Stacey Pylman, Ph.D. - Editor in Chief |
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OMERAD has so many accomplishments to celebrate this year! The source of our greatest pride comes from finding ways to make an impact—an impact on educators’ development and identity as effective teachers, and an impact on the student experience through gaining knowledge about the uniqueness of our students’ progression as learners and understanding factors in the clinical learning environment that can help our students thrive.
We have new programs to celebrate, such as the Finding Joy in Teaching Initiative, the McLaren-MSU Medical Education Fellowship, and our new Residents as Teachers: Improving Teaching Excellence through Online Professional Development program. Along with the professional pride that comes from making an impact, I’d like to take a moment for personal pride. My son, Scot, graduated from CHM in May and is now a Spartan MD who starts his vascular surgery residency next month. Through his experiences and those of his friends, OMERAD faculty have become privy to key insights of how students experience the curriculum, and these insights have impacted our programming and our desire to support ways to make the CHM program the best medical school training program ever!
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Randi N. Stanulis, Ph.D.
Unit Head
Office of Medical Education Research and Development
Assistant Dean for Professional Development
College of Human Medicine
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Joy in Teaching Initiative |
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Randi Stanulis, PhD created and led a shared initiative between OMERAD and Faculty Affairs and Development (FAD) called “Finding Joy in Teaching Initiative”. The purpose of this initiative is to celebrate and elevate teaching excellence in CHM, and help peers learn from each other’s practice. To receive this annual honor, faculty were nominated by their chairs as those who embrace teaching excellence and find joy in their teaching and student learning. The recipients were honored with a reception and Emiko Blalock, PhD was the key note speaker who talked about Creating a Movement: Leaving a Mark of Joy in Teaching.
The 2022 recipients
- Zakia Alavi, MD
- Jeri Kessenich, MD
- Meredith Sprince, MD
- Nicole Talge, PhD
- Heide Rollings, MD
- Gary Ferenchick, MD
- Dianne Wagner, MD
- Aron Sousa, MD
- Angie Thompson-Busch, MD, PhD
- Ana Vazquez, PhD
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Dr. Blalock Featured on a Medical Education Podcast! |
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Dr. Pylman Receives the "Brownie" Award |
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Stacey Pylman, Ph.D., was awarded the 2022 Central Group on Educational Affairs (CGEA) M. Brownell "Brownie" Anderson Early Career Medical Educator Award for her contributions to medical education! In the spirit of M. Brownell “Brownie” Anderson, the AAMC GEA uses this award to recognize early-career medical educators who have demonstrated enthusiasm, commitment, and creativity in the field of medical education across the continuum. This award identifies and supports emerging educators on their career trajectory in medical education and serves as an opportunity to celebrate their potential and talent.
Elissa Hall, Ed.D. the CGEA Chair wrote, "On behalf of the CGEA community, we celebrate and recognize your enthusiasm, creativity, and commitment to the CGEA and beyond. Your scholarship has contributed to advancing the field and has been inspirational to others!"
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Dr. Thompson-Busch is a Finding Joy in Teaching Honoree |
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Angela Thompson-Busch, MD was recognized as a CHM faculty who finds joy in her teaching. Dianne Wagner, former Associate Dean for Undergraduate Medical Education wrote, “Angie Thompson-Busch is a fearless educator—like every great generalist physician, she is extremely versatile and teaches effectively in simulation, small group, large group as well as developing curriculum that integrates our basic scientists into these structures. She is a beloved teacher—and you just need to watch her in action to understand why. She is enthusiastic, energetic, and compelling”.
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Chi Chang, PhD
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Consultant (PI: W. Ma, Co-PI: G. Xu). General Cognitive Diagnosis Model: Development, Estimation, and Applications. National Science Foundation. 6/1/2022 – 5/31/2025.
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Co-Investigator (PI: L. Sempere). Image-Guided Intraductal Ablative Procedure for Primary Prevention of Breast Cancer. National Institutes of Health. 12/14/2021 – 11/30/2026.
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Lights, camera, action! The Residents as Teachers modules are up and running! This series of eight modules was created by faculty in OMERAD to support residents in their vital role in the education of junior residents and medical students. Over two hundred residents from across seven of CHM’s community campuses completed the series this past academic year.
The modules focus on various aspects of effective teaching in clinical settings, including creating a productive learning environment, addressing implicit biases, effective questioning, and formative feedback. Created using a learner-centered approach, these modules are interactive and multimodal, feature video examples and opportunities for application, and attend to diversity, equity, and inclusion.
