Find Academic Supervisors

Seyed Navid NasirpourosgoeiView profile

Senior Lecturer

• Strategic Management
• International Business
• Entrepreneurship
• +7 more

Dr. Seyed Navid Nasirpourosgoei is a Senior Lecturer in Business & Management and serves as the Postgraduate Subject Lead at Leicester Castle Business School, De Montfort University (DMU), UK. He holds leadership roles including Chair of the Postgraduate Programme Management Board and has led flagship programs such as the MSc International Business Suite and Global MBA. He is a Senior Fellow of the UK Higher Education Academy (SFHEA), Fellow of the Chartered Management Institute (FCMI), and Certified Management & Business Educator (CMBE). Education: PhD in Management, Strategy, International Business, and Entrepreneurship – Royal Holloway, University of London (2013) MPhil in Management, Strategy, International Business, and Entrepreneurship – Royal Holloway, University of London (2009) MSc in Business and Enterprise – Oxford Brookes University (2005) BSc in Agricultural Engineering and Animal Science – Iran Azad University (1998) PgCert in Academic Practice in Higher Education – Coventry University (2017) Dr. Nasirpourosgoei's research focuses on Strategic Management, International Business, Knowledge Management, Innovation, Leadership, and Entrepreneurship . He integrates theory with practice, particularly through business simulations and experiential learning. His work emphasizes knowledge transfer, innovation in education, and global strategic dynamics, especially in emerging economies. His recent publications from 2020–2025 reflect a dual focus: (1) management education and pedagogy , including student engagement and active learning; and (2) geopolitical and strategic analysis of Iran's international relations, particularly with China and the West. These articles demonstrate interdisciplinary engagement across business, education, and political economy. Scientific Awards: Award Staff Recognition (Collaborative), DMU (2025) Best Academic Team 'The BizSpark team' of the Year (BAL - 2024) Staff Recognition (Going the Extra Mile), DMU (2024) Academic Citizen of the Year Award (BAL - 2023) Best Collaborative Project of PgCertHE, Coventry University Coventry University CU Award for Best Academic Team Dr. Nasirpourosgoei actively supervises postgraduate dissertations and leads research projects such as the AEP-funded Social Entrepreneurship & Enterprise Development (SEED) hybrid simulation game. He has secured internal funding and collaborates with academic colleagues across DMU. He plays a key role in curriculum design, academic quality assurance, and student employability initiatives like the DMU BizSpark competition, which engages over 150 students and 20 staff annually. He is a member of the Centre for Enterprise and Innovation (CEI) at DMU and contributes to academic peer review for journals including Innovation in Education and Teaching International and Management Decision . He has developed a widely used VLE resource for colleagues and delivers training for DMU’s international partners in Dubai, Kazakhstan, Denmark, and China, supporting global academic collaboration.

Frank RafaelsenView profile

Assistant Professor

• Learning Environment
• Classroom Management
• Educational Leadership
• +7 more

Frank Rafaelsen is an Assistant Professor at the University of South-Eastern Norway, Faculty of Arts and Education, based at the Norwegian Centre for Learning Environment and Behavioral Research in Education in Porsgrunn. His work focuses on classroom dynamics, learning environments, and educational leadership in Norwegian lower-secondary schools. His research interests include: Learning Environment Classroom Management Educational Leadership Student Engagement Behavioral Research in Education Pedagogical Analysis His recent publications reflect a strong focus on teacher-student interactions, validation of classroom assessment tools like the CLASS framework, and the development of supportive learning environments. He has contributed to understanding how leadership and pedagogical models (such as the LP model) can enhance teaching quality and student outcomes. His work often involves collaboration with schools and educational networks across Norway. Notable scientific contributions include studies on the validity of the Classroom Assessment Scoring System and ethical considerations in classroom filming. He has also published on gifted education and the role of educational consultants (PPT) in school development. Dr. Rafaelsen has advised and facilitated numerous professional development workshops and network meetings for teachers, school leaders, and educational consultants, particularly around classroom leadership, learning support, and inclusive practices. While no formal grants are mentioned, his extensive outreach suggests active engagement in applied educational research and school improvement initiatives. He is involved with various networks such as LP and PPT across municipalities including Steinkjer, Hitra, and Alta.

