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
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
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 SOM at Hofstra Northwell
Associate Dean
Focus Session: Using a Coaching Approach to Level-Up Your Mentoring
AI vs. Human Analysis in MedEd Qualitative Research: Insights from a Physician Flourishing Program
Focus Session: How Do You Measure Non-Curricular Program Success Beyond Satisfaction?
Dr. Fornari is a Professor in Science Education, Occupational Health and Family Medicine. She is an Associate Dean of Educational Skills Development, Zucker SOM (ZSOM) at Hofstra Northwell and is the Vice President of Faculty Development at Northwell Health organization for the 23 hospitals. Her faculty development role at both institutions is designed to align the UME, GME and CPD continuum. Serving in these roles for the past 15 years allows her to bring UME curricular innovations originating at the ZSOM to Northwell GME programs and recruit educators from GME to participate in faculty development and teaching at the Zucker School of Medicine.
Recognizing a need for additional faculty development to align UME and GME education, in 2016 she created and admitted the inaugural cohort to a Masters of Health Professions Education degree program. As Program Director, she supported high level faculty development for faculty who desire an advanced degree in education. She has developed and implemented continuing professional development opportunities for faculty: “Just in Time Teaching (JiTT)”, which is an international downloadable App for iOS and Android and supports technology assisted faculty development that is evidenced based and meets the needs of geographically dispersed faculty and trainees, Advanced Teaching, Learning and Assessment Skills (ATLAS) workshops, an educational research curriculum, “Educational Research Skills Development (ERSD)” and system-wide “Chief Resident” curriculum course, all of which include interactive didactics and experiential components to assure skill-building is occurring in real-time.
Dr. Fornari is co-editor of two manuals published by the International Association of Medical Science Educators (IAMSE), entitled Active Learning Strategies for Large Group Teaching and Mentoring in Health Professions Education: Evidence -Informed Strategies Across the Continuum. These are web-based manuals available to the medical education community that has been very well received nationally and internationally.
An interest in health humanities and reflective practice as a core competency has supported successful implementation of health humanities curriculum across UME, GME, and CPD at the ZSOM and Northwell Health Organization. She is currently co-leading a AAMC/NEGEA Special Interest Group (SIG) on Health Huminites as Teaching and Learning tool.
Dr. Fornari is actively engaged in obtaining external funding and implementing novel programs to transform medical education across the continuum. In 2014, Dr. Fornari was awarded a 2-year grant, Mentoring and Professionalism in Training (MAP-IT), funded by the Arnold P. Gold Foundation that focuses on developing mentoring skills in interprofessional clinicians to achieve humanistic relationships with trainees, colleagues and ultimately patients across the continuum of medical education. This program continues annually (2024 marks cohort #10) under the Office of Academic Affairs at Northwell Health. This program has expanded to a new interprofessional professional development program, MAP-IT 1.5, Flourishing: Character, Caring and Practical Wisdom under the sponsorship of the Kern National Network (KNN).
Dr. Fornari obtained her EdD, Higher Education, College Teaching and Academic Leadership at Columbia University, Teachers College in 2001. Her research interest was focused on curriculum to support ethical decision making for healthcare professionals. Her interest in ethics education has continued and she obtained a Graduate Certificate in Clinical Bioethics form Hofstra University in 2018 and received certification in 2021 as a Healthcare Ethics Consultant (HEC-C). In 2024 she will complete certification as a Coach by the International Coaching Federation (ICF). In 2020 she was appointed to be an International Fellow (FAMEE) of the Association of Medical Education of Europe (AMEE).
Donald and Barbara Zucker SOM at Hofstra Northwell
Associate Dean
Focus Session: Using a Coaching Approach to Level-Up Your Mentoring
AI vs. Human Analysis in MedEd Qualitative Research: Insights from a Physician Flourishing Program
Focus Session: How Do You Measure Non-Curricular Program Success Beyond Satisfaction?
Dr. Fornari is a Professor in Science Education, Occupational Health and Family Medicine. She is an Associate Dean of Educational Skills Development, Zucker SOM (ZSOM) at Hofstra Northwell and is the Vice President of Faculty Development at Northwell Health organization for the 23 hospitals. Her faculty development role at both institutions is designed to align the UME, GME and CPD continuum. Serving in these roles for the past 15 years allows her to bring UME curricular innovations originating at the ZSOM to Northwell GME programs and recruit educators from GME to participate in faculty development and teaching at the Zucker School of Medicine.
