Appendix F

Workshop Speaker Biographies

H. Carrie Chen, M.D., Ph.D., is associate dean for medical education research and scholarship at the Kaiser Permanente Bernard J. Tyson School of Medicine. She served as the senior associate dean of assessment and educational scholarship at Georgetown University and the Abraham Rudolph Chair in Pediatric Education at UCSF. She is on the editorial board for Advances in Health Sciences Education, a member of the International Competency-Based Medical Education Collaborators, and core faculty for the International Course on the Ins and Outs of Entrustable Professional Activities (EPAs). Her scholarly work has focused on workplace learning and assessment, EPAs, and faculty skill development and support. Dr. Chen was a distinguished educator in the Georgetown University Medical Center Teaching Academy and an honorary member of both the Gold-Headed Cane Society and Alpha Omega Alpha at UCSF. She completed her B.S. in biochemistry at the University of California, Berkeley; M.D. and pediatric training at UCSF; M.S. in education at the University of Southern California Rossier School of Education; and Ph.D. in HPE at Utrecht University in the Netherlands.

Patricia O’Sullivan, Ed.D., M.S., directs education research for the University of California San Francisco School of Medicine after having directed both faculty development and education research for 18 years. Her research has focused on faculty development across the continuum of medical education. Additionally, she studies teaching approaches and simulations within surgical education. Dr. O’Sullivan is a fellow of the American Educational Research Association and has been acknowledged for her research and

mentoring by the Society of General Internal Medicine, Association of Surgical Education, and UCSF with its Lifetime Achievement in Mentoring Award. Dr. O’Sullivan has led the Research in Medical Education Section of the Association of American Medical Colleges (AAMC), RIME Program Planning Committee, and Division for Education in the Professions of the American Educational Research Association. Her educational research studies have collaborators from medicine, nursing, and health-related professions. Dr. O’Sullivan received her B.S. in chemistry from Rosemont College, M.S. in chemistry from the University of Pennsylvania, and Ed.D. in education from the University of Houston.

Ana Abad-Jorge, Ed.D., M.S., RDN, FAND, is an associate professor at James Madison University (JMU) within the Department of Health Professions. She was the program director for the bachelor’s in health sciences management at the University of Virginia. Her professional and research expertise are in pediatric clinical nutrition and nutrition support and SOTL. She has publications on pediatric and neonatal nutrition support, postgraduate nutrition education, and educational pedagogies in HPE. She has received several honors and awards, including Engaged Teacher Scholar Program and American Dietetic Association Foundation Doctoral Scholarship (2010) and Award for Excellence in Dietetics Education (2004). She is a member and fellow of the Academy of Nutrition and Dietetics, Nutrition and Dietetic Educators and Preceptors, and American Society for Parenteral and Enteral Nutrition. Dr. Abad-Jorge received her Ed.D. at Walden University in higher education and adult learning in 2013, M.S. in human nutrition from the University of Florida, and B.S. in biology from Rollins College.

Jeffrey H. Barsuk, M.D., M.S., SFHM, is the Robert Hirschtick Professor of Medicine at Northwestern University Feinberg School of Medicine, where he graduated Alpha Omega Alpha, and completed a residency in internal medicine at the McGaw Medical Center of Northwestern University at Northwestern Memorial Hospital. Dr. Barsuk completed an M.S. in clinical investigation and a certificate program in health care quality and patient safety. He serves as the executive medical director of Northwestern Simulation. For the last 20 years, Dr. Barsuk has focused his research on optimizing physician, nurse, and patient clinical performance using simulation technology. These efforts have been based on the mastery learning theoretical framework, using rigorous, validated standards for health care provider training. His team has published over 100 articles that demonstrate how this training approach improves clinical skills and patient care and outcomes while lowering health care costs. Recognized internationally as a researcher in medical education and patient safety, he has been given

clinical and research excellence awards from the Society of Hospital Medicine, AAMC, and Society for Simulation in Healthcare. He has also been named in the top 10 hospitalists nationally by the American College of Physicians. He is sought internationally to lecture on how simulation-based medical education improves patient safety.

Mark DeRuiter, M.B.A., Ph.D., CCC-A/SLP, is professor and vice chair for academic affairs in the Department of Communication Science and Disorders at the University of Pittsburgh. He is the coeditor (along with Sarah Ginsberg of Eastern Michigan University) of a book that supports clinicians in their early SOTL endeavors. He is also a founding editorial board member of the journal Teaching and Learning in Communication Sciences and Disorders. He is a fellow of the ASHA and has received Honors of the Council of Academic Programs in Communication Sciences and Disorders. He has served on the Council for Clinical Certification in Audiology and Speech-Language Pathology, Council on Academic Accreditation in Audiology and Speech-Language Pathology, and Special Interest Group 11 (Administration and Supervision). Dr. DeRuiter chaired the 2016 Ad Hoc Committee for ASHA’s Speech-Language Pathology Scope of Practice document revision and also served as the Audiology Convention cochair for the ASHA Convention in 2020 and 2022. He received ASHA’s Dorothy Dreyer Award for Volunteerism. He is the cochair for speech-language pathology on ASHA’s Health Care Economics Committee. He earned his Ph.D. from the University of Minnesota and M.B.A. from the Augsburg University.

