Professor of Medicine, Centre for Infectious Diseases, School of Medicine, International University of Health and Welfare, Japan. Dr Harumi Gomi graduated from Okayama University Medical School, Japan. She completed her residency in Internal Medicine at Mount Sinai Beth Israel, New York, followed by a fellowship in Infectious Diseases at the University of Texas-Houston. She earned a Master’s Degree in Public Health, Johns Hopkins University and a Master’s Degree in Health Professions Education, Maastricht University. Her international contributions include serving as the Secretary of AMEE CPD Committee, and as Governor of the American College of Physicians (ACP), Japan Chapter. Nationally, she serves as Board Member of the Japan Society for Medical Education, Member of the National Board Examination Committee under the Ministry of Health, Labour and Welfare, and a Member of the Revision Committee for the Model Core Curriculum for Medical Education under the Ministry of Education, Culture, Sports, Science and Technology.

I am a medical anthropologist, researcher, and author. My work examines the social dynamics of care, cultural responses to public health, and the ethical dimensions of clinical interventions. I am the author of several books featured on my website (mahoisono.com/en/), including Obedience Without Law: Japan’s COVID Years: Voluntary Compliance and the Power of Social Pressure and Making Decisions Without Answers: An Anthropology of Healthcare Professionals and the Hidden Work of Care. My analysis of human behaviour also extended into cinema; the co-authored book When Life Suddenly Takes a Turn: Twenty Letters Between a Philosopher Living with Terminal Cancer and a Medical Anthropologist (with Makiko Miyano) became the basis for Ryusuke Hamaguchi’s film All of a Sudden. At APMEC 2027, I look forward to bringing an anthropological lens to question how risk mitigation shapes the reality of human happiness in medicine.

Professor Hiroshi Nishigori graduated from Nagoya University School of Medicine in 1998 and became a Fellow of the Japanese Society of Internal Medicine (2004) and a Diplomate in Primary Care of the Japan Primary Care Association (2011). He obtained a Master’s Degree in Medical Education from University of Dundee in 2008 and completed PhD in Health Professions Education in Maastricht University in 2020. His research interests include culture and medical professionalism (especially work ethic), Hypothesis-Driven Physical Examination (HDPE) and teaching and assessing behavioural and social sciences. He is one of the founders of the Asian Pacific Medical Education Network (APME-Net) and the KIPRIME (Karolinska Institutet Prize for Research in Medical Education) Fellow in 2025. He is currently the President of the Japan Society for Medical Education.

Prof Paul Wilkinson is the Clinical Dean at the University of Cambridge, directing the Clinical Medicine course. Some major priorities of his work include improving integration within this complex course; improving support for students; and improving Equity, Diversity and Inclusion – for our students, their future patients and our staff. An important component of this is improving awareness of, and support for students and staff with, neurodiversity, across the university. Prof Wilkinson is also Professor of Youth Mental Health, conducting research in the epidemiology and treatment of self-harm and depression, in adolescents and young adults. He also conducts research in clinical education, in particular racism in medical education. Prof Wilkinson works as an Honorary Consultant in Child and Adolescent Psychiatry for the Cambridgeshire and Peterborough NHS Foundation Trust Paediatric Psychology Service in Cambridge. In this, he mainly carries out assessments of the complex mental health needs of children and adolescents with physical health problems.

Dr Yang Faridah Abdul Aziz is a Professor and Consultant Radiologist, and currently Dean of the Faculty of Medicine, Universiti Malaya, Malaysia.

She has led successful transitions to e-learning and is currently a member of the Virtual Patient at FOM research team, incorporating AI into an adaptive teaching and learning platform. She promotes a culture of continuous quality improvement, innovation, and agility within academic and healthcare institutions. She is committed to nurturing graduates who are adaptable, ethical, and future-ready.

She serves as Chair of the Medical Deans’ Council of Public Universities Malaysia, President of the ASEAN Medical School Network (AMSN), and Ambassador of the Southeast Asia Alliance of Academic Health Centers International (AAHCI). Through these roles, she drives collaborative partnerships, knowledge exchange, and shared solutions that strengthen institutions, advance educational excellence, and build resilient healthcare systems across the region.

Dr Aileen Adriano is a Clinical Associate Professor in the Department of Anaesthesiology, Perioperative and Pain Medicine at Stanford University and a certified executive coach. Her work advances physician coaching, leadership, and faculty development in health professions education. She served as Associate Program Director of the Stanford Anaesthesiology Residency for 15 years, mentoring more than 500 trainees and playing a key role in building a nationally recognized training program. Dr Adriano is the co-founder and chair of the Coaching Task Force within the Society for Education in Anaesthesia, where she leads national initiatives advancing coaching and professional growth in academic anaesthesiology. She regularly teaches and facilitates workshops on coaching and physician leadership for educators and clinicians worldwide.

A/Prof Aaron Ang is a Senior Consultant Psychiatrist at Tan Tock Seng Hospital and Director of the NHG Institute of Humanistic Medicine (HuMe). His career encompasses significant leadership and educational roles, including Head of Department and Associate Program Director for the National Psychiatry Residency Program. He currently holds Adjunct Associate Professor positions at both NUS-YLL and LKC-NTU Schools of Medicine. Dr Ang specialises in Psychiatry of Old Age, Shared Decision Making (SDM), and complex mental capacity assessments. With dual accreditation in Psychiatry and Medicine, he advocates strongly for holistic, humanistic care, particularly for complex patients managing multiple chronic illnesses and navigating the psychiatry-medicine interface. His work emphasises the importance of comprehensive, patient-centred approaches that address both medical and psychological needs, reflecting his commitment to advancing humanistic medicine within Singapore’s healthcare system.

