Pamela Balogh, DNP, APRN, FNP-C 

Pamela Balogh is a Clinical Assistant Professor in the School of Nursing at the University of North Carolina Wilmington. She teaches graduate nursing courses and maintains an active license to practice as a Family Nurse Practitioner with a local health department, where she supports public health initiatives and precepts Doctor of Nursing Practice students. Dr. Balogh’s scholarship focuses on health equity, interprofessional education, community-engaged research, and innovative teaching strategies that prepare future healthcare professionals to address complex population health challenges. Her current research examines food insecurity and equitable access to resources in underserved communities through academic-community partnerships. She also leads initiatives that integrate health equity simulation and interprofessional learning to strengthen collaborative practice competencies among students from multiple disciplines. Through her teaching, clinical practice, and scholarship, Dr. Balogh is committed to advancing health outcomes, fostering meaningful community engagement, and preparing the next generation of healthcare leaders to deliver equitable, person-centered care.

Jabina Coleman, LCSW, MSW, IBCLC

Jabina G. Coleman is a Doctor of Health Science candidate at Thomas Jefferson University, maternal health equity researcher, Licensed Clinical Social Worker, board-certified lactation consultant, educator, and health equity consultant. She advances equitable maternal healthcare through interprofessional education, simulation-based learning, quality improvement, and systems change. Her doctoral research examines how simulation-based interprofessional education influences provider communication, collaborative practice, and equitable maternal healthcare delivery. Jabina serves as a Health Equity Training and Quality Improvement Consultant and is an Adjunct Professor in the Human Lactation Program at Drexel University, where she teaches Public Policy of Breastfeeding. She is the Co-Founder and Executive Director of Breastfeeding Awareness & Empowerment Culture, Co-Founder of the Alliance for People of Color, a program within Postpartum Support International, and Chair of the Pennsylvania Breastfeeding Coalition. Her work bridges research, education, healthcare systems, and community partnerships to improve maternal health outcomes and experiences for Black birthing people and families.

Fabien Garnier, MHPE, PhD
student

After working as an osteopath in a variety of clinical settings, I began a career in health professions education in France. I worked at various health institutions as an educational designer, and over time, my interest in interprofessional collaboration grew. Currently, PhD student in Medical Education at the Unit of Development and Research – Faculty of Medicine (Geneva, Switzerland), my research focuses on interprofessional socialisation and identity. Among my projects, I have been working on the translation in French of different scales and how the clinical setting is an interprofessional socialisation space.

Stephanie Herrick Kays,
EdD, MSN, FNP-C

Stephanie serves as the Clinical Director for Special Olympics MedFest, connecting healthcare professionals and students to provide sports physicals for underserved athletes with intellectual and developmental disabilities throughout the Phoenix, Arizona area. Under her leadership, MedFest teams have donated more than 1,500 sports physicals. In 2024, she was recognized as the Arizona Golisano Health Leadership Award recipient for her contributions to improving healthcare access and inclusion. Stephanie has a Doctor of Education and is a certified Family Nurse Practitioner and Assistant Professor at Creighton University. She is passionate about adolescent and young adult health, interprofessional education, and preparing the next generation of nurses. Her research interests include evaluating student perceptions of interprofessional education before and after community outreach experiences and examining the long-term impact of health outreach initiatives on learners, healthcare teams, and the communities they serve.

Giray Kolcu, MD, PhD

Assoc. Prof. Giray Kolcu is a faculty member in the Department of Family Medicine at Süleyman Demirel University. His academic work focuses on family medicine, medical education, interprofessional education, patient safety, clinical communication skills, curriculum development, assessment and evaluation, and interprofessional collaboration. As the project coordinator of the Interprofessional Education Academy, he has led nationally significant educational initiatives and contributed to the dissemination of innovative, collaborative learning approaches through projects supported by TÜBİTAK 2237-A. He has also served as an invited speaker, trainer, and academic contributor in national and international scientific meetings. His scholarly interests center on strengthening the quality of medical education, promoting team-based healthcare practices, improving communication and collaboration among health professionals, and fostering a patient-centered care culture. Through his educational, research, and leadership activities, Assoc. Prof. Kolcu contributes to the 