Florien BoeleView profile

Associate Professor

• Medical Psychology
• Neuropsychology
• Family Caregiving
• +13 more

Dr. Florien Boele is an Associate Professor of Medical Psychology at the School of Medicine, University of Leeds, Faculty of Medicine and Health. She is supported by a Yorkshire Cancer Research University Academic Fellowship and holds dual affiliations with the Leeds Institute of Medical Research (LIMR) Patient Centred Outcomes Group and the Academic Unit of Health Economics within the Leeds Institute of Health Sciences (LIHS). Her research is centered on improving supportive and palliative care for neuro-oncology patients and their families, with a particular focus on vulnerable populations. PhD in Medical Psychology, VU University Amsterdam (2015) MSc in Clinical Neuropsychology BSc in Psychology Her research interests span family caregiving , quality of life , patient-reported outcomes (PROs) , and symptom management in brain tumour populations, including glioma and meningioma. She investigates disparities in access to support, develops and validates PRO instruments (e.g., EORTC IADL-BN32), and evaluates digital and psychosocial interventions for caregivers. Her work integrates both qualitative and quantitative methods, with strong emphasis on long-term survivorship and equity in care. Analysis of her recent publications (2021–2025) reveals a consistent focus on caregiver burden, longitudinal quality of life, rehabilitation, and methodological rigor in neuro-oncology trials. She leads and contributes to international initiatives such as RANO-Cares and EORTC, setting standards for PRO reporting and cognitive health assessment. Her work increasingly explores digital health tools (e.g., OurBrainBank) and personalized support systems. Scientific awards and recognitions include: Yorkshire Cancer Research University Academic Fellowship Niels Stensen Fellowship She is actively involved in research leadership, serving as Associate Editor for Neuro-Oncology Practice and contributing to EANO’s Scientific and Disparity Committees. She supervises PhD and DClin students and teaches on the MBChB and iBSc Medical Education programs. Her collaborative work includes major trials such as APPROACH, ARISTOCRAT, and BE SPeCiaL, reflecting a strong grant and project leadership profile. She is embedded in key research groups including the Brain Cancer Research Group and the Patient Centred Outcomes team, driving interdisciplinary, patient-focused research.

• Educational Theory
• Prison Education
• Ethics in Education
• +3 more

Fernando Gil Cantero is a full Professor at Complutense University of Madrid's Department of Theory and History of Education. He specializes in educational philosophy, prison education, and ethics in education. His work bridges theoretical frameworks with practical applications, particularly focusing on marginalized populations such as incarcerated individuals. Key areas of research include human rights in education, gender studies within penal systems, and the ethical dimensions of pedagogical practices. He has directed six theses examining topics like prison education modules, women's experiences in penal institutions, and the role of ethical education in teacher training. Collaborations include interdisciplinary projects on transhumanism's impact on education and innovative teaching methods in university settings. Over 40 journal articles and 58 co-authored works reflect his prolific output across educational theory, policy analysis, and socio-ethical critiques. His publications address urgent issues like prison reform, educational policies (e.g., Spain's LOMLOE legislation), and the philosophical foundations of teaching. He emphasizes the transformative potential of education in fostering critical thinking and social justice. Current work continues exploring intersections of pedagogy with human rights, disability rights in prisons, and gender equity initiatives.