Desiree A Díaz, Ph.D., APRN, FNP-BC, CNE, CHSE-A, ANEF, FSSH, FAAN, is the Endowed Enfermería Faculty Scholar, undergraduate simulation coordinator, and a professor at the University of Central Florida. She completed a postdoc from Johns Hopkins with Pamela Jeffries that focused on simulation pedagogy. Dr. Díaz creates tests and disseminates research on cutting-edge technologies, such as holograms, within the simulation community. Her strategies within simulation research pedagogy over the last decade have promoted health equity and awareness to health care disparities. She was a National Coalition Ethnic Minority Nurse Scholar and Health Leadership Fellow. She is a fellow in the American Academy of Nursing, Society for Simulation in Healthcare, and Academy of Nursing Education and immediate past president of the International Nursing Association for Clinical and Simulation Learning. Her grant funding focuses on exploring ways to eliminate health care disparities while educating the workforce. She is co-PI to a $2.7 million HRSA grant, ENFERMERIA, which aims to empower and enhance linguistic services and culturally congruent care within the Hispanic community while encouraging advancement to graduate degrees of diverse post-baccalaureate student populations.

She is also PI to a $500,000 grant that uses simulation to examine health care disparities and the role of public health nursing, engaging multiple means to reduce health care inequity.

Jennifer Friberg, Ed.D., CCC-SLP, ASHA Fellow, is the director of scholarly teaching and Cross Endowed Chair in SOTL for the Center for Integrated Professional Development at Illinois State University. She is also a professor of CSD and served as an SOTL scholar mentor, overseeing more than 100 independent studies and two study abroad trips with students. She is the coeditor of three recent volumes: Scholarship of Teaching and Learning in Communication Sciences and Disorders (2024), Going Public Reconsidered: Engaging the World Beyond Academe Through the Scholarship of Teaching and Learning (2022), and Evidence-Based Education in the Classroom: Examples from Clinical Disciplines (2022). She is a founding editorial board member of the peer-reviewed journal Teaching and Learning in Communication Sciences & Disorders. Dr. Friberg earned her B.A. in communicative disorders from San Diego State University, M.A. in speech-language pathology from Indiana University, and Ed.D. in curriculum and instruction at Illinois State University.

Joan A. Friedland, M.D., M.P.H., is a professor of medicine at the Center for Ethics and Health Policy and Huffington Department of Education, Innovation and Technology at Baylor College of Medicine. She serves as senior deans’ scholar for educational leadership. Earlier positions include attending physician and associate chief of medicine, Michael E. DeBakey Veterans Administration Hospital, and provosts’ scholar for educational leadership at Baylor. She received the Barbara and Corbin J. Robertson, Jr. Presidential Award for Excellence in Education. At Baylor, she has contributed to developing two major medical school curriculum revisions, 1995 and 2023, and extensive educator development initiatives. As chair, she led the Baylor Committee for Educator Development during the design and implementation of the Norton Rose Fulbright Faculty Excellence Award. National contributions include numerous workshops and presentations at AAMC and serving as national chair of the AAMC GEA Section on Graduate Medical Education. Other work includes research and publication in physical diagnosis, quality assurance, residents’ teaching skills, and faculty development and recognition. Dr. Friedland is a graduate of the University of Illinois Chicago and its College of Medicine, received an M.P.H. from the University of Texas School of Public Health, and is a 1997 Harvard Macy Scholar.

Sarah M. Ginsberg, Ed.D., CCC-SLP, ASHA Fellow, is the faculty associate director of the Faculty Development Center and a professor of CSD at

Eastern Michigan University. Dr. Ginsberg served as chair of the Special Interest Group 10: Issues in Higher Education and for several years on the coordinating committee for the vice president for academic affairs, both for ASHA. She was the founding editor of the peer-reviewed journal Teaching and Learning in Communication Sciences & Disorders and continues to serve on the board of directors. She is the coeditor of Scholarship of Teaching and Learning in Communication Sciences and Disorders: Past, Present, and Future (2024); Clinician’s Guide to Applying, Conducting, and Disseminating Clinical Education Research (Routledge, 2024); and Evidence-Based Education in the Classroom: Examples from Clinical Disciplines (Routledge, 2021). Her area of research focuses on the role of communication in higher education teaching effectiveness and the intersection between university teaching support programs and SOTL. Before higher education, she worked 12 years as a clinician in hospitals with patients with neurologically based communication and swallowing disorders.

