Professor Maaike Fobelets is affiliated with the Multidisciplinary Institute for Teacher Training at the Vrije Universiteit Brussel (VUB) , Belgium. Her research spans Midwifery , Professional Autonomy , Health Sciences , and Medical Education . She actively supervises doctoral students and participates in international collaborations . Research Focus: Professional Autonomy (100%), Midwifery (97%), End-of-Life Care (85%), Healthcare Simulation (77%), Chronic Pain Management (63%), Digital Literacy (51%) Recent Projects: EuroMAID (2025-2027): Medical Assistance in Dying across Europe Aha BOOST (2023-2027): Arm-hand therapy for stroke recovery InfoReady (2023-2025): Digital literacy for adults Scientific Awards: Editor's Choice (2023) Grant Collaborations: Funded by Erasmus+, Flemish Government, and Fundamental Brussels mechanisms Advocacy: Promotes interprofessional education and midwifery recognition through peer-reviewed publications and conference presentations Labs: Central contributor to simulation training platforms and data repositories
Jennifer Grandits is a Principal Lecturer in the Department of Psychology at Clemson University, affiliated with the College of Behavioral, Social and Health Sciences. She holds a PhD in Developmental Psychology from the University of Connecticut (2013), along with a Quantitative Research Methods Certificate, MA in Developmental Psychology (2010), and dual BA degrees in Psychology and Sociology from the University of Virginia (2007). Her research focuses on autism spectrum disorder interventions, implicit biases in healthcare, and aging workforce adaptation. She teaches courses in experimental psychology and lifespan development. Key research themes include sensory-based interventions for autism, cross-cultural stigma analysis, and leveraging machine learning for predictive modeling in health contexts. Her work bridges developmental psychology with practical applications in education and clinical settings. Expertise areas: Neurodiversity, child development, applied statistics Recent projects involve collaborations with autistic communities in curriculum design Teaching responsibilities include foundational psychology courses and advanced lifespan development studies. Her CV highlights contributions to inclusive education programs and technology adoption initiatives for older adults.
Mike Carbonaro is a Professor in the Department of Educational Psychology at the University of Alberta's Faculty of Education. He holds multiple advanced degrees including a Ph.D. (Educational Psychology), M.Sc. (Computing Science), and interdisciplinary credentials in Education. His research focuses on educational technology integration, robotics in K-12 education, computational thinking, and interprofessional health sciences education. He pioneered Canada's first university-level course on LEGO robotics for K-12 and contributed to a major simulation-based healthcare training grant. He co-developed the ScriptEase project and collaborated on GRAND initiatives like BELIEVE and HLTHSIM. Education: Ph.D. Educational Psychology, University of Alberta (1997) M.Sc. Computing Science (AI focus), University of Alberta (1993) B.A. Computer Science, York University (1991) M.Ed. Educational Psychology, University of Alberta (1988) B.Ed. Secondary Biological Sciences, University of Alberta (1984) Research Highlights: Dr. Carbonaro's work bridges technology and education across multiple domains. Key areas include: Blended learning models Health sciences interprofessional training Indigenous education technology integration Computational thinking curriculum development He has led projects integrating robotics and digital games into school curricula, and co-developed the Aboriginal Teacher Education Program (ATEP) with Blue Quills First Nations College. Teaching & Leadership: Coordinator for the Graduate Certificate in Educational Technology Teaches courses like EDCT 400 (Lego Robotics) and EDU 210 (Technology in Education) Developed new blended delivery models university-wide Grants & Collaboration: Over $1M in funded projects, including simulation-based healthcare training and interprofessional education initiatives. Collaborations span computing science, health sciences, and Indigenous education sectors. Future Work: Focus on K-12 computational thinking integration, health sciences simulation development, and technology equity in Indigenous education contexts.
