Director's Message: October is the Month of Change
October is the
month of change
: gardens barren after the harvest, shadows growing longer and days growing shorter, the crimson, gold and copper blaze of autumn leaves, the stillness of frosty mornings and the promise of winter. October is my month of change: I was appointed as a new assistant professor in
on October 1, 1992; twelve years later on October 1, 2004, I became director of OMERAD; on October 2, 2015, I took on the leadership of the
in the shared discovery curriculum; on October 1, 2016, after twelve years as OMERAD director, Dr. Randi Stanulis took over as the new director of OMERAD.
is a Professor in the Department of Teacher Education in MSU's College of Education. In her new role she will be 50% in OMERAD and 50% in Teacher Education. Her experience and interests reflect many of the concerns we have as a
community-based medical school (PDF)
. She has expertise in helping community educators with curriculum design, mentorship and skill enhancement as well as extensive administrative experience. Dr. Stanulis is looking forward to extending her range, so to speak, and learning more about health professions education. We are having fun working together for a smooth transition.
Like anyone who has ever had a leadership position, as I think back over my twelve years as OMERAD director, I have to wonder what I have accomplished. In my work life my personal motto has always been "
be part of the solution, not part of the problem
," and luckily I suppose, CHM provides more than enough problems in need of a solution.
CHM has a reputation for educational innovation and as director, one of my priorities has been to increase medical education scholarship across CHM to make the work of our many talented educators more visible. To this end, another priority was making connections between OMERAD faculty and staff and the multiple units within Academic Affairs as well as other departments, seeking and creating opportunities for collaboration as well as providing consultation and resources in support of scholarship. Also, we developed very close working relationships with the Office of College-wide Assessment and the
Office of Faculty Affairs and Development
, in support of work where our missions came together. Our collective scholarship as a small service unit is one measure of our success.
From 2004 to 2016, OMERAD faculty and staff have participated in
117 peer-reviewed publications and 309 peer-reviewed presentations (PDF)
. During my time as director, CHM doubled its class size, opened the Grand Rapids preclinical campus and designed a completely new curriculum that is unlike any other. In the same time line, we have lived through competencies, milestones and entrustable professional activities.
|Relationship between entrustable professional activities (EPAs), domains of competence (DoC) competencies (C) and milestones (M).
Each CHM growth spurt and each change in national perspective has required us to be thoughtful about our information needs primarily for monitoring our success but also for supporting educational scholarship. OMERAD maintains the Student Performance and Outcomes Database for evaluation and scholarship. The growth of CHM led to the creation of the CHM Climate Survey, recently revised as the CHM Student Experience Survey. The long-standing graduate follow-up questionnaires were updated to anticipate our data needs. The structure of the Shared Discovery Curriculum requires all of us to rethink our curriculum evaluation strategies. Many changes, but also many opportunities for scholarship. And let us not forget that there have been two LCME accreditation site visits since 2004.
|Faculty Development: Then and Now.
Faculty development also has changed over the past decade. Technology has allowed our campuses to connect in new ways, and provides new reach to our faculty throughout Michigan. For developing our faculty educators, this means the power to reach across the state, as well as the challenges and opportunities of distance-learning, such as on-line, distributed and hybrid instructional approaches. OMERAD has offered a blended course in
How to Develop a Curriculum
each semester for the past two years, using a video-based flipped classroom-at-a-distance approach. As a low-tech high-touch strategy, OMERAD and Academic Affairs created a community out-reach program specialists (
) model in 2014 as a resource for recruiting and retaining community preceptors.
As is evident, many things have changed in twelve years... and the next twelve will be just as transformative. My primary appointment continues in OMERAD as part of the Shared Discovery leadership team. As the new OMERAD director, Randi Stanulis will be looking ahead to OMERAD 3.0, anticipating the needs of CHM as well as the trends and opportunities of health professions education.
Brian Mavis, PhD
Director, CHM Learning Academy
- 2016 Jack Maatsch Visiting Scholar in Medical Education
Larry Gruppen Ph.D has been selected as the 2016 Jack Maatsch Visiting Scholar in Medical Education. Dr. Gruppen is a professor and Director of the Master of Health Professions Education Program in the Department of Learning Health Sciences at the University of Michigan.