Alice Kim, Ph.D., is the chair of psychology at the University of Guelph-Humber and the founder of Teaching and Learning Research in Action. She serves as a coeditor for the Canadian Journal for the Scholarship of Teaching and Learning and chair elect for the Teaching of Psychology (ToP) Section of the Canadian Psychological Association. Her formal training is in experimental psychology and cognitive neuroscience of memory and learning. Her research is focused on factors that impact students’ learning trajectories, including student engagement, experiential education, and application of cognitive learning principles in course design. Much of her research also explores student–faculty partnerships that foster the co-creation of learning and teaching. In 2023, she received a D2L Innovation Award in Teaching and Learning from the Society of Teaching and Learning in Higher Education. In 2024, she was the inaugural recipient of the SOTL Research Award from the Canadian Psychological Association ToP section. Dr. Kim completed both her M.A. and Ph.D. in psychology at the University of Toronto.

Heather Knight, PT, DPT, is an associate professor and director of post-professional education in the Department of Physical Therapy at Creighton University in Omaha, NE. Dr. Knight has been a board-certified clinical specialist in neurologic PT since 2011 and involved in teaching concepts related to neurologic rehabilitation in professional and post-professional education for over 10 years. Her scholarship has focused on clinical reasoning and blending evidence-based practice for neurologic rehabilitation with best practices in teaching and learning across the continuum of PT education. She is actively engaged in the APTA through the Academies of Neurologic Physical Therapy and Physical Therapy Education, which has

led to an interest in knowledge translation and implementation science within these specialty areas. Dr. Knight completed post-professional training through Kaiser Permanente’s neurologic PT residency program in 2010 and obtained a DPT in PT from Creighton University in 2008 and a B.S. in kinesiology from Arizona State University in 2005.

Nancy P. Moreno, Ph.D., M.Sc., is professor and inaugural chair of the Huffington Department of Education, Innovation & Technology and Thomas R. Powers Distinguished Chair of Educational Outreach at Baylor College of Medicine. She also served as associate provost of faculty development and institutional development at Baylor; she expanded faculty development and recognition opportunities and led an institution-wide effort to update institutional guidelines for faculty appointment and promotion. She is a member of the first class of faculty inductees into Baylor’s Academy of Distinguished Educators; received three peer-reviewed Faculty Excellence educator awards; and was honored with Baylor’s highest educational award, the Barbara and Corbin J. Robertson, Jr., Presidential Award for Excellence in Education. Nationally, she was awarded the Science Prize for Online Resources in Education by the American Association for the Advancement of Science and also elected as a fellow. Her national-level efforts focus on incorporating health and biomedical science into STEM education for all learners and developing pathways into related careers from elementary school through professional education. Dr. Moreno received her B.A. from the University of Wisconsin; M.Sc. from the Instituto National de Investigationes sobre Recursos Bióticos, in Mexico; and Ph.D. from Rice University.

Sarah Shrader, Pharm.D., FCCP, is the senior director of academic programs and professional development at the American Association of Colleges of Pharmacy. She leads professional development programs for members to reach their potential as strong academic pharmacists. She was a tenured professor of pharmacy practice and a member of the faculty at three colleges of pharmacy over 17 years. She has focused the majority of her scholarship on SOTL and IPE. She has provided numerous presentations at national and international meetings, with several publications related to IPE and collaborative practice. Dr. Shrader earned her Pharm.D. at University of Kansas and completed her residency at the Medical University of South Carolina. She is passionate about fulfilling her professional purpose of developing, teaching, serving, and leading others to grow their potential and leave the world even better than they found it.

Jennifer Walsh, Ph.D., RDN, is an associate professor in dietetics and undergraduate dietetics program director in the Department of Health

Professions at JMU. She teaches Management in Dietetics, Counseling Skills in Dietetics, Senior Seminar, Community Nutrition, and Foundations of Nutrition Practice. She has conducted nutrition education and eating behavior research for over 15 years, primarily working with underserved communities. She has facilitated health program planning and community-based participatory research for increasing healthful food access and associated supports. Dr. Walsh became a registered dietitian in 2007 and earned her Ph.D. in food and nutrition sciences from the University of Maine in 2012. From 2011 to 2016, she worked as a statewide coordinator at the University of Florida for the Family Nutrition Program and the Expanded Food and Nutrition Education Program. She serves as the public policy coordinator for the Virginia Academy of Nutrition Dietetics.

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