Elissa Adame is an Assistant Professor at the Hugh Downs School Of Human Communication, Arizona State University. Her research focuses on healthcare communication, organizational behavior, educational psychology, and sport psychology. She explores how communication dynamics influence compassion in healthcare settings, athlete well-being, leadership development, and adolescent identity formation in sport contexts. Her work employs mixed-methods approaches, including experimental designs and qualitative analyses. Her recent studies investigate barriers to compassion disclosure in workplaces, concussion education efficacy for NCAA athletes, and the role of growth mindsets in educational interventions. She has contributed to understanding ethical dissent in organizations and the impact of strategic communication on perceptions of organizational citizenship. Research emphasizes applied communication solutions in healthcare, education, and sports. Publications span topics from medical training simulations to adolescent gender identity through sport participation.
Ms Joanna Hornal is a Medical Educator at the School of Medicine, University of St Andrews. Her role focuses on advancing medical education through innovative practices and research. She contributes to the UN Sustainable Development Goals, though specific goals are not detailed. While her educational background is not explicitly stated in the provided texts, her research interests emphasize interprofessional collaboration in healthcare, particularly for patients with multiple chronic conditions, and the integration of virtual reality (VR) technologies in community-based medical training. Her work bridges traditional educational methods with emerging digital tools to enhance healthcare education outcomes. Joanna has published two recent works: a review article on collaborative healthcare practices for multimorbidity and a poster exploring VR's potential in medical education. These publications highlight her engagement with both practical healthcare delivery and technological innovation in teaching. No scientific awards, grants, or advising roles are mentioned in the texts. She is affiliated with the School of Medicine's research initiatives but no specific labs or teams are identified.
Dr. Eva Chung is a Senior Lecturer in Occupational Therapy at Swansea University's School of Health and Social Care, part of the Faculty of Medicine, Health and Life Science. Her research focuses on community-based inclusive development, robotic interventions for children with autism, and public health. She previously developed Hong Kong's first self-funded BSc Occupational Therapy program. Her work bridges academic and clinical practice, emphasizing interdisciplinary collaboration and technology-driven solutions. Research Interests: Community-based inclusive development Robotic interventions in therapy Developmental disabilities Mental health policy Occupational therapy education Grants & Projects: Principal Investigator of the General Research Fund (HK$83,836.4) for robotic intervention frameworks Evaluated post-earthquake rehabilitation programs in China Co-developed interprofessional education programs for children with special needs Recipient of multiple competitive grants from Hong Kong and Swansea institutions Professional Roles: Associate Editor, Frontiers in Public Health Editorial Board Member, Hong Kong Journal of Occupational Therapy Labs/Teams: Active in Swansea's occupational therapy education and robotics research teams, collaborating with global institutions on inclusive development initiatives.
Dr. Jessica V. Rich is an Adjunct Assistant Professor at Queen’s University’s Faculty of Education and a member of the Assessment and Evaluation Group (AEG). She holds a PhD in Measurement, Assessment, Policy, Leadership and Evaluation, complemented by extensive teaching qualifications in Biology, Chemistry, and Education. Her work focuses on competency-based education (CBE), programmatic assessment frameworks, and inclusive evaluation practices across postsecondary and professional education contexts. She actively contributes to the Scholarship of Teaching and Learning (SoTL) through research on feedback mechanisms and performance improvement strategies. Dr. Rich teaches courses such as PME 896 (Capstone), PME 894 (Educational Fieldwork), and GDE 828 (Program Evaluation), emphasizing practical application of assessment methodologies. She has pioneered educational development initiatives in simulated learning environments and workplace-based assessments. Her research examines the intersection between competency frameworks and real-world application, with particular attention to healthcare and engineering education reform. Current projects include evaluating transformative change models in medical education and exploring growth-oriented assessment strategies. She has collaborated with institutions to design competency frameworks for healthcare professions and contributed to knowledge translation tools for programmatic assessment implementation. Her publications span journals like Academic Medicine , Canadian Journal of Educational Administration , and Frontiers in Medicine , reflecting interdisciplinary engagement with assessment challenges in higher education. She maintains active Twitter and LinkedIn profiles to share insights on educational development and assessment innovation.