• Critical Care Nursing
• Clinical Decision-Making
• Health Professions Education
• +5 more

Patrick Lavoie is an Associate Professor at the Université de Montréal's Faculty of Nursing Sciences and a research scholar at the Montreal Heart Institute. His research focuses on critical care nursing education, clinical decision-making, and innovative teaching methods like simulation and virtual reality. He holds a PhD (2016) and MSc (2012) from Université de Montréal, a BSc from Université de Sherbrooke (2008), and completed a postdoctoral fellowship at Boston College (2018). Research Interests: His work explores how nurses and healthcare professionals develop clinical judgment in high-stakes scenarios, leveraging eye-tracking technology and simulation to study decision-making during cardiac arrest, hemorrhage, and critical care transitions. He also investigates anti-racist pedagogy, serious games, and immersive technologies in healthcare education. Grants & Projects: Leading projects funded by FRQS, CRSH, and FCI, including a mobile eye-tracking lab for clinical judgment analysis. Current initiatives include improving hemorrhage management education and understanding cognitive processes in trauma simulations. Awards: 2023 Louise-Dandurand Award, 2022 Elsevier Leadership Award, 2019 Innovation Prize for Simulation Center creation Labs: Montreal Heart Institute Nursing Research Lab, CIFI-AP Innovation Center Teaching: Offers courses on innovative nursing education strategies and supervises master's/PhD students in clinical decision-making and simulation design.

• Professional Knowledge
• Autonomy in Professions
• Higher Education Policy
• +3 more

Professor Hege Hermansen is affiliated with Oslo Metropolitan University (OsloMet) at the Centre for the Study of Professions. Her research focuses on knowledge work in professions, juridification of higher education, organization of teaching in higher education, program design in professional education, and the interplay between professional knowledge, autonomy, and responsibility. She actively contributes to educational research through projects such as 'Renewed Perspective on Research Use' and 'Evaluation of new competence model.' Editorial board member of Learning and Instruction and Professions and Professionalism Teaches doctoral courses and higher education pedagogy Research group: Professional Knowledge and Qualification at CSP Her recent publications emphasize digital transformation, collaborative learning models, and the integration of research into educational practices. She explores how Nordic universities adapt to the Sustainable Development Goals (SDGs) and investigates peer group mentoring dynamics in academic settings.

• Human-Information Interaction
• Knowledge Organization
• Domain Analysis
• +12 more

David A. Jank is an Assistant Professor of Library and Information Science at Long Island University, within the College of Education, Information and Technology. He brings over 25 years of experience in public, academic, and special libraries, as well as in library technology and information systems. His interdisciplinary background spans library science, psychology, and computer information systems, with teaching experience in both psychology and computer science departments. B.A., Northeastern University (Journalism and Political Science) M.S., Simmons College (Library and Information Science) M.S., Baruch College, CUNY (Psychology) Ph.D., C.W. Post Campus, Long Island University (Information Studies) Dr. Jank's research centers on human-information interaction, knowledge organization, domain analysis, and database design. He is renowned for developing the human-information dyad model, which applies social relationship theory to information behavior. His work bridges library science, cognitive science, and organizational psychology, with applications in metadata, collaborative systems, and information services management. The most recent publications highlight a strong trend in conceptual modeling of information systems, ontological frameworks for human-information interaction, and interdisciplinary explorations in groupware, legal information, and historical knowledge organization. His scholarly output spans journals, encyclopedias, and conference proceedings, reflecting a commitment to both theoretical and applied research in LIS. Dr. Jank has received numerous honors, including: First Prize, Canadian Association for Information Science Doctoral Research Paper Competition First Place Award, Palmer School Doctoral Research Paper Competition Elizabeth K. Reilley Scholarship for Academic Excellence Professional Service Award, Special Libraries Association Honorary Citation, Achievement in Library Service, Town of Danvers Inclusion in Marquis Who’s Who in America, Cambridge Who’s Who, and International Who’s Who in Information Technology He has advised and mentored students informally through teaching and research, though no formal advisees are listed. He has not received specific grants mentioned in the text, but his sustained scholarly output and national/international speaking engagements suggest active research funding. Dr. Jank is a member of multiple professional organizations, including the American Society for Information Science and Technology, American Library Association, Association for Computing Machinery, and American Psychological Association, reflecting his interdisciplinary reach. While no formal lab or research team is named, his work in developing conceptual models like the human-information dyad suggests leadership in theoretical research within LIS. His presentations at major conferences and collaborations across disciplines indicate an active scholarly network focused on advancing the understanding of human engagement with information systems.

