Kristine Cline, PharmD, MS is an Assistant Professor - Practice at The Ohio State University College of Pharmacy. She completed her B.S. Anthropological Sciences, PharmD, and MS in Health-System Pharmacy Administration and Leadership at The Ohio State University. Additionally, she completed a PGY1/PGY2 Community-Based Pharmacy Administration and Leadership residency with The Ohio State University and Kroger Health. As a faculty member at OSU, she coordinates and teaches primarily PharmD students. Her interest areas include integrated teaching, well-being, and community pharmacy.

Dr. Linda Elder is an educational psychologist and a prominent authority on critical thinking. She is President of the Foundation for Critical Thinking and Executive Director of the Center for Critical Thinking. Dr. Elder has taught psychology and critical thinking at the college level and has given presentations to more than 50,000 educators at all levels. She is author of Critical Thinking Therapy: For Happiness and Self-Actualization (2025), Critical Thinking Therapy: Self-Actualization and Happiness Toolbox for Everyone (2025), and Liberating the Mind: Overcoming Sociocentric Thought and Egocentric Tendencies (2019), and she has coauthored four books (including 30 Days to Better Thinking and Better Living Through Critical Thinking, Fact Over Fake: A Critical Thinker’s Guide to Media Bias and Political Propaganda, and Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life) as well as 24 Thinker's Guides.

Dr. Elder has developed an original stage theory of critical thinking development. Concerned with understanding and illuminating the relationship between thinking and affect, as well as the barriers to critical thinking, Dr. Elder has placed these issues at the center of her thinking and her work.

With experience in both administration and the classroom, Dr. Elder understands firsthand the problems facing educators, administrators, and business leaders. She is a dynamic presenter who reaches her audience on a person-to-person level.

Catherine Giroux, PhD, is an Assistant Professor in Health Professions Education at the University of Ottawa in Canada. She recently completed a Social Sciences and Humanities Research Council of Canada (SSHRC) funded Postdoctoral Fellowship at the Institute of Health Sciences Education at McGill University, where she sought to understand the relationship between teaching, learning, and knowledge mobilization activities in online spaces, like social media. Her program of research explores how emerging technologies are used to support knowledge mobilization activities in health professions education. She has expertise in qualitative, digital, and ethnographic research methods, as well as knowledge synthesis methods (e.g., scoping, systematic, and realist reviews). Her work has resulted in high impact journal publications, presentations at national and international conferences, policy reports, and creative outputs. Prior to joining the University of Ottawa, Dr. Giroux worked in health policy and quality improvement as well as in K-12 classroom settings.

Dr Hash has served as the Liaison Committee on Medical Education (LCME) Assistant Secretary in the Chicago Office for the last 13 years. He has served approximately 50 accreditation survey teams during and before that time, usually serving as the team secretary with responsibility for organizing the survey visit and preparing the final survey team reports. His training includes completing residency training programs in Emergency Medicine and Family Medicine and obtaining a certificate in Sports Medicine. His professional practice experiences include private practice, practice in academic health settings, and practice and administration in free clinics for the underserved. He has served on the faculty and in administration positions at two LCME-accredited medical schools and on the faculty for two ACGME-accredited residency training programs.

Zachary Himmelberger is the Assistant Director of Data Science at Motivate Lab, where he leads research and data initiatives centered on supporting individuals by improving the educational environments in which they operate. In recent publications, Zach has examined burnout among medical students and educators, identifying the systemic barriers institutions can address. He also studies motivation as a lever for change, exploring how it shapes student outcomes in higher education. Much of this work carries a strong equity focus, with particular attention to increasing accessibility and awareness for students with disabilities. He earned his Ph.D. in Experimental Psychology from the University of Alabama in 2018 and spent six years teaching at the college level, earning recognition for his teaching and advising.

Robyn Phillips-Madson, DO, MPH, FACOFP, is Professor of Family Medicine and Public Health, MPH Program Director, and Founding Dean (retired) at the University of the Incarnate Word School of Osteopathic Medicine. She currently serves as Chair of the Commission on Osteopathic College Accreditation. Her professional passions include curriculum transformation, learner-centeredness, bioethics, and integrating public health into osteopathic medical practice.