Tiffany Jordan
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
Assistant Professor
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
Assistant Professor
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.
Adina Kalet
CUNY School of Medicine
Professor and Chair of the Department of Medical Education
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Adina Kalet, MD, MPH, Sophie Davis Class of 1982, previously served as Professor of Medicine and Surgery at NYU Grossman School of Medicine, where she led federally funded teams linking medical education research to long-term outcomes for learners and patients. In 2015 she piloted Night onCall, a simulation program later expanded with Josiah Macy Foundation support into a national platform and consortium. She co-directs the U.S. site of the University of Maastricht’s master’s in health professions education and leads multiple mentor development programs. Widely published, Dr. Kalet co-authored the second edition of Remediation in Medical Education: A Midcourse Correction (2023). Her leadership has been recognized with the NBME’s John P. Hubbard Award and the AAMC Award for Excellence in Medical Education. She currently chairs the International Academic Review Committee for Ben Gurion University’s School of Medicine. Dr. Kalet earned her MD at Cornell University and MPH at Columbia University.
CUNY School of Medicine
Professor and Chair of the Department of Medical Education
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Adina Kalet, MD, MPH, Sophie Davis Class of 1982, previously served as Professor of Medicine and Surgery at NYU Grossman School of Medicine, where she led federally funded teams linking medical education research to long-term outcomes for learners and patients. In 2015 she piloted Night onCall, a simulation program later expanded with Josiah Macy Foundation support into a national platform and consortium. She co-directs the U.S. site of the University of Maastricht’s master’s in health professions education and leads multiple mentor development programs. Widely published, Dr. Kalet co-authored the second edition of Remediation in Medical Education: A Midcourse Correction (2023). Her leadership has been recognized with the NBME’s John P. Hubbard Award and the AAMC Award for Excellence in Medical Education. She currently chairs the International Academic Review Committee for Ben Gurion University’s School of Medicine. Dr. Kalet earned her MD at Cornell University and MPH at Columbia University.
Suzan Kamel-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.
Mily Kannarkat
Eastern Virginia Medical School at Old Dominion University
Assistant Vice Dean for PreClinical Education; Associate Professor
Focus Session: Innovation Exchange: Advancing Cumulative Learning in the Pre-Clerkship Phase of Medical Education
Dr. Mily Kannarkat is a clinician educator. Her prior experience of being a clerkship director for Internal Medicine for nearly 8 years has shaped her approach to teaching in the Pre-Clerkship phase of the medical school curriculum. Additionally, in her role as Assistant Vice Dean for Pre-Clinical Education, she has led curriculum redesign efforts at Eastern Virginia Medical School.
Eastern Virginia Medical School at Old Dominion University
Assistant Vice Dean for PreClinical Education; Associate Professor
Focus Session: Innovation Exchange: Advancing Cumulative Learning in the Pre-Clerkship Phase of Medical Education
Dr. Mily Kannarkat is a clinician educator. Her prior experience of being a clerkship director for Internal Medicine for nearly 8 years has shaped her approach to teaching in the Pre-Clerkship phase of the medical school curriculum. Additionally, in her role as Assistant Vice Dean for Pre-Clinical Education, she has led curriculum redesign efforts at Eastern Virginia Medical School.
Kelly Karpa
East Tennessee State University Quillen College of Medicine
Professor and Associate Dean
Focus Session: Navigating Integrated Curriculum Challenges
Kelly Karpa, RPh, PhD, FAAPE, FNAP is a Professor in the Department of Medical Education at East Tennessee State University Quillen College of Medicine where she also serves as Associate Dean for Institutional Effectiveness and Innovation. Karpa is a member of ASPET. She supports pharmacology efforts by contributing to the American Medical School Pharmacology Chairs’ (AMSPC) Knowledge Objectives and the IUPHAR Core Concepts projects. In the interprofessional realm, Dr. Karpa co-leads the American Interprofessional Health Collaborative Membership Committee and is a Distinguished Fellow of National Academies of Practice.
East Tennessee State University Quillen College of Medicine
Professor and Associate Dean
Focus Session: Navigating Integrated Curriculum Challenges
Kelly Karpa, RPh, PhD, FAAPE, FNAP is a Professor in the Department of Medical Education at East Tennessee State University Quillen College of Medicine where she also serves as Associate Dean for Institutional Effectiveness and Innovation. Karpa is a member of ASPET. She supports pharmacology efforts by contributing to the American Medical School Pharmacology Chairs’ (AMSPC) Knowledge Objectives and the IUPHAR Core Concepts projects. In the interprofessional realm, Dr. Karpa co-leads the American Interprofessional Health Collaborative Membership Committee and is a Distinguished Fellow of National Academies of Practice.