Tim Konoval, PhD

Tim Konoval is an Associate Teaching Professor and the Director of Interdisciplinary Health and Interprofessional Education within the College of Health Sciences at the University of Alberta. He holds a PhD in Kinesiology from the University of Alberta, an MA from Western University, and a BSc from the University of Pittsburgh. An academic program builder, Dr. Konoval leads cross-faculty initiatives, including curriculum design for the Bachelor of Health Sciences and the Graduate Certificate in AI and Health. His research intersects the scholarship of teaching and learning, critical sociology, and AI pedagogy. Driven by a passion for continuous innovation, Dr. Konoval’s work focuses on breaking down disciplinary silos. He is dedicated to creating collaborative learning environments where future healthcare professionals learn with, from, and about each other to optimize patient care.

Tatum Mead, PharmD

Tatum Mead is a clinical associate professor at the University of Missouri–Kansas City (UMKC) School of Pharmacy, where she has served since 2007. She practices as an ambulatory care pharmacist within a family medicine residency program in Kansas City, Missouri, delivering patient-centered care and advancing team-based practice. Dr. Mead leads pharmacy and medical learners in a collaborative educational environment and contributes to the design, coordination, and implementation of interprofessional education initiatives. She serves on the UMKC Interprofessional Education Steering Committee and the Curriculum and Assessment Committee and co-facilitates the American Interprofessional Health Collaborative Membership Committee. Her scholarly and practice interests include social determinants of health, interprofessional education, and collaborative, team-based care to improve health outcomes.

Richard Muhindo, BSN, MPH, PhD

Richard Muhindo is a nurse scholar, global health researcher, and health professions educator serving as a Senior Lecturer in the Department of Nursing at Makerere University College of Health Sciences, Uganda. He is a Co-Founder and Director of the Association of Graduate Nurses and Midwives of Uganda , where he advocates for the recognition and strategic engagement of nurses and midwives in leadership, research, and health policy. He has extensive experience in teaching, mentorship, and community-based training that promotes teamwork and collaborative approaches to interprofessional training. Dr. Muhindo previously led national HIV and reproductive health programs at AIDS Information Centre and Reproductive Health Uganda. His work focuses on reducing inequities in HIV prevention, adolescent reproductive health, maternal health, mental health, and health workforce development. He has interest in understanding how Interprofessional Education and Collaborative Practice can strengthen teamwork, improve health system performance, and enhance patient outcomes in resource-limited settings.

Ali Namazi, AS, BSc, MSc (Environmental Health)

Ali Namazi is an environmental health professional with over 18 years of experience in public health, environmental health, health education, and occupational safety. He holds a Bachelor’s and Master’s degree in Environmental Health and has served in a variety of leadership and technical roles, including environmental health inspector, drinking water quality supervisor, health education coordinator, and disaster risk reduction manager. In addition to his public health practice, Ali has nearly 10 years of experience teaching environmental health and public health topics at university-level nursing and public health programs. His professional interests include environmental health, occupational safety, health education, community engagement, and interprofessional collaboration. Ali currently works with Fairfax County Public Schools in Northern Virginia. He holds OSHA 10 and OSHA 30 certifications, has completed FEMA Incident Command System (ICS) training, and is pursuing the NEHA Registered Environmental Health Specialist/Registered Sanitarian credential. Through the IPR.Global Summer Research Institute, he hopes to strengthen his research skills, expand international collaborations, and develop innovative approaches to improving public and environmental health outcomes.

Meagan Oslund, OTD, OTR/L 

Meagan Oslund is an Occupational Therapist and academic leader dedicated to advancing interprofessional education and community-engaged health research for rural and underserved populations. At UTC, she leads IPE curriculum development and coordinates interdisciplinary care through the MobileMOC — a mobile health unit bringing primary care and wellness services to rural older adults across Southeast Tennessee. Her research focuses on interprofessional care models, cardiovascular health literacy, and IPE curriculum innovation. She is currently building UTC’s Interprofessional Center of Excellence — a first-of-its-kind initiative bringing together health professions, business, engineering, the arts, and public policy to drive meaningful, systems-level change in communities. Meagan serves as Research Committee Co-Lead for the Tennessee Interprofessional Practice and Education Consortium and is a recipient of the Rural Age Friendly Mobility Award from the Tennessee Rural Health Association and the John A. Hartford Foundation.

