Paul McGurgan is an Associate Professor at the UWA Medical School , specializing in Obstetrics and Gynaecology at The University of Western Australia. His work focuses on medical education , patient safety , and quality improvement in healthcare . Research Interests span endometrial ablation techniques, simulation training methodologies, and professionalism in medical education. Recent publications highlight interdisciplinary themes connecting Medical student behavior modeling Time-sensitive obstetric safety challenges Stigma reduction in mental health training Scientific Awards include Karl Storz Research Scholarship (1998-1999) Astra-Zeneca Clinical Trials Grant (1999-2000) BSGE Travelling Scholarship (2003) Upjohn Pharmacia Travel Award (1999) Active in UN Sustainable Development Goals related to healthcare quality and education equity, his fingerprint analysis reveals expertise in Medical Student Development , Endometrial Pathology , and Obstetric Workforce Dynamics .
Dr. Susan Kelly is a Clinical Associate Professor and the Director of Undergraduate Adjunct Faculty and Clinical Affairs at the School of Nursing, Duquesne University. She joined the faculty in 2015 and was promoted to Associate Professor in 2022, bringing extensive experience in teaching across the undergraduate nursing curriculum. A Certified Nurse Educator (CNE), Certified Healthcare Simulation Educator (CHSE), and Certified Medical-Surgical Nurse (CMSRN), she is dedicated to advancing nursing education through innovation and scholarship. Dr. Kelly's educational background includes: Ed.D. Doctor of Education, University of Pittsburgh MSN in Nursing Education, Robert Morris University MS in Leadership and Business Ethics, Duquesne University BSN in Nursing, University of Pittsburgh Diploma in Nursing, Ohio Valley Hospital School of Nursing Her research focuses on simulation-based education (SBE) to assess student learning synthesis, the hidden curriculum in healthcare organizations, and professionalism/mentorship dynamics. She investigates how these elements shape undergraduate nursing students' socialization and professional identity formation, with implications for educational practices and patient care outcomes. Dr. Kelly's 2018-2023 publications reveal strong thematic continuity in nursing education innovation, particularly clinical judgment development, simulation pedagogy, and Next Generation NCLEX (NGN) preparation. Her work consistently addresses medication safety, caring behaviors in clinical environments, and technology-enhanced teaching methods like Nearpod, demonstrating a commitment to evidence-based educational strategies that build competent nursing professionals. Scientific Awards 2020 Faculty Excellence in Teaching Award 2018 Rita M. Carty Faculty Leadership Award 2019 Scholarly Writing Retreat sponsored by the National League of Nursing (NLN) 2016 Alum for the Leadership Development Program for Simulation Leaders sponsored by the National League of Nursing (NLN) 2022-2023 John G. Rangos Sr. Prize 2023-2024 John G. Rangos Sr. Prize In her dual role as Director of Undergraduate Adjunct Faculty and Clinical Affairs, Dr. Kelly mentors new clinical faculty while collaborating with major healthcare systems to ensure quality education. She secured significant grants including the 2023-2024 Conway Innovative Challenge addressing nursing faculty shortages and the 2017-2020 Josiah Macy Jr. Foundation grant advancing interprofessional education through ProfessionalFormation.Org. Dr. Kelly co-leads the School of Nursing's Simulation Task Force that integrates simulation across all courses and serves on the university-wide Interprofessional Development Committee (IPEC), fostering cross-disciplinary collaboration among health sciences and pharmacy programs to enhance student learning through interprofessional experiences.
Vibeke Alvestad is an Assistant Professor at the Faculty of Health Sciences , Oslo Metropolitan University , specifically within the Department of Nursing and Health Promotion . Her work focuses on interprofessional education, clinical simulation, and ethical challenges in healthcare training. She serves as Head of Studies in her department and contributes to research groups focused on empowerment in healthcare education.
