Stacey Pylman, Ph.D. - Editor in Chief |
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2020... Hope is not lost! |
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Alongside the unprecedented challenges that 2020 brings, we also have signs of great hope. The educators/researchers in OMERAD continue to inspire with their creativity, willingness to always step in to help students and faculty, and with their innovative scholarship. This is a time when we could dwell on what seems impossible. Rather, I’d like to devote energy to celebrating what we CAN do during this time: Teach our students with high standards and high empathy, maintain an important scholarly goal for advancing knowledge, and taking care of each other as we each juggle what often seems like insurmountable challenges of heart, mind and body.
The faculty and staff of OMERAD are more than academics—they are mothers, fathers, husbands, wives, and partners. They are people who sometimes struggle to get going each day, while also wanting with even more passion to make a difference. Thank you to OMERAD, and thank you to CHM faculty and staff who ‘show up’ and want to make a difference, especially this year.
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Randi N. Stanulis, Ph.D.
Director
Office of Medical Education Research and Development
Assistant Dean for Professional Development
College of Human Medicine
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Large Group Activity (LGA) Gets a Revamp |
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The Large Group Activity (LGA) serves an important role for student learning in the SDC. However, both students and faculty did not always fully understand how LGA functioned in the larger context of the SDC. So, Dr. Migdalisel Colón-Berlingeri decided it was time to make the purpose of LGA explicit. She invited Amy Ward, M.Ed., who has expertise in ambitious teaching and instructional design, to discuss possibilities for refocusing the ECE LGA.
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Dr. Colón and Ward, in collaboration with the weekly shepherds, CDG and other faculty, created a clear structure for weekly LGA sessions. This structure includes a "purpose statement" that provides the purpose of the week’s LGA, explains how it interacts with the chief complaint and concern for the week, and ensures students have time to actively interact with both experts and content. Finally, the restructured LGA ends with time for students to reflect on their own learning and think about how learning from LGA might impact learning during the rest of the week (see below).
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Ward fully enjoyed working with the "highly collaborative" faculty on the LGA project. When Ward attends weekly ECE LGA rehearsal meetings, she feels privileged to support faculty as they move activities online, write reflection questions, and review iRAT and tRAT questions. She strives to help them think about:
- What do we expect students to know when they arrive and what do we want to teach them?
- Are the prep materials clear and do they support students in meeting these objectives?
- Are we strategically asking a recall, application, and/or synthesis question?
Dr Colón sums up the LGA revamp and collaboration with Ward saying, "Students have responded positively to the implementation of the purpose statements. Amy's expertise has been an instrumental part of this project! We look forward to collaborating in the next steps of the LGA project."
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Tips for Interactive Teaching on Zoom |
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You can watch the recorded presentation on the OMERAD website homepage by clicking the button below!
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The Tips for Interactive Teaching on Zoom video includes:
- Principles & Tips for Online Teaching
- An overview of how to use these Zoom features:
- Gallery View/ Speaker View
- Chat box
- Polling
- Screen Sharing
- White Boards
- Breakout Rooms
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Welcome Again Amy Guenther! |
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Dr. Amy Guenther became an assistant professor in the College of Human Medicine in August 2020. She joined OMERAD in June 2019 as a post-doctoral research assistant after earning her Ph.D. in Curriculum, Instruction and Teacher Education in the College of Education at Michigan State University in May 2019.
Prior to her doctoral studies, Dr. Guenther spent several years in PK-12 education as a teacher, instructional coach, and administrator and has a master’s degree in educational leadership and an education specialist’s degree in curriculum development. Drawing on her degrees and experiences, Dr. Guenther designs and delivers professional learning experiences that focus on effective instructional practices in post-secondary and field settings and habits of wellness and effectiveness. Dr. Guenther’s research interests include examining effective ways to support medical educators in providing ambitious instruction and instructional practices that promote the learning of medical students from traditionally marginalized populations.
Dr. Guenther lives in Midland with her husband, Jeremy, and their Labrador retriever, Lexie. She enjoys reading, traveling, musical theatre, and cheering on the Spartans. Go Green!
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Fall Annual Meetings Go Virtual |
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Because of travel restrictions due to the novel coronavirus pandemic, the fall meetings were held online. This was a great opportunity to attend and present without travel costs! OMERAD was excited to have multiple presentations accepted this year! If you want to know more about these projects, contact the authors. |
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Just in Time Medicine 101 |
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The Just In Time Medicine (JIT) system is a crucial component of the College of Human Medicine’s competency-based Shared Discovery Curriculum (SDC). This resource functions as the central point for curricular content and assessment. The entire SDC is accessible via JIT. The vast majority of content is publicly available, making it very convenient for prospective students who would like to learn more about the curriculum. In addition to CHM students, JIT is used by people all over the world.
In addition to content, JIT manages all the assessments that are used in the SDC curriculum. JIT functions as an assessment aggregator, combining data from the multitude of assessments that a student completes each semester. The combined information is presented to students and faculty on the JIT Dashboard. The dashboard quickly shows how each learner is progressing according to the SCRIPT taxonomy (Service, Care of Patients, Rationality, Integration, Professionalism and Transformation). The dashboard helps students easily track their own progress in the curriculum.
JIT continues to mature and expand its capabilities. New features are added nearly every semester. The system is supported by a team of dedicated professionals, including Rob Malinowski, called the JIT Team.
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Chang C, Colón-Berlingeri M, Mavis B, Laird-Fick H, Parker C, Solomon D. Medical Student Progress Examination Performance and its Relationship With Metacognition, Critical Thinking, and Self-Regulated Learning Strategies. Academic Medicine: September 29, 2020 - Volume Publish Ahead of Print - Issue. doi: 10.1097/ACM.0000000000003766
Chang C, Gardiner J, Houang R, Yu YL. Comparing multiple statistical software for multiple-indicator, multiple-cause modeling: an application of gender disparity in adult cognitive functioning using MIDUS II dataset. BMC Medical Research Methodology. 2020 Dec;20(1):1-4. https://doi.org/10.1186/s12874-020-01150-4.
Mavis B, Gabbur N, Nelson E, Schroedl C, Shea J, Varpio L. Learn Serve Lead Medical Education submissions: Demystifying the decision process. Academic Medicine. August 4, 2020; Volume Publish Ahead of Print. doi: 10.1097/ACM.0000000000003631.
Wagner DP, Mavis BE, Sousa AC. Shared Discovery at the Michigan State University College of Human Medicine. Academic Medicine. 2020; 95(9 Suppl): S240-S244. doi: 10.1097/ACM.0000000000003329
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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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