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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Appendix B

Speaker Biographical Sketches

Mary Barger, Ph.D., M.P.H., grew up in the Middle East where her experiences shaped her intense interest in maternal and child health as well as sparked her interest in midwifery. She combined these passions by receiving a master’s degree in public health and her nurse-midwifery training from Johns Hopkins School of Public Health after receiving her nursing degree from Stanford University and spending time as a nurse in Saudi Arabia and a refugee camp in Jordan. She furthered her interest in perinatal epidemiology by obtaining a Ph.D. in epidemiology from Boston University. Clinically, Dr. Barger has practiced nurse-midwifery for an interdisciplinary comprehensive pregnancy program for low-income women in San Diego, provided care to Navy dependents through Balboa Naval Medical System, and worked a multispecialty practice in Boston, Massachusetts. She has held faculty positions at the University of California, San Diego, Department of Community and Family Medicine; Boston University School of Public Health Department of Maternal and Child Health; the University of California, San Francisco, Family Health Care Nursing; and the University of San Diego Hahn School of Nursing. She served as a nurse-midwifery co-director for the University of California, San Francisco/ University of California, San Diego, Intercampus Program and director of the Boston University Nurse-Midwifery Program. In the areas of education and certification, Dr. Barger is a recognized leader. She currently serves on the board of the American Midwifery Certification Board and is chair of the Continuing Competency Program and has been responsible for major changes in competency requirements for midwives. She was a leader in adding primary care to the midwifery core competencies for the American

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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College of Nurse-Midwives. She has served on the examination committees for NCC and the Board of Public Health Examiners. Dr. Barger has participated in a Fulbright Interprofessional Health project with health faculty in Malawi. Currently, she is a co-chair of the Education Standing Committee for the International Confederation of Midwives. Dr. Barger is a Fellow of the American College of Nurse-Midwives.

William Bazeyo, M.B.Ch.B., M.Med. (OM), Ph.D., is a Ugandan physician, academician, and occupational health specialist. He is currently a professor of occupational medicine at Makerere University College of Health Sciences’ School of Public Health where he is the dean of the school. He is also the lab director and chief of party of ResilientAfrica Network (RAN), which brings together 20 universities in 16 African countries; the director of the Center for Tobacco Control in Africa, principal investigator (executive director) of One Health Central and Eastern Africa, and principal investigator for the Monitoring and Evaluation Technical Support program. In 1979, he joined Makerere University Medical School where he obtained the degree of bachelor of medicine and bachelor of surgery. He went on to obtain the master of medicine degree specializing in occupational health from the National University of Singapore in 1992. He later obtained the doctor of public health degree from Atlantic International University in 2014. He also obtained a certificate in Authentic Leadership Development from Harvard Business School in August 2015.

David Benton, R.G.N., Ph.D., M.Phil., FFNF, FRCN, FAAN, took up post as chief executive officer (CEO) of the National Council of State Boards of Nursing (NCSBN) in October, 2015. Immediately prior to this he worked at the International Council of Nurses in Geneva, Switzerland, for the previous 10 years; first as their consultant on nursing and health policy specializing in regulation, licensing, and education, and then as CEO. He qualified as a general and mental health nurse at the then Highland College of Nursing and Midwifery in Inverness, Scotland. His M.Phil. research degree focused on the application of computer-assisted learning to postbasic nurse education and has over the past 30 years had articles published in relation to research, practice, education, leadership, regulation, and policy topics. He has a Ph.D. summa cum laude from the Complutense University of Madrid for his work on researching an international comparative analysis of the regulation of nursing practice. Dr. Benton has held senior roles for 25 years across a range of organizations. These roles have included working as executive director of nursing at a health authority in London, as a senior civil servant in the Northern and Yorkshire regions, as chief executive of a nurse regulatory body in Scotland, and as nurse director of a University Trust Health System. Dr. Benton is the recipient of several awards and

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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honors. He is particularly proud of being awarded the inaugural Nursing Standard Leadership award in 1993. He was presented with Fellowship of the Florence Nightingale Foundation in 2001, awarded Fellowship of the Royal College of Nursing in 2003 for his contribution to health and nursing policy, and most recently became a Fellow of the American Academy of Nursing in 2015. Dr. Benton has held several visiting appointments and is currently a visiting professor of nursing policy at the University of Dundee in Scotland.

Jennifer Butlin, Ed.D., has served as executive director of the Commission on Collegiate Nursing Education (CCNE) since 1998. CCNE is a nationally recognized accrediting agency for baccalaureate and graduate nursing programs and nurse residency programs. CCNE accredits nearly 1,400 nursing education programs at more than 700 colleges and universities, as well as nurse residency programs in acute care settings in the United States and its territories. Prior to her tenure at CCNE, Dr. Butlin served as the accreditation coordinator at the Council on Education for Public Health, which accredits public health schools and programs. Dr. Butlin earned her doctor of education in higher education administration from George Washington University. Dr. Butlin has been elected or appointed to serve on numerous committees and task forces dealing with accreditation and quality in higher education. She has represented specialized accreditors in the orientation of the U.S. Department of Education National Advisory Committee on Institutional Quality and Integrity and has chaired the Association of Specialized and Professional Accreditors External Recognition Issues Committee. Dr. Butlin has presented at numerous national and international conferences about issues and trends in higher education and accreditation, and has served as a consultant to developing and long-standing accrediting agencies. She was recently appointed to serve on the Physician Assistant Education Association’s Accreditation Task Force. Outside of accreditation, Dr. Butlin has been elected to serve on the Board of Directors of Reston Children’s Center, a nationally recognized cooperative caring center serving children ages 6 weeks to sixth grade in Northern Virginia. She is also involved with the National Charity League, Inc., and serves as the assistant chair of the Recognition Committee for the Cherry Blossom Chapter in the Washington, DC, area.

