Chadia N. Abras, PhD
Dr. Abras is the Program Director of Distance Education at Johns Hopkins School of Education, Center for Technology in Education. Her expertise is in online learning communities, communities of practice, guidelines for success in e-learning communities, and educational technology. She has conducted research and published on heuristics of success for online communities of interest, online learning communities, and distance learning best practices. She also is the author and co-author of book chapters on online communities, distance learning, and user-centered designs. She is currently conducting research on evidence of best practices for blended learning in medical education, and effectiveness of residencies and cohort creation in online programs at JHU.
Dr. Abras has worked in online learning for over a decade; she has developed many online and blended courses for a variety of programs. At JHU school of Education, she is currently leading the development of the courses for the Master of Education in the Health Professions (MEHP). She teaches the instructional strategy courses in the MEHP program and presents on the topic of “Use of Information Technology to Support Education” as part of the Longitudinal Program in Curriculum Development at the Johns Hopkins Bayview Medical Center.
She earned a B.A. in Linguistics and Modern Languages from the University of Maryland Baltimore County, an MA in French Literature from the University of Maryland College Park and a Ph.D. in Language, Literacy, and Culture, with a focus on Educational Technology and Technology Application in Instructional Settings from University of Maryland Baltimore County.
Anne E. Belcher, RN, PhD, AOCN, CNE, FAAN, ANEF
Dr. Anne Belcher is Associate Professor and Director, Office for Teaching Excellence, at the Johns Hopkins University School of Nursing. She has more than 40 years of experience in nursing education, having taught at the baccalaureate, masters and doctoral levels. She has held numerous administrative and educator positions throughout her career. Dr. Belcher’s area of expertise is oncology nursing and her research interest is psychosocial aspects of cancer, with a focus on spiritual care. Dr. Belcher holds a Bachelor of Science in Nursing from the University of North Carolina, a Master of Nursing degree from the University of Washington, and a PhD from the Florida State University. She is an Advanced Oncology Certified Nurse, a Certified Nurse Educator, a Fellow in the American Academy of Nursing, and a Fellow in the Academy of Nursing Education. In 2009 Dr. Belcher received the National League for Nursing Excellence in Teaching Award.
Gundula Bosch, PhD
Dr. Bosch is an Instructor and Educational Researcher at the Johns Hopkins Bloomberg School of Public Health, where she teaches graduate level biology and biochemistry classes. Her scholarly interests lie in curriculum development and outcomes assessment of collaborative learning techniques, both online and on-site.
Originally from Munich, Germany, she holds a Ph.D. in Biology from the Max-Planck-Institute of Biochemistry, and previously taught and performed lab research at the University of Washington, Seattle.
Additionally, Dr. Bosch is certified in distance education technology and currently pursues her Masters degree of Education in the Health Professions.
Sarah Clever, MD, MS, FACP
Dr. Clever is an Assistant Professor of Medicine in the division of General Internal Medicine, and an Assistant Dean for Student Affairs. She graduated from Stanford with an AB in History, and received her MD from Yale. She trained in Internal Medicine at the University of Washington in Seattle, then served as a Robert Wood Johnson Clinical Scholar at the University of Chicago, where she also received an MS in Health Studies. The focus of her research and teaching is patient-physician communication, particularly while she served as a member of the School of Medicine’s Colleges Advisory Program, and as its Associate Director from 2007 – 2010.
Her newest projects in her role as Assistant Dean for Student Affairs have focused on understanding the challenges of and supporting students who are parents while in medical school, co-designing (with several medical students) a curriculum for students in medical education, and building a university-wide online community to provide mentorship and informal networking for students, faculty, staff and postgraduates who self-identify as LGBT (the Johns Hopkins OUTlist). She also serves as a faculty member in the Transition to Wards course, on the School of Medicine’s Student Assessment and Performance Evaluation (SAPE) Committee, and on the Department of Medicine Intern Selection Committee.
Joan DeSimone, PhD
Dr. Joan DeSimone has been a faculty member at Johns Hopkins University since 1994, teaching classes in both business and education, especially Leadership and Management Theory, Organization Development, and Strategic Change. Presently she is a faculty member of the Johns Hopkins University,School of Education, engaged in Partnerships in Educational Transformation, working with entrepreneurs engaged in innovative educational solutions to the challenges of school reform, as well as promoting excellence in educational settings. Dr. DeSimone is also a faculty member in Johns Hopkins Carey Business School where she teaches Managing in a Diverse and Global World, Groups and Teams Interventions, and Facilitating Strategic Change.
