جست‌وجوی استاد و پژوهشگر

Scott Gitlinمشاهده پروفایل

دانشیار

• Medical Education
• Competency-Based Medical Education
• Hematology/Oncology
• +۴ مورد دیگر

Scott Gitlin serves as Assistant Dean of the Medical Education Continuum at Michigan Medicine, University of Michigan. He holds a faculty position in the Department of Internal Medicine within the Medical School, with a focus on hematology/oncology education and medical curriculum development. Dr. Gitlin's research interests center on medical education, particularly competency-based medical education (CBME) in internal medicine clerkships. His work examines educational frameworks, assessment methodologies, and the development of entrustable professional activities (EPAs) for medical students. Additionally, he has substantial expertise in hematology/oncology education, with a specific focus on addressing the shortage of specialists in non-malignant hematology. Medical Education Curriculum Development Competency-Based Assessment Systems Internal Medicine Clerkship Design Hematology/Oncology Education Non-Malignant Hematology Workforce Issues Research Mentorship Training His publication record reveals a strong emphasis on medical education innovation, with significant contributions to competency-based frameworks for internal medicine clerkships and research on hematology-oncology career pathways. His work addresses critical challenges in medical education, including the declining interest in non-malignant hematology specialties and effective assessment methodologies for medical knowledge. Dr. Gitlin has been instrumental in developing faculty development initiatives, notably through the American Society of Hematology (ASH) Medical Educators Institute, which provides curriculum development skills and professional growth opportunities for hematology educators. Principal investigator on medical education research projects Co-developer of competency-based assessment frameworks for internal medicine clerkships Contributor to ASH Medical Educators Institute Researcher studying hematology-oncology career pathways His work spans both educational scholarship and clinical research, with publications in hematology/oncology addressing conditions like haemophagocytic lymphohistiocytosis and multiple myeloma, demonstrating his dual commitment to medical education and clinical hematology.

Elif Bilgicمشاهده پروفایل

استادیار

• Performance Assessment in Medical Education
• Simulation-Based Medical Education
• Artificial Intelligence in Health Sciences Education
• +۲ مورد دیگر

Elif Bilgic is an Assistant Professor and Education Scientist at McMaster University's Department of Pediatrics. Her research program focuses on performance assessment across medical specialties, with an emphasis on optimizing clinical and simulation-based evaluations through technological innovation, interdisciplinary collaboration, and competency-based frameworks. McMaster University, Department of Pediatrics (2025-present) McGill University, Department of Surgery (2018-2025) Research Interests span performance assessment in surgical and pediatric education, virtual reality simulations, and artificial intelligence applications in health sciences training. She investigates: Valid assessment tools for laparoscopic suturing and endoscopic procedures Extended reality (XR) adoption in Canadian medical simulation centers Emotional impacts of competency assessment mandates on trainees and faculty Interdisciplinary AI integration in surgical education Educational analytics for skill acquisition tracking Teaching includes modules like The Fundamentals of Skill Acquisition (HSEDUC 704) and Program Evaluation in Health Sciences Education (HSEDUC 710). Her 2025 publications highlight advancements in simulation platforms for pediatric acute care, AI implications in surgical training, and emotional analysis of assessment systems.

• Competency-Based Medical Education
• Medical Education Research
• Entrustable Professional Activities
• +۲ مورد دیگر

