Dr. Hassan Qudrat-Ullah is a Professor at the School of Administrative Studies, York University, and Coordinator of the Certificate in Logistics Management. He holds a PhD in Decision Sciences from NUS Business School and completed a post-doctoral fellowship at Carnegie Mellon University. His research focuses on dynamic decision making, system dynamics modeling, energy planning, and interactive learning environments. He teaches courses on quantitative methods, logistics, and decision analysis, informed by global industry experience across 20+ countries. Research interests include sustainability, climate change, systems thinking, and educational applications of decision sciences. He serves as Editor-in-Chief of the International Journal of Complexity in Applied Science and Technology and is a member of IEEE, DSI, and the International System Dynamics Society. His work has been published in Energy , Decision Support Systems , and others. Key projects include studies on 'structured-debriefing in dynamic decision making' and renewable energy policies in Africa. His recent articles (2023–2025) address AI integration in energy governance, system dynamics for supply chain resilience, and education for sustainability. Hassan advocates for systems thinking in K-12 education and enjoys traveling (visited 129 countries) and bird-watching.
Prof. Bob de Graaff is a Professor of Intelligence and Security Studies at Utrecht University's Department of History and Art History, part of the Faculty of Humanities. He holds a PhD from Leiden University and has held multiple academic positions, including at Leiden University’s Campus The Hague (2007–2009) and the Netherlands Defense Academy (2010–2017). His research focuses on intelligence history, terrorism, and international relations, with notable projects including a history of the Netherlands Defense Intelligence and Security Service (ongoing until 2022). Education: MA in Contemporary History, Vrije Universiteit Amsterdam (1979) PhD in History, Leiden University (1997), thesis: Kalm temidden van woedende golven. Het Ministerie van Koloniën en zijn taakomgeving, 1912–1940 Research Interests: Intelligence studies, Cold War history, terrorism and counterterrorism, Srebrenica inquiry, Dutch decolonization, and military history. He has authored/co-authored over 50 publications, including Villa Maarheeze: de geschiedenis van de Inlichtingendienst Buitenland (1998) and Intelligence and Cold War behind the Dikes (1997). Projects: Leading the History of the Military Intelligence and Security Service project (2019–2022) Member of the editorial board for the Journal of Mediterranean and Balkan Intelligence Grants & Collaborations: Funded by the Netherlands Ministry of Defence for the Military Intelligence project Co-founder and board member of the Netherlands Intelligence Studies Association (NISA) Labs/Teams: Active in academic intelligence networks, particularly through NISA and editorial contributions to intelligence journals.
Marissa Abram is an Assistant Professor in the School of Nursing at Duke University, holding this position since 2023. She earned her Ph.D. from Adelphi University in 2017 and maintains active external relationships with the International Nurses Society on Addictions (IntNSA) and Wake County HIV Clinic. Education: Ph.D., Adelphi University, 2017 Dr. Abram's research centers on psychiatric-mental health nursing with critical contributions to substance use disorder treatment, harm reduction frameworks, and innovative simulation-based education. Her work addresses urgent gaps in preparing mental health nurse practitioners for traumatic scenarios like patient suicide, developing nurse-led care models for substance use disorders, and combating stigma in addiction nursing. She demonstrates strong commitment to health equity through research examining racial justice in clinical training and intersecting vulnerabilities like climate impacts on rural substance users. Analysis of her 2023-2025 publications reveals three dominant trajectories: (1) Simulation methodology for interprofessional trauma-informed training, (2) Structural analysis of nursing's role in the national addiction crisis, and (3) Implementation science for nurse-led models of care. Her work consistently bridges clinical practice, education innovation, and policy advocacy with emphasis on vulnerable populations. Grants: Faculty Scholars Program 2025 Research (Principal Investigator), Josiah Macy, Jr. Foundation (2025-2027) Dr. Abram actively mentors through DNP projects (NURSING 975) and teaches advanced courses including NURSING 766 (Assessment and Management of Addictive Disorders). Her external partnerships with IntNSA and Wake County HIV Clinic demonstrate applied commitment to addiction nursing practice and HIV care integration. She contributes to professional discourse through editorial work with major nursing journals while advancing workforce development for behavioral health through interprofessional fellowship models.
