Stephanie Moore-Lotridge
Vanderbilt University School of Medicine
Associate 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
Associate 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.
Akshata Naik
OUWB
Assistant Professor
Focus Session: Using the Novel SHIFT (Session-Level Horizontal Integration Fit for Teaching) Conceptual Framework for Horizontal Integration in Health Professions Education
Dr. Akshata Naik is an Assistant Professor at the Oakland University William Beaumont School of Medicine. She is a medical educator in the department of foundational medical studies, where she primarily teaches foundational cardiovascular and respiratory physiology to M1 and M2 students. She is also the co-course director for the M2 course, renal and urinary organ systems. She is actively involved in IAMSE’s Webcast Audio Seminar committee and is the co-chair of the Team-Based Learning Collaborative 2026 Program Committee.
Akshata is a dedicated educator and a recipient of the IAMSE 2024 Faculty Travel Award. Her research focuses on transforming medical education in physiology using innovative teaching methods and enhancing physician-patient communication. She is passionate about training the next generation of learners of all levels, from high school students to graduate and medical students.
OUWB
Assistant Professor
Focus Session: Using the Novel SHIFT (Session-Level Horizontal Integration Fit for Teaching) Conceptual Framework for Horizontal Integration in Health Professions Education
Dr. Akshata Naik is an Assistant Professor at the Oakland University William Beaumont School of Medicine. She is a medical educator in the department of foundational medical studies, where she primarily teaches foundational cardiovascular and respiratory physiology to M1 and M2 students. She is also the co-course director for the M2 course, renal and urinary organ systems. She is actively involved in IAMSE’s Webcast Audio Seminar committee and is the co-chair of the Team-Based Learning Collaborative 2026 Program Committee.
Akshata is a dedicated educator and a recipient of the IAMSE 2024 Faculty Travel Award. Her research focuses on transforming medical education in physiology using innovative teaching methods and enhancing physician-patient communication. She is passionate about training the next generation of learners of all levels, from high school students to graduate and medical students.
Karen Nelson
Sam Houston State University COM
Assistant Professor of Clinical Psychology
Focus Session: Harnessing AI for Communication Skills Training in Medical Education: From Pilot Study to Practical Implementation
Dr. Karen Nelson is an Assistant Professor of Clinical Psychology at Sam Houston State University College of Osteopathic Medicine, where she teaches behavioral science and communication skills to medical students. She has led a curriculum redesign to strengthen communication skills training for first-year students, with an emphasis on patient-centered dialogue and professional identity formation. Her recent research explores the integration of artificial intelligence as a learning and feedback tool to enhance communication competency in medical education. Dr. Nelson’s work bridges psychology, medical education, and emerging technology to support the development of empathic, effective physicians.
Sam Houston State University COM
Assistant Professor of Clinical Psychology
Focus Session: Harnessing AI for Communication Skills Training in Medical Education: From Pilot Study to Practical Implementation
Dr. Karen Nelson is an Assistant Professor of Clinical Psychology at Sam Houston State University College of Osteopathic Medicine, where she teaches behavioral science and communication skills to medical students. She has led a curriculum redesign to strengthen communication skills training for first-year students, with an emphasis on patient-centered dialogue and professional identity formation. Her recent research explores the integration of artificial intelligence as a learning and feedback tool to enhance communication competency in medical education. Dr. Nelson’s work bridges psychology, medical education, and emerging technology to support the development of empathic, effective physicians.
Jane Newman
Oakland University William Beaumont
Assistant Professor
Focus Session: Using the Novel SHIFT (Session-Level Horizontal Integration Fit for Teaching) Conceptual Framework for Horizontal Integration in Health Professions Education
Dr. Newman is a biochemistry educator who covers several core biochemistry topics throughout the foundational course, including the topic of acid-base disorders. Additionally, Dr. Newman is responsible for teaching the biochemistry present in respiratory, renal, and endocrine organ systems courses. She is a course director for Male and Female Reproductive Organ System course. She has also previously chaired a basic science department at a small, primarily undergraduate institution where there was a constant need for integration of courses and content with limited resources. Dr. Newman’s research interests include curriculum development with a focus on developing engaging ways to deepen biochemical understanding in students. Dr. Newman received her Ph.D. in Molecular and Cellular Biochemistry from Indiana University studying biochemical mechanisms of transcription factors in quorum sensing systems within disease-causing Vibrio bacteria.