Associate Professor Sophia Ang serves as Vice Group Chairman Medical Board (Clinical Governance & Medicolegal) at NUHS, Steering Committee Member of the NUHS Institute of Clinical Quality (NICQ) and Senior Consultant in the Department of Anaesthesia at NUH. She graduated from NUS medical school in 1990 and obtained her Master of Medicine in Anaesthesia in 1995. A/Prof Ang specialises in cardiac anaesthesia, completing advanced training at Massachusetts General Hospital (1998-1999) and Texas Heart Institute (1999-2000). She is accredited in perioperative transoesophageal echocardiography by the National Board of Echocardiography US. A passionate advocate for patient safety, she leads initiatives in critical laboratory test communication and failure-to-rescue reduction. Her achievements include the Public Service Excellence Gold Award (2011) and Singapore National Medical Excellence Team Award (2012). She previously served as Ministry of Health Patient Safety Consultant and WHO High 5 Patient Safety Project representative.

Dr Sophia Archuleta is Senior Consultant in the Division of Infectious Diseases at the National University Hospital and Associate Professor at the Yong Loo Lin School of Medicine, National University of Singapore (NUS). She is a clinician educator with a focus on postgraduate medical education and has served in multiple leadership roles in this capacity. She is currently Assistant Dean for Equal Opportunities & Career Development at NUS Medicine, Chair of the ID Residency Advisory Committee and Director on the ACGME-International board. She was a programme director twice - leading transitional year and infectious diseases fellowship programmes to accreditation by ACGME-I in Singapore’s National University Health System. She is the immediate past chair of the ACGME-I Medicine Review Committee and founder of the Asia Pacific HIV Practice Course. Her clinical and educational research spans multinational collaborations with special expertise in interventional clinical trials, educational transformation and accreditation.

Dr Razan Baabdullah is an assistant professor of oral and maxillofacial surgeon, and vice dean of business development at the research and consulting Institute at King Abdulaziz University. She is a founder of InnoVSP.com, a platform for innovation in virtual surgical planning. She trained at King Abdulaziz University and McGill University and holds a master’s degree from Harvard Medical School. Her work sits at the intersection of surgery, education, and the arts. She explores how clinicians see, interpret, and make decisions bridging visual thinking and medical training, to build more perceptive and human-centred care.

Ashokka Balakrishnan is a senior consultant anaesthesiologist, specialises in obstetric labour pain relief at National University Hospital, Singapore. He has 20 years of experience teaching UG, PG and interprofessional teams through high-fidelity simulation and enjoys being a trainer for healthcare faculty at Centre for Medical Education, NUS. He is the Vice President of Pan Asian Society of Simulation in Healthcare (PASSH) and has global roles in patient safety (AMEE, Research Lead) and is in the board of directors of Asia Oceanic Society of Regional Anaesthesia (AOSRA). He conducts international workshops for simulation-based team training in crisis management, medical education and patient safety.

Dr Balhara is an emergency physician, a founding co-director of the Health Humanities at Hopkins Emergency Medicine initiative, and director of the Health Humanities fellowship. Dr Balhara’s academic interests include the health humanities in medical education, equity in learning and clinical environments, and disparities in access to care in domestic and global settings. She has authored multiple publications on graduate medical education, humanities, social determinants of health, and disparities in healthcare access, and on access to care in domestic and global settings. Her work has been funded by the Association of American Medical Colleges, the Josiah Macy Foundation, the National Endowment for the Humanities, and the Emergency Medicine Foundation. She completed the Harvard Macy Institute Art Museum-based Health Professions Education fellowship and is a certified Visual Thinking Strategies facilitator.

Dr Yvonne Goh Guat Keng is a Senior Consultant with the Department of Emergency Medicine at Changi General Hospital (CGH). She completed her training in emergency medicine in 2010 and did her fellowship in simulation and trauma in 2013 at Sunnybrooks Health Science Authorities in Toronto, Canada. She is programme director for the Singhealth PGY1 program (CGH site) and completed her Masters in Medical Education Leadership (University of New England, Maine) in 2015. Dr Goh is also actively involved in simulation training and faculty development programs on medical education.

Dr Sameera Anuruddha Gunawardena is a Senior Lecturer at the International Medical University and a SEDA-accredited educator. With over 20 years of university academic experience in Sri Lanka and Malaysia, he has been recognised for his commitment to student-friendly, innovative pedagogical strategies. His teaching philosophy is deeply rooted in student-centred learning, and he employs diverse strategies to enhance peer engagement and interactive learning. He has extensive experience as an examiner for undergraduate and postgraduate medical degrees, including serving as an external examiner and reviewer for high-stakes summative assessments. He has also played a pivotal role in curriculum development and has been a member of several examination boards and institutional review panels. In the realm of educational research, Dr Gunawardena focuses on improving assessment standards and curriculum integration. His ongoing research compares the facility index with examiner-estimated difficulty and cognitive levels in preclinical examinations.

Aviad “Adi” Haramati, PhD, is an award-winning Professor of Integrative Physiology and Medicine, Founding Director of the Centre for Innovation and Leadership in Education (CENTILE) at Georgetown University Medical Centre, Washington, DC, and co-director of the graduate programme in Integrative Medicine and Health Sciences. Dr Haramati directs the course in Human Physiology for first year medical students. He also teaches mindful practices and culinary medicine to students, residents and faculty, and currently directs a new course on Human Flourishing. Dr Haramati is a Board Member of the Teaching Kitchen Collaborative, former member of the Board of Directors of the Association of American Medical Colleges (AAMC), and a member of the of the Governing Committee of the International Association for Health Professions Education (AMEE), and a member of the Executive Council of the World Federation for Medical Education. He has been a visiting professor at over 125 medical schools worldwide.