Professor Keiko Honda is a distinguished faculty member at Waseda University's Faculty of Education and Integrated Arts and Sciences, School of Education. With a Doctorate in Education from Teachers College, Columbia University, she has established herself as a leading expert in educational psychology, particularly focusing on developmental disorders, anger management, crisis intervention, and school counseling. Her educational background includes: Graduate School, Division of Psychology, Counseling Psychology at Teachers College, Columbia University (1994) Faculty of Liberal Arts, Social Study at International Christian University Professor Honda's research focuses on understanding and addressing the challenges faced by children with developmental disorders, particularly in emotional regulation and social interaction. Her work has led to the development of specialized intervention programs including anger management techniques for children with borderline intelligence and social skills training for children with special needs. She has pioneered approaches that combine clinical psychology with educational practices to create effective support systems in school environments. Her research has identified key developmental stages in children's needs and self-control, resulting in categorized intervention strategies. Her work has been particularly influential in developing practical tools for educators and counselors working with children who have difficulties in social interaction and emotional regulation, including VRICS (Violence Risk Check Sheet) and specialized anger management programs implemented in schools and correctional facilities. Professor Honda is actively involved in professional organizations including: Japan Psychological Association Japan School Psychologist Association Japanese Association of Criminal Psychology Japanese Association of Correction Education Japanese Association of Educational Psychology Japanese Association of Learning Disorder She supervises graduate students across multiple departments including the Graduate School of Education and the Graduate School of Letters, Arts and Sciences, teaching diverse courses related to school psychology, educational psychology, and brain-based learning in inclusive classrooms. Her current research projects focus on developing comprehensive systems for inclusive education and prosocial problem-solving strategies for children with developmental disabilities.
Helen Berg is an Associate Professor in the Department of Health Sciences at NTNU Ålesund. Her research focuses on integrating Virtual Reality (VR) and simulation-based training into healthcare education, particularly in clinical observation, preoperative handovers, and healthcare communication. She has led projects developing VR tools for systematic clinical approaches like ABCDE and ISBAR, emphasizing their efficacy for nursing and medical students. Her work bridges technology and education, aiming to enhance clinical skills through innovative methods. Research Interests: Simulation-based training methodologies VR applications in medical education Clinical communication protocols (ISBAR/ABCDE) Healthcare technology adoption Telehealth and rehabilitation technology Key Projects: VRINK: VR for youth inclusion in outdoor activities Development of ISBAR and ABCDE VR training modules Evaluation of video communication in elderly care Teaching: Courses include SYA1000 - Basic Nursing, focusing on practical healthcare skills. Labs/Teams: Collaborates with institutions like VID Stavanger and NTNU’s simulation centers on VR and healthcare innovation.
Karen D'Souza serves as an Associate Professor in Medical Education at Deakin University's School of Medicine within the Faculty of Health. Based at the Geelong Waurn Ponds Campus, she focuses on education-centered academic work rather than clinical practice. Her contact information includes phone number +61 3 522 72116 and email karen.dsouza@deakin.edu.au. Dr. D'Souza earned her Bachelor of Medicine & Bachelor of Surgery from the University of Melbourne, establishing her medical credentials before transitioning to medical education specialization. Her academic journey shows a clear progression from clinical medicine to educational leadership, with her early publications including echocardiography research before shifting focus to medical education methodologies. Her research interests center on medical education with particular expertise in clinical assessment systems, OSCE development, and curriculum design. She has made significant contributions to understanding assessment methodologies, examiner decision-making processes, and adaptations to clinical education during the pandemic. Her work demonstrates how professional expectations influence clinical assessment outcomes and how to improve assessor judgments in medical student evaluations. Analysis of her publication trends reveals a consistent focus on improving medical education assessment practices, with increasing attention to collaborative approaches across Australian medical schools. Her recent work (2023-2024) continues to refine assessment guidelines for final-year medical students while addressing contemporary challenges in clinical education. Researcher of the year (teaching & learning) award from Smart Geelong Network (2009) Dr. D'Souza's collaborative research approach is evident in her extensive co-authorship patterns, particularly with researchers like Malau-Aduli BS and Hays RB. Her grant activity includes the 2009 Smart Geelong Network award which funded collaborative work with colleagues Ward A, Leeuw ED, Crotty B, and Milnes S. Her research demonstrates strong institutional partnerships across Australian medical education. Her work has significantly influenced OSCE practices across Australian medical schools, contributing to standard setting methods and pandemic adaptations. Dr. D'Souza's research program represents a sustained effort to improve the validity and reliability of clinical assessment in medical education through cross-institutional collaboration and evidence-based practices.
