Akshata Naik
Oakland University William Beaumont School of Medicine
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.
Oakland University William Beaumont School of Medicine
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 College of Osteopathic Medicine
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 College of Osteopathic Medicine
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 School of Medicine
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 School of Medicine
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 University (NEOMED) College of Medicine
Associate Dean for Clinical Education
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 University (NEOMED) College of Medicine
Associate Dean for Clinical Education
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 Nino
PDWS: AI Foundations & Tool Mastery
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.
PDWS: AI Foundations & Tool Mastery
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
University of South Carolina School of Medicine Greenville
Clinical Professor & Chair
Focus Session: Flourishing Amidst Contemporary Leadership Challenges: Frameworks and Resources for Success
Kelly M. Quesnelle, PhD, FAAPE is Clinical Professor and Chair of Biomedical Sciences at the University of South Carolina School of Medicine Greenville, where she also serves as Executive Director of the Medical Education Research Incubator. 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 leadership skills, and she co-edited the third edition of An Introduction to Medical Teaching with Dr. Huggett. Dr. Quesnelle is the lead editor of the new IAMSE Manual, Perspectives on Leadership in Health Professions Education (forthcoming).
University of South Carolina School of Medicine Greenville
Clinical Professor & Chair
Focus Session: Flourishing Amidst Contemporary Leadership Challenges: Frameworks and Resources for Success
Kelly M. Quesnelle, PhD, FAAPE is Clinical Professor and Chair of Biomedical Sciences at the University of South Carolina School of Medicine Greenville, where she also serves as Executive Director of the Medical Education Research Incubator. 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 leadership skills, and she co-edited the third edition of An Introduction to Medical Teaching with Dr. Huggett. Dr. Quesnelle is the lead editor of the new IAMSE Manual, Perspectives on Leadership in Health Professions Education (forthcoming).
Carolina Restini
MSU
asssoc. prof
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.
MSU
asssoc. prof
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.
Alexis Rossi
AAMC
Director
Focus Session: A Toolkit for Integrating AI into Medical Education
Alexis L. Rossi, PhD, MEd, MA, is Director of MedBiquitous, the standards program of the AAMC, where she leads initiatives that enhance interoperability, data-sharing, and the use of technology in health professions education. With a rich background in higher education, administration, and industry, Dr. Rossi has championed strategic program development, educational innovation, and greater equity in academic outcomes. Her leadership is defined by her collaborative spirit and commitment to advancing the quality and interoperability of medical education through data-driven and technology-enhanced approaches .
AAMC
Director
Focus Session: A Toolkit for Integrating AI into Medical Education
Alexis L. Rossi, PhD, MEd, MA, is Director of MedBiquitous, the standards program of the AAMC, where she leads initiatives that enhance interoperability, data-sharing, and the use of technology in health professions education. With a rich background in higher education, administration, and industry, Dr. Rossi has championed strategic program development, educational innovation, and greater equity in academic outcomes. Her leadership is defined by her collaborative spirit and commitment to advancing the quality and interoperability of medical education through data-driven and technology-enhanced approaches .
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
University of California, San Diego School of Medicine & Skaggs School of Pharmacy and Pharmaceutical Sciences
Director of Educational Development and 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.
University of California, San Diego School of Medicine & Skaggs School of Pharmacy and Pharmaceutical Sciences
Director of Educational Development and 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.