Oakland University William Beaumont
Assistant Professor
Focus Session: Using the Novel SHIFT (Session-Level Horizontal Integration Fit for Teaching) Conceptual Framework for Horizontal Integration in Health Professions Education
Dr. Newman is a biochemistry educator who covers several core biochemistry topics throughout the foundational course, including the topic of acid-base disorders. Additionally, Dr. Newman is responsible for teaching the biochemistry present in respiratory, renal, and endocrine organ systems courses. She is a course director for Male and Female Reproductive Organ System course. She has also previously chaired a basic science department at a small, primarily undergraduate institution where there was a constant need for integration of courses and content with limited resources. Dr. Newman’s research interests include curriculum development with a focus on developing engaging ways to deepen biochemical understanding in students. Dr. Newman received her Ph.D. in Molecular and Cellular Biochemistry from Indiana University studying biochemical mechanisms of transcription factors in quorum sensing systems within disease-causing Vibrio bacteria.
Khiet Ngo
Northeast Ohio Medical University College of Medicine
Associate Dean for Clinical 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: Teaching Students to Fail Well: Applying the Science of Productive Failure
Khiet D. Ngo, DO, MS, is Associate Dean for Clinical Education and Associate Professor of Pediatrics at the Northeast Ohio University (NEOMED) College of Medicine. He has keen interests in helping faculty, medical students, and residents understand and apply the science of learning, the principles of productive struggle/failure, and the principle of cognitive integration to promote adaptive expertise. He is an active member of the International Association of Medical Sciences Educators (IAMSE), Directors of Clinical Skills, and Aquifer Science. Ongoing interests include cognitive integration. the learning sciences, professional identify formation, and the application of artificial intelligence for customizing individual learning and coaching.
Northeast Ohio Medical University College of Medicine
Associate Dean for Clinical 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: Teaching Students to Fail Well: Applying the Science of Productive Failure
Khiet D. Ngo, DO, MS, is Associate Dean for Clinical Education and Associate Professor of Pediatrics at the Northeast Ohio University (NEOMED) College of Medicine. He has keen interests in helping faculty, medical students, and residents understand and apply the science of learning, the principles of productive struggle/failure, and the principle of cognitive integration to promote adaptive expertise. He is an active member of the International Association of Medical Sciences Educators (IAMSE), Directors of Clinical Skills, and Aquifer Science. Ongoing interests include cognitive integration. the learning sciences, professional identify formation, and the application of artificial intelligence for customizing individual learning and coaching.
Diego Niño
IAMSE Professional Development Committee Chair
Professional Development Committee Chair
PDWS: AI Foundations & Tool Exploration
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Diego F. Niño, MD, PhD, brings over a decade of experience in academic medicine and health professions education, specializing in the application of artificial intelligence in medical education, educational technology integration, and professional development. He serves as Vice-Chair of the International Association of Medical Science Educators (IAMSE) Professional Development Committee, is an inaugural member of both the IAMSE Artificial Intelligence Community of Growth and the International Advisory Committee for Artificial Intelligence in Medical Education (IACAI), and is a member of the AAMC Principles for the Responsible Use of AI in and for Medical Education Review Committee, where he co-authored foundational frameworks for AI integration in medical education. As a scholar and lead faculty facilitator for the Harvard Macy Institute's Technology and AI: Transforming Health Professions Education course and Program Developer and Lead Faculty Facilitator for IAMSE Professional Development Workshops on AI in Health Professions Education, he prepares educational leaders worldwide to effectively integrate emerging technologies into their teaching practice. He also serves on the USMLE Physiology and Cell Biology Test Material Development Committee for the National Board of Medical Examiners (NBME). His scholarship focuses on developing innovative active learning strategies and creating interactive educational tools that leverage emerging technologies and AI to optimize learning outcomes. As an accomplished educator and mentor, he has guided multiple medical students and junior faculty members while presenting his work and delivering workshops at national and international conferences on AI in medical education.