Dr Joanna Hart is the Academic Lead, MD Research and responsible for research education for the Post-Graduate Doctor of Medicine (MD) Program at the University of Sydney. She has extensive experience in tertiary research education teaching, biomedical research, research ethics and curriculum delivery and development. Her research focuses on research education in medical and health professions, with particular interest in curriculum design, supervision, and assessment in large-scale student research programs. She also conducts research on the use of artificial intelligence in teaching and research, examining its pedagogical, ethical, and governance implications for higher education.

Dr Jack Haywood is a Principal Clinical Teaching Fellow in the Educational Partnerships Office, Faculty of Medicine, Imperial College London. He is also a Public Health Physician. His medical education work focuses on admissions and curriculum development, including social accountability and assessment design. He graduated in Medicine (MBBS) from King’s College London and gained a BSc in Management from Imperial. He is a Fellow of the Academy of Medical Educators (FAcadMEd) and a Senior Fellow of the Higher Education Academy (SFHEA). Jack has held national medical education roles, leading projects in medical education reform. His work includes developing a postgraduate training programme in public health and general practice and strategies to improve recruitment and retention in rural and coastal areas. Globally, he co-authored the WHO Global competency and outcomes framework for essential public health functions and has advised on public health capacity building in low and middle income countries.

As President and Chief Executive Officer of Intealth, Dr Holmboe helps to set the strategic plan for Intealth, an integrated, nonprofit organisation, and its divisions, ECFMG and FAIMER. In addition to ensuring the continuing overall effectiveness of Intealth’s programs, Dr Holmboe is responsible for guiding the development of new opportunities worldwide for Intealth to provide its expertise to support outcomes-based health professions education, assess physician qualifications and abilities, and inform health workforce policy. He represents Intealth to a variety of domestic and international stakeholders, including communities of health care professionals, partners and associations, and governmental agencies. His research interests include studying factors and interventions affecting the quality of health care, methods in the assessment of clinical competence, and the relationship between medical education and health care outcomes.

Dr Jo Horsburgh is a Principal Lecturer in Medical Education and works within both the Centre for Higher Education Research and Scholarship (CHERS) and the Medical Education Innovation and Research Centre (MEdIC) at Imperial College London. She is currently the interim Director of MEdIC and is an experienced faculty developer, previously holding leadership positions as course lead for Imperial’s MEd in University Learning and Teaching, and Director of Postgraduate Studies. She holds a BA (Hons) in Psychology and Education, a MEd in Educational Leadership, and Doctorate in Education, and is a Senior Fellow of Advance HE. Her teaching and research interests focus on the professional identity development of medical educators and medical students, learning from role models in clinical contexts, and experiences of belonging and connecting amongst medical students.

Lisa Doyle Howley, PhD is an educational psychologist and a national leader in medical education. She serves as the Senior Director for Transforming Medical Education at the Association of American Medical Colleges (AAMC), where she drives advancements in competency-based medical education (CBME) and fosters innovation in teaching and learning. With more than three decades of experience in academic medicine, Dr Howley has held leadership roles at institutional, regional, and national levels. She currently leads a diverse portfolio and team dedicated to transforming models of teaching and learning across the continuum of medical education. Her work accelerates the adoption of CBME, reinforces the fundamental role of the arts and humanities, advances faculty development, and ensures that new and emerging areas of medicine are effectively integrated into curricula across AAMC’s member schools and teaching hospitals. Dr Howley also holds an adjunct faculty appointment at the University of North Carolina School of Medicine.

Dr Adareeka Jayasinghe is a Medical Educator and General Practitioner in Brisbane, Queensland. She is a Senior Medical Educator in Assessment for the Royal Australian College of General Practitioners and a Senior Lecturer in the Faculty of Health, Medicine and Behavioural Sciences at the University of Queensland. She has a passion for supporting doctors through all stages of their general practice training journey.

Dr Pauline Luk is a multidisciplinary medical educator in medical humanities, medical education, and health communication at the LKS Faculty of Medicine, The University of Hong Kong. She holds a PhD in Communication and New Media from the National University of Singapore. Working within the Medical Ethics and Humanities Unit and the Bau Institute of Medical and Health Sciences Education, she designs and facilitates medical humanities, interprofessional education, and problem‑based learning. Her innovations include game‑based sessions on health inequalities, a history of medicine walking tour, and mindfulness‑based workshops that foster empathy and professional identity formation. As an education scholar, she has led Teaching Development Grant projects on student‑directed learning, gamification, and student–teacher partnerships, with impact shared through presentations and publications. She mentors students in award‑winning projects and collaborates closely with colleagues and community partners across health disciplines and local NGOs. She has been awarded a Faculty Teaching Medal in 2024.

Dr Nathasha Luke is a Senior Lecturer and Deputy Education Director (Medicine and Health Professions) in the Department of Physiology at the Yong Loo Lin School of Medicine, National University of Singapore. She is a clinician and educator involved in undergraduate teaching across Medicine, Pharmacy, and Life Sciences, and contributes actively to curriculum design, assessment, and interdisciplinary health professions education. She is also a Resident Physician at Ng Teng Fong General Hospital and a member of the School’s Curriculum Implementation Task Force. Her academic interests include blended learning, curriculum innovation, and the integration of artificial intelligence into medical education. She was awarded the Yong Loo Lin School of Medicine Teaching Excellence Award (Individual) in 2025 in recognition of her contributions to teaching and learning.