Abigail Shatkin-MargolisView profile

Associate Professor

• Urogynecology
• Female Pelvic Medicine
• Reconstructive Surgery
• +7 more

Abigail Shatkin-Margolis, MD is an Associate Professor in the Department of Obstetrics, Gynecology and Reproductive Sciences at the University of California, San Francisco (UCSF) School of Medicine. She specializes in female pelvic floor disorders at the Center for Urogynecology and Women's Pelvic Health, providing comprehensive clinical care for women with conditions including pelvic organ prolapse, urinary and fecal incontinence, genitourinary fistulas, overactive bladder, and bladder pain syndrome. Education: Brown University, Providence, RI - BS in Chemistry (2007) Tufts University School of Medicine, Boston, MA - MD in Medicine (2011) Tufts Medical Center, Boston, MA - Residency in Obstetrics and Gynecology (2012) Kaiser Permanente-Northern California, Oakland, CA - Residency, Post-Graduate Years 2-4 in Obstetrics and Gynecology (2015) Tri-Health Good Samaritan Hospital, Cincinnati, OH - Fellowship in Female Pelvic Medicine and Reconstructive Surgery (2019) Dr. Shatkin-Margolis's research program focuses on improving treatment and surgical outcomes for patients with female pelvic floor disorders, with particular emphasis on pelvic organ prolapse, urinary incontinence, and bladder dysfunction. Her work investigates healthcare disparities in urogynecological care, innovative surgical techniques, and patient-centered outcomes. She has developed a strong interest in understanding how socioeconomic factors affect treatment outcomes and access to care for women with pelvic floor disorders. Her clinical expertise includes minimally invasive gynecologic surgery and complex reconstructive procedures for pelvic floor disorders. Her recent publications demonstrate a consistent trajectory of high-impact research in urogynecology, with increasing focus on vulnerable populations such as nursing home residents and the impact of socioeconomic factors on pelvic floor disorder management. Her work spans clinical trials, outcomes research, and innovative approaches to surgical techniques, with a consistent emphasis on patient-centered care and improving quality of life for women with pelvic floor disorders. Scientific Awards: Tufts Medical Center Obstetrics & Gynecology Residency Program 2012 Leonard Smith Award for Excellence in Medical Student Education 2013 Gold Humanism Honor Society, Elected Member 2013 CREOG & APGO Annual Meeting 1st Place Poster Presentation 2013 Kaiser Permanente Oakland Obstetrics & Gynecology Residency Program Award for Excellence in Teaching 2013 American Urogynecologic Society Resident Scholars Award Program Winner 2014 UCSF School of Medicine Outstanding Resident Teaching Award 2014 American Urogynecologic Society Award for Excellence 2018 Society of Gynecologic Surgeons Winning Spirit Award 2022 Kaiser Permanente San Francisco Obstetrics & Gynecology Residency Program Outstanding Surgical Teacher Award Dr. Shatkin-Margolis is deeply committed to medical education, having received multiple teaching awards throughout her career. She actively mentors medical students and residents at UCSF, with a focus on clinical skills development and compassionate patient care. Her educational philosophy emphasizes evidence-based practice and patient-centered decision making. She has not published information about specific research grants, but her extensive publication record suggests significant research activity and likely grant funding. She is an integral member of the Center for Urogynecology and Women's Pelvic Health at UCSF, working collaboratively with a multidisciplinary team of specialists including urologists, colorectal surgeons, physical therapists, and nurses to provide comprehensive, coordinated care for women with complex pelvic floor disorders.