Tone Dahl-Michelsen is a Professor at Oslo Metropolitan University's Faculty of Health Sciences within the Department of Rehabilitation Science and Health Technology. Her work focuses on critical intersections of rehabilitation, social anthropology, and gender studies in healthcare systems. Her research spans three primary domains: (1) Decision-making processes in spinal disorder treatment involving patients, GPs, and specialists; (2) Interprofessional collaboration challenges in pediatric disability care and pain management; (3) Gender dynamics and trauma-informed approaches in healthcare delivery. Recent work examines VR simulation for professional training and systemic barriers affecting young adults with chronic pain. Analysis of her 15 most recent publications reveals a strong emphasis on qualitative methodologies examining power dynamics in healthcare. Key trends include trauma-sensitive care for vulnerable populations (particularly torture survivors), gendered health disparities, and the sociocultural dimensions of rehabilitation. Her work consistently bridges clinical practice with social science frameworks. Dahl-Michelsen actively contributes to academic discourse through textbooks like Profesjonsetikk i ergoterapi og fysioterapi (2018) and research reports on gender in physiotherapy education. Her dissemination activities include influential op-eds challenging gender stereotypes in health discourse. As a research leader, she directs projects including Improving personalized treatment in health care for lower spine disorders and Promoting and inhibiting factors for education and employment among young adults with persistent pain . Her work demonstrates significant collaboration across Scandinavian institutions, particularly with OsloMet colleagues in rehabilitation science and social anthropology.
Emma Edberg Matei is a University Lecturer in Nursing and Doctoral Student at Kristianstad University's Faculty of Health Sciences, Department of Nursing Education and Integrated Health Sciences. She is actively involved with the Children's and Young People's Health in Social Context (CYPHiSCO) research group, focusing on critical issues affecting young people's wellbeing. Dr. Edberg Matei's educational background demonstrates remarkable breadth across healthcare disciplines: Master of Philosophy with major in Nursing, University of Gothenburg (awarded July 2, 2024) Master's degree with major in Nursing, Malmö University (awarded June 26, 2017) Bachelor of Science in Nursing, Kristianstad University (awarded June 5, 2013) Bachelor of Arts in Philosophy with major in Psychology, Kristianstad University (awarded April 26, 2010) Bachelor of Arts in Philosophy with major in Criminology, Stockholm University (awarded May 4, 2009) Her primary research investigates existential loneliness during adolescence —a profound feeling of separation from others on an existential level. Through her doctoral work, she examines how this phenomenon affects young people, explores support interventions, analyzes social media discussions about loneliness, and tests school-based philosophical conversations as potential support mechanisms. Her methodology combines quantitative surveys with qualitative interviews and discourse analysis. Dr. Edberg Matei's publication portfolio reveals a cohesive research trajectory focused on bridging healthcare practice with psychological and social support systems. Her work consistently connects nursing practice with mental health support, particularly for vulnerable populations. The publications demonstrate growing expertise in both empirical research methods and theoretical frameworks addressing loneliness, person-centered care, and professional development in healthcare settings. She actively contributes to three major research projects: 'Facing existential loneliness during adolescence' (2020-2028), 'Person-centered outpatient care from a patient perspective' (2019-present), and 'Stress, pain and medication use among young people' (2018-2025). Additionally, she has been frequently invited to present at international workshops on person-centered care and Acceptance and Commitment Therapy, with notable engagements expanding healthcare approaches in Sri Lanka.