Seth H. Perry is a Clinical Assistant Professor at the College of Nursing, Auburn University, specializing in simulation education and pediatric care. He earned his BSN (2016) and MSN (2021) from Auburn University and serves as faculty advisor to AUCON's American Association of Men in Nursing. Education: BSN (2016), MSN (2021) Certifications: Certified Pediatric Nurse, Certified Healthcare Simulation Educator His research focuses on integrating clinical simulation education to enhance prioritization skills in undergraduate nursing students, with applications in pediatric behavioral health and sensory/emotional regulation. He actively participates in interprofessional simulation training initiatives. He has presented at the Wallace State Community College Simulation Workshop (2024) and contributes to institutional committees including Diversity & Inclusion, Campus Health and Wellness, and the Daisy Award Committee. His clinical experience includes pediatric behavioral health and inpatient pulmonary care at Children’s of Alabama. Professional Memberships: International Society for Simulation in Healthcare, International Pediatric Simulation Society, American Association of Men in Nursing
Dr. Janine Stockdale is a Senior Lecturer in the School of Nursing and Midwifery at Queen's University Belfast, affiliated with the Centre for Technological Innovation, Mental Health and Education (TIME). Her research focuses on maternal and child health, midwifery education, and healthcare simulation technologies. She supervises PhD students exploring topics like antenatal care for women with intellectual disabilities and maternity care practices in Saudi Arabia. Her academic career includes over two decades of research and teaching, with notable awards such as the Early Career Provost Teacher of the Year Award (2011) and the STAR Performance Award 2023. Dr. Stockdale collaborates internationally and leads projects on virtual reality in perinatal mental healthcare and immersive learning approaches in health education. She actively participates in academic activities, including invited talks on civility in healthcare and maternal care innovation. Her work emphasizes integrating technology and education to improve midwifery training and patient outcomes.
Dr. Heidi Singleton is a Senior Lecturer in Children and Young People’s Nursing at Bournemouth University’s Faculty of Health and Social Sciences. She specializes in Digital Health, Virtual Reality applications in nursing education, and dermatological care. Her research focuses on improving healthcare outcomes for children through innovative technologies like VR simulations for training and symptom management. Programme Lead for Children and Young People’s Nursing Programme National Selection Committee Member for the NIHR Undergraduate Student Internship Programme Education Background: PhD: Virtual Technologies in Nurse Education (Bournemouth University, 2020) MSc: Education (2015) BSc (Hons) in Children’s Nursing (University of Surrey, 2001) Research Interests: Her work integrates digital health solutions with clinical practice, particularly in managing conditions like eczema through VR-based interventions. She leads projects like the 'Eczema Igloo'—a VR tool to distract children from itch—supported by HEIF funds. Her methodological contributions include pairing Critical Realism with PLS-SEM for evaluating VR’s educational impact. Key Contributions: Heidi has published extensively on VR in nursing education and dermatology, including Cochrane Reviews on eczema interventions. Her funded projects address skin cancer detection models and pediatric mental health simulations. She is a Fellow of the Higher Education Academy and has received awards for research and teaching innovation. Grants and Advising: PI: £39K HEIF Project on the Eczema Igloo Supervisor of 4 PhD students focusing on nursing education, skin cancer, and mental health Led collaborative efforts with experts in computer science, dermatology, and education to develop immersive technologies for healthcare training and patient care.