A.J. Kleinheksel
Medical College of Georgia, Augusta University
Assistant Dean for Educational Simulation
Focus Session: Understanding and Maximizing the Suspension of Disbelief in Experiential Learning
Dr. A.J. Kleinheksel is the Assistant Dean of MCG Educational Simulation, an Educational Researcher in the Educational Innovation Institute, and an Associate Professor with an appointment in the Department of Medicine.
Dr. Kleinheksel brings a wealth of educational research experience to MCG, having earned both their doctorate in Educational Technology and their Master of Education in Educational Leadership and Policy from the University of Florida. Prior to coming to Augusta University, Dr. Kleinheksel was the Director of Instructional Design at Shadow Health in Gainesville, FL, where they managed the design and development of virtual patient simulations for health professions education.
Medical College of Georgia, Augusta University
Assistant Dean for Educational Simulation
Focus Session: Understanding and Maximizing the Suspension of Disbelief in Experiential Learning
Dr. A.J. Kleinheksel is the Assistant Dean of MCG Educational Simulation, an Educational Researcher in the Educational Innovation Institute, and an Associate Professor with an appointment in the Department of Medicine.
Dr. Kleinheksel brings a wealth of educational research experience to MCG, having earned both their doctorate in Educational Technology and their Master of Education in Educational Leadership and Policy from the University of Florida. Prior to coming to Augusta University, Dr. Kleinheksel was the Director of Instructional Design at Shadow Health in Gainesville, FL, where they managed the design and development of virtual patient simulations for health professions education.
Sahiba Kukreja
Sri Guru Ram Das University of Health Sciences
Professor and Chair of Biochemistry, Director of Research
Focus Session: Grow Through What You Go Through: Turning Educational Setbacks into Breakthroughs
Dr. Sahiba Kukreja is a distinguished Professor and Head of the Department of Biochemistry at SGRD Institute of Medical Sciences and Research (SGRDIMSAR), Amritsar. Additionally, she serves as the Medical Education Unit Coordinator and Laboratory Director at the institution, showcasing her broad expertise in educational and clinical domains. Dr. Kukreja completed her MBBS and MD in Biochemistry and has further augmented her education with diplomas in Clinical Research and Hospital Management. She holds certifications as an Internal Auditor for ISO 15189 and as an Internal Counselor for NABH standards by the Quality Council of India. Dr. Kukreja holds a significant position as a nominated secretary of the UNESCO Bioethics (Haifa) steering committee at SGRDUHS, Amritsar. Additionally, she works as the Dean of Academics undergraduate at the institute.
A FAIMER Fellow since 2016 and an ACME participant in 2015, Dr. Kukreja is passionately involved in advancing medical education and healthcare quality. She is a co-author of two Biochemistry textbooks and has delivered several award-winning presentations and publications, underscoring her significant impact in the field. Her leadership in curriculum development and quality improvement initiatives marks her as a key influencer in medical sciences.
Sri Guru Ram Das University of Health Sciences
Professor and Chair of Biochemistry, Director of Research
Focus Session: Grow Through What You Go Through: Turning Educational Setbacks into Breakthroughs
Dr. Sahiba Kukreja is a distinguished Professor and Head of the Department of Biochemistry at SGRD Institute of Medical Sciences and Research (SGRDIMSAR), Amritsar. Additionally, she serves as the Medical Education Unit Coordinator and Laboratory Director at the institution, showcasing her broad expertise in educational and clinical domains. Dr. Kukreja completed her MBBS and MD in Biochemistry and has further augmented her education with diplomas in Clinical Research and Hospital Management. She holds certifications as an Internal Auditor for ISO 15189 and as an Internal Counselor for NABH standards by the Quality Council of India. Dr. Kukreja holds a significant position as a nominated secretary of the UNESCO Bioethics (Haifa) steering committee at SGRDUHS, Amritsar. Additionally, she works as the Dean of Academics undergraduate at the institute.
A FAIMER Fellow since 2016 and an ACME participant in 2015, Dr. Kukreja is passionately involved in advancing medical education and healthcare quality. She is a co-author of two Biochemistry textbooks and has delivered several award-winning presentations and publications, underscoring her significant impact in the field. Her leadership in curriculum development and quality improvement initiatives marks her as a key influencer in medical sciences.
Tao Le
University of Louisville
Associate Clinical Professor
Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All
Dr. Le is an internationally recognized expert in digital learning, artificial intelligence, medical licensing exam preparation, and student engagement in medical education. Dr. Le earned his medical degree at the University of California, San Francisco, trained in internal medicine at Yale-New Haven Hospital and completed an allergy and immunology fellowship and a master’s in health sciences at Johns Hopkins University. Dr. Le has authored over 40 textbooks including the First Aid for the Boards series. He is currently chief of adult allergy and immunology at the University of Louisville and Chief Education Officer of ScholarRx, a global platform for shared medical curriculum.