Oliver Oxbury, MRes, ACP

Oliver Oxbury is the Academic Chair for Life Sciences in the School of Health & Public Safety at the Southern Alberta Institute of Technology in Calgary, Alberta. In this role, he leads program quality, curriculum development, accreditation activities, faculty support, student success and research initiatives within primary and advanced care paramedic education. Oliver has built a diverse career spanning frontline paramedic practice, paramedic mentorship, healthcare education, and academic leadership in both the United Kingdom and Canada. Oliver holds a BSc in Paramedic Practice and an MRes in Health Research and is committed to evidence-informed approaches to healthcare education. His research interests include simulation-based learning, interprofessional education, and exploring the integration of emerging technologies to enhance healthcare education and improve student experience. Oliver is passionate about moving research into action and exploring approaches to support the translation of research into practical educational strategies that enhance learner outcomes, faculty development, and patient care.

Margaret Robinson, M.Ed.

Margaret Robinson is Senior Associate Director for Interdisciplinary Programs at the University of Oklahoma Health Campus. A recognized leader in interprofessional education and collaborative practice, she has more than 20 years of experience advancing team-based education, student learning, and workforce development in complex academic environments. Her work has expanded campus-wide IPE programs serving thousands of learners annually and integrates community engagement with a focus on population health. Margaret maintains an active program of scholarship, including local and national presentations and publications, and is engaged in ongoing inter-institutional research examining validity evidence in interprofessional education. She contributes to the field through service and mentorship with organizations such as the American Interprofessional Health Collaborative. She also led the development of the award-recognized Unity Clinic, a student-led, faculty-supervised model providing care to over 1,000 patients annually. Her work reflects a sustained commitment to advancing collaborative, evidence-informed approaches to health professions education and practice.

Tonya Rutherford-Hemming, EdD, RN, CEN, CHSE-A, FAAN, FSSH

Tonya Rutherford-Hemming is an Assistant Professor at East Carolina University College of Nursing. Her program of research focuses on strengthening nursing workforce readiness through interprofessional education, competency-based education, simulation, and the thoughtful integration of artificial intelligence to support teaching, learning, and assessment. She has authored numerous peer-reviewed publications and national simulation guidelines and is a Fellow of both the American Academy of Nursing and the Society for Simulation in Healthcare. Her research seeks to generate evidence that advances educational practice, strengthens collaborative care, supports the transition of learners to clinical practice, and improves patient outcomes. She values interdisciplinary collaboration and looks forward to working with colleagues to advance research that enhances team-based care and health outcomes.

Katherine Shue-McGuffin, DNP, MSN, APRN, FNP-C 

Katherine Shue-McGuffin is the Doctor of Nursing Practice Program Coordinator and Clinical Associate Professor at the University of North Carolina at Charlotte. She is a Family Nurse Practitioner and has worked in various healthcare settings for over 10 years, focusing on primary care community health. She regularly participates in advocacy initiatives to enhance practice and improve patients’ access to medical care. She is passionate about interprofessional collaboration in nursing education through simulation. Her scholarship merges these two interests; Dr. Shue-McGuffin recently received international and national funding awards to design and examine collaborative simulations. She also was awarded internal funding for multiple interprofessional and simulation initiatives, was named a College Summer Faculty Fellow in Interprofessional Education, and is a member in the North Carolina Interprofessional Education Leaders Collaborative. She also serves as Co-Director of the UNC Charlotte Academy for Clinical Research and Scholarship.

Brandy Strahan, PhD, RN, CNE

Brandy E. Strahan is a Professor in the School of Nursing at the University of West Florida with extensive experience in academic leadership, undergraduate and prelicensure nursing education, and program development. Dr. Strahan’s expertise includes curriculum innovation, accreditation, competency-based education, student success initiatives, and faculty development. Her scholarly work focuses on nursing education, program evaluation, and improving outcomes for various student populations. She is a Certified Nurse Educator with a strong record of funded projects and extensive service.