Rowan Admin
Rowan-Virtua School of Osteopathic Medic
Director of Faculty Development
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Director of Faculty Development, Rowan-Virtua School of Osteopathic Medicine; IAMSE AI CoG member; Expertise in AI integration for faculty development.
Rowan-Virtua School of Osteopathic Medic
Director of Faculty Development
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Director of Faculty Development, Rowan-Virtua School of Osteopathic Medicine; IAMSE AI CoG member; Expertise in AI integration for faculty development.
Arlin Arias
Philadelphia College of Osteopathic Medicine
Medical Student
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Arlin is a first-generation Dominican medical student passionate about education and community impact. She earned a degree in Chemistry and a master’s in Secondary Education from Boston College. As the founder of Por Un Mejor Futuro and co-president of the Latino Medical Student Association (LMSA), she advocates for mentorship, representation, and expanded opportunities.
Philadelphia College of Osteopathic Medicine
Medical Student
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Arlin is a first-generation Dominican medical student passionate about education and community impact. She earned a degree in Chemistry and a master’s in Secondary Education from Boston College. As the founder of Por Un Mejor Futuro and co-president of the Latino Medical Student Association (LMSA), she advocates for mentorship, representation, and expanded opportunities.
Sateesh Babu Arja
Avalon University School of Medicine
Executive Dean
PDWS: Quantitative Research in Medical Education
Dr. Arja graduated from Guntur Medical College, India, in the year 2002. His passion for medical education motivated him to join Masters in Health Professions Education. He finished the Masters in Health Professions Education by FAIMER, Center for Medical Education in the Context, and Keele University, UK. He graduated with a Master of Sciences in Public Health. He is an ECFMG certified physician and has also cleared USMLE Step 3. The lessons that he learned inspired him to take on a teaching position at a Caribbean Medical School. He came to the Caribbean hoping to instill in students, as others have done before him, the knowledge of medicine and a genuine love for the science of healing. He has been working as a Faculty of Medicine for fifteen years.
He received the Principal Fellowship (PFHEA) from Higher Education Academy/ Advance HE, the UK, which shows an active commitment to and championing all dimensions of the framework by working with students and staff and institutional developments. It also demonstrates successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional and or international/national settings. PFHEA also consolidates the personal development and evidence of influencing other colleagues’ professional practice in the higher education career. He also received the Fellowship from the International Association of Medical Education in Europe (AMEE). He received a Fellowship (FAcadMEd) from the Academy of Medical Educators (AoME), UK. He also completed the Fellowship program from the International Association of Medical Science Educators (IAMSE).
He holds a key educational leadership role at Avalon University School of Medicine as a Dean of School of Medicine. As the Dean, he is leading the development of the educational program. By driving the Quality Assurance Committee (QAC)and self-study committee, he plays a significant role in the university’s strategic planning, quality assurance, and quality control activities. He is involved in faculty recruitment, promotion, tenure, evaluation, and development.
As an author, he has published over eighty research articles in peer-reviewed journals. He was involved in co-authoring eight textbooks. He is the peer reviewer for medical education journals, including Medical Sciences Educator (Springer publications), USA, and Journal of Medical Education and Curricular Development (SAGE publications), USA. He is also on the panel of expert reviewers for AMEE MEdEdPublish and Journal of Applied Research in Higher Education (JARHE). He is also an editorial board member of the Journal of Advances in Medical Education and Professionalism (JAMP). Currently, he is serving on seven national and international committees.
Avalon University School of Medicine
Executive Dean
PDWS: Quantitative Research in Medical Education
Dr. Arja graduated from Guntur Medical College, India, in the year 2002. His passion for medical education motivated him to join Masters in Health Professions Education. He finished the Masters in Health Professions Education by FAIMER, Center for Medical Education in the Context, and Keele University, UK. He graduated with a Master of Sciences in Public Health. He is an ECFMG certified physician and has also cleared USMLE Step 3. The lessons that he learned inspired him to take on a teaching position at a Caribbean Medical School. He came to the Caribbean hoping to instill in students, as others have done before him, the knowledge of medicine and a genuine love for the science of healing. He has been working as a Faculty of Medicine for fifteen years.