Dr Mataroria Lyndon is an indigenous clinician, academic, and governance leader. He is a Senior Lecturer in Medical Education at the University of Auckland, and a co-founder of Tend Health, one of New Zealand’s largest primary care providers. His previous leadership roles include Health Equity Lead at Mahitahi Hauora Primary Health Organisation and Medical Lead for Māori Health at Counties Manukau District Health Board. A Fulbright Scholar, he holds a Master of Public Health from Harvard University and a PhD in Medical Education. His research interests include cultural safety in health professions education, population health and equity, Māori (indigenous) health, and data and digital innovation. Dr Lyndon currently serves as co-chair for Pūtahi Manawa, the Centre of Research Excellence for heart health. He previously served as Deputy Chair of the Health Promotion Agency, and as a board member of Northland District Health Board and Te Aka Whai Ora – Māori Health Authority.

Lauren Maggio, PhD is a Professor and the Director of Research in the Department of Medical Education at the University of Illinois College of Medicine. Dr Maggio holds a PhD in Health Professions Education (HPE) from the University Medical Centre Utrecht. Her research aims to understand how health professionals and learners access, evaluate, and use information, including information generated by AI, in clinical and educational settings, with the goal of improving decision-making, learning, and patient care. Dr Maggio has authored over 200 peer-reviewed publications and has led and collaborated on numerous grant-funded projects. Methodologically, Dr Maggio’s research is grounded in qualitative and mixed methods approaches, allowing the capture of complexity, user experience, and implementation challenges. Currently, Dr Maggio is the Editor-in-Chief of MedEdPORTAL, the Association of American Medical Colleges’ journal of teaching and learning and serves on the editorial boards of Academic Medicine and Perspectives on Medical Education.

Jo‑Anne Manski‑Nankervis is an Associate Professor at the Lee Kong Chian School of Medicine (LKCMedicine), Nanyang Technological University, a Principal Clinician Scientist at NHG Polyclinics, and a Professorial Fellow in the Department of General Practice and Primary Care at the University of Melbourne. She is a primary care clinician‑researcher with expertise in health services research and implementation science. She serves as Academic Director of Primary Care and Family Medicine and is Faculty Lead of OPEN – the Office of Patient Engagement at LKCMedicine, where she advances meaningful patient and public involvement (PPI) across education, research, and clinical innovation. Her research focuses on improving the quality and effectiveness of primary care, with particular interests in data‑driven decision‑making, cancer risk assessment, and translating evidence into routine practice. She co‑leads national initiatives in Singapore to build capability and guidance for embedding PPI in population health and primary care research, multidisciplinary collaboration and research leadership.

Assistant Professor David Mathew is an Anaesthesia Consultant with Khoo Teck Puat Hospital. He is also the Deputy Head of Clinical Practice & Patient Safety at LKC Medicine. He serves as a member of the Medical Humanities Working Group with LKC Medicine and leads the Humanities Special Interest Group with the Singapore Society of Anaesthesiologists. In LKC Medicine, he is also involved in the curation and delivery of the Medical Humanities curriculum and lessons. He is passionate about inculcating the humanities into clinical practice and has published pieces of medical poetry and narratives in journals such as JAMA and Anaesthesiology to name a few. He hopes to develop the humanistic side within healthcare professionals and clinicians as they traverse through the science of their practice. In turn, this will help them to embrace the challenges within the profession as well as help them resonate with their patients and diseases.

Scott is the Head of International Medical Education and Sub-Dean at The University of Western Australia Medical School. He is an experienced medical and health professions educator developing and delivering award winning curricula in the broad field of Health, Medicine and Society. Scott is a collaborative educator delivering student-centred, solution-oriented and community contextualised curricula. He has over 8 years’ experience as a leader in recruitment and support of International Health students into Australian Higher Education and has expertise in selection, admissions and student diversity. He understands the impact the current pandemic has had on international health students and their respective institutions and is implementing a COVID-normal international Applicant-to-Alumni strategy at UWA medical school.

Marion McCrary MD FACP FAMWA NBC-HWC is an assistant professor and a primary care internal medicine physician at Duke University School of Medicine and serves as the Associate Director of the Duke Graduate Medical Education Professional Development Coaching program. She is the Governor for the North Carolina chapter of the American College of Physicians (ACP) and Chair-elect for the ACP Board of Governors. She serves as an ACP Well-being Champion and Peer Coach. She is an Emeritus Co-Director for the American Medical Women’s Association’s (AMWA) EVOLVE Certificate in Leadership program for physicians in training and Lead Faculty for the AMWA ELEVATE Leadership Program. She is passionate about facilitating well-being and leadership development for physicians. Her mission is to create opportunities for physicians to focus on themselves, to empower them to determine and advocate for what they need, and then to arm them with the tools to create a flourishing career.

Siriya Mektavepong is a medical student at the Faculty of Medicine Ramathibodi Hospital, Mahidol University, with a focus on medical education and institutional leadership. Her work examines the intersection of curriculum development and the evolving digital requirements of modern healthcare systems. She has been involved in several student-led initiatives, including the coordination of a medical student hackathon and the implementation of mission-based frameworks within student governance. Through these projects, she explores the role of learner-partnered approaches in navigating change within academic health centres.