Malcolm Cox, M.D., is an adjunct professor of medicine at the University of Pennsylvania. He most recently served for 8 years as the chief academic affiliations officer for the U.S. Department of Veterans Affairs (VA), in Washington, DC, where he oversaw the largest health professions training program in the country and repositioned the VA as a major voice in clinical workforce reform, educational innovation, and organizational transforma-

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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tion. Dr. Cox received his undergraduate education at the University of the Witwatersrand and his M.D. from Harvard Medical School. After completing postgraduate training in internal medicine and nephrology at the Hospital of the University of Pennsylvania, he rose through the ranks to become professor of medicine and associate dean for clinical education. He has also served as dean for medical education at Harvard Medical School; upon leaving the Dean’s Office, he was appointed the Carl W. Walter Distinguished Professor of Medicine at Harvard Medical School. Dr. Cox has served on the National Leadership Board of the Veterans Health Administration, the VA National Academic Affiliations Advisory Council (which he currently chairs), the National Board of Medical Examiners, the National Advisory Committee of the Robert Wood Johnson Foundation Clinical Scholars Program, the Board of Directors of the Accreditation Council for Graduate Medical Education, and the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine (which he currently co-chairs). Dr. Cox is the recipient of the University of Pennsylvania’s Christian R. and Mary F. Lindback Award for Distinguished Teaching and in 2014 was recognized by the Association of American Medical Colleges as a nationally and internationally renowned expert in health professions education.

Susan Day, M.D., joined Accreditation Council for Graduate Medical Education (ACGME) as its vice president, Medical Affairs, in October 2014. Prior to working at ACGME, Dr. Day worked for the California Pacific Medical Center where she was most recently the chair and Program Director for the Department of Ophthalmology. Dr. Day is also a practicing pediatric ophthalmologist. In addition to being president of the American Academy of Ophthalmology in 2005, Dr. Day has held numerous other positions in the academy: Board of Trustees from 1998 to 2001; chair of the Ethics committee from 1996 to 2000; Membership Advisory committee from 2000 to current; Instruction Advisory committee; Professional Liaison committee; Interspecialty committee; Allied Health committee; and Preferred Practice Patterns committee. Dr. Day has also served as president of the Association of University Professors of Ophthalmology in 2011, president of the American Association for Pediatric Ophthalmology and Strabismus in 2004, and on the board or on several committees, including Women in Ophthalmology, Ophthalmic Mutual Insurance Company, American Academy of Pediatrics (division of ophthalmology), Smith-Kettlewell Eye Research Institute, and Pacific Vision Foundation. She is also a member of the American Ophthalmological Society and the Association for Research in Vision and Ophthalmology. Dr. Day received her medical degree from Louisiana State University. Additional educational achievements include Letterman Army Medical Center, The Presidio Medicine Internship; Pacific

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Medical Center Ophthalmology Resident; The Hospital for Sick Children, England, David Taylor Pediatric & Strabismus Fellowship; and the University of Iowa, William Scott, MD Pediatric & Strabismus Fellowship. Dr. Day has previously served ACGME in a variety of capacities. She served as a member and chair of the ACGME Board of Directors and as both a member and chair of the Residency Review Committee, Ophthalmology. Additionally, Dr. Day was co-chair of the ACGME Duty Hours Task Force from 2009–2010, as well as an ACGME site visitor for the ACGME-I programs in Singapore and Beirut.

Jan De Maeseneer, M.D., Ph.D., FRCGP (Hon.), earned his M.D. from Ghent University in Belgium in 1977. Since 1978, he has been working part-time as a family physician in the community health center Botermarkt in Ledeberg, a deprived area in the city of Ghent. From 1978 to 1981, he worked as a part-time research assistant in health promotion at the Department of Public Health. Professor De Maeseneer became the chair of the Department of Family Medicine (1991) and works there as a full-time professor. Since 2008, Professor De Maeseneer has served as vice dean for strategic planning at the Faculty of Medicine and Health Sciences. He is a board member of the Interuniversity Flemish Consortium for vocational training of family medicine, and he chairs the working party for family medicine of the Belgian High Council for medical specialists and family physicians (1998). Professor De Maeseneer chairs the Educational Committee (since 1997) and directs a fundamental reform of the undergraduate curriculum (from a discipline-based approach to an integrated patient-based approach). In 2004, Professor De Maeseneer received the “the World Organization of Family Doctors (WONCA) award for excellence in health care: the Five-Star Doctor” at the 17th World Conference of Family Doctors in Orlando (USA). In 2008 he received a Doctor Honoris Causa degree at the Universidad Mayor de San Simon in Cochabamba (Bolivia), and in 2014, he received the Recognition for Excellence in Health Professional Education at the Prince Mahidol Award Conference in Thailand. He has written articles in several journals on health education, epidemiology, medical decision making, medical education, quality of care, community-oriented primary care, interprofessional team work, training in general practice, health and poverty, and health in developing countries. Professor De Maeseneer has served as chairman of the European Forum for Primary Care since 2005. In 1990–1991, he became an advisor on primary health care for the federal Minister of Health, and in 2010 became chair of the Strategic Advisory Board of the Flemish Minister for Welfare, Health, and Family. From 2006 to 2008, Professor De Maeseneer was a member of the Knowledge Network on “Health System” of the World Health Organization (WHO) Commission on Social Determinants of Health. He is currently director of

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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the International Centre for Primary Health Care and Family Medicine, Ghent University, a WHO Collaborating Centre for primary health care. Since October 2013, he has been the chair of the Expert Panel on Effective Ways of Investing in Health, advising the European Commission.

Elizabeth (Liza) Goldblatt, Ph.D., M.P.A./P.A., is the executive director of the Academic Collaborative for Integrative Health (ACIH, formerly known as ACCAHC). Dr. Goldblatt is a leading educator in the acupuncture and Oriental medicine profession. She was chair of ACIH for 8 years and one of the founding members of the organization. She served as vice president of the Council of Colleges of Acupuncture and Oriental Medicine (CCAOM) from 1990–1996, president from 1996–2002, and is currently on the CCAOM Finance Committee. Dr. Goldblatt also co-chaired the Education Committee of the North American Acupuncture and Oriental Medicine Council from 1993 to 2007. She served on the board of trustees for Pacific University from 1994 to 2004. Dr. Goldblatt was president of the Oregon College of Oriental Medicine (OCOM) from 1988 to 2003, she was the vice president for academic affairs for the American College of Traditional Chinese Medicine (ACTCM) from 2003 to 2011, and currently serves on the faculty of the clinical doctoral program at ACTCM in San Francisco, California. Throughout this time, Dr. Goldblatt has been a strong advocate for interdisciplinary, collaborative, academic efforts. She assisted in creating three National Institutes of Health (NIH) National Center for Complementary and Integrative Health centers with Oregon Health & Science University (OHSU) and Kaiser Permanente that included representation from the complementary and integrative health care colleges. She helped OHSU and the other complementary health care educational institutions to create the Oregon Collaborative for Integrative Medicine. Dr. Goldblatt also had the lead in creating two of the clinical doctoral programs in Acupuncture and Oriental Medicine at OCOM and ACTCM. These programs focus on collaborative and integrated medicine, which she views as a major step for educational programs in this field. In 2008–2009, she served as a member of the planning committee for the Institute of Medicine (IOM) National Summit on Integrative Medicine and the Public Health. Goldblatt is currently working with the Academic Collaborative for Integrative Medicine and Health (ACIMH, a national organization consisting of 66 medical academic centers with integrative medicine departments) on several collaborative projects that include educational, clinical, and research components. Dr. Goldblatt has a Master’s in Public Administration/Health Administration (M.P.A./H.A.) from Portland State University. She earned her Ph.D. from the University of California, Los Angeles, in ethnomusicology, which combined anthropology, medical anthropology, and the ritual arts.

