GBA/GIP Virtual Programming: Reimagining CQI: A Data-Driven Approach to Accreditation and Strategic Planning - February 6

Doug Cohen is the Director of Educational Computing at Weill Cornell Medicine located in the Upper East Side of New York City. This position affords the opportunity to work hand-in-hand with students and leadership across the Medical School, Graduate School of Medical Sciences, and Tri-Institutional MD-PhD Program and my responsibilities include serving as the primary IT liaison for students, faculty, and academic staff to ensure they have an avenue to provide direct feedback on the information technology services offered at the institution. As the Director of Educational Computing, I am also responsible for the IT controls, business continuity, and disaster recovery of our cloud-based online learning environment and our externally-hosted ERP system used for education administration as well as leading the efforts for IT departmental trainings and communications.

Dr. Kang holds a BS, economics with a concentration in finance, from the University of Pennsylvania and an MD from Washington University School of Medicine. She completed her internal medicine residency and Chief Residency at Barnes-Jewish Hospital.

Throughout her career, Dr. Kang’s focus has been on leadership, mentoring, and innovation. She was recruited to Weill Cornell Medicine in 2003 to lead the development of the Margaret and Ian Smith Clinical Skills Center, WCM’s custom-built facility for simulation training. Named the founding Director in 2006, she launched the Medical College’s simulation education program. Dr. Kang was appointed the Richard P. Cohen, M.D. Associate Professor of Medical Education in 2009 and has held successive leadership roles across every aspect of medical education. Following a national search, she was appointed Senior Associate Dean, Education and has served since January, 2020. In this role, Dr. Kang oversees undergraduate medical education and continuing medical education programs and offices.

As an institutional leader, Dr. Kang emphasizes a data-driven approach to strategic planning and launched WCM’s CQI office during its most recent accreditation review in 2018. She has successfully advanced stakeholder partnerships and central infrastructure to increase operational efficiency across education offices, address accreditation needs, and drive targeted institutional growth in the education mission. Areas of focus have been strengthened outcomes databases, structured opportunities for scholarship and innovation, and enhancing diversity, equity, and inclusion.

Dr. Kang has mentored and advised medical students, graduate students and trainees, staff, and faculty who have progressed to a range of leadership roles in academic medicine, hospital administration and industry. She has also received grant funding from the Department of Education and American Medical Association to create innovative education programming and has served on National Board of Medical Examiners (NBME) committees which establish clinical skills standards and content for medical licensure exams.

Cynthia Morel has over 15 years of project management and operational experience across the healthcare, higher education, and Information Technology industries. She was introduced to the world of project management while working as a Clinical Coordinator for the Center for Behavioral Cardiovascular Health, Columbia University, where she was tasked with supporting the renovation of the research center. She joined Weill Cornell’s (WCM) IT Department in 2015, as a PMO Associate with in the Project Management Office, where she had the opportunity to manage complex IT projects and initiatives to help meet the technical needs of the academic programs. For the medical school in particular she served as the project manager for several initiatives to support with the 2018 LCME cycle, such as the implementation of OASIS, a powerful web application designed to facilitate medical school scheduling, record keeping, and curriculum tracking.

Today, Cynthia is part of the Education Technologies Group (ETG), the technical team dedicated to academic programs. In this role, she continues to support with complex IT initiatives but also manages and guides the division’s compliance, performance and reporting to support the unit’s business needs. She also provides recommendations for operations and improvements of services.

Cynthia graduated from Cornell University and later completed her EMBA/MS in Healthcare leadership at Weill Cornell/Cornell University. She is passionate about leveraging project management best practices and data to help the institution make strategic data-driven decisions and continuously improve operations in the education, healthcare and IT spaces. When she isn’t working, she enjoys traveling, spending time with friends & family, and dancing.

Michael Slade received his BS in Engineering and an MBA from Virginia Tech. In his nearly 30-year career in higher education administration, he has focused on operational efficiencies in a variety of settings. In his current role at Weill Cornell Medicine, he has oversight of budgets and staff across the offices of Medical Education.

Assistant Dean for Evaluation and Analytics
Creighton University School of Medicine

Cassie Eno, PhD, is the Assistant Dean for Evaluation and Analytics and Assistant Professor in the Department of Medical Education. She is responsible for wholistic evaluation of medical education program, consultation on assessment and evaluation for the newly created physician assistant program, outcomes measurement for the School of Medicine strategic plan, and facilitating the presentation of School of Medicine educational and evaluation data to aid leadership in decision making. She has ten years of experience in academic program evaluation. She has a PhD in Social Psychology from the University of Alabama with extensive training in quantitative and qualitative research methodology and analysis. Her research interests in medical education include a focus on the impact of individual difference factors and educational innovations on student learning outcomes and satisfaction including collaborations on weight bias, leadership disposition, and active learning in medical education.