• Preschool Education
• Environmental Education
• Pedagogical Methodology
• +3 more

Prof. Petya Yordanova Karaivanova is a full-time Professor at the Department of Pre-school Pedagogy within the Faculty of Education at the University of Veliko Tarnovo. Her academic work focuses on innovative approaches in early childhood education, particularly in environmental pedagogy and game-based learning methodologies for preschool development. Her research explores: Environmental education integration in preschool curricula Game-based pedagogical frameworks Socio-emotional development through nature interaction Creative teaching methodologies for early childhood Cognitive development facilitation techniques Analyzing her 15 most recent publications (2022-2025), prominent research trends include: game-based didactics in environmental education, pedagogical reflection development, sensory-intellectual growth through nature interaction, and innovative approaches to preschool ecological education. Her work demonstrates consistent focus on integrating traditional pedagogical methods with contemporary educational innovations. Prof. Karaivanova participates in significant research projects including: "Key Competences - Research Environment - Academic Development - Sustainable Institutional Quality" (2023) "Building Capacity for Academic Resilience in Preschool Pedagogy" (2020) "Increasing Publication Activity of Pedagogical Research" (2025) She maintains active involvement in academic teams focused on pedagogical innovation and early childhood education research.

• Global justice
• Climate justice
• Sustainable Development Goals
• +5 more

Anna-Karin Margareta Andersson serves as Associate Professor at the UiT The Arctic University of Norway , specializing in Sustainable Development Goals , Human Rights , and the Capability Approach within Arctic contexts. She contributes to interdisciplinary research on inclusion challenges in education, health, and food security, and explores carbon capture applications in aquaculture feed production. Research Focus : SDG synergies, Arctic climate ethics, disability rights, and nexus approaches Teaching : Courses on participation perspectives, scientific theory, and disability research Collaborations : Participates in Algtech and Transboundary Reconciliation Work projects Academic Background : Ph.D. in Philosophy (Stockholm University, 2007), with additional training in applied ethics and university pedagogy. Her research spans Bioethics , Political Philosophy , and Environmental Ethics . Recent Publications emphasize Arctic sustainability strategies, ethical frameworks for carbon capture, and rights adjudication mechanisms. Grants include Horizon 2020 support for program development.

Kristin Severinsen SpielerView profile

Associate Professor

• Early Childhood Education
• Teacher Education
• Educational Psychology
• +4 more

Kristin Severinsen Spieler serves as an Associate Professor in the Department of Education at the University of Agder (UiA), Norway. Her academic work centers on early childhood education, teacher identity development, and digital learning innovations. Based in Kristiansand (Office E1213, Universitetsveien 25), she actively contributes to UiA's research environment through the Kindergardens, childhood and pre-school teacher education research group. Her research spans Early Childhood Teacher Education , Professional Identity Formation , and Intercultural Digital Learning . Recent work examines predictors of professional identity among Norwegian teacher students, COIL (Collaborative Online International Learning) implementations for indigenous perspectives, and knowledge-sharing dynamics in Norwegian workplaces. She employs mixed-methods approaches combining psychological frameworks like Self-Determination Theory with educational practice analysis. Analysis of her 15 most recent publications (2017-2025) reveals three dominant trends: (1) Teacher identity development in Norwegian contexts (60% of works), (2) Digital pedagogy innovations including COIL frameworks (30%), and (3) Knowledge management in educational organizations (10%). Her work consistently bridges theoretical constructs with practical applications in Scandinavian educational settings. Notable collaborations include long-term partnerships with Anne Karin Vikstøl Olsen, Randi Engtrø, and Velibor Bobo Kovac across multiple publications. She has contributed to significant Norwegian educational discourse through book chapters like Fra rammeplan til didaktisk praksis i barnehagen (Cappelen Damm Akademisk, 2021). Her research methodology emphasizes Norwegian contextual specificity while contributing to international educational scholarship, particularly in early childhood teacher development and cross-cultural digital learning frameworks. Current projects focus on indigenous perspectives in global teacher education through international virtual exchange programs.