University of Louisville
Associate Clinical Professor
Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All
Dr. Le is an internationally recognized expert in digital learning, artificial intelligence, medical licensing exam preparation, and student engagement in medical education. Dr. Le earned his medical degree at the University of California, San Francisco, trained in internal medicine at Yale-New Haven Hospital and completed an allergy and immunology fellowship and a master’s in health sciences at Johns Hopkins University. Dr. Le has authored over 40 textbooks including the First Aid for the Boards series. He is currently chief of adult allergy and immunology at the University of Louisville and Chief Education Officer of ScholarRx, a global platform for shared medical curriculum.
Brianne Lewis
Central Michigan University College of Medicine
Assistant Professor
Focus Session: The Quest for Gamified Learning: Play Your Way Through Educational Game Development with AI Tools at Your Side
Brianne Lewis, PhD, is a medical educator, course director, and interdisciplinary scholar whose work sits at the intersection of biomedical science, instructional design, and inclusive pedagogy. She currently serves as Course Director for multiple foundational medical education courses at the Central Michigan University College of Medicine, where she integrates innovative teaching strategies such as game-based learning, branching case design, and AI-supported teaching tools, to promote deeper learning and skill development among medical students. Her scholarly contributions have been presented nationally and internationally, including at IAMSE and AAMC conferences, where she has led sessions on innovative uses of educational technology, asynchronous teaching, and pathway program design. Dr. Lewis has received several grants for projects within medical education scholarship.
Central Michigan University College of Medicine
Assistant Professor
Focus Session: The Quest for Gamified Learning: Play Your Way Through Educational Game Development with AI Tools at Your Side
Brianne Lewis, PhD, is a medical educator, course director, and interdisciplinary scholar whose work sits at the intersection of biomedical science, instructional design, and inclusive pedagogy. She currently serves as Course Director for multiple foundational medical education courses at the Central Michigan University College of Medicine, where she integrates innovative teaching strategies such as game-based learning, branching case design, and AI-supported teaching tools, to promote deeper learning and skill development among medical students. Her scholarly contributions have been presented nationally and internationally, including at IAMSE and AAMC conferences, where she has led sessions on innovative uses of educational technology, asynchronous teaching, and pathway program design. Dr. Lewis has received several grants for projects within medical education scholarship.
Lawrence Loo
Loma Linda University School of Medicine
Vice-Chair for Education & Faculty Development
Focus Session: Teaching Students to Fail Well: Applying the Science of Productive Failure
Lawrence Loo, MD, MACP, is the Vice-chair for Academic Scholarship and Faculty Development in the Department of Medicine at the Loma Linda University School of Medicine (LLSM) for the past 15 years. He completed medical school at the University of California at San Diego (UCSD) in 1981; residency in Internal Medicine in 1984 and chief residency in 1985 at the LLSM; and fellowship in primary care and faculty development at Michigan State University in 1990. He currently is an Emeritus Professor of Medicine both in the Department of Medicine and the Department of Medical Education at the LLSM. He has extensive experience working with learners across the continuum of medical education having served as a Course Director of a basic science subject, past Program Director and Designated Institutional Office (DIO), Assistant Dean and Director of Continuing Medical Education, and Associate Dean for Faculty Development in the LLSM.
Personal Statement: I am first and foremost a physician educator, who is committed to building strong educational programs that foster the development and growth of physicians along the professional continuum starting first in medical school, transitioning to residency and throughout the rest of a physician’s professional life by facilitating continuing medical education and self-directed learning.
Loma Linda University School of Medicine
Vice-Chair for Education & Faculty Development
Focus Session: Teaching Students to Fail Well: Applying the Science of Productive Failure
Lawrence Loo, MD, MACP, is the Vice-chair for Academic Scholarship and Faculty Development in the Department of Medicine at the Loma Linda University School of Medicine (LLSM) for the past 15 years. He completed medical school at the University of California at San Diego (UCSD) in 1981; residency in Internal Medicine in 1984 and chief residency in 1985 at the LLSM; and fellowship in primary care and faculty development at Michigan State University in 1990. He currently is an Emeritus Professor of Medicine both in the Department of Medicine and the Department of Medical Education at the LLSM. He has extensive experience working with learners across the continuum of medical education having served as a Course Director of a basic science subject, past Program Director and Designated Institutional Office (DIO), Assistant Dean and Director of Continuing Medical Education, and Associate Dean for Faculty Development in the LLSM.