Andrea McCloughen is an Associate Professor in Mental Health Nursing and Director Academic Education at the Susan Wakil School of Nursing and Midwifery, University of Sydney. She holds a PhD from University of Western Sydney and is a respected researcher and clinician in mental health nursing, with expertise in Open Dialogue, emotion regulation, and healthcare education. Her leadership roles include Director Postgraduate Advanced Studies and Coordinator of Mental Health Nursing programs. She is a Fellow of the Australian College of Mental Health Nurses and Senior Fellow of Advance HE. Education: PhD (UWS), MN (Mental Health) (UWS), BN (UWS) Certifications: Credentialled Mental Health Nurse, Open Dialogue Therapist, Mental Health First Aid Instructor Research focuses on Open Dialogue practices, mental health service innovations, and healthcare student education. Key projects include implementing Open Dialogue in schools and mental health systems, and examining physical health management in mental health populations. Teaching contributions span undergraduate and postgraduate nursing programs, emphasizing recovery-oriented care and advanced practice roles. She has led multiple educational grants totaling over $100k, including innovations in clinical debrief models and cooperative learning with mental health consumers. Awarded over a dozen honors including the Makers and Shapers Award (2023) and multiple Best Paper awards. Supervised 12+ HDR students, with active projects on emergency nursing protocols and Open Dialogue impacts. Collaborates internationally, particularly with Danish researchers on physical health in schizophrenia.
Maritta Välimäki is a Professor at the University of Helsinki's Department of Public Health, affiliated with the Faculty of Medicine and Clinicum. Her work focuses on mental health nursing, public health, and healthcare leadership. She has conducted extensive research on topics such as physical health screening in psychiatric care, refugee mental health, and nursing leadership development. Välimäki has authored over 200 peer-reviewed publications and collaborates internationally on projects addressing global health challenges. Notable contributions include randomized controlled trials on leadership training and systematic reviews on risk assessment practices in psychiatry. Education: Education details not explicitly stated in provided texts. Research Interests: Välimäki’s research spans mental healthcare quality improvement, evidence-based nursing practices, and cross-cultural health interventions. Her work emphasizes implementation science, refugee and migrant health, and leadership development in healthcare systems. Specific areas include: Psychiatric patient care practices Global mental health equity Digital health interventions Healthcare workforce training Systematic review methodologies Grants & Advising: While no specific grants are listed, her extensive publication record indicates sustained research funding. No formal advisee list is provided, though she collaborates with international teams on student-led projects. Labs/Teams: Active in the Department of Public Health’s research groups focused on mental health nursing and public health policy. Collaborates with WHO initiatives on refugee mental health interventions and global health equity programs.
Dr. Janice C. Palaganas is a Professor in the Health Professions Education Department and Founding Director of the Center of Excellence in Healthcare Simulation Research at the MGH Institute of Health Professions (IHP). She also leads the REBEL Lab, focusing on cognitive neuroscience in healthcare simulation, feedback conversations, and generative AI for assessment. Her background includes roles as an emergency nurse, trauma nurse practitioner, and hospital administrator, driving her passion for interprofessional education through simulation. Dr. Palaganas holds a BSN and MSN from the University of Pennsylvania, a PhD from Loma Linda University, and a Research Fellowship from Harvard Medical School. She has shaped the field through leadership in the Society for Simulation’s Accreditation and Certification Program and co-founded the Healthcare Distance Simulation Collaboration. She has received numerous awards, including the American Journal of Nursing’s Book of the Year Award (2021) and the Presidential Citation Award from the Society for Simulation in Healthcare (2017). Her research emphasizes healthcare simulation methodologies, cultural considerations in debriefing, and online engagement strategies. Dr. Palaganas has advised on interprofessional education initiatives, led global simulation training programs, and authored influential textbooks such as Defining Excellence in Simulation Programs and Mastering Simulation . She actively collaborates internationally, presenting at over 30 countries and contributing to the Society for Simulation’s foundational resources. Key contributions include pioneering distance simulation research and advocating for standardized telesimulation practices. Her work bridges clinical practice, education, and technology to enhance healthcare training outcomes.