IAMSE Professional Development Committee Chair
Professional Development Committee Chair
PDWS: AI Foundations & Tool Exploration
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Diego F. Niño, MD, PhD, brings over a decade of experience in academic medicine and health professions education, specializing in the application of artificial intelligence in medical education, educational technology integration, and professional development. He serves as Vice-Chair of the International Association of Medical Science Educators (IAMSE) Professional Development Committee, is an inaugural member of both the IAMSE Artificial Intelligence Community of Growth and the International Advisory Committee for Artificial Intelligence in Medical Education (IACAI), and is a member of the AAMC Principles for the Responsible Use of AI in and for Medical Education Review Committee, where he co-authored foundational frameworks for AI integration in medical education. As a scholar and lead faculty facilitator for the Harvard Macy Institute's Technology and AI: Transforming Health Professions Education course and Program Developer and Lead Faculty Facilitator for IAMSE Professional Development Workshops on AI in Health Professions Education, he prepares educational leaders worldwide to effectively integrate emerging technologies into their teaching practice. He also serves on the USMLE Physiology and Cell Biology Test Material Development Committee for the National Board of Medical Examiners (NBME). His scholarship focuses on developing innovative active learning strategies and creating interactive educational tools that leverage emerging technologies and AI to optimize learning outcomes. As an accomplished educator and mentor, he has guided multiple medical students and junior faculty members while presenting his work and delivering workshops at national and international conferences on AI in medical education.
Wade O’Brien
Geisel School of Medicine
Medical Student
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Wade O’Brien is a third-year medical student at Geisel School of Medicine with an interest in academic medicine and medical education. He has been helping to develop and evaluate the AI Patient Actor app.
Geisel School of Medicine
Medical Student
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Wade O’Brien is a third-year medical student at Geisel School of Medicine with an interest in academic medicine and medical education. He has been helping to develop and evaluate the AI Patient Actor app.
Princy Palatty
Amrita Institute of Medical Sciences
Medical Educator
Focus Session: Humanizing Medical Education: Bioethics as the Foundation of Flourishing in the Contemporary Educational Revolution
Dr. Princy Palatty, Head of the UNESCO Chair Bioethics Unit in South India, has extensive experience in health professions education with a special focus on ethics in clinical training. Her work emphasizes the practical integration of ethical considerations into both classroom and workplace learning. As an IAMSE Embassy member from India and co-author of the IAMSE Manual on the 3T Approach to Bioethics, she brings strong expertise in regional and institutional implementation. In this session, she will support participants in developing context-sensitive strategies for embedding bioethics into daily practice.
Amrita Institute of Medical Sciences
Medical Educator
Focus Session: Humanizing Medical Education: Bioethics as the Foundation of Flourishing in the Contemporary Educational Revolution
Dr. Princy Palatty, Head of the UNESCO Chair Bioethics Unit in South India, has extensive experience in health professions education with a special focus on ethics in clinical training. Her work emphasizes the practical integration of ethical considerations into both classroom and workplace learning. As an IAMSE Embassy member from India and co-author of the IAMSE Manual on the 3T Approach to Bioethics, she brings strong expertise in regional and institutional implementation. In this session, she will support participants in developing context-sensitive strategies for embedding bioethics into daily practice.