David Ronald Taylor is an Associate Professor in the Division of General Internal Medicine within the Department of Medicine at the School of Medicine, Queen's University, Canada. He holds a cross-appointment at the Translational Institute of Medicine (TIME) and currently serves as the core residency program director, leading institutional implementation of competency-based medical education (CBME) and contributing to national medical education frameworks through the Royal College of Physicians and Surgeons of Canada. His academic credentials include: Master of Health Professions Education (MHPE), University of Illinois Chicago, 2016 Doctor of Medicine (MD), Columbia University College of Physicians and Surgeons, 2003 Dr. Taylor's research centers on Competency-Based Medical Education with specialized focus on Entrustable Professional Activities (EPAs) for assessment validity and curriculum reform. His work addresses critical challenges in workplace-based assessment systems, learner entrustment decisions, and transition to CBME frameworks. He has co-developed national EPA standards for Canadian undergraduate medical education and led Internal Medicine residency EPA development at the Royal College. Analysis of his 15 most recent publications (2018-2024) reveals consistent emphasis on practical EPA implementation strategies, validity theory in assessment design, and systems-level change management during CBME transition. His scholarship bridges educational theory with clinical training needs, prioritizing robust assessment systems that ensure patient safety while supporting trainee development across diverse medical specialties. As core residency program director, Dr. Taylor oversees Internal Medicine training at Queen's University and provides academic mentorship to residents. His national leadership roles—particularly in developing Canadian EPA frameworks—have shaped competency-based assessment standards across medical specialties nationwide, though specific student names are not publicly documented. Dr. Taylor collaborates extensively through the Royal College of Physicians and Surgeons of Canada and Queen's Translational Institute of Medicine. His current initiatives focus on institutional CBME implementation requiring multi-departmental coordination, faculty development, and evaluation of new assessment systems to advance medical education quality and responsiveness to evolving healthcare demands.

• Forensic Psychology
• Clinical Psychology
• Aggression and Violence Assessment
• +۳ مورد دیگر

Professor Michael Daffern is a leading academic and clinician in forensic psychology, currently serving as Director of the Centre for Forensic Behavioural Science at Swinburne University of Technology's School of Health Sciences. He holds a Professorial appointment and concurrently serves as Consultant Principal Psychologist at the Victorian Institute of Forensic Mental Health (Forensicare). His research focuses on aggression and violence assessment, clinical treatment of offenders, and forensic mental health system improvement. Daffern has authored over 235 publications and secured grants totaling millions, addressing topics like prison violence reduction, offender rehabilitation, and aggression prevention protocols. Education: BSc (Psychology) from UNSW, MPsych (Clinical) from University of Newcastle, PhD from UniSA, and Graduate Diploma in Higher Education from Monash University. Research Interests: Forensic psychology applications in clinical practice Aggression dynamics in mental health inpatient settings Risk assessment instruments (e.g., DASA) Violence prevention strategies in prisons and forensic units Cultural aspects of offender rehabilitation across Asia-Pacific regions Key Grants: Includes NZ$1.5M for 'Turning the Tide on Prison Violence' (2019–2025), ARC grants on risk assessment validity, and Victorian government contracts for youth justice evaluations. Awards: 2013 Distinguished Contribution in Forensic Psychology Award from the Australian Psychological Society. Advising: Supervises Doctorate (PhD) students in forensic psychology and clinical research. Labs/Teams: Leads the Centre for Forensic Behavioural Science and collaborates with agencies like Forensicare, Corrections Victoria, and international organizations.

• Medical Education
• Health Professions Education
• Interprofessional Education
• +۷ مورد دیگر

Simon Kitto is a Professor in the Department of Innovation in Medical Education at the University of Ottawa, where he also serves as Director of Research in the Office of Continuing Medical Education. He holds cross-appointments as Assistant Professor in the Department of Surgery at the University of Toronto and as Lecturer in the Department of Surgery at Monash University since 2003. Research Focus: Interprofessional education and collaboration in healthcare Continuing professional development (CPD) and its impact on patient safety Implementation science in medical education Sociocultural and structural influences on clinical practice and education Knowledge translation and quality improvement in healthcare His research has been widely disseminated through 93 peer-reviewed articles, book chapters, and reports. He is also an Associate Editor of the Journal of Interprofessional Care and the Journal of Continuing Education in the Health Professions . His work has gained international recognition, with invited presentations and collaborations across Europe, North America, and Australasia. Editorial and Advisory Roles: Associate Editor, Journal of Interprofessional Care Associate Editor, Journal of Continuing Education in the Health Professions Editor-in-Chief transition noted in 2017 for JCEHP Supervision and Mentorship: He currently supervises graduate students including Rima ElChamaa and has contributed to training and mentoring in the fields of medical education and health professions research.