Dr. Christina Malamateniou is a Reader (Associate Professor) in Radiography at City St George's, University of London, and an Adjunct Professor in Radiography at University College Cork. With over 20 years of experience in Medical Imaging as both an academic and researcher, she previously worked as an MRI radiographer at the University Hospital of Athens. She has taught Medical Imaging and Research Methods across 7 universities in 3 countries and serves as co-director for the postgraduate programme in Radiography at City University. Her educational background includes: PhD in Medical Imaging from Imperial College London MA in Clinical Education from King's College London BSc (Hons) in Diagnostic Radiography from Technological Educational Institute of Athens, Greece Senior Fellow of the Higher Education Academy (2018) Dr. Malamateniou is an expert in MRI research with specialization in brain MRI, perinatal MRI, placental MRI, and high field MRI. Her work bridges clinical practice with technological innovation, particularly in the application of Artificial Intelligence to radiography. She has a strong interest in clinical education, research mentoring, and building research capacity among healthcare practitioners. Her current research involves fetal MRI with King's College London, simulated practice with University of Greenwich, AI implementation with the Society and College of Radiographers, cardiovascular MRI with Oxford University, and MRI in autism with multiple institutions. Her extensive publication record demonstrates a clear trajectory toward integrating AI into radiography practice while maintaining a strong foundation in traditional MRI research. Recent work focuses on ethical AI implementation, inclusive research practices for neurodiverse populations, and addressing workforce challenges in global radiography. Dr. Malamateniou has received significant recognition for her contributions: Clinical MRI Prize of the British Institute of Radiology (2006) Leonard Levy Prize of the British Institute of Radiology (2006) City Extraordinary Women Award (2023) Senior Fellow of the Higher Education Academy As a dedicated mentor, Dr. Malamateniou has supervised 6 PhD students as primary or secondary supervisor, with 2 completions to date and more expected soon. She has secured substantial research funding totaling £2.8 million as either principal or co-investigator. Her leadership extends to numerous professional roles including Chair of the Radiographers' Scientific Programme Committee at the European Congress of Radiology (2016), Research Committee Chair for the European Federation of Radiographer Societies, and leadership of the Formal Radiography Research Mentoring (FoRRM) scheme. Through her work with the Society and College of Radiographers, she has co-authored national guidelines on perinatal MRI, patient and public engagement with research, and artificial intelligence in radiography. She also serves as Chair of the AI working group and has established fetal MRI services at multiple international hospitals.
Dr. Maureen Hillier serves as a Senior Lecturer in Nursing within Curry College's School of Nursing and Health Sciences, where she has taught since 2008 across RN-BS, Traditional, Accelerated, and MSN programs. She concurrently holds a part-time faculty position at MGH Institute of Healthcare Professions and maintains a 25-year clinical career in Boston Children’s Hospital Medical Surgical Intensive Care Unit. Educational background: Doctor of Nursing Practice (DNP), Regis College (2015) Master of Science in Nursing (MSN), Framingham State University (2010) Bachelor of Science in Nursing (BSN), University of Rhode Island (1987) Her research pioneers high-fidelity simulation methodologies, particularly virtual end-of-life scenarios for pediatric nursing education. Current scholarship integrates TED Talk pedagogy with reflective writing to develop communication competencies, while pandemic-era work reimagined clinical reentry protocols and standardized patient training. Her publications consistently bridge simulation innovation with pediatric critical care applications. Professional recognition: Pediatric Critical Care Registered Nurse (CCRN) Certified Healthcare Simulation Educator (CHSE) National League for Nursing Simulation Fellowship (2021) As Chair of INACSL's Membership Committee, Dr. Hillier shapes national simulation standards while mentoring faculty in simulation education. Her clinical expertise in pediatric end-of-life care directly informs curriculum development, particularly in Family Centered Simulation and Nursing Synthesis courses. She actively contributes to healthcare inclusion through disability accommodation research in simulation environments. Dr. Hillier leads interdisciplinary simulation initiatives connecting Curry College's nursing programs with Boston Children’s Hospital clinical environments, focusing on developing transferable critical care competencies through technology-enhanced learning experiences.
Traci Adams, M.D., is an Assistant Professor in the Department of Internal Medicine at UT Southwestern Medical Center and a member of the Division of Pulmonary and Critical Care Medicine. She completed her medical degree at Baylor College of Medicine, residency at Massachusetts General Hospital, and fellowship at UT Southwestern. Biochemistry and Cell Biology, B.S. – Rice University M.D. – Baylor College of Medicine Dr. Adams specializes in clinical research on idiopathic pulmonary fibrosis and interstitial lung disease , with a focus on Clinical trials for pulmonary fibrosis Occupational lung disease diagnostics Simulation training methodologies Her publications reflect expertise in pulmonary medicine, critical care, and medical education innovations. She is certified by the American Board of Internal Medicine in pulmonary and critical care medicine, and actively participates in professional organizations including the American College of Chest Physicians, Pulmonary Fibrosis Foundation, and American Thoracic Society.
