Stacey Pylman, Ph.D. - Editor in Chief |
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Working Together Takes on a New Meaning |
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Since we are fully vaccinated, last week my husband and I had close friends over for the first time in a year. We laughed so long and hard, and it felt magnificent. Sharing stories side by side, rather than by zoom, was so heartening. The night made me yearn for the time that we can gather again in CHM, in the hallways, conference rooms, and offices. Pre-COVID, our daily professional lives were fulfilling, in part, because we were also attending to the human side of working together. We shared stories of our children, pets, partners, and parents. We grew together and worked toward shared ambitious goals because of the humanizing aspect of our work.
During this unique year, OMERAD faculty eagerly stepped up to support our CHM colleagues move teaching and clinical experiences online, create alternate clinical experiences and assignments, consider ways to teach effectively online, discuss issues of balancing work life with children at home, and think about maintaining healthy habits for wellness. We taught our medical students at every opportunity, and connected with them to support their transition to online experiences. Through all of this, we also applied for grants and tried hard to maintain our research. Productivity suffered as our anxiety around COVID increased. New projects were delayed as we recognized that the most important gift we could give ourselves this year was grace - grace to spend time with family, to walk instead of sit staring at a screen, to cry and lament ‘normalcy’ if that was what was needed.
More than ever, I am proud to be a part of CHM, and proud of the exceptional faculty of OMERAD. Caregivers and teachers, technology experts and family members, scholars and partners, OMERAD faculty supported each other and supported CHM to prioritize humanizing this time apart, in order for us all to be better once we are together again.
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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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ECE Students Reflect Through Art |
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The pandemic changed how our ECE students could participate in their early clinical experiences. Student placements were changed to help with COVID vaccinations, health department phone calls, screening, etc. As part of their placements students were asked to create a Community Health Response Reflection connecting to the CHM Virtuous Professional.
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Randi Stanulis, Amy Ward, Jan Prybys and Stacey Pylman from OMERAD worked with the ECE team to help create and assess the reflections. Students were asked to reflect on a key moment in their clinical experience choosing from one of the following prompts:
- Describe a moment during your Community Health Pandemic Response Experience, where you saw in practice what you believe it means to be a ‘good doctor’. The person doing this may not have been a physician - it may have been a nurse, public health worker, community volunteer, colleague, patient, or the team as a whole. Then reflect on what your selection of this moment shows about your beliefs about being a good doctor.
- During your Community Health Pandemic Response Experience, what was one moment where you felt like you were practicing being the kind of doctor you want to be?
- Reflect on a specific, memorable patient observation/ interaction during the Community Health Pandemic Response Experience. What did this reveal about the experience of the patient?
After choosing one of the prompts, students then chose to create either a reflective essay, song, poem, art piece, personal narrative, multi-media, or other creative media product to demonstrate their reflection. Kari Chandler, RN, the Clinical Experiences Coordinator who worked tirelessly finding new placements for the students said, "To read the reflections is to understand how valuable this effort was, both to the communities and to the students." Many of the reflections were very well done, but the poetry and art stood out to the ECE team. Here are some examples to enjoy (click on the title to view):
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From the 500+ articles published in the health professions education literature in February 2021, Stacey Pylman, Ph.D. and Amy Ward's M.Ed. article 12 Tips for Effective Questioning in Medical Education was selected as one of three March "Must Reads" highlighted by John's Hopkins School of Medicine Bayview Division of Internal Medicine. Click the buttons below to see more!
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Congratulations Emiko Blalock, PhD, Randi Stanulis, PhD, and Stacey Pylman, PhD for receiving a Blue Cross Blue Shield of Michigan Foundation grant of $33,550 for their pilot study titled, Teaching the skill of noticing to increase empathy in third-year medical students. The purpose of this pilot study is to teach third-year medical students how to notice verbal and non-verbal patient clues and physician responses during a patient interview through repeated and targeted observations using a focused noticing tool. It is the researchers' hope that such work will increase students' own empathy during their medical practice.
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Kelly Armstrong, M.D. joined OMERAD in August 2020 after serving as adjunct assistant clinical faculty in the College of Human Medicine for four years prior as a fellow and then Chief of the Morrill Learning Society in the SDC Academy ECE and MCE years. She started on staff with Mary Free Bed Rehabilitation Hospital in 2015 as an Attending Physiatrist, also known as a Physical Medicine and Rehabilitation Specialist. Her clinical focus is of preservation of function from a musculoskeletal standpoint across the lifespan, seeing patients with diagnoses of musculoskeletal pain, neurologic spasticity from multiple sclerosis, stroke, spinal cord injury, cerebral palsy, and most recently, impaired function due to prolonged illness related to COVID19.