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. Crystal Fausett is an Assistant Professor in the School of Information at San José State University. Her academic work bridges human factors, cybersecurity, and human-computer interaction, with a strong focus on how individuals and teams interact with technology in high-stakes environments such as healthcare, emergency services, and cyber operations. She teaches courses including ISDA 121 – Human Centered Cybersecurity and ISDA 130 – User Centered Interface Architecture and Prototyping, reflecting her interdisciplinary expertise. Ph.D. in Human Factors, Embry-Riddle Aeronautical University (2024) M.S. in Human Factors, Embry-Riddle Aeronautical University (2022) B.A. in Psychology, San José State University (2020) A.A. in Social and Behavioral Sciences, Santa Barbara City College (2018) Her research interests include human-centered cybersecurity, human-computer interaction, usability and UX design, teamwork and transactive memory systems, training methodologies (particularly simulation-based), and information behavior across diverse user groups such as healthcare providers, cyber defenders, and naval personnel. She applies both qualitative and quantitative methods, including expert interviews, board game simulations, and meta-analytic techniques. The recent publications highlight a strong trend in applying human factors principles to cybersecurity team performance, adaptive training, and healthcare safety. Her work increasingly explores innovative methods such as gamified simulations to study team dynamics and cognitive load in complex operational environments. There is a consistent emphasis on improving system efficiency, safety, and collaboration through human-centered design. Dr. Fausett has no listed scientific awards in the provided text. She has served as an Instructor of Record in Human Factors and Behavioral Neurobiology at Embry-Riddle Aeronautical University (2023–2024) prior to her current role. There is no mention of current grant funding or student advising in the provided materials. Her research often involves collaboration with experts in human factors and healthcare, particularly Dr. Joseph R. Keebler and Dr. E. Salas, suggesting active participation in research teams focused on team performance and safety-critical systems. She is involved in research labs or teams centered on human factors in cybersecurity and healthcare, particularly through collaborative projects involving simulation-based training and team cognition studies. Her use of board games like [d0x3d!] as experimental testbeds indicates innovative lab-based methodologies for studying real-world team interactions in controlled environments.
Laura Crosswell serves as Associate Professor of Health Communication and Director of the Center for Advanced Media Studies at the University of Nevada, Reno's Reynolds School of Journalism and Media Studies. She holds a joint appointment with the university's School of Medicine, reflecting her interdisciplinary approach to health communication research. Crosswell previously taught at the College of Charleston, Louisiana State University, and Arizona State University before joining UNR. Her research focuses on the intersection of consumerism, persuasive texts, and public health messaging, with particular attention to how commercial interests influence health communication. Crosswell frequently employs advanced eye-tracking technology to examine physiological and psychosocial responses to media content, especially in pharmaceutical advertising and public health campaigns. Her book Politics, Propaganda, and Public Health: A Case Study in Health Communication and Public Trust analyzes Merck's Gardasil vaccination campaign, exploring how corporate interests shape public health messaging. Crosswell's recent publications reveal consistent focus on contemporary health communication challenges, particularly surrounding the COVID-19 pandemic, vaccine hesitancy, and environmental health risks. Her work spans multiple disciplines including communication, public health, psychology, and medical education, often employing innovative methodologies like virtual reality simulations and biometric measurement. Recipient of Organizational Behavior Management (OBM) Innovative Research Award, 2023 Co-author of scholarly book on pharmaceutical marketing and public health trust Regular contributor to journals including Critical Public Health , Public Health Perspectives , and Journal of Environmental Studies and Sciences Crosswell has received recognition for her innovative research approaches that bridge communication theory with practical health applications. Her work examining virtual reality applications in healthcare education demonstrates her commitment to developing new methodologies for training healthcare professionals. With numerous forthcoming publications for 2025, she remains an active contributor to the field of health communication research.