Erin SiostromView profile

Lecturer

• STEM Education
• Science Education
• Teacher Education Policy
• +3 more

Erin Siostrom is a Lecturer in the School of Education and Tertiary Access at the University of the Sunshine Coast, Queensland, Australia. She coordinates STEM enabling courses for the Tertiary Preparation Pathway (TPP) and teaches Senior Secondary Science methods for Initial Teacher Education programs. Her academic appointments include teaching Statistics (TPP105), Biology (TPP109), and Senior Science pedagogy courses (EDU760/353, EDU761/355, EDU375/794). Her educational background includes a Master of Education from Queensland University of Technology (QUT), Graduate Certificate in Biostatistics from University of Queensland (UQ), and dual Bachelor degrees in Education and Science from University of the Sunshine Coast (USC). Siostrom's research centers on STEM education pathways with specialized focus on career changers entering teaching. Her work examines motivational drivers, structural barriers, and policy implications through the lens of Margaret Archer's social realist theories. Key investigations include teacher shortage solutions, non-traditional entrant experiences, and equity issues in STEM participation. Recent publications demonstrate methodological diversity spanning Best-Worst Scaling analyses, scoping reviews, and qualitative explorations of career decision-making processes. Her publication trajectory reveals consistent focus on STEM teacher recruitment challenges, with recent 2024-2025 works expanding into academic wellbeing methodologies and curriculum equity frameworks. The research demonstrates strong policy relevance through collaborations with RUN (Regional Universities Network) and practical applications in teacher education. Associate Fellow of Higher Education Academy (AFHEA) Regional Universities Network (RUN) Learning and Teaching Award 2023 As an active researcher and educator, Siostrom serves as curriculum steward for STEM pathways while contributing to national discourse through media engagements including The Conversation and Sunshine Coast News. Her work with career changers informs practical recruitment strategies through partnerships with education departments and teacher unions. Current projects examine breathing room methodologies in academia and cross-cultural curriculum comparisons between Australian and international science education frameworks.

• Engineering Education
• Mechanical Engineering
• Project-Based Learning
• +5 more

Lauren Cooper is an Adjunct Lecturer at Western Colorado University and Associate Director of the Western-CU Boulder Engineering Partnership Program . She holds a PhD in Mechanical Engineering from the University of Colorado Boulder and has taught at multiple institutions including Colorado School of Mines and CU Boulder. Education: PhD, University of Colorado Boulder, Mechanical Engineering (2014) MS, University of Colorado Boulder, Building Systems Engineering (2008) B.S., Colorado School of Mines, Engineering - Mechanical Specialty (2006) Her research focuses on student motivation , project-based learning , and human-centered design , particularly in engineering education. Recent work explores social justice integration in thermal systems courses and mental health outcomes through goal setting in engineering students. Key publications highlight her commitment to collaborative learning, including hybrid team-forming strategies and empathy development in rehabilitation engineering. She also launched Mountaineers Without Borders , a student club for local and international design projects. Lauren teaches courses such as Intro to Engineering Design , Mechanics of Materials , and Senior Capstone Design , emphasizing practical application and community impact. Professional affiliations include roles at California Polytechnic State University, Colorado School of Mines, and the University of Colorado Boulder.