He received the Principal Fellowship (PFHEA) from Higher Education Academy/ Advance HE, the UK, which shows an active commitment to and championing all dimensions of the framework by working with students and staff and institutional developments. It also demonstrates successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional and or international/national settings. PFHEA also consolidates the personal development and evidence of influencing other colleagues’ professional practice in the higher education career. He also received the Fellowship from the International Association of Medical Education in Europe (AMEE). He received a Fellowship (FAcadMEd) from the Academy of Medical Educators (AoME), UK. He also completed the Fellowship program from the International Association of Medical Science Educators (IAMSE).
He holds a key educational leadership role at Avalon University School of Medicine as a Dean of School of Medicine. As the Dean, he is leading the development of the educational program. By driving the Quality Assurance Committee (QAC)and self-study committee, he plays a significant role in the university’s strategic planning, quality assurance, and quality control activities. He is involved in faculty recruitment, promotion, tenure, evaluation, and development.
As an author, he has published over eighty research articles in peer-reviewed journals. He was involved in co-authoring eight textbooks. He is the peer reviewer for medical education journals, including Medical Sciences Educator (Springer publications), USA, and Journal of Medical Education and Curricular Development (SAGE publications), USA. He is also on the panel of expert reviewers for AMEE MEdEdPublish and Journal of Applied Research in Higher Education (JARHE). He is also an editorial board member of the Journal of Advances in Medical Education and Professionalism (JAMP). Currently, he is serving on seven national and international committees.
Youngjin Cho
Geisinger College of Health Sciences School of Medicine
Associate Professor of Immunology
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Youngjin Cho, MS, PhD - Department of Medical Education, Geisinger College of Health Sciences School of Medicine, Scranton, PA. Dr. Cho is an Associate Professor of Immunology and leads communities of practice in medical education innovation. She has extensive experience in faculty development programming and has conducted multiple workshops on educational leadership at national medical education conferences. Dr. Cho was instrumental in the development and validation of the GLASS Tool.
Geisinger College of Health Sciences School of Medicine
Associate Professor of Immunology
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: Professional Development of Medical Educators Using the GLASS Tool: Designing Faculty Development Sessions for Leadership in Longitudinal and Integrated Curricula
Youngjin Cho, MS, PhD - Department of Medical Education, Geisinger College of Health Sciences School of Medicine, Scranton, PA. Dr. Cho is an Associate Professor of Immunology and leads communities of practice in medical education innovation. She has extensive experience in faculty development programming and has conducted multiple workshops on educational leadership at national medical education conferences. Dr. Cho was instrumental in the development and validation of the GLASS Tool.
Gary Beck Dallaghan
Carle Illinois College of Medicine
Assistant Dean for Accreditation
PDWS: Designing Assessments to Drive Critical Thinking
Dr. Dallaghan has worked in medical education for nearly 3 decades. He currently serves as Assistant Dean for Accreditation at Carle Illinois College of Medicine. For 20+ years, he was at the University of Nebraska, including 5 years as Assistant Dean for Medical Education, followed by a stint at UNC as Director of Educational Scholarship. After a brief adventure at a new medical school overseeing assessment and evaluation, he landed at Carle Illinois in June 2024.
Carle Illinois College of Medicine
Assistant Dean for Accreditation
PDWS: Designing Assessments to Drive Critical Thinking
Dr. Dallaghan has worked in medical education for nearly 3 decades. He currently serves as Assistant Dean for Accreditation at Carle Illinois College of Medicine. For 20+ years, he was at the University of Nebraska, including 5 years as Assistant Dean for Medical Education, followed by a stint at UNC as Director of Educational Scholarship. After a brief adventure at a new medical school overseeing assessment and evaluation, he landed at Carle Illinois in June 2024.
