Appendix C

Workshop Planning Committee and Speaker Biographical Sketches

PLANNING COMMITTEE

Carole Tucker, Ph.D., PT (Chair), is the associate dean of research; the Adoue Distinguished Professor in Cognitive Neuroscience; the director of the Center for Recovery, Physical Activity, and Nutrition; and the chair of and a professor in the physical therapy department at the University of Texas Medical Branch, Galveston. Previously, she was an associate professor in the College of Public Health and the College of Engineering at Temple University. Her education and training as both a physical therapist and an electrical engineer provide extensive skills to contribute to research and innovation for individuals with movement impairments. Dr. Tucker has an extensive background in physical therapy clinical practice in pediatrics. Her current research focuses on the development of patient-centered measures, including patient-report outcome measures of health status, in pediatric populations using modern measurement approaches; bioinformatics application in learning health systems; application of pattern recognition and advanced statistical analytical approaches to large datasets; and development and application of biosensors and related technology to improve function and mobility in individuals with disabilities. She is also involved in interprofessional practice opportunities for students both abroad and locally in the Philadelphia metropolitan region serving immigrant communities with limited access to health care. She currently serves on the Functioning and Disability Reference Group, the working group for the World Health Organization’s International Classification of Functioning, Health, and Disability, and serves as the American Council of Academic Physical Therapy alternate for the Global

Forum on Innovation in Health Professional Education. She has received funding for her research from the National Institutes of Health, the National Science Foundation, the Department of Defense, and Shriners Hospitals for Children. Dr. Tucker is on the editorial boards of Pediatric Physical Therapy, the Journal of Neuroengineering and Rehabilitation, and Physical and Occupational Therapy in Pediatrics.

Judy Gichoya, M.D., M.S., is an assistant professor in the Department of Radiology and Imaging Sciences at Emory University School of Medicine. Dr. Gichoya is a multidisciplinary researcher, trained as both an informatician and an interventional radiologist. She is a member of the Cancer Prevention and Control Research Program at Winship Cancer Institute. She holds professional memberships with the Radiological Society of North America, American College of Radiology, Society of Interventional Radiology, Society of Imaging Informatics in Medicine, and American Medical Informatics Association. Dr. Gichoya earned her medical degree from Moi University in Kenya. She completed her medical internship at Kiambu District Hospital. She earned a master of science in health informatics from Indiana University–Purdue University in Indianapolis, Indiana. In addition, she completed postdoctoral training in informatics at Regenstrief Institute in Indianapolis, Indiana, and a residency in diagnostic radiology at Indiana University. Prior to arriving at Emory, she completed a fellowship in interventional radiology at Oregon Health Sciences University in Portland, Oregon.

Drawing upon extensive experience with open source communities and contextual knowledge in Africa, Dr. Gichoya hopes to use her skills to build capacity for data science in Africa. Dr. Gichoya’s research interests include studying clinical disparities for minimally invasive procedures; validating machine learning models for health in real clinical settings; and exploring explainability, fairness, and a specific focus on how algorithms fail. She has worked on the curation of datasets for the Society for Imaging Informatics in Medicine’s hackathon and machine learning committee. She volunteers on the machine learning committees of the American College of Radiology and the Radiological Society of North America to support the artificial intelligence (AI) ecosystem and advance the development and use of AI in medicine.

Mollie Hobensack, M.Phil., B.S.N., RN, is a Ph.D. candidate in nursing informatics at the Columbia University School of Nursing. She is funded by the National Institute of Nursing Research T32 grant, Reducing Health Disparities Through Informatics (T32NR0769) and by the Jonas Scholarship. Prior to beginning her Ph.D. program, she worked clinically as a bedside nurse on a geriatric inpatient unit. She is mentored by Dr. Maxim

Topaz, and her dissertation is focused on incorporating social risk factors extracted using natural language processing in machine learning models to prevent hospitalization in the home health care setting.

Lisa Howley, Ph.D., M.Ed., is an experienced educational psychologist who has spent more than 20 years in the field of medical education supporting learners and faculty, conducting research, and developing curricula. She joined the Association of American Medical Colleges (AAMC) in 2016 to advance medical education and support experiential learning and curricular transformation. Prior to joining the AAMC, she spent 8 years as the associate designated institutional official and assistant vice president of medical education and physician development for the Carolinas HealthCare System in North Carolina. In that role she led a number of medical education initiatives across the professional development continuum, including graduate medical education accreditation and physician leadership development for the large integrated health care system. She concurrently served as an associate professor at the University of North Carolina (UNC) School of Medicine, where she led curriculum and faculty development. She also held a faculty appointment in educational research at UNC–Charlotte where she taught social science research methods and led and collaborated on numerous studies of effective education. From 1996 to 2001 she was a member of the medical education faculty at the University of Virginia School of Medicine, where she designed and led performance-based assessments and simulation-enhanced curricula. She received her bachelor’s degree in psychology from the University of Central Florida and both her master of education and Ph.D. in educational psychology from the University of Virginia.