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Judith Halstead, Ph.D., R.N., FAAN, ANEF, has more than 35 years of experience in nursing education with expertise in online education, nurse educator competencies, and evidence-based teaching in nursing education. She is co-editor of the widely referenced book on nursing education, Teaching in Nursing: A Guide for Faculty. Dr. Halstead is the recipient of numerous awards including the Midwest Nursing Research Society Advancement of Science Award for the Nursing Education Research Section and the Sigma Theta Tau International Elizabeth Russell Belford Excellence in Education Award. She is a Fellow in the National League for Nursing Academy of Nursing Education and the American Academy of Nursing. She served as the president of the National League for Nursing from 2011 to 2013.

Neil Harvison, Ph.D., OTR/L, FAOTA, is the chief officer for Academic and Scientific Affairs at the American Occupational Therapy Association (AOTA). In this capacity he provides leadership and direction for the accreditation, education, and research functions of the Association. Harvison holds a bachelor’s degree in occupational therapy (hons.) from the University of Queensland (Australia), a master of arts degree in developmental disabilities studies from New York University, and a doctorate of philosophy from the Steinhardt School of Education at New York University. Prior to joining AOTA in 2006, Dr. Harvison spent more than 24 years as a pediatric practitioner and hospital administrator. For 12 years he was the associate director for outpatient services at the Mount Sinai Rehabilitation Center in New York City. During this period, he held clinical faculty appointments at the Mount Sinai School of Medicine, Columbia University College of Physician and Surgeons, and Mercy College. Dr. Harvison served in number of volunteer leadership roles as a member of AOTA before joining the staff in 2006. He has also served on the Board of Directors of the Association of Specialized and Professional Accreditors (ASPA) as both the chairperson and vice chairperson. Dr. Harvison currently serves as a member of numerous national interprofessional advisory boards. He is an associate editor for education with the American Journal of Occupational Therapy. In 2011, Dr. Harvison was recognized with the AOTA Fellows award for service to education and practice.

Debbie L. Hettler, O.D., M.P.H., FAAO, is the clinical director, Associated Health Education at the VA Headquarters in Washington, DC, where she is involved with the policy and oversight for more than 40 clinical education disciplines. Prior to this position, she established and developed an optometric education program in the VA, which evolved into optometric externships and residencies with four optometry schools, internal medicine rotations, nurse practitioner observations, and interactions with an ophthalmology teaching program. Dr. Hettler previously was a full-time

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

educator, and has also worked clinically in interdisciplinary settings, including the VA, health maintenance organization, contact lens research clinics, union occupational health offices, and private practices. Currently, she is also a regional quality assurance representative conducting office inspections, record audits, and consulting with eye care practitioners on improving clinical skills and documentation of patient care. Additional accreditation activities include acting as a consultant for the Council on Optometric Education and the Council on Education for Public Health, and a National Board of Optometry Examiner. Throughout her professional career, Dr. Hettler has continued to publish and present at professional conferences while maintaining her educational credentials. Dr. Hettler is recognized as an expert in Optometric Public Health as demonstrated by her Diplomate status in the American Academy of Optometry’s Public Health and Environmental Optometry Section, as well as a Distinguished Practitioner in the National Academy of Practice in Optometry. She has served as chair of several committees and sections of the American Optometric Association, including the Multidisciplinary Practice Section and the Public Health Task Force as well as a member of several other national committees. She has been an elected leader in local optometric societies of the American Optometric Association in Illinois, Missouri, and New York.

Eric Holmboe, M.D., a board-certified internist, is senior vice president, Milestones Development and Evaluation of the Accreditation Council for Graduate Medical Education (ACGME). Prior to joining ACGME in January 2014, he served as the chief medical officer and senior vice president of the American Board of Internal Medicine (ABIM) and the ABIM Foundation. He is also professor adjunct of medicine at Yale University, and adjunct professor at the Uniformed Services University of the Health Sciences. Prior to joining the ABIM in 2004, he was the associate program director, Yale Primary Care Internal Medicine Residency Program; director of Student Clinical Assessment, Yale School of Medicine; and assistant director of the Yale Robert Wood Johnson Clinical Scholars program. Before joining Yale in 2000, he served as division chief of general internal medicine at the National Naval Medical Center. Dr. Holmboe retired from the U.S. Naval Reserves in 2005. His research interests include interventions to improve quality of care and methods in the evaluation of clinical competence. His professional memberships include the American College of Physicians, where he is a Master; Society of General Internal Medicine; Association of Medical Education in Europe; and he is an honorary Fellow of the Royal College of Physicians in London. Dr. Holmboe is a graduate of Franklin and Marshall College and the University of Rochester School of Medicine. He completed his residency and chief residency at Yale-New Haven Hospital, and was a Robert Wood Johnson Clinical Scholar at Yale University.