Kathleen Everling
Independent Educational Consultant
PDWS: Beyond Satisfaction Ratings: Building a Comprehensive Program Evaluation
Focus Session: A New Era of Learning: Curricular Innovation for a Pass/Fail World
Dr. Everling holds a Ph.D. in Education Curriculum and Instruction and an M.Ed. in Educational Psychology both from Texas A&M University. She also has an M.A. in Cross-Cultural Studies from the University of Houston-Clear. Her professional skills cover a wide range of areas, including faculty development, program and course evaluation, assessment of learning, critical thinking, educational technology, and qualitative, quantitative, and mixed methods research. best practices, assessment, and evaluation. Her research interests focus on Effective Teaching, Evaluation, Online Learning, and Assessment for Educational Improvement which have led to numerous publications and presentations.
Independent Educational Consultant
PDWS: Beyond Satisfaction Ratings: Building a Comprehensive Program Evaluation
Focus Session: A New Era of Learning: Curricular Innovation for a Pass/Fail World
Dr. Everling holds a Ph.D. in Education Curriculum and Instruction and an M.Ed. in Educational Psychology both from Texas A&M University. She also has an M.A. in Cross-Cultural Studies from the University of Houston-Clear. Her professional skills cover a wide range of areas, including faculty development, program and course evaluation, assessment of learning, critical thinking, educational technology, and qualitative, quantitative, and mixed methods research. best practices, assessment, and evaluation. Her research interests focus on Effective Teaching, Evaluation, Online Learning, and Assessment for Educational Improvement which have led to numerous publications and presentations.
Jamie Fairclough
Dartmouth
Director of Mental Health Evaluation and Assessment and Adjunct Assistant Professor of Engineering
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Jamie Fairclough, PhD, MPH, MS Pharm is Director of Mental Health Evaluation and Assessment and Adjunct Assistant Professor of Engineering at Dartmouth. She co-taught the IAMSE 2025 Professional Development Workshop AI for Health Professions, serves on the International Advisory Committee for AI in Medical Education (IACAI), and co-wrote the IACAI AI Frameworks, and her portfolio includes many national presentations and publications.
Dartmouth
Director of Mental Health Evaluation and Assessment and Adjunct Assistant Professor of Engineering
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: A Toolkit for Integrating AI into Medical Education
Jamie Fairclough, PhD, MPH, MS Pharm is Director of Mental Health Evaluation and Assessment and Adjunct Assistant Professor of Engineering at Dartmouth. She co-taught the IAMSE 2025 Professional Development Workshop AI for Health Professions, serves on the International Advisory Committee for AI in Medical Education (IACAI), and co-wrote the IACAI AI Frameworks, and her portfolio includes many national presentations and publications.
Abolfazl Ghasemi
Carle Illinois College of Medicine, University of Illinois-Urbana Champaign
Director of Educational Assessment
PDWS: Designing Assessments to Drive Critical Thinking
Dr. Abolfazl Ghasemi is the Director of Educational Assessment at Carle Illinois College of Medicine, University of Illinois-Urbana Champaign (UIUC), leading the design and implementation of data-informed assessment and evaluation systems across the MD program. Dr. Ghasemi brings 10 years of experience in educational assessment, data analysis, and continuous quality improvement, focusing on using evidence to drive strategic decision-making.
Carle Illinois College of Medicine, University of Illinois-Urbana Champaign
Director of Educational Assessment
PDWS: Designing Assessments to Drive Critical Thinking
Dr. Abolfazl Ghasemi is the Director of Educational Assessment at Carle Illinois College of Medicine, University of Illinois-Urbana Champaign (UIUC), leading the design and implementation of data-informed assessment and evaluation systems across the MD program. Dr. Ghasemi brings 10 years of experience in educational assessment, data analysis, and continuous quality improvement, focusing on using evidence to drive strategic decision-making.