Candace Pau
Kaiser Permanente Bernard J. Tyson School of Medicine
Faculty Director of Simulation
Focus Session: Connecting the Dots: Assessing Competency in Medical Knowledge Integration
Dr. Pau is the founding Faculty Director of Simulation at the Kaiser Permanente Bernard J. Tyson School of Medicine, where she is responsible for the development and implementation of a robust simulation curriculum, focusing on innovative application of simulation-based instruction and assessment for emerging competencies. Her academic interests include operationalization of competency-based medical education, the use of simulation-based assessment to determine developmental trajectories of clinical skills, and the use of simulation-based progress testing. Dr. Pau has received grant support from the American Association of Medical Colleges (AAMC) to study curricularization of telehealth competencies and from the American Board of Internal Medicine Foundation to develop a competency-based framework for uncertainty in medical education. She was a member of the Foundational Competencies Working Group to develop ACGME milestone-aligned competencies for undergraduate medical education and has worked extensively with the National Board of Medical Examiners to develop formative clinical reasoning assessment solutions as a member of the OSCE for Clinical Reasoning Creative Community. Dr. Pau is a Board-certified family physician; she received her medical degree from Stanford University School of Medicine and completed her residency training at the Kaiser Permanente Napa-Solano Family Medicine Residency Program.
Kaiser Permanente Bernard J. Tyson School of Medicine
Faculty Director of Simulation
Focus Session: Connecting the Dots: Assessing Competency in Medical Knowledge Integration
Dr. Pau is the founding Faculty Director of Simulation at the Kaiser Permanente Bernard J. Tyson School of Medicine, where she is responsible for the development and implementation of a robust simulation curriculum, focusing on innovative application of simulation-based instruction and assessment for emerging competencies. Her academic interests include operationalization of competency-based medical education, the use of simulation-based assessment to determine developmental trajectories of clinical skills, and the use of simulation-based progress testing. Dr. Pau has received grant support from the American Association of Medical Colleges (AAMC) to study curricularization of telehealth competencies and from the American Board of Internal Medicine Foundation to develop a competency-based framework for uncertainty in medical education. She was a member of the Foundational Competencies Working Group to develop ACGME milestone-aligned competencies for undergraduate medical education and has worked extensively with the National Board of Medical Examiners to develop formative clinical reasoning assessment solutions as a member of the OSCE for Clinical Reasoning Creative Community. Dr. Pau is a Board-certified family physician; she received her medical degree from Stanford University School of Medicine and completed her residency training at the Kaiser Permanente Napa-Solano Family Medicine Residency Program.
Roshini Pinto-Powell
Geisel School of Medicine at Dartmouth
Professor of Medical Education and Family Medicine and the Associate Dean for Admissions
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Roshini Pinto-Powell, M.D., FACP is a Professor of Medical Education and Family Medicine and the Associate Dean for Admissions at the Geisel School of Medicine at Dartmouth, USA. As Course Director for the "On Doctoring" course, she utilizes AI Patient Actors to teach first-year medical students essential skills in differential diagnosis and clinical reasoning.
Geisel School of Medicine at Dartmouth
Professor of Medical Education and Family Medicine and the Associate Dean for Admissions
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Roshini Pinto-Powell, M.D., FACP is a Professor of Medical Education and Family Medicine and the Associate Dean for Admissions at the Geisel School of Medicine at Dartmouth, USA. As Course Director for the "On Doctoring" course, she utilizes AI Patient Actors to teach first-year medical students essential skills in differential diagnosis and clinical reasoning.
Amy Prunuske
University of South Dakota Sanford School of Medicine
Associate Dean of Medical Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Dr. Prunuske is the Associate Dean of Medical Education at the University of South Dakota Sanford School of Medicine. With a background rooted in basic science laboratory research (PhD and postdoctoral training), Dr. Prunuske received further training in scientific teaching and health science professional education.
University of South Dakota Sanford School of Medicine
Associate Dean of Medical Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Dr. Prunuske is the Associate Dean of Medical Education at the University of South Dakota Sanford School of Medicine. With a background rooted in basic science laboratory research (PhD and postdoctoral training), Dr. Prunuske received further training in scientific teaching and health science professional education.