Recognizing a need for additional faculty development to align UME and GME education, in 2016 she created and admitted the inaugural cohort to a Masters of Health Professions Education degree program. As Program Director, she supported high level faculty development for faculty who desire an advanced degree in education. She has developed and implemented continuing professional development opportunities for faculty: “Just in Time Teaching (JiTT)”, which is an international downloadable App for iOS and Android and supports technology assisted faculty development that is evidenced based and meets the needs of geographically dispersed faculty and trainees, Advanced Teaching, Learning and Assessment Skills (ATLAS) workshops, an educational research curriculum, “Educational Research Skills Development (ERSD)” and system-wide “Chief Resident” curriculum course, all of which include interactive didactics and experiential components to assure skill-building is occurring in real-time.
Dr. Fornari is co-editor of two manuals published by the International Association of Medical Science Educators (IAMSE), entitled Active Learning Strategies for Large Group Teaching and Mentoring in Health Professions Education: Evidence -Informed Strategies Across the Continuum. These are web-based manuals available to the medical education community that has been very well received nationally and internationally.
An interest in health humanities and reflective practice as a core competency has supported successful implementation of health humanities curriculum across UME, GME, and CPD at the ZSOM and Northwell Health Organization. She is currently co-leading a AAMC/NEGEA Special Interest Group (SIG) on Health Huminites as Teaching and Learning tool.
Dr. Fornari is actively engaged in obtaining external funding and implementing novel programs to transform medical education across the continuum. In 2014, Dr. Fornari was awarded a 2-year grant, Mentoring and Professionalism in Training (MAP-IT), funded by the Arnold P. Gold Foundation that focuses on developing mentoring skills in interprofessional clinicians to achieve humanistic relationships with trainees, colleagues and ultimately patients across the continuum of medical education. This program continues annually (2024 marks cohort #10) under the Office of Academic Affairs at Northwell Health. This program has expanded to a new interprofessional professional development program, MAP-IT 1.5, Flourishing: Character, Caring and Practical Wisdom under the sponsorship of the Kern National Network (KNN).
Dr. Fornari obtained her EdD, Higher Education, College Teaching and Academic Leadership at Columbia University, Teachers College in 2001. Her research interest was focused on curriculum to support ethical decision making for healthcare professionals. Her interest in ethics education has continued and she obtained a Graduate Certificate in Clinical Bioethics form Hofstra University in 2018 and received certification in 2021 as a Healthcare Ethics Consultant (HEC-C). In 2024 she will complete certification as a Coach by the International Coaching Federation (ICF). In 2020 she was appointed to be an International Fellow (FAMEE) of the Association of Medical Education of Europe (AMEE).
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.
Eliza Grlickova-Duzevik
University of New England College of Osteopathic Medicine
Assistant Clinical Professor
Focus Session: Transforming Case-Based Learning (CBL): Biomedical Scientists as Personal Storytellers to Enhance Interdisciplinary Learning
University of New England College of Osteopathic Medicine
Assistant Clinical Professor
Focus Session: Transforming Case-Based Learning (CBL): Biomedical Scientists as Personal Storytellers to Enhance Interdisciplinary Learning
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.
Adi 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
Initial Outcomes from a Course in Human Flourishing: An Innovation to Improve Well-being of Medical Students and Faculty
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
Initial Outcomes from a Course in Human Flourishing: An Innovation to Improve Well-being of Medical Students and Faculty
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.
Zachary Himmelberger
Motivate Lab
Lead Data Science Manager
Medical Students With Disabilities: Stigma, Accessibility, and Burnout
Focus Session: Changing the Psychological Air in Your Learning Environment – How Instructor Signals Impact Well-Being
Workplace Factors That Affect Medical Education Well-Being: Insights From a National Survey of Osteopathic Medical Faculty
Zachary Himmelberger, Ph.D., is the Lead Data Science Manager at Motivate Lab. He has experience developing statistical models in a wide range of educational and psychological settings. His research interests involve creating more equitable social environments for all students, particularly those with disabilities.