Personal Statement: I am first and foremost a physician educator, who is committed to building strong educational programs that foster the development and growth of physicians along the professional continuum starting first in medical school, transitioning to residency and throughout the rest of a physician’s professional life by facilitating continuing medical education and self-directed learning.
Matthew Lyon
Medical College of Georgia, Augusta University
Associate Dean for Experiential Learning
Focus Session: Understanding and Maximizing the Suspension of Disbelief in Experiential Learning
Matt Lyon, MD, is the J. Harold Harrison, MD, Distinguished University Chair in Telehealth and Professor of Emergency Medicine. He serves as Associate Dean for Experiential Learning, Director for the MCG Center for Digital Health and the Executive Director of the Center for Ultrasound Education for the Medical College of Georgia at Augusta University. He also serves as the Virtual Care Service Chief at AU Health. Dr. Lyon is a graduate of Georgia Institute of Technology (Bachelor of Mechanical Engineering) and of the Medical College of Georgia (MD, 1999). He completed his residency in Emergency Medicine at the Medical College of Georgia in 2003.
Dr. Lyon is a well-established clinician, educator and researcher. He has a national reputation as an educator on the clinician use of ultrasound and is a frequent national and international speaker. Much of his research has focused on clinical applications of ultrasound and sickle cell anemia. He has pioneered several new applications for ultrasound, including use of ultrasound for volume resuscitation in critically ill patients, use of ultrasound for respiratory complaints and for traumatic brain injury assessment. His brain injury assessment using ultrasound is experimentally and clinically oriented, receiving federal grant funding and yielding several patents. He has extensive collaborations with industry to bring new devices to the market for brain injury assessment and is currently working with Space X on novel diagnostic tools for Space Flight Associated Neuro-ocular Syndrome.
Continuing on work that began in the early 2000’s, Dr. Lyon was charged with creating an integrated ultrasound education training program for undergraduate and graduate medical education for the Medical College of Georgia. In October 2016, he was named the Executive Director of the Center for Ultrasound Education. The mission of this Center is to utilize ultrasound as an educational tool, providing a cognitive scaffolding to improve medical education. His curriculum is fully integrated into the 4-year curriculum for the 4th largest medical school, as well as approximately 350 postgraduate medical residents from a wide range of specialties at Wellstar MCG Health and across the Wellstar GME programs and GME programs associated with the MCG regional campuses. By providing novel, nation-leading educational experience for MCG learners across the state in a distributed campus system, all MCG students graduate with competencies in point of care ultrasound (POCUS). Dr. Lyon also conducts a nationally accredited, post-graduate fellowship training program for clinician performed ultrasound (Advanced Emergency Ultrasound Fellowship) with up to 3 fellows per year from Emergency Medicine, Internal Medicine, Family Medicine, Pediatric Emergency Medicine, among other specialties.
Beginning in 2018 with funding through a USDA telemedicine grant, Dr. Lyon began a telemedicine program between AU Health and 5 rural Georgia emergency departments, the Tele-ED program. This program aids rural emergency physicians in decreasing transfers to larger cities for time sensitive treatments. The telemedicine system includes the remote use of ultrasound for diagnosing a wide range of emergency conditions and aiding in the rural clinician in the performance of high-risk, low-volume procedures. During the COVID-19 crisis in 2020, Dr. Lyon helped initiate a telemedicine screening program that screened over 20,000 citizens in Georgia and South Carolina for appropriate COVID testing. Since that time, he has helped Wellstar MCG Health expand its telemedicine ecosystem to ambulatory and specialty services and created a medical student telehealth clinic to decrease hospital readmission of patients with chronic medical conditions. The Tele-ED program has been expanded to include inpatient care (Tele-Critical Care) and now includes 17 rural hospitals across Georgia, supporting rural hospital viability and patient centered care. With the importance of telehealth demonstrated by the COVID pandemic, telehealth education will be critical for future doctors. Dr. Lyon has the responsibility of incorporating telehealth into the Medical College of Georgia educational curriculum.
Medical College of Georgia, Augusta University
Associate Dean for Experiential Learning
Focus Session: Understanding and Maximizing the Suspension of Disbelief in Experiential Learning
Matt Lyon, MD, is the J. Harold Harrison, MD, Distinguished University Chair in Telehealth and Professor of Emergency Medicine. He serves as Associate Dean for Experiential Learning, Director for the MCG Center for Digital Health and the Executive Director of the Center for Ultrasound Education for the Medical College of Georgia at Augusta University. He also serves as the Virtual Care Service Chief at AU Health. Dr. Lyon is a graduate of Georgia Institute of Technology (Bachelor of Mechanical Engineering) and of the Medical College of Georgia (MD, 1999). He completed his residency in Emergency Medicine at the Medical College of Georgia in 2003.