Kelly Quesnelle
Xavier Ochsner College of Medicine
Professor & Chair, Department of Biomedical Sciences & Assistant Dean for Foundational Sciences Curriculum
Focus Session: Flourishing Amidst Contemporary Leadership Challenges: Frameworks and Resources for Success
Kelly M. Quesnelle, PhD, FAAPE is Professor and Chair of Biomedical Sciences at Xavier Ochsner College of Medicine, where she also serves as Assistant Dean for Foundational Sciences Curriculum. A graduate of the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program, she has been elected to leadership roles within IAMSE and the AAMC Council for Faculty and Academic Societies. She speaks internationally about leadership development, and she co-edited the third edition of "An Introduction to Medical Teaching" with Dr. Huggett.
Xavier Ochsner College of Medicine
Professor & Chair, Department of Biomedical Sciences & Assistant Dean for Foundational Sciences Curriculum
Focus Session: Flourishing Amidst Contemporary Leadership Challenges: Frameworks and Resources for Success
Kelly M. Quesnelle, PhD, FAAPE is Professor and Chair of Biomedical Sciences at Xavier Ochsner College of Medicine, where she also serves as Assistant Dean for Foundational Sciences Curriculum. A graduate of the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program, she has been elected to leadership roles within IAMSE and the AAMC Council for Faculty and Academic Societies. She speaks internationally about leadership development, and she co-edited the third edition of "An Introduction to Medical Teaching" with Dr. Huggett.
Eliot Rees
City St George’s, University of London & Treasurer
Senior Lecturer in Primary Care and Medical Education
Focus Session: Advancing Your Career in Health Professions Education Scholarship
Dr. Eliot Rees is Deputy Head of Primary Care Education and Senior Lecturer in Medical Education at City St. George’s, University of London. He also leads the ‘Patients, Populations and Society’ theme across the MBBS programme, coordinating a range of interdisciplinary subthemes including behavioural sciences, patient safety, health inequalities, and others. Eliot also works as a GP in South West London, bringing clinical insight to his leadership of undergraduate primary care education, curriculum development, and educational scholarship.
Eliot is an experienced medical education researcher, with particular interests in medical school selection and widening access, general practice education, and assessment. His PhD explored how applicants from different socioeconomic backgrounds choose which medical schools to apply to, drawing on theories of capital and decision-making. He holds several editorial roles: Associate Editor for Perspectives on Medical Education and Medical Education Online, member of the Editorial Board for Education for Primary Care, and Chair of the International Editorial Board of The Clinical Teacher. He edited the textbook Starting Research in Clinical Education.
Eliot is Treasurer on the Board of Directors of the Association for the Study of Medical Education (ASME), having previously served as Interim Director of Communications and chaired both the Junior Association of the Study of Medical Education (JASME) and Trainees in the Association for the Study of Medical Education (TASME), ASME’s career groups. He was also a long-standing member of ASME’s Education Research Committee. He serves on the item writing group developing questions for the Applied Knowledge Test component of the UK Medical Licensing Assessment.
Beyond academia, Eliot is a dedicated long-distance runner and coach with London Frontrunners. He is currently halfway through completing the Abbott World Marathon Majors.
City St George’s, University of London & Treasurer
Senior Lecturer in Primary Care and Medical Education
Focus Session: Advancing Your Career in Health Professions Education Scholarship
Dr. Eliot Rees is Deputy Head of Primary Care Education and Senior Lecturer in Medical Education at City St. George’s, University of London. He also leads the ‘Patients, Populations and Society’ theme across the MBBS programme, coordinating a range of interdisciplinary subthemes including behavioural sciences, patient safety, health inequalities, and others. Eliot also works as a GP in South West London, bringing clinical insight to his leadership of undergraduate primary care education, curriculum development, and educational scholarship.
Eliot is an experienced medical education researcher, with particular interests in medical school selection and widening access, general practice education, and assessment. His PhD explored how applicants from different socioeconomic backgrounds choose which medical schools to apply to, drawing on theories of capital and decision-making. He holds several editorial roles: Associate Editor for Perspectives on Medical Education and Medical Education Online, member of the Editorial Board for Education for Primary Care, and Chair of the International Editorial Board of The Clinical Teacher. He edited the textbook Starting Research in Clinical Education.