Jessica V. Richمشاهده پروفایل

استادیار مدعو

• Postsecondary Education
• Competency-Based Education
• Assessment and Evaluation
• +۴ مورد دیگر

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.

• Surgical Education
• Medical Education
• Psychometrics
• +۵ مورد دیگر

Ting Sun, Ph.D., is an Assistant Professor in Surgical Education within the Department of Surgery and an Educational Researcher in the Office of Surgical Education at the University of Utah School of Medicine . Her expertise lies in quantitative methodology applied to medical and surgical education, with a focus on psychometrics, assessment validity, and learning outcomes. Education: Ph.D. in Educational Research, Measurement, and Evaluation – University of North Carolina at Charlotte Postdoctoral Training – Northwestern University M.A. – Xi'an International Studies University B.A. – Xi'an International Studies University Research Interests: Dr. Sun's work centers on the intersection of educational measurement and surgical training . She explores how psychometric tools can be used to validate assessments in medical education, particularly in evaluating surgical competence and trainee autonomy. Her research also delves into online learning environments , self-efficacy in medical learners , and the application of machine learning in educational assessment. Scientific Contributions: Her recent publications reflect a consistent focus on competency-based medical education , particularly through the lens of ACGME Milestones , Entrustable Professional Activities (EPAs) , and assessment reliability and validity . She has conducted extensive meta-analyses and systematic reviews to synthesize evidence on educational interventions in surgery and online learning. Her work also addresses gender disparities in surgical training feedback and the impact of multimedia-based education on learning outcomes. Grants and Advising: While no specific grant details are provided, her extensive publication record suggests active involvement in funded research. Her role in surgical education implies potential mentorship of medical students, residents, and fellows, although specific student names are not listed in the provided content. Labs and Teams: Dr. Sun collaborates closely with the Office of Surgical Education at the University of Utah, likely contributing to curriculum development, assessment design, and educational research initiatives within the Department of Surgery .

Steven Walkerمشاهده پروفایل

دانشیار

• Therapeutic Reasoning
• Interprofessional Education
• Competency-Based Education
• +۵ مورد دیگر

Steven Walker is an Associate Professor in the Department of Experiential Development and Graduate Education at Monash University's Faculty of Pharmacy and Pharmaceutical Sciences. His roles include Intern Programs Manager, overseeing units such as PHR5061 and PHR5162, and academic lead for undergraduate units like PHR2042 and PHR3042. His expertise spans clinical pharmacy, education research, and interprofessional collaboration, with a focus on therapeutic reasoning, competency-based education, and work-integrated learning. Education Background: Walker holds a Doctorate by Research (Pharmacy and Pharmaceutical Sciences Education) from Monash (2019) and a Bachelor of Pharmacy (Honours) from the same institution (2010). Research Interests: His work bridges education and practice, addressing therapeutic reasoning models, interprofessional education, and pharmacy practice innovations like antibiotic allergy management and febrile neutropenia treatment. He has contributed to national initiatives such as the Australian Pharmacy Council's Workplace-Based Assessment training and the Society of Hospital Pharmacists Australia's Education Pharmacist framework. Notable Achievements: Recognized with multiple teaching awards, including the Monash Student Association Faculty Teaching Excellence Award (2019, 2020), and the 2022 Citation for Outstanding Contribution to Student Learning. His research has informed curriculum design and assessment methods in digital health and interprofessional collaboration. Collaborations: Active in national and international networks, including collaborations with the Australian Pharmacy Council and SHPA. His projects include framing postgraduate digital health curricula and advancing workplace-based training programs.