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Elizabeth Hoppe, O.D., M.P.H., Dr.P.H., the Founding Dean of the College of Optometry at Western University of Health Sciences, has several notable career accomplishments. She was the first woman chosen as editor of the Association of Schools and Colleges of Optometry’s peer-reviewed journal, Optometric Education, and she is the first woman in optometry to hold the Dr.P.H. Dr. Hoppe joined Western University from the New England College of Optometry, where she was the associate dean of academic affairs. Prior to her position there, she was a tenured professor at Southern California College of Optometry from 1990 to 2003. Dr. Hoppe has authored numerous peer-reviewed manuscripts and several text book chapters. She also serves on the peer-review board for professional journals and is a grant reviewer for several different granting agencies. Dr. Hoppe received her optometry degree from Ferris State University, followed by residency training in low-vision rehabilitation at the Eastern Blind Rehabilitation Center at the West Haven, Connecticut, VA Medical Center. She earned a master’s degree in public health from Yale University and a doctorate in public health from the University of Michigan.

Pamela Jeffries, Ph.D., R.N., FAAN, ANEF, dean and professor at George Washington University School of Nursing, is nationally known for her research and work in developing simulations and online teaching and learning. Throughout the academic community, she is well regarded for her expertise in experiential learning, innovative teaching strategies, new pedagogies, and the delivery of content using technology in nursing education. Dr. Jeffries has served as principal investigator on grants with national organizations such as the National League for Nursing, she has provided research leadership and mentorship on national projects with the National Council of State Boards of Nursing, and she has served as a consultant for health care organizations, corporations, large health care organizations, and publishers providing expertise in clinical education, simulations, and other emerging technologies. Prior to joining George Washington University, Dr. Jeffries was vice provost for digital initiatives and professor at the School of Nursing at Johns Hopkins University, where she was previously the associate dean for academic affairs. Dr. Jeffries is a Fellow of the American Academy of Nursing (FAAN), an American Nurse Educator Fellow (ANEF), and most recently, a Robert Wood Johnson Foundation Executive Nurse Fellow (ENF). She also serves as a member of the National Academies of Sciences, Engineering, and Medicine’s Global Forum on Innovation in Health Professional Education, and serves as past president of the interprofessional, international Society for Simulation in Healthcare. She has numerous publications, is sought to deliver presentations nationally and internationally, and has just edited three books, Simulations in Nursing Education: From Conceptualization to Evaluation (2nd edition), De-

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

veloping Simulation Centers Using the Consortium Model, and her newest book published by Lippincott being launched at the International Meeting on Simulation in Healthcare, Clinical Simulations in Nursing Education: Advanced Concepts, Trends, and Opportunities. She has received federal and state grant funding to support her research focus in nursing education and the science of innovation and learning. Dr. Jeffries was inducted in the prestigious Sigma Theta Tau Research Hall of Fame and is the recipient of several teaching and research awards from the Midwest Nursing Research Society, the International Nursing Association of Clinical Simulations and Learning, and teaching awards from the National League of Nursing, Sigma Theta Tau International, and most recently, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence award.

Deborah Kochevar, D.V.M., Ph.D., DACVC, is the dean and the Henry and Lois Foster Professor at the Cummings School of Veterinary Medicine at Tufts University. Prior to her appointment as dean in August 2006, Dr. Kochevar was associate dean for Professional Programs and held the Wiley Chair of Veterinary Medical Education at Texas A&M University’s College of Veterinary Medicine and Biomedical Sciences. She was also professor of veterinary physiology and pharmacology at the College of Veterinary Medicine, with a joint appointment in medical physiology. She was on the faculty at Texas A&M from 1987 to 2006 and served two stints as acting dean in 2004 and 2005. Dr. Kochevar was graduated Phi Beta Kappa with a bachelor of arts degree in English and biology from Rice University in 1978. She received a doctor of veterinary medicine degree from Texas A&M University in 1981, and a Ph.D. degree in cellular and molecular biology from the University of Texas Southwestern Medical Center in 1987. She was a National Institutes of Health National Research Service Award Fellow in 1984–1986. In the mid-1990s, she spent 1 year in Washington, DC, as a Congressional Science Fellow to the Senate Labor and Human Resources Committee. Heralded as an inspiring mentor to her students, Dr. Kochevar has won many teaching awards, including the Norden Distinguished Teacher Award, the Student American Veterinary Medical Association National Teaching Award in Basic Science, and the Former Students Distinguished Achievement Award in Teaching at Texas A&M. She has received numerous grants for education and curriculum development and participated in educational outreach projects funded by the National Institute of Environmental Health Science. Dr. Kochevar’s research focuses on pharmacology and cellular and molecular biology. She has received research grants from the American Heart Association, the United States Department of Agriculture, and corporate sponsors. Dr. Kochevar is president of the American College of Veterinary Clinical Pharmacology and is active in the American Veteri-

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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nary Medical Association, having chaired its Council on Education and the Educational Commission for Foreign Veterinary Graduates.

Christine M. MacDonell, FACRM, began her varied career in the health care industry as an occupational therapist after graduating from the University of Southern California. While in California, she became an administrator of a full rehabilitation continuum of care. Ms. MacDonnell came to the Commission on Accreditation of Rehabilitation Facilities (CARF) in 1991. She has served as the managing director of Medical Rehabilitation and International Medical Rehabilitation and Aging Services during her time with CARF. Ms. MacDonnell is a Fellow of the American Congress of Rehabilitation Medicine. Ms. MacDonnell has represented CARF at international, national, regional, and local meetings to promote and interpret standards and the use of accreditation as a quality business and clinical strategy throughout the continuum of care.

Mary E. (Beth) Mancini, R.N., Ph.D., N.E.-B.C., FAHA, ANEF, FAAN, is professor, senior associate dean for education innovation, and chair for Undergraduate Nursing Programs at The University of Texas at Arlington College of Nursing. She holds the Baylor Health Care System Professorship for Healthcare Research. Prior to moving to an academic role in 2004, Dr. Mancini held progressive management positions in the service sector, including 18 years as senior vice president for nursing administration and chief nursing officer. Dr. Mancini received a B.S.N. from Rhode Island College, a master’s in nursing administration from the University of Rhode Island, and a Ph.D. in public and urban affairs from the University of Texas at Arlington. In 1994, Dr. Mancini was inducted as a Fellow in the American Academy of Nursing. In 2009, she was inducted as a Fellow of the American Heart Association. In 2011, she was inducted as a Fellow in the National League for Nursing’s Academy of Nurse Educators. Dr. Mancini is active in the area of simulation in health care, including serving as President of the Society for the Society for Simulation in Healthcare, past member of the Royal College of Physicians and Surgeons of Canada’s Simulation Task Force, Sigma Theta Tau International’s Simulation and Emerging Technologies Content Advisory Group, the WHO’s Initiative on Training and Simulation and Patient Safety, and co-chair of the Education Task Force for the International Liaison Committee for Resuscitation. Dr. Mancini is a sought-after speaker at local, national, and international conferences on such topics as simulation in health care; health professions education; patient safety; teaching, retention, and outcomes related to basic and advanced life support education; emergency and critical care nursing; nursing research; and work redesign.

