registration Required)
Focus Session: Flourishing as Role Models: Empowering Basic Science Educators to Drive Competency-Based Medical Education
Foundations (Pre-Registration Required)
Dr. Haramati is an award-winning Professor of Integrative Physiology and Medicine, Founding Director of the Center for Innovation and Leadership in Education (CENTILE) at Georgetown University Medical Center. In addition to teaching physiology for over 40 years, Dr. Haramati has advocated that mindful practices together with small groups be integrated in the training of health professionals. In the past two years, he developed and implemented a new course on Human Flourishing for medical students and faculty, and leads faculty training retreats in both Human Flourishing and Mind-Body Medicine. Dr. Haramati is a past-president of IAMSE, former Board member of the AAMC, a member of the Governing Committee of AMEE, and a member of the Executive Council of the World Federation for Medical Education. He has been a visiting professor at over 125 medical schools worldwide.
David Harris
University of Central Florida
Professor of Medical Education
PDWS: Integrating Basic Science and Clinical Medicine: From Curriculum to Classroom to Learner Assessment Part 1
PDWS: Integrating Basic Science and Clinical Medicine: From Curriculum to Classroom to Learner Assessment Part 2
Focus Session: Make the Match: Designing Interactive Lab-Clinical Correlation Games for Medical Learners
Professor of Physiology and Medical Education and Director of Longitudinal Curriculum at the University of Central Florida. He serves as Editor-in-Chief for Medical Science Educator.
University of Central Florida
Professor of Medical Education
PDWS: Integrating Basic Science and Clinical Medicine: From Curriculum to Classroom to Learner Assessment Part 1
PDWS: Integrating Basic Science and Clinical Medicine: From Curriculum to Classroom to Learner Assessment Part 2
Focus Session: Make the Match: Designing Interactive Lab-Clinical Correlation Games for Medical Learners
Professor of Physiology and Medical Education and Director of Longitudinal Curriculum at the University of Central Florida. He serves as Editor-in-Chief for Medical Science Educator.
Ashraf Hassaballa
Michigan State University College of Human Medicine
Associate Professor
Focus Session: Using Team-Based Learning to Bridge Perspectives on AI in Health Professions Education
I am Ashraf Hassaballa, MD, PhD, an Associate Professor in the Department of Microbiology, Genetics, and Immunology at the Michigan State University College of Human Medicine. My current work focuses on teaching microbiology and immunology within the preclinical curriculum for first- and second-year medical students. As a medical educator, I contribute to curriculum development, and student learning initiatives. I am passionate about creating meaningful learning experiences that connect basic science concepts to clinical practice.
Michigan State University College of Human Medicine
Associate Professor
Focus Session: Using Team-Based Learning to Bridge Perspectives on AI in Health Professions Education
I am Ashraf Hassaballa, MD, PhD, an Associate Professor in the Department of Microbiology, Genetics, and Immunology at the Michigan State University College of Human Medicine. My current work focuses on teaching microbiology and immunology within the preclinical curriculum for first- and second-year medical students. As a medical educator, I contribute to curriculum development, and student learning initiatives. I am passionate about creating meaningful learning experiences that connect basic science concepts to clinical practice.
Amber Heck
University of North Texas Health Science Center
Professor
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Dr. Amber J. Heck is a biomedical science educator with expertise in curriculum design and development for health professions education. She focuses her efforts on developing engaging and effective learning experiences, supported by neuroscience, cognitive theories, and evidence-based teaching practices. Over her career, Dr. Heck served as founding faculty within medical education programs at multiple intuitions, where she collaborated with interprofessional teams to develop innovative, flipped classroom, active learning curricula. She is skilled in a broad array of instructional methods, including team-based learning, case-based learning, and problem-based learning. In 2020, Dr. Heck was awarded the International Association of Medical Science Educators (IAMSE) Early Career Award for Excellence in Teaching and Innovation. She is active within the health professions education community and contributes to scholarship, faculty development, and peer mentorship, internationally. In her current role, Dr. Heck is involved in curriculum design and development for online, asynchronous biomedical science courses within the Bachelors of Science (BS) in Biomedical Sciences degree program at UNTHSC.
University of North Texas Health Science Center
Professor
Focus Session: Flourishing as a Health Sciences Educator: Personal Development, Curriculum Development, and Professional Development
Dr. Amber J. Heck is a biomedical science educator with expertise in curriculum design and development for health professions education. She focuses her efforts on developing engaging and effective learning experiences, supported by neuroscience, cognitive theories, and evidence-based teaching practices. Over her career, Dr. Heck served as founding faculty within medical education programs at multiple intuitions, where she collaborated with interprofessional teams to develop innovative, flipped classroom, active learning curricula. She is skilled in a broad array of instructional methods, including team-based learning, case-based learning, and problem-based learning. In 2020, Dr. Heck was awarded the International Association of Medical Science Educators (IAMSE) Early Career Award for Excellence in Teaching and Innovation. She is active within the health professions education community and contributes to scholarship, faculty development, and peer mentorship, internationally. In her current role, Dr. Heck is involved in curriculum design and development for online, asynchronous biomedical science courses within the Bachelors of Science (BS) in Biomedical Sciences degree program at UNTHSC.
Kathryn Huggett
Larner College of Medicine at the University of Vermont
Assistant Dean and Director
Focus Session: Flourishing Amidst Contemporary Leadership Challenges: Frameworks and Resources for Success
Kathryn N. Huggett, PhD is the Robert Larner Professor in Medical Education, Director of the Teaching Academy, and Assistant Dean for Medical Education at the University of Vermont Larner College of Medicine. Dr. Huggett has been elected to leadership positions in national and international organizations. She has presented sessions on leadership skill development topics and collaborated in the development of an interdisciplinary leadership studies doctoral program. Dr. Huggett is a co-editor of the new IAMSE Manual, Perspectives on Leadership in Health Professions Education (forthcoming).
Larner College of Medicine at the University of Vermont
Assistant Dean and Director
Focus Session: Flourishing Amidst Contemporary Leadership Challenges: Frameworks and Resources for Success
Kathryn N. Huggett, PhD is the Robert Larner Professor in Medical Education, Director of the Teaching Academy, and Assistant Dean for Medical Education at the University of Vermont Larner College of Medicine. Dr. Huggett has been elected to leadership positions in national and international organizations. She has presented sessions on leadership skill development topics and collaborated in the development of an interdisciplinary leadership studies doctoral program. Dr. Huggett is a co-editor of the new IAMSE Manual, Perspectives on Leadership in Health Professions Education (forthcoming).