Inthrani Raja Indran is Assistant Dean (Students) at NUS Yong Loo Lin School of Medicine, where she plays a pivotal role in fostering student development and resilience across the undergraduate programme. As a Newfield/Yong Loo Lin School of Medicine Associate Coach, she supports students in navigating the academic and personal demands of medical training. She is also Education Director in the Department of Pharmacology, where she advocates for innovative, evidence-informed teaching and integrates these approaches into the pharmacology curriculum to enhance student learning. As Deputy Advisor for the NUS Medicine Office of Postdoctoral Affairs, Dr Indran supports the personal and professional development of postdoctoral fellows through initiatives that strengthen their growth and contributions to the scientific community. Through her multifaceted roles in education, research, and mentorship, Inthrani aspires to make lasting contributions to medical education and the broader academic community.

Dr Seow Choon Sheong graduated from the University of Aberdeen and undertook specialist general surgical training in the West of Scotland, UK. Currently, he is a senior consultant colorectal surgeon based at Ng Teng Fong General Hospital, Jurong Health Campus, NUHS. He is an adjunct assistant professor at the Yong Loo Lin School of Medicine, NUS, with active roles in both undergraduate and postgraduate teachings. He is a core faculty at the General Surgery Residency Program at NUHS. He serves as an examiner in both undergraduate (NUS and LKC School of Medicine) and postgraduate Medicine (Master of Medicine (Surgery), NUS and MRCS under the auspice of the Royal College of Surgeons of Edinburgh). He is winner of the International Scholarship at the Quality & Safety Conference, American College of Surgeons in 2024. He is currently the Chairman, Chapter of General Surgeons, College of Surgeons of Singapore.

Lawrence Sherman, FACEHP, FRSM, CHCP, is President of Meducate Global, LLC, a US-based organisation focused on capacity building in health professions education, global education system assessment, and continuing professional development. He also serves as Visiting Professor of Medical Education at the First Affiliated Hospital of Sun Yat Sen University in Guangzhou, China. With over 30 years of experience in medical and interprofessional education, Lawrence has authored numerous scholarly publications and delivered hundreds of presentations worldwide. His work focuses on continuing education, faculty development, and effective communication in healthcare. He is a Fellow of both the Alliance for Continuing Education in the Health Professions and the Royal Society of Medicine. Lawrence has extensive experience moderating workshops, advisory boards, and consensus panels, and is actively involved in global education initiatives, academic journals, and international conferences.

Dr Shorey is an Associate Professor with tenure at Alice Lee Centre for Nursing Studies, National University of Singapore (NUS). Her research programme focuses on family and women’s health. She has designed psychosocial and educational interventions for a varied group of populations. She has conducted both quantitative (e.g. randomised controlled trials, descriptive quantitative studies) and qualitative (e.g. descriptive qualitative) studies and has published more than 190 peer-reviewed papers in high-impact factor journals. She is an expert in qualitative systematic reviews and serves as an editorial board member and reviewer for renowned international peer-reviewed journals. Dr Shorey represents Singapore for the Southeast and East Asian Nursing Education and Research Network (SEANERN) and the Global Working Group (GWG) on Salutogenesis. Dr Shorey has received various awards for her academic and research excellence.

Yoshikazu Asada, PhD, is an Associate Professor at the Medical Education Centre of Jichi Medical University, Japan. In his role as an LMS (Moodle) administrator, he leverages learning analytics to enhance educational outcomes. His work extends to faculty development, where he leads initiatives on technology-enhanced learning to support colleagues’ university-wide. Furthermore, he teaches students about information literacy and the strategic use of generative AI in their studies. His research interests lie at the intersection of instructional design, game-based learning, and technology-enhanced education, with a particular emphasis on asynchronous learning via LMS. Beyond the university, he holds leadership positions in several academic organizations, including the Moodle Association of Japan (MAJ) and the Japan Society for Medical Education (JSME). As the chairperson of the ICT Education Committee at JSME, he facilitates monthly online symposia exploring the educational applications of generative AI.

Prof Nobutaro Ban is Director of the Nakatsugawa Municipal Centre for Community Primary Health Care and former Professor at the Medical Education Centre, Aichi Medical University. A family physician, he completed residency training at Creighton University, USA (1980–1983). Since returning to Japan, he has been instrumental in advancing primary care as a recognised specialty, with leadership roles at National Nagasaki Chuo Hospital, Kawasaki Medical School, and Nagoya University Graduate School of Medicine, where he led family medicine and primary care education. Prof Ban has contributed extensively to curriculum development, educational research, and publications, particularly in physician–patient communication and assessment. He introduced the Objective Structured Clinical Examination (OSCE) to Japan, now widely implemented nationwide. A former President of the Japan Society for Medical Education (2009–2016), he continues to contribute through international teaching and scholarship.

Francesco Bolstad is Professor and Head of the Department of Applied Clinical English at Nara Medical University, Japan. A New Zealand-trained educator with over 28 years of experience across STEM and liberal arts disciplines, his work bridges health professions education and applied pedagogical practice. His research focuses on Content and Language Integrated Learning (CLIL), medical professionalism, and collaborative approaches to navigating the “clinical coalface”. He is dedicated to internationalising medical education by equipping students with the communicative meta-skills necessary to navigate global healthcare environments. Francesco is a passionate advocate for teacher efficacy and collaborative team-teaching; he welcomes collaboration with like-minded colleagues and can be contacted at: bolstad@naramed-u.ac.jp.

Dr Fujikawa is a family physician and an expert in Health Professions Education (HPE). With over 10 years of academic and clinical experience, he has published more than 100 peer-reviewed articles in international journals. His research focuses on ambiguity tolerance, working-hour restrictions for physicians, patient care ownership, workplace social capital, shame, compassion, and the psychometric evaluation of educational instruments. In addition, he has been actively involved in implementing and studying arts and humanities-based educational approaches, including Visual Thinking Strategies and Haiku writing, in HPE. Dr Fujikawa has served as the corresponding author on multiple multicentre studies and has received competitive research funding and academic recognition for his contributions to the field of HPE research.