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Lemmietta G. McNeilly, Ph.D., CCC-SLP, CAE, serves on the American Speech-Language-Hearing Association’s (ASHA’s) Facilitating Team as the chief staff officer, Speech-Language Pathology, and is responsible for the following units: Governmental Relations and Public Policy, Speech-Language Pathology Practices units (Clinical Issues, Health Care, and School Services), Special Interest Groups, and International Programs. She is a fellow of the ASHA and a Certified Association Executive. She serves as chair of the American Society of Association Executives International Section Council and a Diversity Executive Leadership Scholar. She also serves as secretary/ treasurer of the National Coalition of Health Care Professionals Executive Board and is a member of the Executive Committee. She serves as the ex-officio for ASHA’s International Issues Board, Health Care Landscape Summit, and the Speech-Language Pathology Advisory Council. Previous appointments include serving as the founding chair of the Department of Communication Sciences and Disorders at Florida International University. Her administrative experiences span higher education, health care systems, and educational settings. Her research and clinical expertise are in the areas of language development and dysphagia for medically fragile pediatrics. She has published and conducted seminars internationally for leaders in health care and academic arenas on several topics including genomics for health care professionals, speech-language pathology support personnel, culturally and linguistically diverse populations in neonatal intensive care units, and communication disorders of children with prenatal exposure to drugs and human immunodeficiency virus.

Mark Merrick, Ph.D., ATC, FNATA, became the president of the Commission on Accreditation of Athletic Training Education (CAATE) in the fall of 2015. He was elected as a CAATE Commissioner in 2013 after a long history as a site visitor and site visit chair. He is also a tenured associate professor in the School of Health and Rehabilitation Sciences at the Ohio State University where he has served as the director of the Division of Athletic Training since 2000. He is an National Athletic Trainers’ Association (NATA) Fellow with extensive contributions to the athletic training profession in both scholarship and service. He has been a member of the editorial board of the Journal of Athletic Training for more than 20 years and served as an associate editor for more than a decade. He is also a member of the editorial board of the Journal of Sport Rehabilitation and serves as a reviewer for more than a dozen additional journals. He has held many state, district, and national service and leadership positions with the Ohio Athletic Trainers Association, Great Lakes Athletic Trainers Association, National Athletic Trainers Association, NATA Research and Education Foundation, and the Board of Certification. He holds a bachelor’s degree in exercise science and athletic training from the University of Toledo, a

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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master’s degree in athletic training from Indiana State University, and a doctorate in exercise physiology from the University of Toledo.

Warren Newton, M.D., M.P.H., serves as the vice dean of education at the University of North Carolina (UNC) at Chapel Hill School of Medicine, responsible for the medical students and continuing medical education. He also provides strategic direction for graduate medical education at UNC hospitals. He has led the expansion of the UNC School of Medicine, development of a competency-based curriculum, including improving the health of populations and a new integrated clinical clerkship. Dr. Newton also serves as the William B. Aycock Distinguished Professor and chair of Family Medicine. UNC Family Medicine has 8 campuses, 150 academic faculty, and 16 residencies and fellowships. He is an adjunct professor of epidemiology, and serves as the chair of the Advisory Board for the Cecil G. Sheps Center for Health Services at UNC. Nationally, he has served as president of the Association of Departments of Family Medicine and founding chair of the Council of Academic Family Medicine. In 2007, he was elected to the Board of Directors of the American Board of Family Medicine. He now serves as chair of the American Board of Family Medicine. In the fall of 2011, he was named to the Board of Trustees of the State Employees Health Plan. Dr. Newton’s major scholarship focus is the organization and effectiveness of health care. Over the past 6 years, his major focus has been care redesign at the practice, community and statewide level. He has led the I3 Collaborative of Family Medicine, Internal Medicine, and Pediatrics residencies dedicated to dramatic improvement of quality of care in academic settings. As chair of the North Carolina Improving Performance In Practice (IPIP) Steering Committee, he has worked with Community Care of North Carolina, Area Health Education Centers, public health, and physician specialties to improve quality in all primary care practices across the state and now chairs the Board of the North Carolina Health Quality Alliance. North Carolina IPIP is now working to improve quality of care in more than 1,000 practices with more than 4,000,000 patient visits.

Miguel A. Paniagua, M.D., FACP, is an internist, geriatrician, and palliative medicine physician who serves as Medical Advisor for Test Development Services at the National Board of Medical Examiners (NBME). His work at the NBME includes development of assessments of procedural skills, communication skills, interprofessional team work, and professionalism in the computer-based examinations. Dr. Paniagua served as the internal medicine residency program director at Saint Louis University, Missouri, for 5 years prior to his appointment at the NBME. He graduated from Saint Louis University and received his M.D. from the University of Illinois College of Medicine, Chicago. Dr. Paniagua completed his internal

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

medicine residency and gerontology and geriatric medicine fellowship at the University of Washington, Seattle. He is a Diplomate of the American Board of Internal Medicine, with subspecialty certifications in geriatric medicine and hospice and palliative medicine. He practices consultative hospice and palliative medicine at the Hospital of University of Pennsylvania and holds adjunct appointments to the faculties of both Saint Louis University School of Medicine and the Perelman School of Medicine at the University of Pennsylvania. Paniagua has served on multiple item writing and reviewing committees at the NBME in the past 10 years, and he has served as a representative member of the National Board (2011–2014) as well as 1 year on the NBME Executive Board (2013–2014).