Dr. Debbie Thackray is a Principal Teaching Fellow in Physiotherapy at the University of Southampton, leading cardiorespiratory teaching for both BSc and MSc programmes. Her work focuses on simulation-based education to enhance clinical reasoning and prepare students for emergency respiratory duties. West Middlesex School of Physiotherapy (1986) MSc in Musculoskeletal Physiotherapy, University College London (1996) Her research explores clinical reasoning in respiratory physiotherapy, leading to a conceptual model for cardiorespiratory practice. She collaborates with the University of Sydney and has secured educational grants from Health Education England and the Chartered Society of Physiotherapy. Key awards include the Vice Chancellors Teaching Award (2018), Deans Award for Education (2020), and the University’s Global Initiative Award (2017). She has presented her work at national and international conferences, including the World Congress of Physiotherapy (2017). Simulation-based education Clinical reasoning in physiotherapy Interprofessional training Paediatric respiratory placements Assessment rubric development Emergency respiratory care Debbie supervises PhD students and leads the Clinical Placement Enhancement Project (CPEP) to improve student readiness for clinical environments.
Professor Pam Parker is the Director of Education Innovation and Pedagogy and Professor of Educational Development at City St George's, University of London . With a career spanning over 30 years in nursing, nurse education, and educational development, she specializes in curriculum design, assessment methodologies, staff development, and the Scholarship of Teaching and Learning (SoTL). Broad research areas: Curriculum Design, Teaching/Learning/Assessment, Staff Development, Personal Tutoring, SoTL, Interprofessional Education, Leadership Development, and Healthcare Training. Academic leadership roles include Director of LEaD (2022–present), Interim Director (2021–2022), and Deputy Director (2008–2021). She holds a PhD in Education (University of Portsmouth, 2003) and has supervised 10+ postgraduate students. Her scientific awards include National Teaching Fellow (2017), Principal Fellow of the Higher Education Academy, Senior Fellow of SEDA, and Advance HE Accreditor. Recent articles focus on leadership development in higher education, transformative educational change, and simulation-based learning in optometry. She has led major projects like a 4-year JISC-funded curriculum design initiative (2008–2012) and international leadership studies with institutions across Canada, Australia, and the UAE.
Z. Leah Harris, M.D., is a Professor and Chair of the Department of Pediatrics at Dell Medical School, University of Texas at Austin, and Director of the Dell Pediatric Research Institute. She has held leadership roles at Northwestern University Feinberg School of Medicine, Johns Hopkins University School of Medicine, and Vanderbilt University School of Medicine. Academic Rank: Professor Department: Pediatrics Education M.D., Rosalind Franklin University of Medicine and Science Chicago Medical School Pediatrics Residency & Fellowship, University of Chicago Hospitals Research Interests Harris's research spans pediatric critical care medicine, transition metal biology, and nutrition. Her work investigates iron homeostasis in neurodegenerative diseases, maternal-fetal iron transfer, and medical education innovations. Recent studies focus on cerebral oximetry monitoring, transport medicine complications, and critical care quality improvement. Scientific Awards K08 and R01 grants from NIDDK/NIH Endowed Krehbiel Professorship in Pediatric Critical Care Medicine Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) Fellow (2012) Academic Leadership Prior roles include Division Chief at Lurie Children's Hospital, Vice Chair at Northwestern University, and Fellowship Director at Johns Hopkins. She has contributed to graduate medical education accreditation and interprofessional training programs.
Rebecca Beggan serves as a Senior Lecturer in Midwifery at York St John University within the School of Science, Technology and Health. She maintains active registration as a midwife while teaching, demonstrating commitment to both academic and clinical practice. Her career spans over 19 years since qualifying in 2005 from what is now Birmingham City University. Dr. Beggan's educational background includes an MSc in Public Health and a Postgraduate Certificate in Academic Practice. She is additionally qualified to undertake the systematic examination of the newborn (NIPE), maintaining her clinical relevance alongside academic responsibilities. Her research interests focus on innovative teaching methodologies for student midwives, particularly memory-making workshops and simulation training to build confidence during clinical transitions. Recent 2024 conference presentations at the Northern Maternity & Midwifery Festival and Royal College of Midwives Annual Conference demonstrate her active scholarly contributions to midwifery education. Her career trajectory shows progressive expertise in addressing social inequality in maternity care, beginning with outreach work for Sure-Start in South West London, moving to specialist midwifery roles in Manchester, and culminating in Family Nurse Partnership supervision for pregnant women under 20 across Preston and Burnley since 2015. Dr. Beggan brings substantial clinical experience to her academic role, having worked at St George's hospital in South West London in both continuity of care teams and midwifery-led birth centers before transitioning to full-time education after guest lecturing positions at the University of Salford and University of York.