Highlighting the unique features of the program, Amy Guenther, PhD and Randi Stanulis, PhD recently collaborated with Extra Credit Projects to create a promotional video that will be distributed across CHM campuses.
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McLaren-MSU Medical Education Fellowship Program |
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Dr. Robert Flora, MD, MBA, MPH Chief Academic Officer/ VP of Academic Affairs at McLaren Health Care began a partnership with Dr. Randi Stanulis, PhD with the goal of helping medical educators develop competence and confidence in teaching skills and learning to coach others in their teaching.
The program was designed for faculty with an interest in medical education leadership, and involves a 10-month commitment to work in a learning cohort with fellow clinicians involved in medical education from across the McLaren system. The course format included a hybrid of on-line and limited in-person meetings, coaching sessions, and a culminating capstone project with the goal of program improvement. The pilot group of twelve participants met monthly from September 2021-May 2022, and they found the program very beneficial. One participant said the program was "interactive, safe, allowed for vulnerability, individualized attention."
The culmination of the program was a showcase of individual medical education projects. The participants were also awarded certificates of completion. At the showcase one participant commented on the strengths of the program, "I was able to get specific feedback that was oriented towards my strengths and improving my personal weaknesses without having to just try and figure out how to better myself on my own."
The McLaren-MSU Medical Education Fellowship Program will return next year with a new group of fellows, and an advanced program for returning participants.
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OMERAD faculty have been busy disseminating their innovations and research. If you want to know more about these projects, contact the authors. |
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AAMC - Group on Student Affairs (GSA), Careers in Medicine, Organization of Student Representatives National Meeting
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Thompson-Busch A, Nysse H, van de Ridder JM. Guiding the unmatched medical student.
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AERA
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Blalock AE, Leal DR. “It’s never too late to speak up”: How women medical students redress epistemic injustice.
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Blalock AE, Stefanese-Yates A. “The counselor, the mom, the task-master”: How a gendered organization shapes the work of women non-tenure track faculty.
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Chang C, Laird-Fick H, Parker C. Assessing medical students’ longitudinal history-gathering skills in Objective Structured Clinical Examination and its reliability: A testlet response model approach.
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GEA (CGEA & SGEA combined)
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Blalock, AE. Challenging traditions of social capital: How family, friendships, and faculty support women medical students during their first two years.
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Pylman S, McComb M. The early clinical experience scholarly project: Students learn from patients and clinics learn from students.
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Innovations in Medical Education Conference
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Guenther AR, Malinowski R. Residents as teachers: Virtual professional development to improve teaching in clinical settings.
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Mini-Conference on Health Professions and Sociology
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Blalock, AE. Feeling rules: Women medical students and their experiences with emotion work.
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NEGEA
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Guenther AR, Greenberg A. Residents as teachers: Improving teaching excellence through asynchronous professional development.
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Society of Teachers in Family Medicine (STFM)
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Abbott C, Guenther AR, Mayle J, Cole M. Optimizing Think-Pair-Share active learning strategy in medical education.
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Blalock AE, Noble CE, Chinchilla J, Flores A, Lepe PR. Reconceptualizing student engagement: Supporting diverse students in medical school through holistic approaches. New Drctns for Student Srvcs. 2021;2021(176):71-80. doi:10.1002/ss.20407
Blalock AE, Smith MC, Patterson BR, Greenberg A, Smith BRG, Choi C. “I might not fit that doctor image”: Ideal worker norms and women medical students. Medical Education. 2022;56(3):339-348. doi:10.1111/medu.14709
*Chang C, *Colón-Berlingeri M, Mavis B, Laird-Fick HS, Parker C, & Solomon, D. Medical student progress examination performance and its relationship with metacognition, critical thinking, and self-regulated learning strategies. Academic Medicine. 2021;96(2), 278-284. https://doi.org/10.1097/ACM.0000000000003766. *Co-first authors, alphabetically ordered.
Kuhlemeier, A., Jaki, T., Jimenez, E. Y., Kong, A. S., Gill, H., Chang, C., Resnicow, K., Wilson, D. K., & Van Horn, M. L. (2022). Individual differences in the effects of the ACTION-PAC intervention: an application of personalized medicine in the prevention and treatment of obesity. Journal of Behavioral Medicine, Advance online publication. https://doi.org/10.1007/s10865-021-00274-2.
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Office of Medical Education
Research and Development
965 Wilson Road, Room A202 East Fee Hall
East Lansing, MI 48824
MICHIGAN STATE UNIVERSITY
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