Susan D. Phillips, Ph.D., M.A., M.Phil., currently chairs the National Advisory Committee on Institutional Quality and Integrity, and has served as the Provost and vice president for Academic Affairs and the vice president for Strategic Partnerships at the University at Albany/State University of New York System, and the senior vice president for Academic Affairs at the SUNY Health Science Center at Brooklyn. A professor and recognized scholar of vocational psychology and career development, she has also worked in accreditation and educational quality assurance for the Regents of the State of New York and for professional/health service provider psychology. She holds degrees from Stanford University (B.A. in human biology), Teachers College (M.A. in psychology), and Columbia University (M.Phil. and Ph.D. in counseling psychology). She is a Fellow of the American Psychological Association and a licensed psychologist.

Jo Ann Regan, Ph.D., M.S.W., is the vice president of education at the Council on Social Work Education (CSWE). CSWE is the national association representing more than 750 accredited social work programs and 2,500 individual members and the sole accreditor for baccalaureate and masters-level social work education in the United States. As vice president, Dr. Regan oversees all education and research initiatives, social work accreditation, and publications, including the CSWE Press. Dr. Regan previously served as the director of accreditation at CSWE and as an accreditation specialist. Prior to joining CSWE in 2011, she taught in several social work programs including the University of South Carolina, University of Hawaii, and California State University–Long Beach. In her professorships at these universities, her research and publications have focused on distance education and the use of technology for social work education and practice, which was the focus of her dissertation work. She coauthored the book Integrating Technology into the Social Work Curriculum and has a number of peer-reviewed publications on the use and evaluation of technology in social work education, competency assessment, and accreditation.

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

Prior to entering academia, she practiced as a social worker in various settings, including child protective services, state hospitals, and residential treatment centers in Texas.

Stuart W. J. Reid, Ph.D., D.V.M. (Hons), DipECVPH, FRSB, FRSE, MRCVS, is principal of the Royal Veterinary College, London. Previously dean of the Faculty of Veterinary Medicine in Glasgow, he has led two American Veterinary Medical Association-accredited schools and has played an active role in the Association of American Veterinary Medical Colleges. A veterinarian who has worked in both the private and public sector, Reid has experience in Australasia, Africa, and North America and has served on the executive committees of the professional regulatory bodies in Europe and the United Kingdom. He currently chairs the European Committee on Veterinary Education, and he served as president of the Royal College of Veterinary Surgeons in 2014–2015, the governing body for the veterinary profession in the United Kingdom.

Beth Sabin, D.M.V., Ph.D., currently serves as the associate director for International and Diversity Initiatives at the American Veterinary Medical Association (AVMA) in Schaumburg, Illinois. She has worked for the AVMA since August 1998, first as an assistant editor in the Publications Division, then as an assistant director in the Education and Research Division before moving to her present position within the Office of the Executive Vice President in August 2012. As assistant director in the Education and Research Division for 11 years, Dr. Sabin worked closely with the AVMA’s Educational Commission for Foreign Veterinary Graduates and Council on Education, the latter of which is the sole U.S. Department of Education–recognized accrediting entity for veterinary medical education. Through her efforts with these two entities, Dr. Sabin gained significant expertise in accreditation processes and certification and licensure requirements for veterinary medicine within the United States and Canada. She has also participated in meetings of the International Accreditors Working Group, which comprises representatives from a number of national and regional veterinary medical education accrediting or assessment agencies from around the world, and has spoken about accreditation issues at national and international meetings. Dr. Sabin is a 1992 graduate of the University of California School of Veterinary Medicine, and earned her Ph.D. in immunology from Cornell University in 1997. She is also a Certified Association Executive (CAE), a designation conferred by the American Society of Association Executives.

Karen M. Sanders, M.D., is the deputy chief academic affiliations officer for the U.S. Department of Veterans Affairs, in Washington, DC, where

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

she oversees the largest health professions education program in the United States, including nearly 120,000 trainees annually in more than 40 different health professions. Dr. Sanders has more than 30 years of experience in health professions education and health care administration. She functions as the chief operating officer for the Office of Academic Affiliations, overseeing day-to-day operations and policy development. She also plays other key roles in the Veterans Health Administration, especially as a subject matter expert on mandatory training. She is a professor of medicine at the Virginia Commonwealth University School of Medicine.

Susan C. Scrimshaw, Ph.D., is president of The Sage Colleges, Troy, New York. Previous positions include president of Simmons College, Boston, Massachusetts; dean of the School of Public Health at the University of Illinois at Chicago; and associate dean of public health and professor of public health and anthropology at the University of California, Los Angeles. She is a graduate of Barnard College, with a Ph.D. in anthropology from Columbia University. Her research includes community participatory research methods, health disparities, pregnancy outcomes, violence prevention, and culturally appropriate delivery of health care. She is a member of the National Academy of Sciences and a fellow of the American Association for the Advancement of Science and the American Anthropological Association. She served on the Chicago and Illinois State Boards of Health. She is past president of the board of the U.S.-Mexico Foundation for Science and of the Society for Medical Anthropology, and former chair of the Association of Schools of Public Health. Her honors include the prestigious Yarmolinsky Medal, given by the National Academy of Medicine for distinguished service; the Margaret Mead Award, and a Hero of Public Health gold medal awarded by President Vicente Fox of Mexico. Dr. Scrimshaw lived in Guatemala until age 16. She speaks French, Portuguese, and Spanish.

Nelson K. Sewankambo, M.B.Ch.B., M.Sc., M.Med., FRCP Doctor of Laws (HC), was trained in general medicine and internal medicine at Makerere University (MU) in Uganda and later graduated with a degree in clinical epidemiology from McMaster University, Canada. He is a fellow of the Royal College of Physicians, United Kingdom, a professor of medicine at MU, and is the principal (head) of the MU College of Health Sciences. He has devoted the past 15 years of his career to the advancement of medical education and research capacity development. Until 2007, he was dean of the MU Medical School for 11 years. As dean, he was responsible for change from a teacher-centered, lecture-based medical curriculum to student-centered education grounded in problem-based learning and community-based education and service. During his deanship he introduced

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

multidisciplinary student education in teams and started joint doctoral degree programs between Makerere and Karolinska Institute (Sweden) and Bergen University (Norway). He contributed to the seminal work of the Sub-Saharan African Medical Schools Study (2008–2010). As co-chair of the education/production subcommittee of the Joint Learning initiative he contributed to the landmark report titled Human Resources for Health; Overcoming the Crisis, which had a major influence on WHO and its subsequent 2006 report, Together for Health, which focused on the global crisis of health workers and the need for urgent action in order to enhance health of populations. He is a founding principal investigator in Uganda for the internationally known Rakai Health Sciences Program (formerly Rakai Project), where he continues to be an active researcher and has contributed to a large pool of publications in peer-reviewed journals. Dr. Sewankambo also initiated a successful research capacity-building consortium involving seven African institutions (four universities and three research institutes) and two universities in the United Kingdom. He is providing leadership for the Africa-wide Initiative to Strengthen Health Research Capacity in Africa (ISHReCA). In 2010, with NIH funding he spearheaded the start of a national Medical Education Partnership Initiative (MEPI) consortium of Uganda Universities to jointly address the country’s health professional education needs. He served as a member of the IOM report on the U.S. Commitment on Global Health. He is a board member for the Foundation for Advancement of International Medical Education and Research (FAIMER) and for Accordia Global Health Foundation.