Sandra H. Jee, M.D., M.P.H. is a Professor at the University of Rochester with dual appointments in the Department of Pediatrics (General Pediatrics) and the Center for Community Health and Prevention. She practices at Strong Pediatric Practice, supervising medical trainees while providing integrated pediatric care. Her educational background includes an MPH from the University of Michigan Public Health-Ann Arbor (2003) and pediatric residencies at University of Michigan Medical Center and NYU Langone Medical Center. Her research addresses health disparities through three primary domains: 1) Pediatric mental health integration and trauma-informed care models for underserved populations, 2) Foster care system improvements addressing adverse childhood experiences (ACEs), and 3) Environmental health advocacy, particularly climate change impacts on child health. She directs the Childhood Adversity and Resilience Lab, focusing on interventions that build child resilience through community partnerships. Recent publications demonstrate strong emphasis on trauma-informed clinical practices, environmental health advocacy, and integrated behavioral health training. Her work consistently intersects clinical pediatrics with public health initiatives, particularly concerning vulnerable populations. Honors include: New York State Children's Environmental Health Scholar (2018-2020) Robert Wood Johnson Physician Faculty Scholar (2007-2010) Jules Cohen Dean's Teaching Fellow (2015-2017) Kellogg Foundation Scholar in Health Disparities (2003-2004) She leads multiple funded initiatives including: Successfully Transitioning Youth to Adolescence (STYA) program Fostering Futures parenting curriculum National foster care health collaborations Her Childhood Adversity and Resilience Lab collaborates with community agencies including SPCC and Center for Youth to implement evidence-based interventions for at-risk children.
Heidi Killingberg serves as an Assistant Professor in the Department of Public Health and Nursing at the Norwegian University of Science and Technology (NTNU), where she contributes to pediatric nursing education and research from her office at Øya helsehus. Her work bridges clinical practice and academic training through dedicated teaching and scholarly inquiry. Her research centers on pediatric nursing education methodologies, child health outcomes, and specialized care for pediatric cancer survivors. She investigates simulation-based learning for critical care scenarios, psychosocial rehabilitation frameworks, and curriculum integration strategies using qualitative approaches. Her scholarship consistently addresses gaps in preparing nursing students for complex pediatric clinical environments while improving long-term care models for vulnerable child populations. Analysis of her publication trajectory reveals sustained focus on three interconnected domains: innovative nursing pedagogy (particularly simulation training), psychosocial dimensions of childhood cancer survivorship, and systemic approaches to pediatric rehabilitation. Her collaborative work demonstrates transdisciplinary engagement with psychology, oncology, and rehabilitation specialists to address multifaceted challenges in child healthcare. At NTNU, Dr. Killingberg teaches core pediatric nursing courses (SYT3520 and SYT3521) within the Bachelor of Nursing program, directly shaping clinical competencies for future healthcare providers through evidence-based curriculum design.
Jørgen Alexander Urnes is an Associate Professor at the Department of Public Health and Nursing, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU). His work focuses on patient education, doctor-patient communication, and psychosocial aspects of digestive diseases, particularly gastroesophageal reflux disease (GERD). University: Norwegian University of Science and Technology School: Faculty of Medicine and Health Sciences Department: Department of Public Health and Nursing Urnes has contributed to research on patient education models, disease knowledge improvement, and questionnaire validation for digestive symptoms. His publications span academic articles, doctoral dissertations, and outreach work, emphasizing chronic disease management and patient-centered care. His scientific work highlights innovative approaches to clinical communication training, including simulated patients and interprofessional education. Notable collaborations include researchers like Per Grønaas Farup, Hermod Petersen, and Nick Aakre Faradonbeh, reflecting multidisciplinary efforts in healthcare education.