The Maatsch Visiting Scholar in Medical Education award honors the legacy of Jack L. Maatsch, PhD, former OMERAD Director and his contributions to medical education. His primary focus was on the development and assessment of clinical competence in the training of physicians.
Larry Gruppen has been a part of the medical education community for almost 30 years; he has over 130 peer-reviewed publications.
His research interests center around the development of expertise, knowledge and performance assessment, self-regulated learning, and educational leadership development. Last year he received the 2015 John P. Hubbard Award from the National Board of Medical Examiners, as well as the 2015 Merrell Flair Award from the Group on Educational Affairs of the Association of American Medical Colleges. He is the founding chair of the Association of American Medical College's Medical Education Research Certificate (MERC) program, an inaugural fellow of the Association for Medical Education in Europe, and he served as chair of the Department of Medical Education at the University of Michigan from 2003 - 2014.
Professor Larry Gruppen will be delivering the Maatsch Lecture as the keynote address at The Generalists in Medical Education Conference in Seattle, WA. His presentation will be on Thursday November 10, 2016 at 1:15 pm. The title of his presentation is Making Sense of the Learning Environment: In Class, in Clinic and in Theory. Materials from his presentation will be available on the OMERAD website after the conference:
- 2017-2018 Call for Leadership Education and Development Certificate Program Applications
Applications are now open for new
Fellows for the 2017-18 program
. Designed for early to mid-career faculty engaged in or aspiring to becoming educational leaders, this one-year, cohort-based program provides a firm foundation in the best practices and recognized theoretical models of effective educational leadership that are key to advancing medical education at all levels. LEAD is offered as a national program with four regionally-based cohorts.
LEAD Fellows are limited to 15 from each of the four AAMC Group on Educational Affairs (GEA) regions. Interested faculty and professionals must apply and are selected through a peer review process. The deadline for applications is Friday, November 18, 2016. Applicants will be notified of decisions by Friday, December 16, 2016.
Visit the AAMC LEAD
to learn more about this program and how to apply.
- 2017 CGEA Regional Spring Meeting
The CGEA 2017 Spring Conference will be held March 29-31, 2017 at
the Hyatt Chicago Magnificent Mile in Chicago, IL. Northwestern University
Feinberg School of Medicine is the host institution.
The CGEA is inviting proposals for the 2017 Spring Meeting in the following formats:
The submission deadline is November 4, 2016. Please visit
- Innovations in Medical Education poster and oral abstract presentation
- Medical Education Scholarship, Research, and Evaluation (MESRE) poster and oral abstract presentation
- Small group discussion
- Panel discussion
- Medical Education Resource Exchange (MERE) session
- Medical Education Scholarship, Research, and Evaluation (MESRE) consultation
|Spotlight: Introducing Elizabeth Hamilton
Elizabeth Hamilton joined the faculty of the College of Human Medicine in September, dividing her time between the Division of Public Health and Office of Medical Education Research and Development (OMERAD).
A Michigan-native, she attended Michigan State University for undergrad, where she was in the Lyman Briggs College and the Spartan Marching Band. After graduating with two degrees (B.S. in Medical Technology & B.S. in Lyman Briggs Microbiology), she attended The Rollins School of Public Health at Emory University in Atlanta to study Epidemiology. While at Emory she worked at the Influenza Branch of the Centers for Disease Control and Prevention.
From 2002 - 2012 she worked for the Michigan Department of Community Health in the HIV Surveillance Section. Over these ten years, she conducted analyses on HIV Surveillance data and presented at numerous national conferences. Additionally, she implemented the 2005 law requiring laboratories to report HIV test results to MDCH, designing and putting into production an electronic laboratory reporting system. At the end of her tenure with MDCH, she was a Unit Manager over HIV Surveillance and Analyses, as well as Body Art Facility Licensing for the State of Michigan.
In 2005, Elizabeth started the pursuit of her PhD at Michigan State University, while continuing to work full time at MDCH. She did this through the Comparative Medicine & Integrative Biology Program within the College of Veterinary Medicine. This allowed her to perform research in the Center for Comparative Epidemiology, under Dr. John Kaneene. She completed the program in 2011 - the topic of her dissertation being Comparative Study of Antimicrobial Resistance in Companion Animals and their Healthcare Providers. She is interested in the study of OneHealth - combined study of human, animal, and environmental systems to solve health problems.