Roger Strasser, A.M., M.D., is a leader in the global reform of health professional education. Recognizing the importance of context and community in medical education and research, Dr. Strasser has gained an international reputation for developing and refining novel strategies to train health professionals in and for rural communities. As a result of his formative work in his field, Dr. Strasser has become one of the world’s foremost authorities in rural, socially accountable medical education, as well as a sought-after speaker and advisor. Prior to moving to Northern Ontario in 2002, Dr. Strasser was professor of rural health and head of the Monash University School of Rural Health in Australia and had an international role with the World Organization of Family Doctors (WONCA) as chair of the Working Party on Rural Practice from 1992 to 2004.

Richard (Rick) Talbott, Ph.D., FASAHP, FASHA, FAAA, is currently the dean of the College of Allied Health Professions at the University of South Alabama, past president of the Association of Schools of Allied Health Professions (ASAHP), and current president of the ASAHP political action committee. He also serves on the ASHA Financial Planning Board, is past

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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chair of the ASHA Committee on Honors, and is a founding past board member of the American Academy of Audiology. He has previously served as president of the Council of Academic Programs in Communication Sciences and Disorders; president of the Speech and Hearing associations of Oklahoma and Georgia; head of the Division for Exceptional Children at the University of Georgia; and chair of the Communication Sciences and Disorders programs at the University of Virginia and Oklahoma Health Sciences Center. He has served in leadership roles on more than 60 professional boards and committees. Dr. Talbott received his doctoral degree in audiology with an emphasis in auditory neurophysiology from the University of Oklahoma Health Sciences Center in 1973. He has published and/or presented more than 100 scientific papers, including topics ranging from the role of the Rasmussen’s bundle in audition, efficacy of otoacoustic emissions in newborn hearing screening, and controlling variables affecting hearing aid performance.

Zohray Moolani Talib, M.D., FACP, is associate professor of medicine and of health policy at the George Washington University (GWU) Medical School in Washington, DC. Dr. Talib is a board-certified internal medicine physician and primary care doctor at GWU. Dr. Talib oversees Internal Medicine Residency’s Global Health Program where she directs a global health course and mentors residents in global health research. Dr. Talib has more than 10 years’ experience in medical education. Her research focuses on health system strengthening and health workforce issues both in the United States and globally. In particular, her interests include examining ways to scale up the global health workforce and linking investments in medical education to health outcomes. She currently leads a study across 10 African countries examining the impact of bringing academic resources and rigor to community health facilities. In addition to her academic responsibilities, Dr. Talib has worked with the Aga Khan Development Network for more than 6 years overseeing global health projects in East Africa and South–Central Asia aimed at strengthening the education, research, and clinical capacity of health facilities in these countries. Projects include a research mentoring program for faculty in Kenya, management training for health care providers in Kenya and Tanzania, tele-consults in East Africa and Tajikistan, and establishing a community-based cancer prevention program with family medicine doctors in Tajikistan. Dr. Talib received her bachelor of science degree in physical therapy from McGill University, Montreal, Canada, and her doctor of medicine degree from University of Alberta, Edmonton, Canada. She completed her residency in Internal Medicine at GWU Hospital. She is board certified by the American Board of Internal Medicine, and a Fellow of the American College of Physicians.

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

Maria Tassone, M.Sc., B.Sc.P.T., is the inaugural director of the Centre for Interprofessional Education, a strategic partnership between the University of Toronto and the University Health Network in Toronto, Canada. She is also the senior director, Interprofessional Education and Practice at the University Health Network, a network of four hospitals comprising Toronto General Hospital, Toronto Western Hospital, Toronto Rehabilitation Institute, and the Princess Margaret Cancer Centre. Ms. Tassone holds a bachelor of science degree in physical therapy from McGill University, a master of science degree from the University of Western Ontario, and she is an assistant professor in the Department of Physical Therapy, Faculty of Medicine, University of Toronto. Tassone is the co-lead of the Canadian Interprofessional Health Leadership Collaborative whose work focuses on models and programs of leadership necessary to transformation health education and care systems. Her collaborative work and leadership has been recognized through the Ted Freedman Award for Education Innovation, the 3M Quality Team Award, and the Canadian Physiotherapy Association National Mentorship Award. Her graduate work and scholarly interests focus on continuing education, professional development, and knowledge translation in the health professions. Throughout her career, Tassone has held a variety of clinical, education, research, and leadership positions across a multitude of professions. She is most passionate about the interface between research, education, and practice and leading change in complex systems.

Peter H. Vlasses, Pharm.D., D.Sc. (Hon.), BCPS, FCCP, received his bachelor of science and doctor of pharmacy degrees from the Philadelphia College of Pharmacy and Science (PCPS) and served a residency in hospital pharmacy at Thomas Jefferson University Hospital in Philadelphia, Pennsylvania. His professional experience includes service as a clinical faculty member at The Ohio State University College of Pharmacy and PCPS. He served as head of the Clinical Research Unit and research associate professor of medicine and pharmacology, Jefferson Medical College, in Philadelphia, and then as associate director, Clinical Practice Advancement Center, and director, Clinical Research and Investigator Services, University HealthSystem Consortium, Oak Brook, Illinois. In each of his positions, Dr. Vlasses was involved in innovative education, practice, and research initiatives. Dr. Vlasses is a founding member, Fellow, and past-president of the American College of Clinical Pharmacy (ACCP). His awards include the Russell R. Miller Award from ACCP in recognition of his sustained and outstanding contributions to the biomedical literature, the ACCP Service Award, the PCPS Alumnus of the Year Award, and an Honorary Doctor of Science degree from Mercer University in Georgia. Dr. Vlasses is a board-certified pharmacotherapy specialist, an ACCP Fellow, and a member of the