Lawrence Kaplan, MD, MHPE, MACP is a Professor of Medicine and Associate Dean for Interprofessional Education at Lewis Katz School of Medicine at Temple University . A board-certified internist and Fellow of the American College of Physicians, he has dedicated his career to Medical Education , Clinical Decision-Making , and Interprofessional Collaboration in healthcare settings. MD (1986) and MHPE (2024) from Temple University and University of Illinois-Chicago respectively Completed residency at Medical College of Pennsylvania Hospitals (1989) and faculty development fellowship at Johns Hopkins (1993) His research focuses on Medical Education and Clinical Skills Training , with publications in Academic Medicine , Teaching and Learning in Medicine , and Nursing Education Perspectives . Key themes include: Evidence-Based Medicine Integration Interdisciplinary Educational Simulation Clinician Educator Development Dr. Kaplan has received numerous honors including: Multiple Golden Apple Teaching Awards (1994-2008) Provost's Outstanding Faculty Service Award (2017) Mastership in American College of Physicians (2021) Master Clinician Award (2023) His patient-centered approach has earned 4.9/5.0 in 116 satisfaction ratings, reflecting his commitment to Primary Care and Preventive Medicine .
Judy Brook is a Professor in the School of Health & Psychological Sciences at City, University of London, specializing in nursing education and workforce development. With a robust publication record spanning over a decade, her work focuses on improving the experiences and retention of healthcare professionals, particularly in nursing and health visiting services. Dr. Brook's research encompasses several critical areas in contemporary healthcare education and practice: Nursing education and clinical placement experiences Retention strategies for early career nurses Health visiting service development and workforce planning Work-based learning and professional identity formation Mental health and wellbeing of healthcare professionals Public health nursing and community healthcare delivery Her publication trajectory reveals a consistent commitment to understanding and improving the transition experiences of healthcare students and early career professionals. Recent work has examined the impact of the COVID-19 pandemic on nurse wellbeing, innovative approaches to clinical education through debriefing and flexible rostering, and the development of new healthcare roles such as Nursing Associates. Dr. Brook frequently employs mixed methods approaches, combining quantitative surveys with rich qualitative insights from students, educators, and healthcare professionals to produce comprehensive evidence for practice improvement. Dr. Brook maintains strong collaborative relationships with colleagues including Debra Salmon, Leanne Aitken, and J. Attenborough on projects related to nursing workforce development and education. Her work has significant practical implications for healthcare education curricula, clinical supervision models, and workforce retention strategies within the NHS and other healthcare systems globally.
Brittany Stewart is a Clinical Associate Professor in the Department of Pharmacy Practice at Wayne State University’s Eugene Applebaum College of Pharmacy and Health Sciences. She coordinates community experiental education and teaches courses such as Applied Therapeutics in Self-Care and Principles of Pharmacotherapy I . PharmD, Wayne State University (2009) Teaching Certificate Program, UNC Eshelman School of Pharmacy (2010) B.S. in Nutrition and Food Science, Wayne State University (2004) Her research focuses on pharmacist-led hypertension management , community pharmacy practice advancement , and opioid use education . She has published extensively on interprofessional education, mental health screening in community pharmacies, and collaborative care models. A 2025 Michigan Pharmacists Association Hall of Honor inductee, she also advocates for naloxone access and chronic disease management. Her recent publications include studies on: Mental health initiatives in community pharmacies Smoking cessation via mobile health units Interprofessional prescription-writing workshops Virtual healthcare team visits She has received numerous accolades, including the 2025 APhA-ASP Outstanding Chapter Advisor Award and the 2024 EACPHS Faculty Research Recognition Award . Stewart is actively involved in grants and programs like the 2024 Program Assessment Grant, which fund community-focused pharmacy innovations.
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