Dr Junji Haruta is Professor at the Medical Education Center, Keio University School of Medicine, Japan. He is a board-certified family physician and a Certified Medical Education Specialist. He received his PhD in medical education from the University of Tokyo and completed a Certificate in Measurement and Assessment in Medical Education at the University of Iowa.

His research focuses on professional identity formation, community-based medical education, and interprofessional education. Drawing on his background in family medicine and community engagement, he explores professional identity as a relational and dynamic process shaped through interactions with patients, communities, peers, and other health professionals. His recent work examines how learners navigate tensions between professional expectations and responsiveness to others, and how experiences of uncertainty, responsibility, and boundary crossing contribute to becoming a healthcare professional. He is particularly interested in educational approaches that create space for learners to reflect on not only “Who am I becoming?” but also “To whom am I becoming responsible?”.

Mikio Hayashi, MD, MHPE, PhD, FACP, FAMEE, is an associate professor at the Centre for Health Professions Education, Kansai Medical University. His background is family physician. He gained his PhD in Medical Education in 2020 from the University of Tokyo and earned his master’s degree of Medical Sciences in Medical Education at Harvard Medical School in 2024. He has been working as an associate editor of Medical Education Online since 2024 and The Clinical Teacher since 2026. He is also an active member of the AMEE research committee and JSME research promotion committee since 2024.

Takeshi Kimura graduated from Fukushima Medical University in 2007 and completed his postgraduate clinical training in internal medicine and paediatrics. After working as a generalist physician, he developed an interest in medical education and joined the Centre for Medical Education at Kyoto University Hospital in 2019. He currently serves as a Clinical Assistant Professor at Nagoya University Hospital, where he is involved in faculty development and postgraduate clinical training. He obtained his Master’s degree in Health Professions Education (MHPE) in 2025. His interests focus on feedback practices and dialogue in clinical education, particularly how educators engage with learners in workplace-based settings. He has contributed to the design and facilitation of educational programs for clinical instructors.

Takeshi Kondo, MD, PhD, MHPE (Maastricht), works at the Center for Postgraduate Clinical Training and Career Development, Nagoya University Hospital, and the Center for Medical Education, Nagoya University Graduate School of Medicine. His research sits at the intersection of artificial intelligence and medical education, spanning AI-simulated patients for clinical reasoning, comparative studies of AI- and human-generated clerkship feedback, and LLM-assisted qualitative analysis. He currently leads KAKENHI-funded projects on collaborative feedback literacy between attending physicians and large language models, and AI-simulated patient systems for self-directed learning. He has contributed to the digital transformation of Japan's Model Core Curriculum for Medical Education, with recent work in JMIR Medical Education and the Nagoya Journal of Medical Science. He teaches clinical skills and ethics, supervises residents, and serves on national committees including the Japan Board of Medical Specialties and the Japanese Hospital General Medicine Society DEI committee.

Masashi Ikuno, MD, PhD, is a faculty member at Kyoto University with expertise in medical education and clinical training, with a particular focus on professionalism in healthcare. His work explores how professionalism is shaped by cultural context, generational change, and evolving societal expectations in medicine. He has been actively involved in developing educational programs that integrate professionalism with clinical competence, ethical decision-making, and reflective practice. Dr. Ikuno’s research interests include professional identity formation, the hidden curriculum, and the influence of learning environments on professional behavior, as well as learners’ interests and motivation in medical education. He has contributed to academic discussions on professionalism and has presented his work at national and international conferences. In addition, he is engaged in faculty development to support educators in teaching and assessing professionalism. Through his work, he aims to cultivate reflective, responsible, and culturally responsive healthcare professionals equipped to meet the changing needs of society.

Hitomi Kataoka, MD, PhD, is a Professor at Kyoto University with expertise in medical education and clinical communication, with a strong focus on professionalism in healthcare. Her work examines how professionalism is expressed and taught within diverse cultural contexts and evolving healthcare environments. She has led the development of educational programs that integrate communication skills, patient-centered care, and professionalism, emphasising empathy, ethical practice, and reflective learning. Dr Kataoka’s research explores doctor–patient relationships, professional identity formation, and the influence of sociocultural factors on professional behavior. She has contributed to national and international initiatives addressing professionalism in medical education and has presented widely on these topics. In addition, she is actively engaged in faculty development to support educators in fostering professionalism among learners. Through her work, she aims to cultivate compassionate, culturally sensitive, and ethically grounded healthcare professionals who can respond to changing societal needs.

Yuki Kataoka, MD, MPH, DrPH, is a Clinical Lecturer at the Centre for Postgraduate Clinical Training and Career Development, Nagoya University Hospital, and the Centre for Medical Education, Graduate School of Medicine, Nagoya University, Japan. He is a board-certified internist and pulmonologist with expertise in clinical epidemiology, systematic review methodology, and evidence-based medicine education. He received his MD from Tohoku University and his MPH and DrPH from Kyoto University. He is the founder and director of SRWS-PSG, a systematic review mentoring organisation with approximately 500 members in Japan. He serves as an Associate Editor of Systematic Reviews and an editorial board member of Medical Education (Japan) and the Journal of General and Family Medicine. His current research focuses on AI/LLM applications in research workflows, including automated systematic reviews.