Prior to joining Mary Free Bed and MSU, Dr. Armstrong obtained a BS in Biomedical Engineering from Michigan Technological University and an MD from MSUCHM. She completed her residency training at The Mayo Clinic in Rochester, MN where she and her husband went as a “package deal” through the couples’ match.
Dr. Armstrong’s research interests lie in the areas of understanding students’ inherent resources for learning based on their past education and life experiences, and training faculty to use those things to help facilitate learning in a new environment. She is also very interested in disparities and advocacy related to gender in medicine.
Dr. Armstrong lives in Grand Rapids, MI with her husband, Matthew (an anesthesiologist), three kids, Owen (6), Blair (4), and Miles (2), and first baby Otis the dog (9). She enjoys reading, baking, cooking, and Peloton-ing. She also coaches Girls on the Run in the spring.
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Spring Virtual Conferences |
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Because of the pandemic, the spring meetings were still held online. The Group on Educational Affairs (GEA) also decided to combine all regional conferences into one GEA online conference this year. Yet, COVID-19 couldn't stop faculty in OMERAD from presenting at multiple conferences! If you want to know more about these projects, contact the authors. |
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Since joining CHM in 1992, Brian's contributions to OMERAD and CHM have shown his commitment to service, collaboration and problem-solving. Dr. Mavis has been a tireless supporter of our curriculum and student programs. He was an Admission Committee member for 18 years, 16 of those as co-chair. Additionally, since 2008 he has served as a member of the CHM Student Performance Committee. He is a longtime part of the Academic Affairs leadership team as well as the SDC leadership team. He has held two CHM leadership positions, first serving as OMERAD director (2004-2016) and later as inaugural director of the CHM Academy and Learning Societies (2015-2019).
Brian Mavis’ service to the medical education community has brought recognition to CHM and earned him a national reputation for his leadership. He has served on multiple advisory committees of the Association of American Medical Colleges (AAMC) and the National Board of Medical Examiners. He is a past chair of the AAMC Group on Educational Affairs (2012-2014). He chaired the GEA National Research Grant Review Committee for three years (2017-2019) and the AAMC Medical Education Research Certificate (MERC) Advisory Committee for five years (2006-2011). Another accomplishment bringing recognition to MSU-CHM is his creation of the DR-ED listserv as a virtual community for medical educators. Since 1995, this community has grown to over 3,400 subscribers spanning 28 countries. In 2016, he received the AAMC Group on Educational Affairs Merrell Flair Award for outstanding contributions to medical education.
As an educator and evaluator, Dr. Mavis has provided ongoing curriculum support and monitoring overseeing the CHM Student Performance and Outcomes Database, including the annual Graduate Follow-up Study and the Student Experience Survey. Dr. Mavis consistently receives positive evaluations from medical students and faculty. In 2013, he was part of a multi-school collaboration recognized by the Clerkship Directors in Internal Medicine (CDIM) with an educational program development award. Since its inception, he has been an active member of the curriculum design group that guided SDC development and implementation. As the founding Academy Director, he was charged with creating a concept and making it real in less than 12 months. The learning society framework for a student and faculty academy is innovative and is a monumental change in the CHM teaching model.
Despite his administrative appointments, Dr. Mavis has maintained a remarkable record of scholarship, including over 100 peer-reviewed papers—many in high impact journals—and 179 national/international conference presentations. Dr. Mavis was recently recognized for reviewer excellence by the high-impact journal, Academic Medicine. As a key mentor to junior faculty and clinicians in the SDC, Brian developed resources to enhance faculty scholarly productivity.
Dr. Mavis’ creative and scholarly efforts have greatly impacted OMERAD and CHM and he will be a dearly missed colleague, mentor, and scholar.
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Voytenko VL, VanOrman BT, Jaarsma RD, Bisho TW, Mavis BE, & Achtyes ED. Getting Involved in Training the Next Generation of Physicians: Examples of Practicing Psychologists in Psychiatry and Family Medicine Residency Programs. Professional Psychology: Research and Practice. Advance online publication. 2021 http://dx.doi.org/10.1037/pro0000346
Zheng B, Chang C, Lin CH. & Zhang Y. Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator. 2021; 31: 125–130. https://doi.org/10.1007/s40670-020-01143-4
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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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