Dr. Lyon is a well-established clinician, educator and researcher. He has a national reputation as an educator on the clinician use of ultrasound and is a frequent national and international speaker. Much of his research has focused on clinical applications of ultrasound and sickle cell anemia. He has pioneered several new applications for ultrasound, including use of ultrasound for volume resuscitation in critically ill patients, use of ultrasound for respiratory complaints and for traumatic brain injury assessment. His brain injury assessment using ultrasound is experimentally and clinically oriented, receiving federal grant funding and yielding several patents. He has extensive collaborations with industry to bring new devices to the market for brain injury assessment and is currently working with Space X on novel diagnostic tools for Space Flight Associated Neuro-ocular Syndrome.
Continuing on work that began in the early 2000’s, Dr. Lyon was charged with creating an integrated ultrasound education training program for undergraduate and graduate medical education for the Medical College of Georgia. In October 2016, he was named the Executive Director of the Center for Ultrasound Education. The mission of this Center is to utilize ultrasound as an educational tool, providing a cognitive scaffolding to improve medical education. His curriculum is fully integrated into the 4-year curriculum for the 4th largest medical school, as well as approximately 350 postgraduate medical residents from a wide range of specialties at Wellstar MCG Health and across the Wellstar GME programs and GME programs associated with the MCG regional campuses. By providing novel, nation-leading educational experience for MCG learners across the state in a distributed campus system, all MCG students graduate with competencies in point of care ultrasound (POCUS). Dr. Lyon also conducts a nationally accredited, post-graduate fellowship training program for clinician performed ultrasound (Advanced Emergency Ultrasound Fellowship) with up to 3 fellows per year from Emergency Medicine, Internal Medicine, Family Medicine, Pediatric Emergency Medicine, among other specialties.
Beginning in 2018 with funding through a USDA telemedicine grant, Dr. Lyon began a telemedicine program between AU Health and 5 rural Georgia emergency departments, the Tele-ED program. This program aids rural emergency physicians in decreasing transfers to larger cities for time sensitive treatments. The telemedicine system includes the remote use of ultrasound for diagnosing a wide range of emergency conditions and aiding in the rural clinician in the performance of high-risk, low-volume procedures. During the COVID-19 crisis in 2020, Dr. Lyon helped initiate a telemedicine screening program that screened over 20,000 citizens in Georgia and South Carolina for appropriate COVID testing. Since that time, he has helped Wellstar MCG Health expand its telemedicine ecosystem to ambulatory and specialty services and created a medical student telehealth clinic to decrease hospital readmission of patients with chronic medical conditions. The Tele-ED program has been expanded to include inpatient care (Tele-Critical Care) and now includes 17 rural hospitals across Georgia, supporting rural hospital viability and patient centered care. With the importance of telehealth demonstrated by the COVID pandemic, telehealth education will be critical for future doctors. Dr. Lyon has the responsibility of incorporating telehealth into the Medical College of Georgia educational curriculum.
Aaron Marshall
University of Cincinnati
Professor
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Aaron Marshall (University of Cincinnati) is a pre-clerkship course director and IAMSE Medical Education Fellow with extensive experience in leadership development and allyship in academic medicine. His work has led to invited presentations at national venues including the American Academy of Pediatrics, Women in Neonatology, and the International Association of Medical Science Educators, where he explores leadership frames, mindfulness, and inclusive strategies to foster professional flourishing across clinical and educational settings.
University of Cincinnati
Professor
Focus Session: Adapting Leadership Frames for Personal Growth and Professional Flourishing
Aaron Marshall (University of Cincinnati) is a pre-clerkship course director and IAMSE Medical Education Fellow with extensive experience in leadership development and allyship in academic medicine. His work has led to invited presentations at national venues including the American Academy of Pediatrics, Women in Neonatology, and the International Association of Medical Science Educators, where he explores leadership frames, mindfulness, and inclusive strategies to foster professional flourishing across clinical and educational settings.
James Martin
Rowan-Virtua School of Osteopathic Medicine
Assistant Professor
Focus Session: Developing Reflective Practitioners: Using Learning Objectives as Metacognitive Scaffolds for Pre-Clerkship Self-Assessment
Dr. James Martin is an Assistant Professor at Virtua Health College of Medicine and Life Sciences of Rowan University. He is a microbiologist and oncologist with expertise in molecular biology. With a strong background in identifying novel antibiotics and understanding tumor metabolism, he has made contributions to the fields of antimicrobial research and pancreatic cancer therapy. Dr. Martin's research focused on combating antibiotic resistance by identifying antibiotics with unique mechanisms of action and investigating the role of the tumor microenvironment in chemotherapy resistance.