• Psychiatry
• Forensic Psychiatry
• Medical Education
• +۵ مورد دیگر

Dr. Erick Hung is a Professor of Clinical Psychiatry in the Department of Psychiatry and Behavioral Sciences at the University of California, San Francisco (UCSF) School of Medicine. He serves as the Associate Dean for Students in the UCSF School of Medicine and is a member of the UCSF Academy of Medical Educators. Previously, he was the Program Director of the Adult Psychiatry Residency Training Program (2012-2022) and Director of Curricular Affairs for GME (2015-2022). M.D. from UCSF School of Medicine (2004) Psychiatry Residency from UCSF (2008) Forensic Psychiatry Fellowship from UCSF (2009) Diversity, Equity, and Inclusion Champion Training (2017) Dr. Hung's research focuses on primary care and mental health integration, forensic psychiatry, HIV psychiatry, and LGBTQ mental health. His educational scholarship centers on competency-based assessment, faculty development, and near-peer learning. His forensic expertise includes psychiatric injury in the workplace, LGBTQ workplace harassment, neuropsychiatric issues related to HIV, and immigration custody. His publication record demonstrates consistent contributions to medical education, particularly in psychiatry residency training, competency assessment, and global mental health initiatives. Recent publications focus on implementing competency-based frameworks, longitudinal clinical experiences, and mental health self-disclosure. UCSF Academy of Medical Educators, Excellence in Teaching Award (2010) Association of Academic Psychiatry Junior Faculty Award (2012) UCSF Teaching Scholars Program (2013) UCSF Excellence and Innovation Award in GME (2014) UCSF Academic Senate Teaching Award (2014) As a mentor, Dr. Hung works with trainees interested in medical education, interprofessional education, forensic psychiatry, HIV psychiatry, LGBT mental health, and integrated care. He serves as faculty mentor for career development and research projects. His leadership roles include directing residency programs and curricular affairs, demonstrating significant administrative contributions to medical education. Dr. Hung also directs initiatives related to diversity, equity, and inclusion, having completed specialized training in this area.

Aaron Krautمشاهده پروفایل

استادیار بالینی

• Medical Education
• Emergency Medicine
• Curriculum Development
• +۳ مورد دیگر

Aaron Kraut, MD is a Clinical Assistant Professor in the Department of Emergency Medicine at the University of Wisconsin School of Medicine and Public Health, where he has served since 2015 after completing residency training at Northwestern University as Chief Resident. His educational background includes: B.A. in Biology from Middlebury College Medical degree from University of Vermont Larner College of Medicine Residency at McGaw Medical Center of Northwestern University Dr. Kraut specializes in medical education innovation within emergency medicine, focusing on resident feedback systems, curriculum development, and adaptive expertise training. His work bridges educational theory with clinical practice through multi-institutional collaborations, emphasizing practical implementation of entrustable professional activities and assessment frameworks that enhance resident autonomy and clinical decision-making. Analysis of his 2020-2024 publications reveals dominant themes in competency-based assessment across specialties, particularly entrustable professional activities in emergency medicine and surgery residencies. His research consistently addresses resident feedback mechanisms, pandemic-driven educational adaptations, and efficiency metrics in clinical training environments, demonstrating a cross-cutting focus on data-driven program improvement and multi-institutional validation of educational tools. His significant recognitions include: UW Health Rising Star Educator Award Fellow of the American College of Emergency Physicians University of Wisconsin Emergency Medicine Residency Faculty Teaching Award Harvard Macy Institute Scholar Feinberg Academy of Medical Educators membership As a core member of the Emergency Medicine Education Research Alliance (EMERA), Dr. Kraut leads multi-institutional projects developing standardized curricula like the emergency medical services rotation framework and program evaluation systems such as the Continuous Residency Improvement Committee. His grant-funded work focuses on implementing educational innovations through mastery learning principles and graded responsibility models, with findings directly shaping residency program standards nationally. He maintains active involvement in resident mentorship and curriculum leadership within UW's emergency medicine residency program while balancing clinical duties, contributing to both educational scholarship and direct trainee development.