Dr Mariko Kikegawa is the Residency Programme Coordinator at Teine Keijinkai Hospital in Sapporo, Japan, since 2022. She graduated from Keio University School of Medicine in 2016 and earned a Master of Public Health from the University of Manchester in 2022. In her current role, she leads curriculum quality improvement initiatives for the hospital’s junior residency programme and facilitates academic collaborations with partner institutions in the United States. She also plays a central role in coordinating the implementation of Accreditation Council for Graduate Medical Education International (ACGME-I) accreditation at both the institutional and internal medicine programme levels. With a background that bridges Japanese and international medical education systems, she is particularly interested in adapting global standards to local contexts and fostering learning environments that support both physician wellbeing and patient safety.

Nobukazu Komatsu, PhD, is an Associate Professor at the Centre for the Study of Medical Education, Kurume University School of Medicine. His research interests in medicine include tumour immunology. In the field of medical education, his research focuses on cooperative learning. He is particularly involved in first-year medical education, with an emphasis on the implementation and facilitation of peer-assisted learning. Additionally, he conducts research on educational programs aimed at fostering medical professionalism grounded in the principles of cooperative learning.

Seiko Miura, MD, PhD, MHPE (Maastricht), is a gastroenterological and acute care surgeon at Kanazawa Medical University, where she supervises medical students, residents, and trainees in clinical practice. Her research focuses on integrating artificial intelligence into learner assessment, particularly in evaluating clinical communication within OSCE settings. She is the principal investigator of a nationally funded research project in Japan (KAKENHI) on AI-based assessment and completed her MHPE thesis titled “Cultural Calibration of AI: Assessing Eye Contact in Japanese Medical OSCEs.” Her work has been presented at international conferences, including AMEE Conference and Ottawa Conference, and she serves as a symposium speaker at ICDS 2026 on AI and eye contact. She is an active member of the Japanese Society for Medical Education Internationalization Committee and the APMEC 2027 Organising Committee. Her interests include digital learning environments, sociocultural perspectives, diversity, lifelong learning, and Continuing Professional Development (CPD).

Tomoko Miyoshi is a faculty member at Kyoto University specializing in medical education and clinical training, with a particular focus on professionalism in health professions education. Her work explores how professionalism is shaped by cultural contexts, educational environments, and evolving societal expectations. She has contributed to qualitative and mixed-methods research on students’ learning experiences, professional identity formation, and reflective practice. At Kyoto University, she is actively involved in curriculum development and faculty development initiatives that integrate professionalism into clinical education. She has also engaged in international collaborations addressing cross-cultural perspectives in medical education. Dr Miyoshi regularly presents at academic conferences and facilitates workshops on teaching and assessing professionalism. Through her work, she aims to foster culturally sensitive, reflective, and ethically grounded healthcare professionals who can respond to the changing needs of society and deliver patient-centred care in diverse settings.

Mariko Morishita is a medical education researcher and a family physician. She has been interested in phenomenological attitudes towards subjects she has encountered through her medical practice in an urban area in Kyoto and education. To understand more about how medicine and its education has formed healthcare professionals, her interests extend its scope to historical materials and stories in Japanese medical education. She has been involved in the foundation course of medical education for medical educators held at Nagoya University. From 2026, she has been a lecturer of the Department of education for community medicine at Nagoya University.

Eisuke Nakazawa is Professor of Biomedical Ethics at the University of Tokyo and Chair of its Bioethics Collaborative Research Organization (BiCRO). His scholarship engages bioethics, public health ethics, research ethics, and neuroethics, with particular attention to autonomy, relational decision-making, and the ethical dimensions of emerging technologies including artificial intelligence and brain-machine interfaces. His work integrates philosophical analysis with empirical research, developing ethically robust and socially responsive frameworks for healthcare and public health practice.

Dr Masayuki Nogi graduated from Kyoto Prefectural University of Medicine and completed internal medicine residency and chief residency at the University of Hawai‘i. Currently serving as an academic hospitalist, Division Chief of Hospital Medicine, and Associate Medical Director for Instructional Design and Technology at The Queen’s Medical Centre in Honolulu, along with the Associate Clinical Professor at the University of Hawai‘i John A. Burns School of Medicine. He also holds a dual appointment as Programme Director and founding Designated Institutional Official (DIO) of the Internal Medicine Residency at Kameda Medical Centre in Kamogawa, Chiba, which achieved Japan's first ACGME-I accreditation in 2025. His professional interests include international medical education, faculty development, physician migration and accreditation. In 2015, he completed the University of Hawai‘i Medical Education Fellowship and the Master’s programme in Health Professions Education at FAIMER-Keele University in 2022.

Osamu Nomura, MD, MA, is a professor and medical education scientist at Gifu University, Japan, with expertise in paediatric emergency medicine. He is also a PhD candidate in Health Sciences Education at McGill University. His doctoral research examines emotions and emotion regulation among medical trainees in simulation-based training environments.

Dr Sayaka Oikawa is a Project Professor at Department of Innovative and Digitalized Medical Education, Akita University, Japan, and the Adjunct Professor of the SimTiki Medical Education Simulation Centre at University of Hawaii, USA. She is a certified Emergency Medicine physician and holds a PhD in Medical Education from Kyoto University, and a Master of Science degree in Health Professions Education from the Maastricht University. She is a research secretary of the Pan Asia Simulation Society in Healthcare, and a vice chair of the internationalization committee of the Japan Society for Medical Education. She has engaged in international collaboration and development in the field of medical education. Her current research interests include teaching and learning with digital technology, cultural awareness and simulation-based education/assessment.