Alongside his research endeavors, Dr. Martin is deeply committed to mentoring and inspiring young minds. He served as a STEM mentor at Urban Prep Academy for Young Men, guiding senior students in career exploration and college preparation.
Dr. Martin received his undergraduate degree from Florida Atlantic University and his PhD at Princeton University. Following his time at Princeton, Dr. Martin did his post-doctoral research at the University of Chicago and served as a research scientist at multiple biotech startups. Currently, he is serving as a facilitator for the PBL program for first year medical students and also serves as an instructor for the Biochemistry courses for graduate students.
Dr. Martin also has a deep appreciation for nature and the outdoors, often finding solace in hiking and exploring the beauty of the natural world. In his leisure time, he also enjoys immersing himself in the virtual realms of video games, combining his passion for technology and storytelling.
Rowan-Virtua School of Osteopathic Medicine
Assistant Professor
Focus Session: Developing Reflective Practitioners: Using Learning Objectives as Metacognitive Scaffolds for Pre-Clerkship Self-Assessment
Dr. James Martin is an Assistant Professor at Virtua Health College of Medicine and Life Sciences of Rowan University. He is a microbiologist and oncologist with expertise in molecular biology. With a strong background in identifying novel antibiotics and understanding tumor metabolism, he has made contributions to the fields of antimicrobial research and pancreatic cancer therapy. Dr. Martin's research focused on combating antibiotic resistance by identifying antibiotics with unique mechanisms of action and investigating the role of the tumor microenvironment in chemotherapy resistance.
Alongside his research endeavors, Dr. Martin is deeply committed to mentoring and inspiring young minds. He served as a STEM mentor at Urban Prep Academy for Young Men, guiding senior students in career exploration and college preparation.
Dr. Martin received his undergraduate degree from Florida Atlantic University and his PhD at Princeton University. Following his time at Princeton, Dr. Martin did his post-doctoral research at the University of Chicago and served as a research scientist at multiple biotech startups. Currently, he is serving as a facilitator for the PBL program for first year medical students and also serves as an instructor for the Biochemistry courses for graduate students.
Dr. Martin also has a deep appreciation for nature and the outdoors, often finding solace in hiking and exploring the beauty of the natural world. In his leisure time, he also enjoys immersing himself in the virtual realms of video games, combining his passion for technology and storytelling.
Mary Mathew
Kasturba Medical College
Medical Educator
Focus Session: Humanizing Medical Education: Bioethics as the Foundation of Flourishing in the Contemporary Educational Revolution
Dr. Mary Mathew is a senior medical educator and Head of the Indian Program for the UNESCO Chair in Bioethics. She has a strong record of research and innovation in bioethics integration, with multiple publications on curriculum design and ethical education. As an IAMSE Embassy member from India and co-author of the IAMSE Manual on the 3T Approach to Bioethics, she contributes substantial expertise in program development and faculty training. In this session, she will guide participants in connecting ethical principles with curriculum implementation.
Kasturba Medical College
Medical Educator
Focus Session: Humanizing Medical Education: Bioethics as the Foundation of Flourishing in the Contemporary Educational Revolution
Dr. Mary Mathew is a senior medical educator and Head of the Indian Program for the UNESCO Chair in Bioethics. She has a strong record of research and innovation in bioethics integration, with multiple publications on curriculum design and ethical education. As an IAMSE Embassy member from India and co-author of the IAMSE Manual on the 3T Approach to Bioethics, she contributes substantial expertise in program development and faculty training. In this session, she will guide participants in connecting ethical principles with curriculum implementation.
Lise McCoy
New York Institute of Technology, College of Osteopathic Medicine
Director, Faculty Development
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Lise McCoy, EdD, is Assistant Professor and Director of Faculty Development at the New York Institute of Technology College of Osteopathic Medicine (NYITCOM). With over fifteen years of experience in faculty development and medical education innovation, she focuses on integrating artificial intelligence (AI) into health professions education through curriculum design, faculty training, and institutional strategy.
Dr. McCoy is a member of the International Advisory Committee for Artificial Intelligence in Medical Education (IACAI) and a contributing author to international frameworks on AI integration. Her recent publications examine the evolving role of AI in medical education, including faculty readiness, ethical use, and implementation strategies. She co-leads the NYITCOM AI Task Force, which develops institutional policy and educational resources for responsible AI adoption.
New York Institute of Technology, College of Osteopathic Medicine
Director, Faculty Development
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Lise McCoy, EdD, is Assistant Professor and Director of Faculty Development at the New York Institute of Technology College of Osteopathic Medicine (NYITCOM). With over fifteen years of experience in faculty development and medical education innovation, she focuses on integrating artificial intelligence (AI) into health professions education through curriculum design, faculty training, and institutional strategy.