Katherine Moreauمشاهده پروفایل

استاد

• Health Education
• Medical Education
• Program Evaluation
• +۳ مورد دیگر

Katherine Moreau is a Full Professor at the University of Ottawa's Faculty of Education, specializing in health education. She holds a PhD and maintains active research affiliations with the Children's Hospital of Eastern Ontario Research Institute as an affiliated researcher and with the Centre for Research on Educational and Community Services as a senior researcher. Dr. Moreau's educational background includes a BA and MA in sociology, a BEd (Primary/Junior), and a graduate certificate in program evaluation, reflecting her interdisciplinary approach to health professions education and program evaluation. BA in Sociology MA in Sociology BEd (Primary/Junior) Graduate Certificate in Program Evaluation PhD Dr. Moreau's research program centers on three interconnected areas: the role of patients and families in the learning and assessment of medical students and residents; the involvement of patients, families, and communities in program evaluation and research; and experiential learning across all educational levels. Her work bridges health professions education, program evaluation methodology, and patient-centered care principles. Analysis of her recent publications (2023-2025) reveals a consistent focus on competency-based medical education frameworks, particularly Competence by Design. Her research increasingly examines stakeholder engagement in educational assessment, with growing emphasis on patient and family perspectives in medical training. She has made significant contributions to understanding how social media impacts health professions education and how digital platforms can be leveraged for innovative educational approaches. Dr. Moreau has received notable recognition for her work, including: Meducation Prize for Educational Development (2022) Research Excellence Award from the University of Ottawa (2017) SSHRC funding as one of nine Faculty of Education researchers (2022) Through her affiliations with major research institutes and consistent funding from competitive sources, Dr. Moreau has established collaborative networks that extend across medical education, healthcare delivery, and community-based research. Her work demonstrates a commitment to translating research findings into practical educational innovations that improve health professions training and ultimately patient care.

Kirsten Galbraithمشاهده پروفایل

استاد

• Pharmacy Education
• Competency-Based Education
• Workplace-Based Assessment
• +۳ مورد دیگر

Kirsten Galbraith is a Professor in the Department of Pharmacy and Pharmaceutical Sciences Education at Monash University. She holds leadership roles including Course Director for the Master of Clinical Pharmacy and Unit Coordinator for PGC5119 Advanced Practice Portfolio. Her expertise lies in practitioner development, competency-based education, and workplace-based assessment. She leads key programs such as the Skills Coaching program, Student Experiential Placements (StEPs), and the Intern Training Program. Education: MClinPharm, Faculty of Pharmacy and Pharmaceutical Sciences BPharm, Victorian College of Pharmacy Ltd Research focuses on advancing pharmacy education and workforce development, including global frameworks for professional advancement (e.g., FIP Hub initiatives). Her work aligns with UN Sustainable Development Goals, particularly in education and healthcare equity. Key projects include the 'Global Advanced Development Framework' and reducing medication-related risks through competency-based training. Recent articles emphasize entrustable professional activities (EPAs) in pharmacy training, AI in reflective learning, and global workforce resilience strategies. Awards include the American AACP Innovation in Teaching Award (2022) and Fellowships from FIP and SHPA. She leads collaborative grants on reducing medication risks and advancing practice standards. Supervises students like Carmen Abeyaratne (MClinPharm). Active in editorial roles for journals like Research in Social and Administrative Pharmacy and peer review for BMJ Open . Labs/Teams: Co-leads the Graduate Outcomes and Workforce Development group. Collaborates internationally via the FIP Hub and GRiT community for pharmacy workforce resilience.