Cornelius A. James, M.D., is a clinical assistant professor in the departments of internal medicine, pediatrics, and learning health sciences at the University of Michigan (U-M). He is a primary care physician, practicing as a general internist and a general pediatrician. Dr. James has served in many educational roles across the continuum of medical education. He also serves on local and national medical education committees. In multiple years Dr. James has been identified as one of the top teachers in the Department of Internal Medicine. In addition, in 2022 he received the preclinical Kaiser Permanente Excellence in Teaching award, the most prestigious teaching award given by the U-M medical school. Dr. James has completed the American Medical Association (AMA) Health Systems Science Scholars program, and he was also one of 10 inaugural 2021 National Academy of Medicine (NAM) Scholars in Diagnostic Excellence. As a NAM scholar, he began working on the data-augmented, technology-assisted medical decision making (DATA-MD) curriculum. The DATA-MD curriculum is

designed to teach health care professionals to use artificial intelligence (AI) and machine learning (ML) in their diagnostic decision making. Dr. James is also leading the DATA-MD team as they develop a web-based AI/ML curriculum for the AMA. He has published articles in JAMA, Annals of Internal Medicine, Academic Medicine, the Journal of General Internal Medicine, Cell Reports, and more. He is interested in curriculum development and teaching learners to provide evidence-based, data-driven, equitable, patient-centered care. His research interests include clinical reasoning, implementation of AI/ML curricula across the continuum of medical education, and implementation of digital tools into clinical practice.

Pamela Jeffries, RN, is an internationally recognized leader and researcher in nursing and health care education, with a reputation for innovation in teaching strategies, experiential learning, new pedagogies, and the use of technology. She became the ninth dean of Vanderbilt University School of Nursing (VUSN) on July 1, 2021. Dean Jeffries has been principle investigator on federal, state, and organization grants from entities such as the National Institutes of Health, Health Resources and Service Administration, National League for Nursing (NLN), and the National Council of State Boards of Nursing. She is recognized for the development of the NLN Jeffries Simulation Theory, considered the major contribution to simulation scholarship. Prior to being named VUSN dean, she served as the second dean of the George Washington University School of Nursing. In her 6-year tenure, she expanded the infrastructure and processes and standards for the emerging school, leading it through a significant period of growth. Before joining George Washington University, she had a series of progressively more responsible leadership roles at The Johns Hopkins University, where she was a professor of nursing, the associate dean for academic programs, and the vice dean of faculty for the School of Nursing before being appointed vice provost for digital initiatives for the university.

Dean Jeffries is a popular national and international speaker who has also served as a consultant on clinical education, simulations, and other emerging technologies. She has published extensively and is the editor of four books, Simulations in Nursing Education: From Conceptualization to Evaluation, 3rd ed.; The NLN Jeffries Simulation Theory Monograph; Developing Simulation Centers Using the Consortium Model; and Clinical Simulations in Nursing Education: Advanced Concepts, Trends, and Opportunities. Dean Jeffries is a fellow of the American Academy of Nursing, fellow of the Society for Simulation in Healthcare Academy, fellow of the Academy of Nurse Educators, inductee into the Sigma Theta Tau International Research Hall of Fame, and recipient of the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award. She is also a Robert Wood Johnson Foundation Nurse Executive

Fellow. She is active in a variety of professional organizations, including the NLN, the Society for Simulation in Healthcare, and the Global Network for Simulation in Healthcare (GNSH), and she currently serves on the board of directors of the American Academy of Nursing and GNSH.

Kimberly Lomis, M.D., is the vice president for undergraduate medical education innovations at the American Medical Association. In that capacity she guides the Accelerating Change in Medical Education (ACE) consortium of 37 medical schools, affecting approximately 25,000 medical students across the United States. Dr. Lomis is invested in competency-based medical education. She previously served as the associate dean for undergraduate medical education at the Vanderbilt University School of Medicine, where she guided a major revision of the medical school curriculum which included implementation of a comprehensive competency-based assessment program. Dr. Lomis also served as the director of the national pilot of the Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency. Dr. Lomis trained in general surgery at Vanderbilt University Medical Center from 1992 to 1997 and practiced until 2012. She retains an appointment at Vanderbilt as an adjunct professor of surgery and of medical education and administration.

