Christine Park, MD, is the Director of the Graham Clinical Performance Center at the University of Illinois at Chicago, the Associate Head for Learning and Innovation in UIC’s Department of Anesthesiology, and a Professor of Anesthesiology and Medical Education.
Christine’s passion in life is language and literature, which fuels her interest in simulation, education and humanities in healthcare. After obtaining an undergraduate degree in English Literature at Yale University, she ended up pursuing a career in healthcare, spending time at Indiana University, Boston University and the Brigham and Women’s Hospital before settling in Chicago.
As the 2017 President of the Society for Simulation in Healthcare (SSH), Christine led a summit, attended by global leaders in simulation from 25 countries, for the collaborative creation of a unifying Code of Ethics for Healthcare Simulationists. The Code of Ethics is now available in 9 languages and has been adopted by more than 30 institutions and organizations. She also spearheaded the society’s inaugural Women in Leadership Symposium, to empower and elevate aspiring and current women leaders in healthcare simulation.
Christine serves on the editorial board of the journal Simulation in Healthcare, and is an Editor for Special Projects at OpenAnesthesia.org. Her simulation interests include bias in decision making and learning, advancing patient-centered, patient-driven and social justice-driven strategies, and in embracing the adventure of discovery.
Kristina is an Associate Professor at Marquette University College of Nursing in Milwaukee, WI. Her research is at the forefront of disciplinary efforts to develop, use, and test innovative teaching methods to improve students’ clinical reasoning skills, and also investigate how educators can best be prepared to use evidence-based methods to enhance clinical teaching. Her work has been recognized for leading initiatives to transform nursing education and she has influenced pedagogical changes in educational practices locally, nationally and internationally. Dr. Dreifuerst is best known for the clinical teaching method she developed: Debriefing for Meaningful Learning (DML) which was used in the seminal National Simulation Study conducted by the National Council of State Boards of Nursing. The impact of her funded program of research is far-reaching. DML has been adopted by more than 500 schools of nursing throughout the world for use in simulation, traditional clinical settings, and across the curriculum in nursing and other healthcare disciplines. She is frequently consulted by schools of nursing for her expertise in curriculum, instruction and clinical teaching. She has authored numerous journal articles and book chapters on debriefing and best practices in teaching and learning. She is the recipient of prestigious national and international awards and honors from the National League for Nursing, Sigma Theta Tau International, the Midwest Nursing Research Society and the International Nursing Association of Clinical Simulation and Learning recognizing her expertise and contribution to the field. Dr. Dreifuerst serves as the Immediate Past President of the International Nursing Association for Clinical Simulation and Learning and she holds editorial board positions on three esteemed journals. She is also an Associate Editor for the journal Clinical Simulation in Nursing. Dr. Dreifuerst is a Certified Nurse Educator and she was inducted as a Fellow into the Academy of Nursing Education and also as a Fellow into the American Academy of Nursing.
Jenny is a life-long athlete who brings the joy of practice to learning in healthcare education, especially feedback, debriefing, and collaboration at point of care. Jenny is an organization behavior scholar on the faculty of Massachusetts General Hospital Department of Anesthesia Critical Care and Pain Medicine, and department of Anesthesia at Harvard Medical School. The approach to reflective conversations known as “debriefing with good judgment” Jenny pioneered has helped health educators world-wide promote dynamic, honest, but non-threatening conversations. The “…with good judgment approach” pairs three key dichotomies to promote connection and learning: psychological safety and challenge in the learning environment; holding high standards and high regard for learners; and balancing advocacy and inquiry to share and elicit thought processes. Jenny studied system dynamics at MIT Sloan School of Management, received a doctorate in organizational behavior from Boston College, was a National Science Foundation Fellow, and received a B.A. in sociology from Harvard College.
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