Motivate Lab
Lead Data Science Manager
Medical Students With Disabilities: Stigma, Accessibility, and Burnout
Focus Session: Changing the Psychological Air in Your Learning Environment – How Instructor Signals Impact Well-Being
Workplace Factors That Affect Medical Education Well-Being: Insights From a National Survey of Osteopathic Medical Faculty
Zachary Himmelberger, Ph.D., is the Lead Data Science Manager at Motivate Lab. He has experience developing statistical models in a wide range of educational and psychological settings. His research interests involve creating more equitable social environments for all students, particularly those with disabilities.
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).
Uzoma Ikonne
Old Dominion University
Professor
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Exploring Faculty Integration of Outside Resources into Medical School Curricula
Uzoma Ikonne PhD, is a professor of pharmacology at Eastern Virginia Medical School (EVMS) at ODU. Dr. Ikonne is an IAMSE Medical Educator Fellow and a Harvard Macy Faculty of the Leading Innovations in Healthcare and Education course. He has experience in medical education teaching, scholarship, and mentoring. Dr. Ikonne is the Assistant Director of the Fine Family Academy of Educators at EVMS at ODU.
Old Dominion University
Professor
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Exploring Faculty Integration of Outside Resources into Medical School Curricula
Uzoma Ikonne PhD, is a professor of pharmacology at Eastern Virginia Medical School (EVMS) at ODU. Dr. Ikonne is an IAMSE Medical Educator Fellow and a Harvard Macy Faculty of the Leading Innovations in Healthcare and Education course. He has experience in medical education teaching, scholarship, and mentoring. Dr. Ikonne is the Assistant Director of the Fine Family Academy of Educators at EVMS at ODU.
Shiloh Jones
Oregon Health and Science University
Associate Professor
Focus Session: Protecting Gender Equity in Times of Political Uncertainty: Institutional Strategies for Adaptability and Growth
Shiloh Jones, Ph.D., is the Interim Director and an Associate Professor in the Anatomical Sciences Education Center at Oregon Health & Science University, where she serves as Course Director for Foundations of Clinical Anatomy, directs the Anatomy Teaching Elective for clinical-phase medical students, and is the content director for musculoskeletal material in the preclinical MD curriculum. Her responsibilities include curriculum integration, assessment planning, and faculty support. In addition to these instructional roles, she contributes to a wide range of institutional efforts, including medical school admissions, faculty recruitment and compensation policy as a member of the Faculty Compensation Committee. In addition, she represents OHSU in the AAMC Group on Women in Medicine and Science, and co-chairs the university-wide Gender Equity in Academic Health and Medicine Committee, which advances policy and climate initiatives related to gender equity across the health sciences.
Oregon Health and Science University
Associate Professor
Focus Session: Protecting Gender Equity in Times of Political Uncertainty: Institutional Strategies for Adaptability and Growth
Shiloh Jones, Ph.D., is the Interim Director and an Associate Professor in the Anatomical Sciences Education Center at Oregon Health & Science University, where she serves as Course Director for Foundations of Clinical Anatomy, directs the Anatomy Teaching Elective for clinical-phase medical students, and is the content director for musculoskeletal material in the preclinical MD curriculum. Her responsibilities include curriculum integration, assessment planning, and faculty support. In addition to these instructional roles, she contributes to a wide range of institutional efforts, including medical school admissions, faculty recruitment and compensation policy as a member of the Faculty Compensation Committee. In addition, she represents OHSU in the AAMC Group on Women in Medicine and Science, and co-chairs the university-wide Gender Equity in Academic Health and Medicine Committee, which advances policy and climate initiatives related to gender equity across the health sciences.
Tiffany Jordan
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Director of Curricular Initiatives
Focus Session: How Do You Measure Non-Curricular Program Success Beyond Satisfaction?
Tiffany Jordan is the Director of Curricular Initiatives and holds the title of Assistant Professor of Science Education at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell. She is responsible for all programs outside the required MD curriculum, inclusive of scholarly concentrations, certificates, joint degrees, and dual degrees. To that end, she has been working towards codifying the assessment and evaluation process across all curricular initiative programs.
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Director of Curricular Initiatives
Focus Session: How Do You Measure Non-Curricular Program Success Beyond Satisfaction?
Tiffany Jordan is the Director of Curricular Initiatives and holds the title of Assistant Professor of Science Education at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell. She is responsible for all programs outside the required MD curriculum, inclusive of scholarly concentrations, certificates, joint degrees, and dual degrees. To that end, she has been working towards codifying the assessment and evaluation process across all curricular initiative programs.