Joan DeSimone, Ph.D. is an Organization Development Consultant, who has worked with government agencies, profit and non-profit organizations, on the local, state, national and international levels. She has developed and implemented Succession Management and Mentoring Programs, Leadership Development, Management Development, and Supervisor Development Programs, Continuous Process Improvement Programs, Strategic Change Management initiatives, and Strategic Planning endeavors, bringing a wealth of knowledge and experience to a diverse client population. Her research efforts reflect her commitment to social justice practices and inclusion, especially with vulnerable and disabled populations, which include returning combat veterans.
Christine Eith, PhD
Dr. Eith has experience in both academia and federal service. She has taught numerous courses in the fields of sociology and criminology and has published research in the areas of school bonding, drug use and delinquency, interactions between police and public, and disaster communication. She also has experience managing federal data collection efforts and grant management within the Department of Justice. In 2011, Dr. Eith joined Johns Hopkins University, School of Education Division of Public Safety Leadership. Her duties include developing research curriculum and enhancing research and scholarship within the Division.
John A. Flynn, MD, MBA, MEd, FACP, FACR
John A. Flynn, MD, MBA, MEd, FACP, FACR, is the Director of Clinical Practice Improvement, Clinical Practice Association, and the Medical Director of The Spondyloarthritis Center. In addition, Dr. Flynn is the Co-Director of the Osler Center for Clinical Excellence and a co-founder of the Consortium for the Advancement of Primary Care.
Dr. Flynn completed his undergraduate work at Boston College, graduating magna cum laude with a B.A. in Mathematics. Dr. Flynn received his MD from the University of Missouri-Columbia and completed his internship and residency at The Johns Hopkins University School of Medicine, followed by a fellowship in rheumatology. Dr. Flynn also completed his MBA at The Johns Hopkins University and his MEd at the University of Cincinnati. He is Board certified in internal medicine and rheumatology and is a fellow with the American College of Rheumatology and the American College of Physicians.
His research focuses on Innovations in Ambulatory Medical Education, Electronic Medical Records and the Advancement of Care for Patients with Spondyloarthritis. Dr. Flynn is the editor and co-author of Cutaneous Medicine: Cutaneous Manifestations of Systemic Disease, the Oxford American Handbook of Clinical Medicine, and Mosby’s Guide to Physical Examination.
Christina Harnett, PhD
Dr. Harnett is a licensed psychologist with extensive university teaching experience in graduate and undergraduate programs. She has served as a Coordinator of Training for an APA-Approved Doctoral Internship in Clinical Psychology within a hospital and Director of a Graduate Clinical Psychology Program at a university. She has considerable experience in clinical supervision overseeing practica/field experiences for psychology interns, graduate-level social workers, and medical residents. Finally, Dr. Harnett has served as a psychologist to the professional schools (medicine, law, pharmacy and social work) of a major university.
Clinically, Dr. Harnett’s expertise is in stress management, resilience, psychotraumatology and emergency mental health interventions/crisis interventions. Since 9/11, she has been actively engaged with public safety populations on building resilience through trainings and outreach. Her military interests center on military members, veterans and military family issue. She has developed and delivered curricula for the Maryland National Guard’s Reintegration and Deployment Cycle Support Programs, and served on numerous state and national committees on issues of veterans’ behavioral health. Recently, she traveled through the U.S. Department of State to the Republic of Estonia, to brief the Estonian Defense Force Medical Command on building community capacity for treating veterans and on managing veterans back into the civilian workforce. Dr. Harnett received the U.S. Department of the Army’s Achievement Medal for Civilian Service and the Maryland Department of the Military’s Meritorious Service Medal.
She is a member of the American Psychological Association, International Critical Incident Stress Foundation, and Baltimore Psychological Association. Her current research interests include issues in military families as well as promoting resilience among “first responders” to include educators.