Eliot is Treasurer on the Board of Directors of the Association for the Study of Medical Education (ASME), having previously served as Interim Director of Communications and chaired both the Junior Association of the Study of Medical Education (JASME) and Trainees in the Association for the Study of Medical Education (TASME), ASME’s career groups. He was also a long-standing member of ASME’s Education Research Committee. He serves on the item writing group developing questions for the Applied Knowledge Test component of the UK Medical Licensing Assessment.
Beyond academia, Eliot is a dedicated long-distance runner and coach with London Frontrunners. He is currently halfway through completing the Abbott World Marathon Majors.
Eliot Rees
City St George’s, University of London & Treasurer
Senior Lecturer in Primary Care and Medical Education
Focus Session: Advancing Your Career in Health Professions Education Scholarship
Dr. Eliot Rees is Deputy Head of Primary Care Education and Senior Lecturer in Medical Education at City St. George’s, University of London. He also leads the ‘Patients, Populations and Society’ theme across the MBBS programme, coordinating a range of interdisciplinary subthemes including behavioural sciences, patient safety, health inequalities, and others. Eliot also works as a GP in South West London, bringing clinical insight to his leadership of undergraduate primary care education, curriculum development, and educational scholarship.
Eliot is an experienced medical education researcher, with particular interests in medical school selection and widening access, general practice education, and assessment. His PhD explored how applicants from different socioeconomic backgrounds choose which medical schools to apply to, drawing on theories of capital and decision-making. He holds several editorial roles: Associate Editor for Perspectives on Medical Education and Medical Education Online, member of the Editorial Board for Education for Primary Care, and Chair of the International Editorial Board of The Clinical Teacher. He edited the textbook Starting Research in Clinical Education.
Eliot is Treasurer on the Board of Directors of the Association for the Study of Medical Education (ASME), having previously served as Interim Director of Communications and chaired both the Junior Association of the Study of Medical Education (JASME) and Trainees in the Association for the Study of Medical Education (TASME), ASME’s career groups. He was also a long-standing member of ASME’s Education Research Committee. He serves on the item writing group developing questions for the Applied Knowledge Test component of the UK Medical Licensing Assessment.
Beyond academia, Eliot is a dedicated long-distance runner and coach with London Frontrunners. He is currently halfway through completing the Abbott World Marathon Majors.
City St George’s, University of London & Treasurer
Senior Lecturer in Primary Care and Medical Education
Focus Session: Advancing Your Career in Health Professions Education Scholarship
Dr. Eliot Rees is Deputy Head of Primary Care Education and Senior Lecturer in Medical Education at City St. George’s, University of London. He also leads the ‘Patients, Populations and Society’ theme across the MBBS programme, coordinating a range of interdisciplinary subthemes including behavioural sciences, patient safety, health inequalities, and others. Eliot also works as a GP in South West London, bringing clinical insight to his leadership of undergraduate primary care education, curriculum development, and educational scholarship.
Eliot is an experienced medical education researcher, with particular interests in medical school selection and widening access, general practice education, and assessment. His PhD explored how applicants from different socioeconomic backgrounds choose which medical schools to apply to, drawing on theories of capital and decision-making. He holds several editorial roles: Associate Editor for Perspectives on Medical Education and Medical Education Online, member of the Editorial Board for Education for Primary Care, and Chair of the International Editorial Board of The Clinical Teacher. He edited the textbook Starting Research in Clinical Education.
Eliot is Treasurer on the Board of Directors of the Association for the Study of Medical Education (ASME), having previously served as Interim Director of Communications and chaired both the Junior Association of the Study of Medical Education (JASME) and Trainees in the Association for the Study of Medical Education (TASME), ASME’s career groups. He was also a long-standing member of ASME’s Education Research Committee. He serves on the item writing group developing questions for the Applied Knowledge Test component of the UK Medical Licensing Assessment.
Beyond academia, Eliot is a dedicated long-distance runner and coach with London Frontrunners. He is currently halfway through completing the Abbott World Marathon Majors.