Chris Shaltry
Michigan State University
Education, Technology, and Innovation Specialist
Focus Session: Using Team-Based Learning to Bridge Perspectives on AI in Health Professions Education
Dr. Shaltry is an Education, Technology, and Innovation Specialist with the College of Human Medicine and the College of Osteopathic Medicine at Michigan State University. With over twenty years of experience spanning K-12 and higher education, he possesses expertise in curriculum design, instruction across various modalities (face-to-face, online, and hybrid), and the integration of educational technology. Dr. Shaltry earned his M.A. in Curriculum and Teaching and Ph.D. in Educational Psychology and Educational Technology from Michigan State University. His interests include enhancing educational equity and access, implementing technology to improve learning outcomes, and exploring the potential of AI (LLMs) in teaching and learning. http://shaltry.net
Michigan State University
Education, Technology, and Innovation Specialist
Focus Session: Using Team-Based Learning to Bridge Perspectives on AI in Health Professions Education
Dr. Shaltry is an Education, Technology, and Innovation Specialist with the College of Human Medicine and the College of Osteopathic Medicine at Michigan State University. With over twenty years of experience spanning K-12 and higher education, he possesses expertise in curriculum design, instruction across various modalities (face-to-face, online, and hybrid), and the integration of educational technology. Dr. Shaltry earned his M.A. in Curriculum and Teaching and Ph.D. in Educational Psychology and Educational Technology from Michigan State University. His interests include enhancing educational equity and access, implementing technology to improve learning outcomes, and exploring the potential of AI (LLMs) in teaching and learning. http://shaltry.net
Alex Shealy
Mississippi State University College of Veterinary Medicine
Clinical Instructor
Focus Session: Competence, Efficiency, and Confidence: A Framework for Supporting Adaptability and Growth in Health Professions Learners
Immediately following graduation from Mississippi State’s veterinary class of 2020, Dr. Shealy joined MSU faculty in the shelter medicine program where he teaches high quality high volume spay and neuter techniques as well as advanced surgical procedures to 3rd and 4th year veterinary students. Additionally, he has helped form and maintain a partnership between CVM and the local animal shelter where veterinary students gain hands on experience with the care and management of shelter-housed animals. Dr. Shealy is in the early stages of his academic career and has already earned institutional teaching awards for his clinical instruction. He is recognized for his ability to mentor students in high-stakes clinical training, where mistakes could mean life or death. Students appreciate his practical teaching style, calm demeanor in the OR, and willingness to jump in wherever help is needed.
Mississippi State University College of Veterinary Medicine
Clinical Instructor
Focus Session: Competence, Efficiency, and Confidence: A Framework for Supporting Adaptability and Growth in Health Professions Learners
Immediately following graduation from Mississippi State’s veterinary class of 2020, Dr. Shealy joined MSU faculty in the shelter medicine program where he teaches high quality high volume spay and neuter techniques as well as advanced surgical procedures to 3rd and 4th year veterinary students. Additionally, he has helped form and maintain a partnership between CVM and the local animal shelter where veterinary students gain hands on experience with the care and management of shelter-housed animals. Dr. Shealy is in the early stages of his academic career and has already earned institutional teaching awards for his clinical instruction. He is recognized for his ability to mentor students in high-stakes clinical training, where mistakes could mean life or death. Students appreciate his practical teaching style, calm demeanor in the OR, and willingness to jump in wherever help is needed.
Jacob Shivley
Mississippi State University College of Veterinary Medicine
Associate Clinical Professor
Focus Session: Competence, Efficiency, and Confidence: A Framework for Supporting Adaptability and Growth in Health Professions Learners
Jacob M. Shivley, DVM, MS, is an Associate Clinical Professor and Service Chief of Shelter Medicine at Mississippi State University College of Veterinary Medicine. An award-winning educator, he leads multiple clinical and educational initiatives focused on surgical training, student development, and community service. Dr. Shivley developed the Competence–Efficiency–Confidence (CEC) framework, a model that supports learner adaptability and growth in high-stakes clinical environments. His scholarly work centers on surgical education, reflective practice, and building learner confidence through structured, hands-on experiences.
Mississippi State University College of Veterinary Medicine
Associate Clinical Professor
Focus Session: Competence, Efficiency, and Confidence: A Framework for Supporting Adaptability and Growth in Health Professions Learners
Jacob M. Shivley, DVM, MS, is an Associate Clinical Professor and Service Chief of Shelter Medicine at Mississippi State University College of Veterinary Medicine. An award-winning educator, he leads multiple clinical and educational initiatives focused on surgical training, student development, and community service. Dr. Shivley developed the Competence–Efficiency–Confidence (CEC) framework, a model that supports learner adaptability and growth in high-stakes clinical environments. His scholarly work centers on surgical education, reflective practice, and building learner confidence through structured, hands-on experiences.