Dr. McCoy is a member of the International Advisory Committee for Artificial Intelligence in Medical Education (IACAI) and a contributing author to international frameworks on AI integration. Her recent publications examine the evolving role of AI in medical education, including faculty readiness, ethical use, and implementation strategies. She co-leads the NYITCOM AI Task Force, which develops institutional policy and educational resources for responsible AI adoption.
Abigail Meyer
University of California, San Diego
Student/Medical School Applicant
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Abigail (Abbie) is a UCSD postbaccalaureate alumna and current M.D. applicant whose interest in medical education deepened throughout her time at UCSD, where she experienced significant growth as both a learner and aspiring physician. She initially joined the study as a pilot participant for the professional identity essays and interview components within the broader research on pre-professional identity formation in premedical and postbaccalaureate students. She has since transitioned to supporting the project behind the scenes, assisting the research team as they continue advancing this work.
University of California, San Diego
Student/Medical School Applicant
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Abigail (Abbie) is a UCSD postbaccalaureate alumna and current M.D. applicant whose interest in medical education deepened throughout her time at UCSD, where she experienced significant growth as both a learner and aspiring physician. She initially joined the study as a pilot participant for the professional identity essays and interview components within the broader research on pre-professional identity formation in premedical and postbaccalaureate students. She has since transitioned to supporting the project behind the scenes, assisting the research team as they continue advancing this work.
Lana Minshew
Medical College of Wisconsin
Assistant Professor of Medical Education
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Lana M. Minshew, PhD, is a learning scientist and educational researcher whose work explores the relationships between educational theory, teaching practices, and learning and cognition in health professions education. In addition, she also conducts scholarly work in support of diversity, equity, and inclusion in health professions learning environments. Dr. Minshew began her career as a K-12 science educator in Houston, Texas. She completed her Master’s in Educational Psychology in 2012 from the University of Houston, and her Doctor of Philosophy in Education (Learning Sciences and Psychological Studies) from the University of North Carolina at Chapel Hill in 2018. Prior to joining MCW, Dr. Minshew completed a 3-year postdoctoral research fellowship with the Center for Innovative Pharmacy Education and Research (CIPhER) at the University of North Carolina Eshelman School of Pharmacy.
Medical College of Wisconsin
Assistant Professor of Medical Education
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Lana M. Minshew, PhD, is a learning scientist and educational researcher whose work explores the relationships between educational theory, teaching practices, and learning and cognition in health professions education. In addition, she also conducts scholarly work in support of diversity, equity, and inclusion in health professions learning environments. Dr. Minshew began her career as a K-12 science educator in Houston, Texas. She completed her Master’s in Educational Psychology in 2012 from the University of Houston, and her Doctor of Philosophy in Education (Learning Sciences and Psychological Studies) from the University of North Carolina at Chapel Hill in 2018. Prior to joining MCW, Dr. Minshew completed a 3-year postdoctoral research fellowship with the Center for Innovative Pharmacy Education and Research (CIPhER) at the University of North Carolina Eshelman School of Pharmacy.
Changiz Mohiyeddini
Oakland University William Beaumont School of Medicine
Professor
Focus Session: Self-Directed Mentorship: A Mentee-Centered Framework for Scalable, Equitable Growth
Changiz Mohiyeddini, PhD is a Professor of Behavioral Medicine and Psychopathology in the Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine. He brings over 30 years of experience mentoring and supervising BSc, MSc, PhD, and MD students across diverse cultural and institutional contexts. His research focuses on human resiliency, emotion regulation, medical education, faculty development, quality assurance, and student engagement, success, and well-being.
Dr. Mohiyeddini is the originator of the theory of Self-Directed Teaching and has recently launched a research program on cross-cultural medical education, making him uniquely positioned to guide participants in applying self-directed frameworks to mentorship. His scholarship integrates advanced quantitative methods, evaluation, and assessment to develop evidence-based educational innovations.
He has led interactive workshops and faculty development programs at national and international conferences, engaging participants from academia, healthcare, and corporate sectors. His projects have involved multi-institutional and inter-professional collaborations, ensuring that his mentorship frameworks are tested and adaptable across diverse contexts.
A core emphasis of Dr. Mohiyeddini’s mentorship approach is advancing equity and inclusion by empowering individuals from underrepresented backgrounds to access diverse mentorship networks and self-direct their professional growth. This aligns with current priorities in higher education and organizational leadership to create scalable, equitable, and sustainable professional development systems.