Richard Gonzalez
Philadelphia College of Osteopathic Medicine
Associate Professor
PDWS: Evidence-Based Coaching Techniques to Help Preclinical Students Through the Learning Paradigm Shift from Memorization to Application
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Richard Gonzalez is an Associate Professor in the Department of Bio-Medical Sciences at Philadelphia College of Osteopathic Medicine (PCOM) and a broadly trained anthropologist and clinical anatomist who integrates a biocultural perspective into medical education. Across multiple medical schools, Dr. Gonzalez has held sustained leadership roles in course directing and curriculum development, guiding foundational and clinically oriented anatomy and neuroscience curricula, building cohesive learning experiences across systems and disciplines, and supporting continuous improvement through outcomes-focused design and assessment. He also contributes institutionally through committee-based leadership and mentorship, helping learners develop clinical reasoning grounded in human variation, structural competency, and ethical engagement with communities and the bodies of knowledge that inform care. His scholarly work bridges anatomy education and applied anthropology, including peer-reviewed contributions on interprofessional anatomy instruction and forensic/skeletal assessment, alongside an active research agenda examining bone health, human variability, and environmental and biocultural exposures. Through this integrated portfolio, Dr. Gonzalez advances rigorous, evidence-based teaching and scholarship that connects anatomy to the social and biological forces that shape health and illness.
Philadelphia College of Osteopathic Medicine
Associate Professor
PDWS: Evidence-Based Coaching Techniques to Help Preclinical Students Through the Learning Paradigm Shift from Memorization to Application
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Richard Gonzalez is an Associate Professor in the Department of Bio-Medical Sciences at Philadelphia College of Osteopathic Medicine (PCOM) and a broadly trained anthropologist and clinical anatomist who integrates a biocultural perspective into medical education. Across multiple medical schools, Dr. Gonzalez has held sustained leadership roles in course directing and curriculum development, guiding foundational and clinically oriented anatomy and neuroscience curricula, building cohesive learning experiences across systems and disciplines, and supporting continuous improvement through outcomes-focused design and assessment. He also contributes institutionally through committee-based leadership and mentorship, helping learners develop clinical reasoning grounded in human variation, structural competency, and ethical engagement with communities and the bodies of knowledge that inform care. His scholarly work bridges anatomy education and applied anthropology, including peer-reviewed contributions on interprofessional anatomy instruction and forensic/skeletal assessment, alongside an active research agenda examining bone health, human variability, and environmental and biocultural exposures. Through this integrated portfolio, Dr. Gonzalez advances rigorous, evidence-based teaching and scholarship that connects anatomy to the social and biological forces that shape health and illness.
Praveen Kottath Veetil
Avalon University School of Medicine
Associate Professor
PDWS: Quantitative Research in Medical Education
Dr. Praveen Kottath Veetil, Associate Dean of Student Affairs at Avalon University School of Medicine, is a medical education researcher with extensive expertise in quantitative and mixed-methods research, curriculum design, and assessment. He has over 20 years of experience teaching physiology and pathophysiology, and his recent work includes quantitative evaluations of the effectiveness of the flipped classroom and publications on cognition, spatial learning, curriculum integration, and student stress in medical education.
Avalon University School of Medicine
Associate Professor
PDWS: Quantitative Research in Medical Education
Dr. Praveen Kottath Veetil, Associate Dean of Student Affairs at Avalon University School of Medicine, is a medical education researcher with extensive expertise in quantitative and mixed-methods research, curriculum design, and assessment. He has over 20 years of experience teaching physiology and pathophysiology, and his recent work includes quantitative evaluations of the effectiveness of the flipped classroom and publications on cognition, spatial learning, curriculum integration, and student stress in medical education.