Dallas Peoples is a program specialist for Transforming Medical Education at the Association of American Medical Colleges (AAMC). She is responsible for assisting in the development, planning, implementation, and tracking of new initiatives and projects in competency-based medical education and interprofessional and collaborative education. Ms. Peoples is also responsible for facilitation of the AAMC’s Medical Education Senior Leaders’ Anti-Racism Taskforce efforts. Prior to taking this role in June 2022, Ms. Peoples was an education coordinator at the University of Texas Southwestern Medical Center for 4 years. She managed and coordinated undergraduate medical education programs in the Department of Family and Community Medicine for 3 years, and graduate medical education research programs in the Simmons Comprehensive Cancer Center for 1 year. Ms. Peoples earned a bachelor of science in sociology from Texas Woman’s University, and a master of science in sociology from Texas A&M University–Commerce, and is currently pursuing a Ph.D. in sociology with a concentration in health and illness at Texas Woman’s University. Her research uses a qualitative methodological lens on concerns with health inequities, social determinants, and intersectionality. Her primary areas of focus are medical education, environmental health, and reproductive health. Ms. Peoples also teaches Health and Illness, an undergraduate level course in the Department of Social Sciences amd Historical Studies at Texas Woman’s University.

Javaid Sheikh, M.D., is an internationally renowned medical executive and creative thought leader in global academic medicine. Since beginning his tenure as dean of Weill Cornell Medicine-Qatar (WCM-Q) in 2010, Dr. Sheikh has pioneered and implemented innovative biomedical educational and research programs enabling WCM-Q to become widely acknowledged as a leading institution preparing “global physician-scientists” for the 21st century, equipped with the skills, knowledge, and outlook needed to provide exceptional standards of health care while also driving advances in scientific discovery. In addition, Dr. Sheikh led the establishment of a comprehensive research infrastructure at WCM-Q equipped with core laboratories with advanced capabilities in genomics, proteomics, transcriptomics, and metabolomics, making the college a valuable national resource and turning Doha into a regional and global hub for cutting-edge scientific inquiry and international collaboration. To support the ongoing professional development of health care practitioners, Dr. Sheikh established a Division of Continuing Professional Development at WCM-Q which was the first such program in the region to be accredited by the U.S. Accreditation Council for Continuing Medical Education, a very important step in maintaining world-class physician performance and delivery of high-quality medical care. Furthermore, Dr. Sheikh has also led the conceptualization and implementation of comprehensive programs to advance health promotion and disease prevention for the general population of Qatar by cultivating healthy behaviors in school-age children and by designing and conducting population-based, longitudinal studies to assess the efficacy of these interventions. Most recently, Dr. Sheikh has launched a digital health program at WCM-Q, with a curricular component based on data science/machine learning, in collaboration with Carnegie Mellon University-Qatar and Qatar Computing Research Institute.

Dr. Sheikh also co-founded Innovations in Global Health Professions Education (https://www.innohealthed.com), a globally interconnected forum providing an international platform for profiling conceptual and technological innovations in health professions education. He also serves on the Artificial Intelligence in Health Professions Education forum of the National Academy of Medicine in the United States.

Prior to joining WCM-Q, Dr. Sheikh built a distinguished career as a professor of psychiatry and behavioral sciences, associate dean, and chairman of the board at the Palo Alto Institute for Research and Education at Stanford University School of Medicine and affiliated hospitals in California.

Carl Sheperis, Ph.D., M.S., is the dean at Texas A&M San Antonio. Previously Dr. Sheperis was interim president and chief executive officer of the National Board for Certified Counselors, Inc. and Affiliates (NBCC) and

its division, NBCC International. Headquartered in Greensboro, North Carolina, the NBCC is the preeminent certification agency for professional counselors in the United States. It has certified more than 64,000 counselors and provides licensure examinations for all 50 states, the District of Columbia, Puerto Rico, and Guam. Dr. Sheperis completed his undergraduate studies at Kutztown University of Pennsylvania, and earned a master of science in education in 1994 from Duquesne University and his doctorate in mental health counseling in 2001 from the University of Florida. He is a national certified counselor, certified clinical mental health counselor, master addictions counselor, approved clinical supervisor, and licensed professional counselor, as well as a past NBCC board chair. Before joining the NBCC full time in April 2018, he was the program dean for the College of Social Sciences at the University of Phoenix, and earlier served at Lamar University in Beaumont, Texas, where he was chair of the Counseling and Special Populations Department and led the largest state university system counseling program in the United States. Dr. Sheperis has been president of the Association for Assessment and Research in Counseling and an associate editor for the Journal of Counseling and Development as well as editor of the Journal of Counseling Research and Practice. He also has worked with the American Counseling Association as chair of the Research and Knowledge Committee.