William B. Cutrerمشاهده پروفایل

استاد

• Medical Education
• Clinical Education
• Adaptive Learning
• +۳ مورد دیگر

William B. Cutrer is a Professor of Pediatrics and Anesthesiology at Vanderbilt University School of Medicine, with a focus on pediatric critical care. He serves as Senior Associate Dean for Undergraduate Medical Education and leads initiatives to enhance workplace learning and adaptive expertise in medical training. Doctor of Medicine - University of Kentucky, 2003 Fellowship - Texas Children's Hospital Master of Education - University of Cincinnati Residency - Texas Children's Hospital His research explores how medical students develop expert learning skills through the AMA’s Accelerating Change in Medical Education (ACE) Consortium and the AAMC’s Core Entrustable Professional Activities (EPAs) pilot project, focusing on personalized learning and competency frameworks. Recent publications examine adaptive expertise, clinical reasoning, and information systems in medical education. He chairs the AAMC Group on Educational Affairs and contributes to national medical education reforms. Board Certification : Pediatric Critical Care Medicine, 2010 Lab website: Cutrer Lab

Ashirbani Sahaمشاهده پروفایل

استادیار

• Biomedical Engineering
• Computer and Information Sciences
• Data Analytics
• +۶ مورد دیگر

Ashirbani Saha is an Assistant Professor in the Department of Oncology at McMaster University, holding the inaugural BRIGHT Run Breast Cancer Learning Health System Chair. She is affiliated with the Michael G. DeGroote School of Medicine and the Escarpment Cancer Research Institute. Her research focuses on applying artificial intelligence (AI) and advanced data analytics to improve breast cancer diagnostics and patient care. She also holds associate memberships in the School of Biomedical Engineering and the Department of Computing and Software at McMaster University. Dr. Saha’s education includes a B.E. in Electronics from IIEST Shibpur (India), an M.A.Sc. and Ph.D. in Electrical and Computer Engineering from the University of Windsor, followed by postdoctoral training at Duke University and St. Michael’s Hospital. Her work spans medical imaging analysis, radiogenomics, and healthcare data science, with an emphasis on breast cancer and neurosurgery applications. Her research trends highlight AI-driven solutions for medical imaging challenges, such as tumor segmentation, radiomics analysis, and cross-dataset generalization. She has also explored work-life balance issues in healthcare professionals and ethical considerations in AI-driven healthcare research. The BRIGHT Run Chair supports her interdisciplinary initiatives to integrate AI and clinical data into a learning health system for breast cancer. Awards: BRIGHT Run Breast Cancer Learning Health System Chair (2021) Grants: $3.2M New Frontiers in Research Fund (2021) and community-endowed BRIGHT Run funding. Labs/Teams: Escarpment Cancer Research Institute, CentRE for dAta science and digiTal hEalth (CREATE).

• Corporate Finance
• Financial Institutions
• International Financial Management
• +۹ مورد دیگر

Chi-Wing Robert Fok is a Professor in the Business Department at the University of Wisconsin-Parkside. He earned his Ph.D. in Finance from the University of Alabama in 1992 and has held a full-time faculty position at the university. His areas of expertise include Corporate Finance, Financial Institutions, and International Financial Management. His research focuses on Initial Public Offerings (IPOs), efficiency of financial institutions, banking relationships, international financial markets, and pedagogical research in finance. His work spans topics like IPO underpricing, market anomalies in Asia, financial systems in China and Taiwan, and behavioral finance. Professor Fok has received notable scientific awards, including the Milton Mills Faculty Research Award (2001) and the Best Paper Award at the First Annual Conference on Empirical Economics, Taiwan (2000). He has also been nominated multiple times for the Advising Excellence Award at the University of Wisconsin-Parkside. He has actively contributed to the university through various service roles, such as chairing the Search and Screen Committee for finance faculty positions and participating in curriculum development and assessment committees. At the professional level, he has reviewed for academic journals and engaged with the Midwest Financial Association.