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.
Leann Horsley is Dean and Professor at the Texas A&M University College of Nursing , joining the institution in July 2023 as its third dean. She previously served as Dean at East Tennessee State University College of Nursing, leading its large nursing program and managing 200 employees, 1,200 students, and seven nurse-led clinics. Her expertise spans clinical simulation, interprofessional education, and nursing leadership. PhD in Nursing (University of Kansas, 2012) MBA (University of South Dakota, 2025) MSN in Nursing Education (University of Oklahoma, 2005) BSN (University of Oklahoma, 1990) Her research focuses on clinical simulation and interprofessional education , aiming to enhance nursing education and collaborative practice. She is a certified Healthcare Simulation Educator (CHSE) and Certified Nurse Educator (CNE), with leadership roles in organizations like the International Nursing Association for Clinical Simulation and Learning (INACSL) and Society for Simulation in Healthcare. Scientific Awards Sigma Theta Tau International Nurse Faculty Leadership Academy, Scholar INACSL Excellence Award: Service Goodale Nursing Faculty Scholar Fellow American Association of Nursing Elevating Leaders in Academic Nursing President's Award, International Nursing Association for Clinical Simulation and Learning Her work has been supported by multi-million-dollar grants, and she is actively involved in advancing nursing education through simulation-based methodologies and interprofessional collaboration frameworks.
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.
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.
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.
Jenny Hallgren is an active Associate Professor of Nursing at the University of Skövde's School of Health Sciences, where she conducts research and teaches in the field of nursing with a strong focus on geriatric care and healthcare innovation. Her work spans multiple collaborative projects including the long-term Reflective STRENGTH initiative (2017-2028) which supports older adults with long-term health problems, the Food–Gut–Brain–Mind–Health project (2020-2025) examining ketogenic diet effects, and the Simulation in age-suit project (2022-2025) studying how age suit simulation impacts nursing students' understanding of aging. Her research interests center on improving care for older adults through digital health innovations, nursing education advancements, and mobile integrated care models. She has published extensively on topics including age suit simulation in nursing education, digital health technologies for elderly care, workplace experiences of healthcare professionals, and patient safety in geriatric settings. Her work frequently employs qualitative methodologies to explore the lived experiences of patients, healthcare providers, and students. Analysis of her recent publications (2023-2025) reveals a strong emphasis on digital health interventions for older adults, nursing education innovations using simulation technology, and workplace dynamics in healthcare settings. Her research consistently addresses the intersection of technology and human factors in healthcare delivery, particularly focusing on how digital tools can enhance rather than hinder patient-centered care for aging populations. As a dedicated researcher, she collaborates extensively with colleagues across multiple institutions, particularly with Catharina Gillsjö, Lina Emmesjö, and others in the Digital HEAlth Research (DHEAR) group. Her work has appeared in reputable journals including BMC Digital Health, BMC Health Services Research, Nordic Journal of Nursing Research, and International Emergency Nursing.
Dr. Tamara Blakemore is an Associate Professor in Social Work at the University of Newcastle 's School of Humanities, Creative Industries and Social Sciences. Her career spans academia, policy development, and clinical practice, with particular focus on trauma-informed social work , youth violence , and institutional child sexual abuse . A leader in experience-based learning models , she co-developed the innovative Name.Narrate.Navigate (NNN) program for trauma-exposed youth. Education: PhD, Bachelor of Arts (Psychology), Bachelor of Social Work (Honours) from the University of Queensland Tamara's research explores intergenerational trauma , systemic oppression , and community resilience through longitudinal studies like the Longitudinal Study of Australian Children . Her work emphasizes visual methodologies , deep listening practices , and Aboriginal knowledge integration to address complex social issues. Recent publications highlight trauma-informed tools ( Now.See.Hear! ), gendered violence dynamics , and trauma's impact on empathy development . These contributions demonstrate her commitment to translating research into practice through community-based participatory frameworks . Scientific Awards: Work Integrated Learning Staff of the Year (2014, 2012) Mid-Career Researcher Award (2018) College Excellence Award for Industry Engagement (2022) Finalist - Engagement Excellence Award (2023) Tamara maintains clinical practice with Hunter New England Area Health while serving as Equity Ambassador for Community Wellbeing at the University of Newcastle. Her multidisciplinary collaborations with legal institutions and disability sector organizations demonstrate her commitment to social justice and policy innovation .
Dr. Alison SHIELD is an Associate Professor in the School of Pharmacy at the University of Canberra. With a PhD in genetic toxicology from Flinders University, she has held postdoctoral positions at the Mayo Clinic and Australian National University before joining UC in 2008. Education: PhD (Flinders University), BBiotech (Hons) (Flinders University) Her research focuses on pharmacology, toxicology, and pharmacogenetics, with recent work on pharmacokinetic education, medication safety, and physical activity interventions in culturally and linguistically diverse (CALD) communities. She has supervised multiple projects including Medication safety and Charcot Marie Tooth disease and Increasing physical activity levels in women of childbearing age . Selected scientific awards include NHMRC Postdoctoral Research Fellow. Her teaching interests emphasize integrating basic sciences into clinical education, supported by a Graduate Certificate in Higher Education.
Professor Sok Ying Liaw is the Head of the Alice Lee Centre for Nursing Studies at the Yong Loo Lin School of Medicine, National University of Singapore (NUS). She holds a PhD in Medical Education from Maastricht University and has extensive experience in nursing education and patient safety research. Her work focuses on interprofessional collaboration, simulation-based learning, and clinical deterioration management. She has pioneered programs like the SIMulated Professional Learning Environment (SIMPLE) to bridge theory and practice in nursing. Education: Doctor of Philosophy in Medical Education, Maastricht University Master of Health Science (Education), University of Sydney Bachelor of Health Science (Nursing), University of Sydney Advanced Diploma in Nursing (Neuroscience), Nanyang Polytechnic Diploma in Nursing, Nanyang Polytechnic Research Interests: Professor Liaw’s research revolves around PRIME themes: Patient Safety: Clinical deterioration recognition and response Interprofessional Collaboration: Team training and communication Manpower Development: Nursing workforce strategies Experiential Learning: Simulation-based education She has developed programs like e-RAPIDS and CREATIVE to enhance clinical competencies. Articles Trends: Her recent work emphasizes virtual reality (VR) simulations for team training, interprofessional education in telemedicine, and AI integration in healthcare scenarios. Studies often compare VR-based interventions against traditional methods, focusing on stress reduction, skill acquisition, and clinical performance. Awards: 2024 International Nurse Researcher Hall of Fame 2023 INACSL Excellent Research Award 2021 SHBC Merit Award (Oral Presentation) Grants & Advising: Leads funded projects like ‘Virtual Escape Room Simulation-Based Education’ (2024-2027) and co-leads initiatives on nursing competency scales. Advises student Lee Shin Syuen on research teams. Labs/Teams: Her team collaborates on simulation-based education and telehealth innovations, leveraging VR and AI technologies to address gaps in clinical training and patient care.
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.