Machelle Linsenmeyer
West Virginia School of Osteopathic Medicine
Director
PDWS: Mixed-Methods in Health Sciences Educational Research
Machelle Linsenmeyer, Ed.D. is currently the Associate Dean for Assessment and Educational Development and Professor at the West Virginia School of Osteopathic Medicine. In this capacity, she oversees many activities including testing/assessment/surveying, curriculum mapping, competency tracking, academic technology, faculty development, program evaluation and educational research. Dr. Linsenmeyer’s initiatives encompass the entire span of medical education from undergraduate to graduate medical education. She has over a decade of experience in the medical education profession serving nationally as a fellow in the National Association of Osteopathic Medical Educators (secretary), AACOM EPA Steering Committee (Chair), NBOME Portfolio and Special Assessment Taskforce (member), and previous program planning committee member for both The Generalists in Medical Education and the International Association of Medical Science Educators. She is an associate editor, an author, and both national and international speaker discussing various medical education topics also spanning her broad background.
West Virginia School of Osteopathic Medicine
Director
PDWS: Mixed-Methods in Health Sciences Educational Research
Machelle Linsenmeyer, Ed.D. is currently the Associate Dean for Assessment and Educational Development and Professor at the West Virginia School of Osteopathic Medicine. In this capacity, she oversees many activities including testing/assessment/surveying, curriculum mapping, competency tracking, academic technology, faculty development, program evaluation and educational research. Dr. Linsenmeyer’s initiatives encompass the entire span of medical education from undergraduate to graduate medical education. She has over a decade of experience in the medical education profession serving nationally as a fellow in the National Association of Osteopathic Medical Educators (secretary), AACOM EPA Steering Committee (Chair), NBOME Portfolio and Special Assessment Taskforce (member), and previous program planning committee member for both The Generalists in Medical Education and the International Association of Medical Science Educators. She is an associate editor, an author, and both national and international speaker discussing various medical education topics also spanning her broad background.
Gigi Liu
Johns Hopkins Hospital
Assistant Professor of Medicine
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Assistant Professor of Medicine, Johns Hopkins University; Faculty facilitator, Harvard Macy Institute's Technology and AI: Transforming Health Professions Education course.
Johns Hopkins Hospital
Assistant Professor of Medicine
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Assistant Professor of Medicine, Johns Hopkins University; Faculty facilitator, Harvard Macy Institute's Technology and AI: Transforming Health Professions Education course.
Ken Masters
Sultan Qaboos University, Sultanate of Oman
Associate Professor, Medical Informatics
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Plenary
Ken Masters, PhD, FDE, is Associate Professor of Medical Informatics at the College of Medicine and Health Sciences, Sultan Qaboos University. A member of the IACAI, Dr. Masters has published papers on AI in medical education, and presented several workshops on AI.
Sultan Qaboos University, Sultanate of Oman
Associate Professor, Medical Informatics
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Plenary
Ken Masters, PhD, FDE, is Associate Professor of Medical Informatics at the College of Medicine and Health Sciences, Sultan Qaboos University. A member of the IACAI, Dr. Masters has published papers on AI in medical education, and presented several workshops on AI.
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.
Douglas McKell
College of Population Health, Thomas Jefferson University
Assistant Professor
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Douglas McKell is the former Senior Vice President and Chief Administrative Officer/Chief Executive Officer of several large single (surgery) and multispeciality proup practices in New England. Under his leadership he merged a number of practices, grew market share, expanded geographic coverage, and increased outpatient service access, in addition to successfully managing a Medicare full-risk capitation contract for 4 years. Previous to these positions,he was a senior partner in a physician management consulting firm with a national client base for 10 years.
Douglas McKell is an experienced healthcare professional with proven ability achieving operational excellence and implementing multiple successful business strategies supporting a new career in graduate health professions teaching with specific focus on: Organizatonal Quality Improvement; Patient Safety & Medical Error Prevention; High Value clinical outcomes for chronic diseases; Applied Behavioral Economics, Diagnostic and Medical Decision-Making; Learned Professionalism (EPAs); Analytic Pharmacoeconomics; and IOM's emphasis on Right Care, Right Patient, Right Outcomes, Right Resources, and Right Time.