David E. Kern, MD, MPH, FACP
Dr. Kern is Professor of Medicine at the Johns Hopkins University School of Medicine. He received his B.A. from Princeton in 1966, his M.D. from Harvard in 1971, and his M.P.H. from Johns Hopkins in 1978. He interned at Rush Presbyterian - St. Luke's Hospital in Chicago, and, after two years in the U.S.P.H.S. Indian Health Service in Arizona, completed his internal medicine residency and chief residency at Baltimore City Hospitals in 1979. He was a Robert Wood Johnson Clinical Scholar fellow at Johns Hopkins from 1976-1978. He served as Co-Director of the Division of General Internal Medicine (GIM) at Johns Hopkins Bayview Medical Center with Dr. Randy Barker from 1986-2005 and sole Director from 2005-2011. Dr. Kern’s career has been devoted to advancements in medical education and faculty development. He has been instrumental in developing the Johns Hopkins GIM Residency Program, established in 1979, the Johns Hopkins Faculty Development Program for Clinician-Educators (FDP), established in 1987, the medical education track of the Johns Hopkins fellowship program in General Internal Medicine, established in1988, and the Osler Center for Clinical Excellence at Johns Hopkins, established in 2002. He is the Director of Curriculum Development Programs in the FDP, which has trained over 280 participants and mentored 118 curricular projects in its Longitudinal Program and many more in shorter programs. He has served as a facilitator in the areas of teaching skills, management skills, personal and professional growth, and curriculum development and evaluation for the American Academy on Communication in Healthcare (formerly American Academy on Physician and Patient), the Johns Hopkins Faculty Development Program for Clinician-Educators, and numerous institutions, and as a consultant on educational program development.
Maggie Neal, PhD, RN
Dr Maggie Neal is a psychiatric nurse and a qualitative researcher. She is co-coordinator of the National Council of State Boards of Nursing Simulation Study at JHU SON and is an active participant in developing and leading simulations in the study. This multi-site study explores the knowledge and competence outcomes of students using simulation in the nursing curriculum. Her research in nursing education involves clinical teaching in psychiatric and community health nursing and narrative pedagogy. Education is her passion. She uses her background in hermeneutic phenomenological inquiry to question current practices in curriculum and education. Her concern is for grounding education in the lived experience of the students and teachers while attending to the ever changing demands of the health care arena. Her research on narrative writing and clinical storytelling was awarded the T. Aoki Award by the Journal of Curriculum Theorizing. She has taught graduate courses in curriculum theory and design, teaching strategies, qualitative research, interpretative phenomenology and feminist theory. Dr. Neal is a Reiki Master and has studied indigenous healing practices with Peruvian shamans. She believes that integrative medicine that combines the knowledge and skills of both West and East offers the best possibilities for healing of patients’ ills.
Bonnie L. Robeson, Ph.D., M.A.S.
Bonnie L. Robeson, Ph.D., M.A.S. is a Senior Lecturer at the Carey Business School, Johns Hopkins University where she teaches Statistics for Business, Operations Management, Innovation for Humanity, and Capstone Project for the EMBA . She has been teaching at JHU since 1989. She holds a Ph.D. in biochemistry from West Virginia University and the M.A.S. in Management from Johns Hopkins University. Dr. Robeson has been a Principal Investigator on a NCI drug discovery contract, Director of North American Operations for a European chemical company and an entrepreneur in the life science laboratory services area. She also teaches course (Managing and Leading Biotech Professional, Creating a Biotechnology Enterprise) in the Advanced Academic Program, Biotechnology Enterprise MS program. She has received the “Excellence in Teaching” Award in the past.
Michael S. Ryan, MD
Michael S. Ryan, MD is Assistant Dean for Clinical Medical Education and Assistant Professor of Pediatrics at the Virginia Commonwealth University School of Medicine. He is a graduate of Loyola University Chicago, Stritch School of Medicine. He completed his pediatrics residency at the University of Chicago Hospitals and Clinics and is Board Certified in Pediatrics and practices Pediatric Hospital Medicine at the Children’s Hospital of Richmond at VCU. He completed a post-master’s certificate in Evidence-based Teaching at Johns Hopkins University and will receive a Master’s in Education from the same institution in 2015.
Dr. Ryan was recruited to start the Pediatric Hospital Medicine program at VCU in 2009. He served as the Pediatrics Clerkship Director from 2010-2013 and was appointed as Assistant Dean for Clinical Medical Education in 2013. He also serves as core educator for the Pediatrics Residency training program and leads small group sessions for the Foundations/Practice of Clinical Medicine. He has presented and published on medical education topics such as feedback, advising, and simulation. Dr. Ryan has been responsible for the redesign of the clinical curriculum at VCU and his research interests include curriculum development, assessment, and learning climate. He has received several awards for teaching and mentorship excellence including faculty induction in the Alpha Omega Alpha honor society, “Best Teacher” award for the Foundations of Clinical Medicine Course, and the Faculty Teaching Award for the VCU Pediatrics Residency Program.
John Shatzer, Ph.D.