Speakers

Areeba Abid is an M.D. candidate at the Emory University School of Medicine. She received her bachelor’s in biomedical engineering from Georgia Tech and worked as a software engineer at Google before medical school. She also worked as an engineer at Abbott, Cardinal Health, and multiple startups. She is excited about innovation in medical technology, particularly machine learning and process improvement. She co-founded MedAI, an organization developing artificial intelligence curricula for medical trainees.

Kelly Aldrich, D.N.P., M.S., RN-BC, FHIMSS, is a board-certified informatics nurse specialist who has served for more than 35 years in clinical, academic, and leadership roles and is recognized as a senior informatics leader, innovator, and advocate for useful, safe, and effective health care transformation. She is an associate professor and the director of informatics innovation for the Vanderbilt School of Nursing, with a secondary appointment in the Department of Biomedical Informatics. Dr. Aldrich spent the first 20 years of her career at the bedside in cardiac and trauma critical care settings. Driven by a passion and dedication to create a seamless patient-centered care environment supported by functional technology, she pursued further academic training in informatics and executive leadership. She is the former chief clinical transformation officer for the Center for Medical

Interoperability, a nonprofit organization led by health systems to simplify and advance data sharing among medical technologies and systems. Prior to that, she served as the invited inaugural chief nursing informatics officer for HCA Healthcare, where she successfully created clinical informatics strategic and tactical roadmaps for implementing meaningful and innovative solutions at scale. She is engaged in research and informatics innovation learning models, which is reflected in publications advocating for the unique nurse identifier and Digital RN citizen model. Other publications include informatics for nursing documentation standards, her model for blending education leadership and technology (BELT) for highly reliable technology systems in innovation, interoperability for better care, the American Nurses Association’s (ANA’s) Nursing Informatics Scope and Standards of Practice revision, and, most recently, her current work with the Centers for Disease Control and Prevention on health care trust data platforms demonstrating automation of personal protective equipment data in burn and predictive needs for the nation.

With her background in informatics, technology, and innovation and as a fellow with the Healthcare Information and Management Systems Society, Dr. Aldrich proudly represents the nursing perspective on task forces for the Department of Health and Human Services (HHS) and the Office of the National Coordinator for Health Information Technology that are focused on interoperability experience and standards, and she contributes to industry advisory councils including HHS National Cybersecurity Future Gazing, Baxter Healthcare Digital Health, and the ANA Innovation Advisory Committee. Additionally, she owns and manages an informatics consulting company. Dr. Aldrich received her master of science in health care systems leadership and nursing informatics and her doctor of nursing from the University of South Florida.

Eduardo Bunge, Ph.D., M.S., is a professor in the Department of Psychology at Palo Alto University and the director of the master of science in psychology program. He was born and educated in Argentina, earned his undergraduate degree at the University of Buenos Aires, and received his Ph.D. in psychology from the University of Palermo (Argentina). Dr. Bunge currently directs the Children and Adolescents Psychotherapy and Technology Research Lab and is associate director at the International Institute of Internet Interventions for Health at Palo Alto University. He has published five clinical books in three languages (English, Spanish, Portuguese) and more than 40 articles in peer-reviewed journals and chapters. He has been teaching in the master of science program since 2013 and is highly passionate about how technology can contribute to high-quality education and advance the field of mental health.

Winston Guo, M.D. Candidate, is a third-year M.D. student at Weill Cornell Medical College. He previously studied computer science and obtained research experience in labs that use basic, clinical, and computational approaches. He is now interested in the applications of machine learning in clinical spaces (e.g., informing diagnosis and treatment decisions), preventive health, and health care access.

Nathaniel Hendrix, Pharm.D., Ph.D., is a researcher and data scientist with the American Board of Family Medicine and its Center for Professionalism and Value in Health Care. His research focuses on cost-effectiveness analysis, pharmacoepidemiology, and artificial intelligence in primary care. He received his Pharm.D. from the University of Washington (UW) School of Pharmacy and his Ph.D. from UW’s Comparative Health Outcomes, Policy, and Economics (CHOICE) Institute, and he completed a postdoc at the Harvard T.H. Chan School of Public Health.