He is a dedicated instructor with broad understanding of the complex healthcare environment coupled with training in health professions education with a focus on quality measurement, medical decision-making, clinical information transfer, operational effectiveness and financial efficiency, value-based contracting for improved patient care with careful analysis of resource utilization, team-based care and better long-term outcomes. He also has a specific interest in improving leadership behavior through the understanding and management of cognitive biases, including social cognition and learning process of health care providers.
His experience includes applied behavioral health economics and outcomes research, including over 10 years actively working at the national level to improve appropriate pharmaceutical use, specifically high-cost products for chronic disease treatment, in order to achieve lower cost and higher value patient outcomes. He is an ongoing national consultant for improved clinical outcomes to the National Hemophilia Foundation, the Crohn’s & Colitis Foundation, the Multiple Sclerosis Association of America, and Diabetes. Additionally, he has moderated the Continuing Care Sustainability Collaborative for Hemophilia (payer-provider national policy) for 5 years, the Value-Based Care Collaborative for Rare Diseases for 1 year, and two national Gene Therapy Symposiums for two years.
College of Population Health, Thomas Jefferson University
Assistant Professor
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Douglas McKell is the former Senior Vice President and Chief Administrative Officer/Chief Executive Officer of several large single (surgery) and multispeciality proup practices in New England. Under his leadership he merged a number of practices, grew market share, expanded geographic coverage, and increased outpatient service access, in addition to successfully managing a Medicare full-risk capitation contract for 4 years. Previous to these positions,he was a senior partner in a physician management consulting firm with a national client base for 10 years.
Douglas McKell is an experienced healthcare professional with proven ability achieving operational excellence and implementing multiple successful business strategies supporting a new career in graduate health professions teaching with specific focus on: Organizatonal Quality Improvement; Patient Safety & Medical Error Prevention; High Value clinical outcomes for chronic diseases; Applied Behavioral Economics, Diagnostic and Medical Decision-Making; Learned Professionalism (EPAs); Analytic Pharmacoeconomics; and IOM's emphasis on Right Care, Right Patient, Right Outcomes, Right Resources, and Right Time.
He is a dedicated instructor with broad understanding of the complex healthcare environment coupled with training in health professions education with a focus on quality measurement, medical decision-making, clinical information transfer, operational effectiveness and financial efficiency, value-based contracting for improved patient care with careful analysis of resource utilization, team-based care and better long-term outcomes. He also has a specific interest in improving leadership behavior through the understanding and management of cognitive biases, including social cognition and learning process of health care providers.
His experience includes applied behavioral health economics and outcomes research, including over 10 years actively working at the national level to improve appropriate pharmaceutical use, specifically high-cost products for chronic disease treatment, in order to achieve lower cost and higher value patient outcomes. He is an ongoing national consultant for improved clinical outcomes to the National Hemophilia Foundation, the Crohn’s & Colitis Foundation, the Multiple Sclerosis Association of America, and Diabetes. Additionally, he has moderated the Continuing Care Sustainability Collaborative for Hemophilia (payer-provider national policy) for 5 years, the Value-Based Care Collaborative for Rare Diseases for 1 year, and two national Gene Therapy Symposiums for two years.
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.