Carolina Restini
Michigan State University
Associate Professor
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Focus Session: Navigating Integrated Curriculum Challenges
Associate Professor and Thread Director of Pharmacology at Michigan State University College of Osteopathic Medicine, where she also serves as Director of the Foundry for Innovative Research and Education (FIRE). With more than 20 years of experience in pharmacology education and research, she integrates foundational and clinical pharmacology through active learning, mentorship, and community-based scholarship. Her initiatives connect education, bench research, and patient care via outreach and health literacy programs serving under-resourced populations, street medicine teams, and secondary school learners. Dr. Restini’s work advances service-driven medical education, guiding students and faculty in developing and assessing outreach programs that foster professional growth, empathy, and social accountability in healthcare.
Michigan State University
Associate Professor
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Focus Session: Navigating Integrated Curriculum Challenges
Associate Professor and Thread Director of Pharmacology at Michigan State University College of Osteopathic Medicine, where she also serves as Director of the Foundry for Innovative Research and Education (FIRE). With more than 20 years of experience in pharmacology education and research, she integrates foundational and clinical pharmacology through active learning, mentorship, and community-based scholarship. Her initiatives connect education, bench research, and patient care via outreach and health literacy programs serving under-resourced populations, street medicine teams, and secondary school learners. Dr. Restini’s work advances service-driven medical education, guiding students and faculty in developing and assessing outreach programs that foster professional growth, empathy, and social accountability in healthcare.
Jayne Reuben
Texas A&M University School of Dentistry
Director Instructional Effectiveness
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Dr. Jayne S. Reuben, Associate Professor (Biomedical Sciences), Director of Instructional Effectiveness, Texas A&M University School of Dentistry, uses AI to develop instructional materials and has published and presented internationally on applying AI for teaching, learning, assessment and patient care.
Texas A&M University School of Dentistry
Director Instructional Effectiveness
Focus Session: AI-Enhanced Assessment and Clinical Reasoning in Health Sciences: Designing Questions and Bots for Deep Learning
Dr. Jayne S. Reuben, Associate Professor (Biomedical Sciences), Director of Instructional Effectiveness, Texas A&M University School of Dentistry, uses AI to develop instructional materials and has published and presented internationally on applying AI for teaching, learning, assessment and patient care.
Joel Roberts
Rocky Vista University
Associate Professor of Physiology
Focus Session: Using a Coaching Approach to Level-Up Your Mentoring
Joel Roberts, MD, Associate Professor of Physiology at Rocky Vista University, is an experienced educator, mentor, coach, and mediator dedicated to fostering growth and collaboration in healthcare education. He holds credentials as an ICF-ACC certified coach, an IMI-certified mediator, and an IAMSE IMREACH mentoring program graduate. With over eight years of experience mentoring and coaching medical, graduate, and physician assistant students, faculty, and staff, Dr. Roberts integrates coaching and mediation strategies to enhance communication, teamwork, and personal and organizational effectiveness. His research focuses on active learning modalities and supporting student-conceived projects. He also serves as Co-Chair of Faculty Development, an HLC Peer Reviewer, and past Faculty Senate Chair. Outside of work, he enjoys reading, creating music, and playing in the dirt with his young kids.
Rocky Vista University
Associate Professor of Physiology
Focus Session: Using a Coaching Approach to Level-Up Your Mentoring
Joel Roberts, MD, Associate Professor of Physiology at Rocky Vista University, is an experienced educator, mentor, coach, and mediator dedicated to fostering growth and collaboration in healthcare education. He holds credentials as an ICF-ACC certified coach, an IMI-certified mediator, and an IAMSE IMREACH mentoring program graduate. With over eight years of experience mentoring and coaching medical, graduate, and physician assistant students, faculty, and staff, Dr. Roberts integrates coaching and mediation strategies to enhance communication, teamwork, and personal and organizational effectiveness. His research focuses on active learning modalities and supporting student-conceived projects. He also serves as Co-Chair of Faculty Development, an HLC Peer Reviewer, and past Faculty Senate Chair. Outside of work, he enjoys reading, creating music, and playing in the dirt with his young kids.