• Norm-Critical Health Science
• Mental Health
• Work Ability
• +4 more

Ellinor Tengelin serves as a Senior Lecturer at Mid Sweden University's Department of Health Sciences in Östersund, holding a Doctor of Philosophy. She teaches across undergraduate and advanced levels in the Health and Rehabilitation in Working Life program, integrating critical perspectives into healthcare education. Her educational trajectory includes a Master's in Public Health and Licentiate in Medical Science from the University of Gothenburg, culminating in a 2019 doctoral thesis at Jönköping University on norm criticism in healthcare education. This foundation informs her research at the intersection of health science and critical theory. Dr. Tengelin's research synthesizes norm-critical frameworks with health equity analysis to examine power structures affecting marginalized populations. Her work spans mental health support systems , queer-inclusive healthcare education , and discourse analysis of institutional practices , with emphasis on workplace mental health resources and young people's health strategies. She actively develops norm-critical pedagogical tools for nursing curricula. Recent publications (2023-2025) reveal a concentrated focus on norm-critical implementation challenges in clinical education, managerial support systems for employees with mental disorders, and salutogenic approaches to youth mental health. Her collaborative Scandinavian research employs qualitative methodologies to expose systemic barriers while proposing actionable interventions for inclusive healthcare systems. No scientific awards were documented in the source material. Her ongoing research projects address labor market inclusion for social assistance recipients and organizational frameworks for cross-sectoral knowledge exchange. As co-editor of Jämlik vård: normmedvetna perspektiv (2022), she advances norm-critical discourse in Scandinavian healthcare, while participating in the international LGBTQ Care project examining queer perspectives in clinical education. Within Mid Sweden University's Department of Health Sciences, Tengelin collaborates with multidisciplinary teams across Scandinavia, contributing to discourse analysis frameworks and norm-critical educational reforms. Her work bridges academic research with practical healthcare system improvements through institutional partnerships.

Ariel DempseyView profile

Research Fellow

• Uncertainty
• Palliative Care
• End-of-Life Care
• +13 more

Dr. Ariel Dempsey serves as a Postdoctoral Research Fellow in Health and Christian Ethics at the University of Oxford's Faculty of Theology and Religion, based at Wycliffe Hall. Holding dual qualifications as a physician and scholar, she bridges clinical medicine with theological and philosophical inquiry, focusing on navigating uncertainty in end-of-life care through her concept of "Palliating Uncertainty." Her work integrates palliative care values with pragmatist philosophy, particularly the writings of William James. Her educational journey includes: DPhil in Theology: Science & Religion, University of Oxford MD, Michigan State University College of Human Medicine MSt in Science & Religion, University of Oxford BA, University of Michigan Dr. Dempsey's research explores the intersection of medicine, theology, and philosophy in contexts of profound uncertainty. She examines how pragmatist frameworks can inform clinical decision-making at life's end, while incorporating insights from dance, medical humanities, and spirituality. Her concept of "Palliating Uncertainty" provides practical tools for clinicians navigating ambiguous prognoses, emphasizing patient-centered communication and ethical responsiveness. Current projects investigate the role of museums in medical education and the integration of palliative psychiatry. Her publication portfolio reveals a consistent interdisciplinary trajectory across palliative care, medical ethics, and theological reflection. Recent works demonstrate growing emphasis on practical applications of philosophical concepts in clinical settings, with increasing collaboration across medical humanities, policy, and performance art. Key thematic clusters include uncertainty management frameworks, creative arts interventions in palliative contexts, and the development of medical humanities curricula. Dr. Dempsey received recognition as part of the Oxford Medical School team awarded the Oxford Vice-Chancellor’s Award in Teaching for developing the Medical Humanities Curriculum. Oxford Vice-Chancellor’s Award in Teaching She actively contributes to medical education through curriculum development and public engagement initiatives including TED Talks, podcasts, and dance performances. Her policy work includes submitting evidence to the UK Parliament on the Terminally Ill Adults Bill. Following her postdoctoral fellowship, she will pursue psychiatry residency with a palliative care fellowship, indicating clinical integration of her scholarly work. While specific grants aren't detailed, her Oxford affiliation supports collaborative projects with institutions like the Trillium Institute. Dr. Dempsey collaborates with interdisciplinary teams including the Palliative Matters Podcast collective and Oxford Medical School's medical humanities initiative. Her work with museum-based educational resources demonstrates commitment to innovative pedagogical approaches, while ongoing conference presentations maintain connections with international palliative care networks.