Class of 2026 Fellows
HEALL fellows are expected to actively contribute to the Academy’s educational mission. Key responsibilities include attending Academy-sponsored events such as Education Grand Rounds and Core Workshop Series, serving on planning committees (e.g., for Education Day), and participating as active members in collaborative initiatives. These contributions support professional development, educational scholarship, and institutional advancement.
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Elizabeth Shank, PhD
Academic Role: Morningside Graduate School of Biomedical Sciences
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Amin Sabet, MD
Academic Role: T.H. Chan School of Medicine
Dr. Sabet's HEALL project centers on developing Entrustable Professional Activities (EPAs) for obesity medicine fellowship training. The research aims to establish a competency-based framework that defines the essential tasks fellows must be trusted to perform independently, thereby enhancing clinical training and standardizing educational outcomes. The initiative is being carried out through a structured process led by the OMFC education working group, which drafts, refines, and pilots EPA titles—such as comprehensive obesity evaluations, individualized treatment planning, and management of weight-related comorbidities. The project also draws on existing EPA models from pediatrics and gastroenterology to inform its approach.
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Mara Meyer Epstein, ScD, ScM
Academic Role: T.H. Chan School of Medicine
Dr. Epstein's HEALL project explores the development of an interprofessional epidemiology curriculum using an educational escape room format. The goal is to engage medical and graduate nursing students in applying epidemiologic principles to design a randomized controlled trial (RCT), fostering collaboration and evidence-based thinking. The escape room includes puzzles and role-play elements, with facilitators acting as research sponsors to guide student teams through research challenges. Updates include literature review findings, session redesigns for improved engagement, and plans for IRB-approved assessments to evaluate learning outcomes.
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Danielle Hebert, DNP, MBA, MSN, ANP-BC
Academic Role: Tan Chingfen Graduate School of Nursing
Dr. Hebert's project introduces the HHEALER© Framework to guide the development of educational escape rooms (EERs) in healthcare training. The research addresses a critical gap in structured methodologies for implementing game-based learning that fosters clinical skills, teamwork, and interprofessional collaboration. Using evolving patient cases and puzzles, the escape rooms engage students from various disciplines—including medical, nursing, pharmacy, and social work—through hybrid or digital formats grounded in the 3-P Learning Model. The expected outcomes include enhanced communication, problem-solving, and understanding of team dynamics in patient care.
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Amanda Cornine, PhD, RN, CNE
Academic Role: Tan Chingfen Graduate School of Nursing
Dr. Corinine's HEALL project focuses on advancing competency-based education within nursing, particularly through interprofessional collaboration with pharmacy. The research aims to explore and validate tools like the IPEC Competency Self-Assessment and ICCAS survey to assess collaborative competencies. Key activities include literature reviews, IRB submission, qualitative content analysis, and planning for dissemination at conferences. The project is currently developing a theoretical framework and evaluating whether alternative quantitative measures might better capture the concept of interest.
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Jennifer Carey, MD
Academic Role: T.H. Chan School of Medicine
Dr. Carey's HEALL project aims to develop and implement a trauma-informed care (TIC) curriculum for emergency medicine residents treating patients with substance use disorders (SUD). Motivated by rising opioid-related deaths and EMS calls in Worcester County, the curriculum addresses the gap in TIC training among healthcare providers. The project uses Kern’s and Kirkpatrick’s models to guide curriculum development and evaluation, incorporating diverse teaching methods, simulations, and assessments across four levels—from participant reaction to patient outcomes. The ultimate goal is to foster compassionate, evidence-based practice and publish findings in medical education journals.