Alex John London, Ph.D., is the Clara L. West Professor of Ethics and Philosophy and director of the Center for Ethics and Policy at Carnegie Mellon University. An elected fellow of the Hastings Center, Dr. London’s work focuses on ethical and policy issues surrounding the development and deployment of novel technologies in medicine, biotechnology, and artificial intelligence; on methodological issues in theoretical and practical ethics; and on cross-national issues of justice and fairness. His book For the Common Good: Philosophical Foundations of Research Ethics is available in hard copy from Oxford University Press and is available in PDF as an open access title. His papers have appeared in Mind, The Philosopher’s Imprint, Science, JAMA, The Lancet, BMJ, PLOS Medicine, Statistics in Medicine, The Hastings Center Report, and numerous other journals and collections. He is also co-editor of Ethical Issues in Modern Medicine, one of the most widely used textbooks in medical ethics.

Bonnie Miller, M.D., is a professor of medical education and administration at the Vanderbilt University School of Medicine. She attended Colorado College for her undergraduate education, earning a bachelor of arts in biology in 1976. She received her M.D. degree at the University of Oklahoma, graduating in 1980. She then moved to Nashville for 6 years of postgraduate training in general surgery at Vanderbilt University Affiliated Hospitals. During this time, she spent 18 months doing basic research in surgical nutrition and the metabolic response to injury. After completing her residency, she spent 1 year in Seattle in fellowship in hepato-biliary disease at the Virginia Mason Clinic. Since 1987, Dr. Miller has been back in Nashville.

For 11 years she served as a surgeon in private practice at one of the Vanderbilt-affiliated teaching hospitals, where she worked with residents and students. She then spent 1 year working as a staff surgeon at the Nashville Veterans Affairs Medical Center before assuming the role of associate dean for medical students at Vanderbilt in June 1999. Although she loved the triumphs and trials of student affairs, she was drawn to the challenges facing medical education in the 21st century and moved to her current position in January 2005. Dr. Miller’s clinical interests were focused on patients with breast cancer. Her academic interests include the moral development of physicians and the structure and function of curriculum committees.

Noahlana (Lana) Monzon is a first-year student in the Nutritional Sciences M.A./M.S. Program at the University of Oklahoma Health Sciences Center. She has an undergraduate degree in biomedical engineering from the University of Arkansas. Ms. Monzon currently serves as the Unity Clinic nutrition representative liaison and committee member for interprofessional outreach response group. With a passion for improving patient outcomes through technology, communication, and nutrition, Ms. Monzon’s master’s thesis focuses on the development of a nutrition communication efficacy scale to be used in interprofessional care settings.

Erkin Ötleş is a Medical Scientist Training Program fellow (M.D.-Ph.D. student) at the University of Michigan. His mission is to advance health by harnessing the power of data. He is currently in his final year of combined M.D.-Ph.D. training. His doctoral research focused on creating artificial intelligence (AI) tools for patients, physicians, and health systems. He has led work across the AI lifecycle with projects advancing from model development to validation, technical integration, and workflow implementation. His Ph.D. dissertation research was co-advised by Dr. Brian Denton (industrial and operations engineering) and Dr. Jenna Wiens (computer science and engineering). He is also interested in incorporating education about AI tools into medical curricula. He has a professional background in health information technology development, having worked at Epic and later leading a health care data science team. After completion of his M.D.-Ph.D. training, he plans on pursuing postgraduate medical training (residency).

Alonzo D. Turner is currently a doctoral student pursuing a Ph.D. in counseling and counselor education at Syracuse University. He is a 2022 National Board for Certified Counselors doctoral minority fellow, a national certified counselor, a licensed clinical mental health counselor, and a qualified supervisor with several years of providing counseling services for clients of multicultural backgrounds. His research agenda focuses include

intersectional feminism, Womanist theology, multiculturalism, and examining how the experiences of Black millennials in Black church culture affect their religiosity and spirituality. He is committed to addressing cultural attitudes that perpetuate stigmas regarding mental health services in the Black community. His aim is to use his research to bridge the gap between counselor educators and the Black community. Through his research, he aims to enhance current pedagogic, clinical, and supervisory practices and literature regarding spirituality and religiosity for clients of historically marginalized backgrounds.

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