Itsuki Sano, MD, is Chief Psychiatrist at the Mie Prefectural Mental Care Centre, Japan, and a Visiting Researcher at the Centre for Medical Education, Nagoya University. His work focuses on interprofessional and dialogical education in healthcare. He explores the roles of love and trust in professional dialogue, challenging ideologies that are often tacitly sustained within everyday practice. Drawing on Japanese concepts such as Mederu and Kintsugi, he rethinks how healthcare professionals engage with vulnerability in themselves and others. Sano also conducts arts-based research, facilitating workshops on manga creation for healthcare professionals. As a practising manga artist, he integrates visual and verbal forms of communication and is currently undertaking ethnographic research on healthcare professionals becoming manga artists.

Mizuki Seki graduated from Okayama University Medical School. As a medical student, she was actively involved in a student committee dedicated to improving undergraduate medical education and received the university’s award in recognition of her contributions. After graduation, she entered the residency programme at Kameda Medical Centre, where she became a leader of the resident study group and planned and organized a lecture series on emergency presentations, in which second-year residents taught first-year residents. She subsequently trained in emergency medicine at the same institution. In her final year of residency, she served as chief resident and received the Emergency Department Best Teacher Award, selected by junior residents. She currently works as a staff. Drawing on her experience as chief resident, she also serves as one of the representatives of the Japan Association of Chief Residents.

Dr Ikuo Shimizu is a Project Professor in Medical Education at Chiba University Graduate School of Medicine and serves as Vice Director of the Quality and Safety Division at Chiba University Hospital. He holds an MD and a PhD in Medicine from Shinshu University, and earned both his Master’s in Health Professions Education (MHPE, 2016) and a second PhD in Medical Education (2024) from Maastricht University. Following a clinical career as a haematologist, Dr Shimizu transitioned to medical education in 2010. He currently holds a national leadership role as the Vice Chair of the Undergraduate Education Committee of the Japan National University Hospital Alliance on Patient Safety. His scholarly work focuses on patient safety education and collaborative learning.

Maki Someya is a faculty member at a university hospital, actively engaged in both clinical practice and medical education. My clinical expertise lies in paediatric critical care, where I work in the paediatric intensive care unit (PICU). In parallel, I contribute to medical education as a faculty member and administrator of a simulation centre, where I design, implement, and evaluate simulation-based training programs. My academic interests focus on advancing educational practices through faculty development, simulation-based education, and mentorship. I am particularly interested in innovative approaches such as cinemeducation, which leverages film to facilitate reflective and dialogic learning. My work aims to bridge educational theory and clinical practice, with an emphasis on contextualized and learner-centred approaches. Through both research and educational practice, I seek to contribute to the development of sustainable and context-sensitive medical education frameworks that support the growth of healthcare professionals across diverse settings.

Dr Maham Stanyon is a UK-trained General Practitioner and Assistant Professor at Fukushima Medical University, Japan, based in the Centre for Medical Education and Career Development. Her work focuses on the intersection of culture, professionalism, and health professions education, exploring how cultural contexts shape teaching, leadership, and research practices. She uses innovative approaches such as Q-methodology to examine cultural constructions of professionalism in Japan and the UK and is particularly interested in how non-Western epistemologies can enrich global medical education. She leads an English-medium clinical communication programme in Tokyo, supporting healthcare professionals to deliver patient-centred care in diverse settings. Her educational work has been recognised with Silver and Young Investigator Awards from the Japan Society for Medical Education. Dr Stanyon also contributes to international collaboration through leadership roles in JSME and works to promote culturally grounded innovation in medical education.

Fumitaka Tanemura, PhD, is an Associate Professor in the Faculty of Human Sciences at Toyo Gakuen University and a Visiting Researcher at the Centre for Medical Education, Nagoya University. With expertise in lifelong learning and professional education, he explores the lifelong careers of professionals—including physicians and legal practitioners—as well as professional identity formation and transformative learning. Building on this expertise, he has conducted numerous workshops on lifelong career development and faculty development (FD) in professional education, approaching the field from both theoretical and practical perspectives while emphasizing humanity and a holistic perspective. He is particularly interested in reflection and transformative learning, with a focus on changes in values, the impact of disjuncture, and the role of spirituality.

Akiko Tokinobu, PhD, is a faculty member at Kyoto University specialising in medical education and clinical training, with a particular focus on professionalism in health professions education. Her work explores how professionalism is shaped by cultural diversity, societal change, and evolving expectations in healthcare. She has been involved in developing and implementing educational programs that integrate professionalism with clinical competence, reflective practice, and patient-centred care. Dr Tokinobu’s research interests include professional identity formation, learning environments, and the role of cultural context in shaping professional values and behaviours. She has contributed to national and international discussions on professionalism and has presented her work at academic conferences. In addition, she is engaged in faculty development to support educators in teaching and assessing professionalism. Through her work, she aims to foster ethically grounded, culturally responsive healthcare professionals prepared for a rapidly changing global society.

Akira Yamamoto, MD, PhD, is a Professor at Juntendo University's Faculty of Health Data Science. A physician and radiologist trained at Kyoto University, he earned his medical degree in 1995 and completed doctoral studies in nuclear medicine and diagnostic imaging, receiving a PhD in Medicine in 2005. He began his career at Kyoto University Hospital and Kyoto City Hospital, serving as resident, staff physician, chief physician, and deputy director. He also worked as a visiting researcher at Johns Hopkins University. Returning to Kyoto University, he held academic appointments in radiology, clinical education, and medical education reform, including Assistant Professor and later Lecturer at the Centre for Medical Education and Internationalization. Board certified in diagnostic radiology and nuclear medicine, Dr. Yamamoto has extensive experience in clinical practice, medical education, and faculty development. His current work integrates health data science with physician training to advance evidence-based education, research, and better patient care.