Dr Tracee Green serves as Head of the Centre for Child Protection and Reader in Social Work and Child Protection at the University of Kent's School of Social Policy, Sociology and Social Research. A registered social worker with over 14 years of frontline experience, she has extensive expertise in working with families navigating complex challenges including care proceedings, domestic abuse, mental health needs, and substance misuse. At Kent, she has played a leading role in developing transformative child protection education programs including the Social Worker Degree Apprenticeship. Dr Green holds a PhD in Social Policy and Social Work with her dissertation titled "Forensic Parenting Assessments Using PAMS and Better Outcomes," which employed a mixed-methods design to evaluate professional perceptions and applications of the Parenting Assessment Manual Software in forensic settings. Her educational background includes significant practical experience in frontline social work before transitioning to academia. Dr Green's research program focuses on innovative approaches to child protection, with particular emphasis on forensic parenting assessments, trauma-informed practice, and simulation-based training methodologies. Her work bridges academic rigor with practical application, aiming to improve outcomes for vulnerable children and families. She maintains a strong interdisciplinary approach, collaborating with police, healthcare professionals, and other stakeholders in the child protection field. Analysis of Dr Green's publication record reveals a consistent focus on practical applications of child protection research. Her work demonstrates expertise in developing innovative training tools and methodologies, particularly simulations for preparing social workers for court proceedings and trauma-informed responses to child sexual exploitation. There's a clear trajectory from her early work on courtroom preparation to more recent developments in trauma-informed policing approaches, showing evolution in both scope and impact of her research. Dr Green's significant contributions to the field have been recognized through numerous prestigious awards: Home Office's Joint Security and Resilience Centre Academic Innovation Award – Highly Commended (2025) ESRC Celebrating Impact Prize – Finalist (2024) Strategic Prevention Head of Command Award, Kent Police (2023) Public Engagement and Impact Award, University of Kent (2022) Public Engagement and Impact Award, BERA (2021) University of Kent Teaching Prize – Highly Commended (2021) HEA Collaborative Award for Teaching Excellence (CATE) (2017) As an academic leader, Dr Green currently supervises four PhD students researching various aspects of child protection. Her grant portfolio includes significant research funding, notably as Principal Investigator on an ESRC-funded study with Kent Police exploring trauma-informed policing responses with sexually exploited girls. She also serves as Co-Investigator on a national trial evaluating Multi-Systemic Therapy for Child Abuse and Neglect and has contributed to REPHRAIN-funded research on safeguarding young people from online harms. Dr Green leads the Centre for Child Protection at the University of Kent, which has developed innovative simulation-based training tools including the "myCourtroom" series and resources for addressing child sexual exploitation. Her center fosters strong collaborations between academia and practice, particularly with Kent Police, creating a dynamic environment where research directly informs frontline practice in child protection.
Wendy Rheault serves as President, CEO, and Professor at Rosalind Franklin University (RFU), where she has held faculty and administrative roles for over 40 years. Previously Provost (2014-2018) and Dean of the College of Health Professions (2003-2014), she chairs the Physical Therapy program and pioneered RFU’s interprofessional education model through initiatives like the DePaul University Alliance of Health Sciences. Her educational credentials include a BS in Physical Therapy from Queen’s University, and MA and PhD in Curriculum/Instruction and Measurement/Evaluation from the University of Chicago: BS: Physical Therapy, Queen’s University MA: Curriculum and Instruction, University of Chicago PhD: Measurement, Evaluation and Statistical Analysis, University of Chicago A national leader in health professions education reform, Dr. Rheault’s research centers on psychometric analysis of clinical/educational instruments using Rasch methodology. She has driven curricular innovations including expanded simulation training, population health programs, and community service models integrated with learning outcomes to foster interprofessional team-based healthcare. Her scientific honors include: Fellow of the Association of Schools of Allied Health Professions (FASAHP) Fellow of the National Academies of Practice (FNAP) Crain’s Chicago Notable Women in Education (2018) Distinguished Alumni of the Year, Queen’s University As an administrator, Dr. Rheault doubled RFU’s enrollment by launching programs including Doctor of Physical Therapy, Physician Assistant Studies, and multiple MS/PhD degrees in Health Professions Education. She has advised graduate students through her Physical Therapy chair role and served on National Academy of Medicine committees while presenting research internationally. Her leadership established RFU’s interprofessional framework through simulation centers and community partnerships, directly impacting healthcare education models nationwide.