Kelli Innes is an Associate Professor in the School of Medicine Nursing and Health Sciences at Monash University, holding roles as the Director of Education for Monash Nursing and Midwifery and lead educator in the emergency nursing stream of the Master of Advanced Clinical Nursing. She previously worked as a clinical nurse educator in emergency departments and completed her PhD in 2019 exploring the emergency department waiting room nurse role. She is also the Education Coordinator for the Victorian Branch of the College of Emergency Nursing Australasia. Her research focuses on emergency department care, educational innovation, and workforce development, with specific interests in nursing practices, patient safety, and interprofessional collaboration. Current projects include investigating ICU nurse perceptions of debriefing post-critical incidents, graduate nurse transition support, and the integration of art and reflective practice in medical education. Innes supervises PhD, Masters, and Honours students in mixed-methods and qualitative studies, including projects on mental health management in EDs, disaster training efficacy, and perioperative nurse crisis resource management. She has led studies on nurse ergonomics, pediatric pain management, and Saudi Arabian ICU safety perspectives. Her work aligns with UN SDGs related to quality healthcare (SDG 3) and partnerships for goals (SDG 17), particularly through bilateral nursing collaborations between Australia and Indonesia. She contributes to curriculum design initiatives and has authored over 40 peer-reviewed articles and conference outputs.
David Sjöberg serves as Associate Professor at Umeå University's Unit of Police Work, specializing in research, teaching, and pedagogical development for police and emergency response education. His work bridges academic theory with practical training methodologies for first responders. His educational background includes a Ph.D. in Education and the Swedish Docent title, signifying advanced research competence and doctoral supervision资格. Ph.D. in Education Docent in Education Sjöberg's research centers on simulation-based training innovations, examining psychological responses in mass casualty incidents, mixed reality applications, and informal workplace learning among police educators. He investigates how preparation phases, debriefing models, and role assignments impact practical knowledge development in vocational contexts, with strong emphasis on real-world applicability for police training. Analysis of his 15 most recent publications reveals consistent focus on simulation fidelity and learning transfer in emergency response training. Recent work (2023-2025) explores mixed reality integration and psychological adaptation in mass casualty scenarios, while earlier studies examine observer roles, secondary participant learning, and virtual case effectiveness. His research demonstrates methodological diversity through qualitative analyses, comparative studies, and longitudinal assessments. Awarded for teaching excellence, his recognitions include: Excellent teacher award at Umeå University Distinguished university teacher designation Sjöberg secures significant research funding through projects like MELODY (2018-2022) on police learning dynamics and Safety & Security Test Arena (2016-2019) for emergency response innovation. As Docent, he supervises doctoral candidates though specific advisees aren't listed in source materials. His grants consistently target simulation technology advancement and pedagogical refinement in high-stakes vocational training. He leads Umeå University's "Learning in police work" research profile, coordinating interdisciplinary collaboration between police educators, practitioners, and simulation specialists to develop evidence-based training protocols and evaluate learning outcomes in realistic operational environments.
Dr. Mario Moya is a Senior Lecturer at the University of East London affiliated with the Childhood & Social Care research institute. His work focuses on multilingual education, language learning strategies, and pedagogical innovation. He has presented at international conferences and published extensively on topics like critical literacy, sociocultural theory, and positive psychology in language classrooms. Current affiliation: University of East London Academic rank: Senior Lecturer Research focus: Multilingualism, language pedagogy, teacher training Research Themes : Moya explores how multilingual learners can be empowered through transformative pedagogical approaches. His work emphasizes the use of language learning strategies (SBI) within sociocultural frameworks, critical liberating literacy practices, and the integration of positive psychology principles in EFL classrooms. He also investigates the role of the mother tongue in language acquisition and the application of cognitive apprenticeship models for teacher development. Publication Trends : Moya's recent articles (2014-2022) span applied linguistics, educational technology, and psychological well-being. They address topics like participatory assessment, linguistic diversity in education, and workplace happiness measurement. His work bridges theory and practice through case studies, conference proceedings, and pedagogical frameworks. Professional Contributions : He contributes to teacher training through research on reflective practice and structured debriefing tools. His international collaborations include presentations at conferences in Argentina, UAE, and Germany.