In addition to his academic and research leadership, Dr. Mohiyeddini currently serves as Editor-in-Chief of Frontiers in Health Psychology, reflecting his standing as a thought leader in the field. His career-long dedication to mentorship, combined with his proven ability to translate theory into practical, equitable, and transferable models, directly aligns with the Leadership and Administration track’s emphasis on innovation and impact.
Oakland University William Beaumont School of Medicine
Professor
Focus Session: Self-Directed Mentorship: A Mentee-Centered Framework for Scalable, Equitable Growth
Changiz Mohiyeddini, PhD is a Professor of Behavioral Medicine and Psychopathology in the Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine. He brings over 30 years of experience mentoring and supervising BSc, MSc, PhD, and MD students across diverse cultural and institutional contexts. His research focuses on human resiliency, emotion regulation, medical education, faculty development, quality assurance, and student engagement, success, and well-being.
Dr. Mohiyeddini is the originator of the theory of Self-Directed Teaching and has recently launched a research program on cross-cultural medical education, making him uniquely positioned to guide participants in applying self-directed frameworks to mentorship. His scholarship integrates advanced quantitative methods, evaluation, and assessment to develop evidence-based educational innovations.
He has led interactive workshops and faculty development programs at national and international conferences, engaging participants from academia, healthcare, and corporate sectors. His projects have involved multi-institutional and inter-professional collaborations, ensuring that his mentorship frameworks are tested and adaptable across diverse contexts.
A core emphasis of Dr. Mohiyeddini’s mentorship approach is advancing equity and inclusion by empowering individuals from underrepresented backgrounds to access diverse mentorship networks and self-direct their professional growth. This aligns with current priorities in higher education and organizational leadership to create scalable, equitable, and sustainable professional development systems.
In addition to his academic and research leadership, Dr. Mohiyeddini currently serves as Editor-in-Chief of Frontiers in Health Psychology, reflecting his standing as a thought leader in the field. His career-long dedication to mentorship, combined with his proven ability to translate theory into practical, equitable, and transferable models, directly aligns with the Leadership and Administration track’s emphasis on innovation and impact.
Verna Monson
Unaffiliated
Subject Matter Expert on PIF
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Verna Monson, PhD is a subject-matter-expert on PIF, contributing to creation, implementation, and validation of the PIE and SOIs as PIF measures. She provides coaching for medical trainees and clinicians on achieving goals that align with their authentic professional identity. Dr. Monson's research is guided by adult developmental psychology, transformational learning, social psychology, and coaching models based on the work of Drs. Robert Kegan and Lisa Lahey. Actively part of a GEA grant examining pre-professional identity formation.
Unaffiliated
Subject Matter Expert on PIF
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Verna Monson, PhD is a subject-matter-expert on PIF, contributing to creation, implementation, and validation of the PIE and SOIs as PIF measures. She provides coaching for medical trainees and clinicians on achieving goals that align with their authentic professional identity. Dr. Monson's research is guided by adult developmental psychology, transformational learning, social psychology, and coaching models based on the work of Drs. Robert Kegan and Lisa Lahey. Actively part of a GEA grant examining pre-professional identity formation.
Stephanie Moore-Lotridge
Vanderbilt University School of Medicine
Assistant Professor
Focus Session: The Quest for Gamified Learning: Play Your Way Through Educational Game Development with AI Tools at Your Side
Dr. Stephanie Moore-Lotridge is a basic science medical educator and academic innovator whose work focuses on advancing foundational science teaching and research training in health professions education. At Vanderbilt University School of Medicine, she contributes to biochemistry, histology, and metabolism coursework, integrating interactive and gamified approaches to strengthen clinical reasoning and long-term retention of foundational science knowledge. Her scholarship centers on innovative curricular design, active learning, and student research mentorship. Deeply committed to mentoring and community building, Dr. Moore-Lotridge actively contributes to national organizations such as IAMSE, fostering collaborative educator networks and advancing student research and professional development pathways in medical education.
Vanderbilt University School of Medicine
Assistant Professor
Focus Session: The Quest for Gamified Learning: Play Your Way Through Educational Game Development with AI Tools at Your Side
Dr. Stephanie Moore-Lotridge is a basic science medical educator and academic innovator whose work focuses on advancing foundational science teaching and research training in health professions education. At Vanderbilt University School of Medicine, she contributes to biochemistry, histology, and metabolism coursework, integrating interactive and gamified approaches to strengthen clinical reasoning and long-term retention of foundational science knowledge. Her scholarship centers on innovative curricular design, active learning, and student research mentorship. Deeply committed to mentoring and community building, Dr. Moore-Lotridge actively contributes to national organizations such as IAMSE, fostering collaborative educator networks and advancing student research and professional development pathways in medical education.