Sol Roberts-Lieb
Univeristy of Maryland, Baltimore
Faculty Directory and Assistant Professor
Focus Session: Flourishing Through Change: The Transformative Power of Validation in Health Professions Education
As an experienced leader in faculty development and medical education, Sol Roberts-Lieb, Ed.D., is well-qualified to lead this workshop.In his role as Faculty Director of the Faculty Center for Teaching and Learning at the University of Maryland, Baltimore, and previously as Senior Director of Faculty Development at the Carle Illinois College of Medicine, he has extensive experience in planning and implementing innovative solutions to enhance teaching and learning.His doctorate in Educational Policy and Organizational Leadership, with a focus on differentiated instruction and organizational change, provides a strong theoretical foundation for the workshop's content. Dr. Roberts-Lieb's work centers on building communities through scholarship and faculty development, and he has a demonstrated history of collaborating with faculty and staff to improve student engagement and educational environments.
Univeristy of Maryland, Baltimore
Faculty Directory and Assistant Professor
Focus Session: Flourishing Through Change: The Transformative Power of Validation in Health Professions Education
As an experienced leader in faculty development and medical education, Sol Roberts-Lieb, Ed.D., is well-qualified to lead this workshop.In his role as Faculty Director of the Faculty Center for Teaching and Learning at the University of Maryland, Baltimore, and previously as Senior Director of Faculty Development at the Carle Illinois College of Medicine, he has extensive experience in planning and implementing innovative solutions to enhance teaching and learning.His doctorate in Educational Policy and Organizational Leadership, with a focus on differentiated instruction and organizational change, provides a strong theoretical foundation for the workshop's content. Dr. Roberts-Lieb's work centers on building communities through scholarship and faculty development, and he has a demonstrated history of collaborating with faculty and staff to improve student engagement and educational environments.
Elisabeth Schlegel
Western Atlantic University School of Medicine
Professor, Medical Education
Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All
Dr. Elisabeth Schlegel is a recognized international medical educator and expert in e-learning and AI and the IAMSE Ambassador for the Commonwealth of the Bahamas. She is the founder and editor of eLearning Bites (eBites), an OER medical education blog that fosters innovation in health professions education, scholarship, and development.
Western Atlantic University School of Medicine
Professor, Medical Education
Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All
Dr. Elisabeth Schlegel is a recognized international medical educator and expert in e-learning and AI and the IAMSE Ambassador for the Commonwealth of the Bahamas. She is the founder and editor of eLearning Bites (eBites), an OER medical education blog that fosters innovation in health professions education, scholarship, and development.
Stephen Schneid
UC San Diego School of Medicine
Director of Educational Development & Scholarship
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Steve Schneid is the Director of Educational Development & Scholarship at the University of California, San Diego School of Medicine (SOM) and Skaggs School of Pharmacy & Pharmaceutical Sciences (SSPPS). He is also the director of the UCSD SOM Summer Prematriculation Course, co-director of the SOM Teaching and Learning Concentration and SSPPS Team-Based Learning (TBL) Program. He also is the lead instructor of the UCSD Postbaccalaureate Premedical Program. His research interests include prematriculation and postbaccalaureate premedical programs, TBL, assessment, and professional identity formation.
UC San Diego School of Medicine
Director of Educational Development & Scholarship
Focus Session: Cultivation of Pre-Professional Identity Formation: Lessons Learned from Postbaccalaureate Premedical Program Students
Steve Schneid is the Director of Educational Development & Scholarship at the University of California, San Diego School of Medicine (SOM) and Skaggs School of Pharmacy & Pharmaceutical Sciences (SSPPS). He is also the director of the UCSD SOM Summer Prematriculation Course, co-director of the SOM Teaching and Learning Concentration and SSPPS Team-Based Learning (TBL) Program. He also is the lead instructor of the UCSD Postbaccalaureate Premedical Program. His research interests include prematriculation and postbaccalaureate premedical programs, TBL, assessment, and professional identity formation.