John H. Shatzer, Ph.D. is Associate Professor of Medical Education and Administration, and is the Founding Director of the Center for Experiential Learning and Assessment (CELA the Office for Teaching and Learning in Medicine at Vanderbilt University School of Medicine. Dr. Shatzer serves as the Program Director for the new Masters in Health Professions Education degree. He has been in medical education since 1976 and has worked in medical simulation since the mid-eighties. Dr. Shatzer received his PhD from the University of Illinois at Urbana-Champaign in 1991 while working there at the School of Medicine. He taught fifth-grade students on Guam for six years before moving into medical education.
After receiving his Ph.D. in educational psychology, Dr. Shatzer took the newly created position of Director of the Office of Medical Education Services at Johns Hopkins School of Medicine where he spent 14 years assisting faculty and the administration with the best practices education, including the creation of their first standardized patient program. Dr. Shatzer was recruited to Vanderbilt University School of Medicine in 2005.
Dr. Shatzer’s interests focus on bringing the sciences of learning and teaching into medical education, testing the best practices of education and creating opportunities for health professions trainees to use experiential learning opportunities through simulation, making medical education both efficient and effective. He has over 60 journal articles, consultantships and invited presentations, held workshops in many national and international venues, and mentored both faculty and trainees in careers in medical education.
Stephen M. Sozio, MD, MHS
Dr. Steve Sozio is an Assistant Professor of Medicine at the Johns Hopkins University School of Medicine. After earning his MD from the Johns Hopkins University School of Medicine, he completed his internship and residency in Internal Medicine at the Hospital of the University of Pennsylvania. Subsequently, he completed fellowship training in Nephrology at Johns Hopkins Hospital and a Master of Health Science in Clinical Epidemiology at the Johns Hopkins Bloomberg School of Public Health.
He serves as Co-Director for 2 courses for medical students (Genes to Society Renal Course and Epidemiology Course), member of the School of Medicine's Colleges Advisory Program and Scholarly Concentration Program, and Associate Director in the Nephrology Fellowship Program. He also serves as collaborator on several clinical research projects as Associate Faculty at the Welch Center for Prevention, Epidemiology, and Clinical Research.
Toni Ungaretti, Ph.D.
Toni Ungaretti is the assistant dean of assessment and assistant professor in the Johns Hopkins School of Education where she is currently implementing the Master of Education for the Health Professions program. She also co-teaches the clinical teaching seminar for Pediatric and Adolescent Medicine Fellows in the School of Medicine. She helped develop and deliver the course Principles and Practices in Medical Education for CME in the SOM.
Previously, she served as the assistant dean for the Office of Learning at the Johns Hopkins Carey Business School, as associate dean and co-director of the Division of Business and Undergraduate Studies in the School of Professional Studies in Business and Education, and as chair of the Department of Teacher Development and Leadership. She developed the Master of Science in Math Science Education, designed the Master of Arts in Teaching (MAT) program, and established some of the first professional development schools in the nation. Her interests include education of professionals in business and medicine, interdisciplinary education, international education, and corporate-university partnerships. Dr. Ungaretti earned her PhD in Human Development from the University of Maryland, her Master of Science degree from the University of Delaware, and her Bachelor of Science degree from Carnegie-Mellon University
Kathleen White, PhD, RN, NEA-BC, FAAN
Dr. Kathleen (Kathi) M. White previously directed the Doctor of Nursing Practice (DNP) and the Master's degree programs at the School of Nursing. She currently coordinates the MSN Health Systems Management track and the MSN-MBA dual degree option. In July 2010, Dr. White began an assignment at the U.S. Department of Health and Human Services in the Health Resources and Services Administration, where she serves as a Senior Advisor to the Center for Health Workforce Analysis, the Division of Nursing and the Office of Performance Management in the Bureau of Health Professions. Dr. White also maintains a joint appointment as a clinical nurse specialist at the Johns Hopkins Hospital (JHH), where she is a member of the EBP Steering Committee and an original part of the collaborative SON/JHH team that developed the widely published, award-winning Johns Hopkins Nursing Evidence-based Practice Model and Guidelines. Dr. White's numerous practice leadership roles have included consulting with Parkway Group Healthcare in Singapore and the primary healthcare reform project in Armenia; serving as visiting faculty at the American University of Armenia; as a member of the Hopkins-Healthways Advisory Group; and as the Chairperson of the American Nursing Association Congress on Nursing Practice and Economics from 2006-2010. She currently serves on the Governor's Health Quality and Cost Council, the Maryland Health Care Commission's Hospital Performance Evaluation Guide Advisory Committee, the CareFirst Board of Directors, and the Maryland Patient Safety Center's Board of Directors, where she served as their inaugural Chairperson until 2011.
Ms. Margaret Shamer