Kirsten Porter-Stransky
University of South Carolina School of Medicine Greenville
Associate Professor
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Kirsten Porter-Stransky, PhD, is an assistant professor in the Department of Biomedical Sciences at Western Michigan University Homer Stryker M.D. School of Medicine. She graduated from Sweet Briar College and earned her doctorate in biopsychology from the University of Michigan. After completing a short postdoctoral position at the Medical University of South Carolina, she joined Emory University School of Medicine as a postdoctoral fellow, where she received a Ruth L. Kirschstein Postdoctoral Individual National Research Service Award from the NIH. She has taught neuroscience classes at Oglethorpe University and the University of Michigan. In her current role at WMed, Dr. Porter-Stransky serves as the basic science course director for the Behavioral Medicine course and the Advances and Perspectives in Medicine course and is the neuroscience and behavioral health thread director. She also serves as co-chairperson of the Women in Medicine and Science (WIMS) group at WMed. Her scholarship focuses on medical education, neuroscience, and behavior. She just accepted a position at the University of South Carolina School of Medicine in Greenville within the Department of Biomedical Sciences.
University of South Carolina School of Medicine Greenville
Associate Professor
PDWS: Establishing, Sustaining, and Evaluating the Impact of Outreach and Service-Learning on Preclinical Student Professional and Personal Development
Kirsten Porter-Stransky, PhD, is an assistant professor in the Department of Biomedical Sciences at Western Michigan University Homer Stryker M.D. School of Medicine. She graduated from Sweet Briar College and earned her doctorate in biopsychology from the University of Michigan. After completing a short postdoctoral position at the Medical University of South Carolina, she joined Emory University School of Medicine as a postdoctoral fellow, where she received a Ruth L. Kirschstein Postdoctoral Individual National Research Service Award from the NIH. She has taught neuroscience classes at Oglethorpe University and the University of Michigan. In her current role at WMed, Dr. Porter-Stransky serves as the basic science course director for the Behavioral Medicine course and the Advances and Perspectives in Medicine course and is the neuroscience and behavioral health thread director. She also serves as co-chairperson of the Women in Medicine and Science (WIMS) group at WMed. Her scholarship focuses on medical education, neuroscience, and behavior. She just accepted a position at the University of South Carolina School of Medicine in Greenville within the Department of Biomedical Sciences.
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.
Amina Sadik
Touro University Nevada College of Osteopa
Professor of Biological Sciences
PDWS: Quantitative Research in Medical Education
PDWS: Mixed-Methods in Health Sciences Educational Research
Dr. Sadik is a professor of foundational sciences at TUNOCM. She has been conducting national and international workshops on qualitative and mixed-methods research in medical education for over 15 years. She employed these methodologies in assessment, evaluation and mentoring which resulted in several presentations and publications.
Touro University Nevada College of Osteopa
Professor of Biological Sciences
PDWS: Quantitative Research in Medical Education
PDWS: Mixed-Methods in Health Sciences Educational Research
Dr. Sadik is a professor of foundational sciences at TUNOCM. She has been conducting national and international workshops on qualitative and mixed-methods research in medical education for over 15 years. She employed these methodologies in assessment, evaluation and mentoring which resulted in several presentations and publications.
Thomas Thesen
Geisel School of Medicine at Dartmouth
Associate Professor
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Thomas Thesen, Ph.D. is an Associate Professor of Medical Education and Computer Science and serves as the Course Director for Neurology and Neuroscience at Geisel School of Medicine at Dartmouth, USA. Research in his lab (https://geiselmed.dartmouth.edu/thesen/) focuses on developing open-access teaching tools for healthcare education using innovative technologies, such as Generative AI.
Geisel School of Medicine at Dartmouth
Associate Professor
PDWS: AI Foundations & Tool Mastery
PDWS: Advanced Applications in Health Professions Education
Focus Session: Beyond Words: Voice-Native AI Patient Actors with Personality and Prosody Analysis for Diagnostic Reasoning and Communication Skills
Thomas Thesen, Ph.D. is an Associate Professor of Medical Education and Computer Science and serves as the Course Director for Neurology and Neuroscience at Geisel School of Medicine at Dartmouth, USA. Research in his lab (https://geiselmed.dartmouth.edu/thesen/) focuses on developing open-access teaching tools for healthcare education using innovative technologies, such as Generative AI.