From 2012-2013 she worked at the Michigan Public Health Institute as the Associate Director. At MPHI, Elizabeth worked to support the IRB and HIPPA oversight implementation. From 2013-2016 she worked for Blue Cross Blue Shield of Michigan as a Senior Epidemiologist. Blue Cross conducts many provider incentive programs and Elizabeth provided analytic support for the Provider Group Incentive Program (PGIP) and the Pay for Performance (P4P) work group [analytics on readmissions].
Elizabeth has also been teaching for Michigan State University's Master of Public Health Program since 2012. She has taught and designed courses such as Intro to Public Health, Intro to Epidemiology, and Communicable Diseases in Public Health. In her new position, she will be working towards refining the culminating experience students must complete prior to graduation. In addition to this, she is providing curriculum development within the Shared Discovery Curriculum and course instruction in CHM.
Elizabeth lives in Bath with her husband and three very active children (ages 9, 6, and 5). When she is not taking her kids to Soccer, Cheer, or Jiu-Jitsu practice, she likes to walk, cook and bake, organize, and complete art and Lego projects with her kids. She enjoys listening to books on tape and gravitates to science-based thrillers and autobiographical comedy books - so if you have any favorite 'reads', please pass on the suggestion. She also enjoys snowboarding with her family and is wishing for good snow this winter!
You may reach Dr. Hamilton at: Elizabeth.Hamilton@hc.msu.edu
|Faculty Development: Make Audiences Sit Up and Pay Attention to Your Presentation
You give presentations to students (lectures) and colleagues (grand rounds, oral presentations at conferences), and likely more types of people. If you worry that your presentations are boring or that people do not pay attention to them, here are some tips for making your audience sit up and take notice.
Don't talk for long periods. Break up your speaking with activities for your audience to do. You could:
- ask them a question pertaining to what you are talking about
- give them a little quiz or survey
- write a quick reflection on what they feel about what you said
- have them talk to the person next to them about a particular question you pose
Before you start giving activities, explain to your audience what they will be doing and why. If you will have them form smaller groups, you may need to help them form those groups the first few times. The activities should take only a few minutes, and make those activities relevant and meaningful to what they are learning. Make sure you review what the audience did, so they don't think you are just wasting their time.
Teaching and Learning STEM: A Practical Guide, Chapter 6
. Richard M. Felder and Rebecca Brent. Published by Jossey-Bass, San Francisco, CA 94104-4594
Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning
. Jim Eison, Ph.D.
Do NOT Read Your Slides
Present only a few summary phrases on your slide, then talk about each one. DO NOT put all the words you are going to say on the slide. This will make you read the slide to the audience, and NOBODY want to listen to you read the slide. They can read it faster to themselves than you can read it aloud. The only time this might be useful is when the audience cannot understand you, whether it is because of an accent, or you speak too quickly or too softly.
Generally, you should put just a few lines of text on a screen. If you have a good graphic or image that
adds information to the text and what you are saying, put that on the screen and talk about it. Do not subject your audience to "Death by PowerPoint."
When you hear someone talk about slide animation, you may be thinking of twirling newspapers to indicate time passing, but animation simply means changing the content of a slide while still showing that slide. It can be a way of drawing on a slide, like we used to do with overheads, to emphasize something, or point to something to direct the audience's attention to it. OMERAD has created a free online tutorial on how to design slides according to principles of learning, and one of the tools we use is animation. We do this within PowerPoint, and this tutorial will demonstrate how to do it.
Practice, Practice, Practice
You may not think you need to practice your presentation. After all, you have your notes, and you know the topic. But you will be surprised how choppy your presentation is initially. You may be searching for words, especially now that you are not reading your slides. (Don't read your notes word for word either!) Practice helps you know your slides so well that you do not need to rely on notes or words on the slides. Practice makes your delivery smooth, and you can build in any pauses, questions, and slide changes or animations you will be using. Practice in front of a mirror, and in front of others, and in front of a video camera. You might think that over practice makes your presentation robotic, but if you practice building in timing and voice modulation, you will not sound robotic. You will sound enthusiastic, and your audience will respond to that.
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