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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National Academies of Practice. He was elected to the Board of Directors of the Association of Specialized and Professional Accreditors, has served as chair and then treasurer of the board and is a recipient of ASPA’s Cynthia A. Davenport Award. He serves on the National Advisory Council for the National Center for Interprofessional Practice and Research and the O’Neil Center Get Well Network Clinical Advisory Council. The Accreditation Council for Pharmacy Education (ACPE) is the U.S. agency for the accreditation of professional degree programs in pharmacy and providers of continuing pharmacy education and the evaluation and certification of professional degree programs internationally. ACPE, the Accreditation Council for Continuing Medical Education (ACCME), and the American Nurses Credentialing Center (ANCC) jointly accredit continuing education providers committed to interprofessional team continuing education. ACPE and the American Society of HealthSystem Pharmacists have recently formed a collaboration for the accreditation of pharmacy technician education and training programs. ACPE is an observer member of the International Pharmaceutical Federation.

Holly H. Wise, P.T., Ph.D., FNAP, is the representative for the American Council of Academic Physical Therapy (ACAPT), a component of the American Physical Therapy Association. She is an academic educator and physical therapist with a breadth of experience interprofessional education (IPE) and collaborative practice and is currently a professor at the Medical University of South Carolina (MUSC), an academic health center with six colleges: Dental Medicine, Graduate Studies, Health Professions, Medicine, Nursing, and Pharmacy. A graduate of Wake Forest University, Duke University, and the University of Miami, Dr. Wise has worked in settings ranging from acute care to rehabilitation centers, co-owned a private practice for 13 years, and cofounded two interprofessional postpolio evaluation clinics. Dr. Wise serves as the associate director for Collaborative Practice in the MUSC Office of Interprofessional Initiatives and is a member of the MUSC incubator team with the National Center for Interprofessional Practice and Education. Dr. Wise has multiple publications and presentations related to the scholarship of teaching with a focus on IPE/collaborative practice and is actively involved in interprofessional funded research initiatives.

Karen Anne Wolf, Ph.D., CRNP-ANP-BC, DFNAP, is a nurse and sociologist with more than 35 years in nursing practice and nursing education. From a rural farming community in central Pennsylvania, she recently returned to the area and is an associate professor at Pennsylvania State University where she teaches courses in population health and evidence-based practice via the World Campus System. Dr. Wolf was formerly chair of the National Academies of Practice-Nursing Academy and 2012–2014

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Forum. Her previous positions include professor and coordinator for faculty development at Samuel Merritt University in Oakland, California, and associate director for administration and planning for the Programs in Nursing at the Massachusetts General Hospital Institute in Boston. Dr. Wolf was a fellow in the Stanford University ethno-geriatrics faculty development program and a faculty member in the University of California, Berkeley Interdisciplinary Team Training Course. She is a graduate of Johns Hopkins Hospital, Boston University (B.S.N. and M.S.), and Brandeis University (Ph.D. in sociology). As an advanced practice nurse (nurse practitioner and clinical nurse specialist) Dr. Wolf has held practices in the care of older adults and vulnerable populations in urban and rural community primary care, home care, and long-term care settings. She lectures and publishes on the history, trends, and issues related to community nursing and advanced practice, professionalization, and nursing as work. She is an advocate for open access education and use of technologies to reach nursing and health care providers, and served as a consultant to media projects such as the PeRX project on safe prescribing, Community Voices, OurBodiesOurselves website, Nursetogether, and Nursing the Politics of Caring.

Joseph A. Zorek, Pharm.D., joined the faculty at the University of Wisconsin–Madison (UW–Madison) School of Pharmacy following completion of a 2-year Pharmacotherapy Residency at Texas Tech University Health Sciences Center, where he developed a clinical specialty in geriatrics with a research focus on interprofessional practice and education. Dr. Zorek serves as the School of Pharmacy’s IPE Liaison, and he co-chairs a schoolwide IPE taskforce. He is a founding member of the UW–Madison Center for Interprofessional Practice and Education, which is in development and scheduled to launch in 2016. Dr. Zorek’s practice interests include incorporation of pharmacists into interprofessional health teams, leveraging pharmacists to facilitate effective transitions of care, and the implementation of population health initiatives to mitigate medication-related risks in older adults. He currently practices at St. Mary’s Hospital in Madison, Wisconsin, and serves as the School of Pharmacy’s liaison to the St. Vincent de Paul Charitable Pharmacy in Madison. Dr. Zorek’s primary research interests center on IPE, with secondary foci on health outcomes from practice-based innovations and curriculum assessment. His most productive line of research stems from an analysis of IPE accreditation standards he coauthored in the Journal of Interprofessional Care in 2013, which highlighted opportunities to use the accreditation process to advance IPE throughout the health professions and drew attention to the need for valid and reliable measurement instruments to satisfy IPE mandates. Dr. Zorek and his collaborators won the 2014 Rufus A. Lyman Award for best paper published in the American Journal of Pharmaceutical Education for their work developing

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×

and validating the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument. Dr. Zorek recently won a New Investigator Award from the American Association of Colleges of Pharmacy (AACP) to support a prospective study exploring the utility of Mimycx, a massively multiplayer online serious video game, to address this issue and advance interprofessional experiential education for early learners. Dr. Zorek is an active member of AACP, through which he is currently co-chairing a national taskforce dedicated to implementing intentional IPE in experiential education settings. He serves as an associate editor for Interprofessional Education for the journal Currents in Pharmacy Teaching & Learning, as well as a community moderator for the National Center for Interprofessional Practice & Education. Dr. Zorek is a charter member of the American Interprofessional Health Collaborative, and he is a member of the American Pharmacists Association, the American Society of Consultant Pharmacists, the International Pharmaceutical Federation, and the Pharmacy Society of Wisconsin.

Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
×
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Suggested Citation:"Appendix B: Speaker Biographical Sketches." National Academies of Sciences, Engineering, and Medicine. 2017. Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/23636.
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Next: Appendix C: Forum-Sponsored Products »
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