Stacey Pylman, Ph.D. - Editor in Chief |
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This year OMERAD, in partnership with Faculty Affairs and Development (FAD), is proud to launch a “Finding Joy in Teaching Initiative”. To receive this annual honor, faculty are nominated by their chairs as those who embrace teaching excellence and find joy in their teaching and student learning. Each of the nominated faculty participate in an audio recorded interview, which will be released during Spring semester 2022 on the CHM/OMERAD website. The nominees will each be recognized at a Spring reception. The purpose of this initiative is to celebrate and elevate teaching excellence in CHM, and help peers learn from each other’s practice. The Finding Joy in Teaching Initiative is partially funded by the Ruth M. Allen Endowed Fund for Medical Education provided to OMERAD.
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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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Faculty in OMERAD are Busy Working on New Research Projects |
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Emiko Blalock, along with Dr. Elizabeth Lyons in CHM and two MCE students, Aldana Garcia and Sevil Ozdemir, are currently working on a project to explore positive interactions between medical students of color and faculty. Several students, alongside faculty the students identified, joined three focus groups to share the ways they felt validated as learners, heard as individuals, and supported by faculty in CHM. Most importantly, the conversations from these focus groups offer specific practices faculty can use to support students of color. Results from this project will be published as a chapter in a handbook on positive student interactions in higher and professional education, due out late 2022.
Ann Castle is working with leaders at CHM on the Liaison Committee on Medical Education (LCME) accreditation process. LCME is recognized by the U.S. Department of Education as the accrediting body for medical education programs leading to the MD degree in the United States or Canada. The College’s last site visit occurred in 2014 and resulted in full accreditation. CHM is currently preparing for its accreditation review in anticipation of its site visit from March 19-22, 2023.
Chi Chang is developing an automatic scoring system for simulation education using natural language processing and video analysis. She is also developing a skill-level reliability measure using testlet cognitive diagnostic models to help improve the quality of the Objective Structured Clinical Examinations.
Amy Greenberg, Stacey Pylman, and Dr. Sath Sudhanthar are working on a grounded theory research project that is looking at student learning opportunities in the early clinical experience debriefing sessions. Preliminary findings point to professional identity and clinical reasoning growth in certain small group contexts.
Amy Guenther is working with Dr. Lisa Lowery and Dr. Mieka Smart to develop professional development for faculty working in undergraduate medical education that promotes conceptual understanding of microaggressions, provides methods for responding to student reports of microaggression, and invites faculty to consider how to prevent microaggressions.
Randi Stanulis is working with Chan Nguyen (M3) and Scot Stanulis (M4), using personal experiences situated within a theoretical framework of shaping spaces for educative learning to provide concrete ways to improve clinical experiences for students. Clinical experiences are designed to support authentic practice. Yet little educative preparation is provided for students to be successful in clinical settings. Merely being swept along in the flow of an activity is not necessarily educative. Learning productive ways to adapt to new environments quickly, feel a sense of equity and inclusion, and be prepared to embrace learning on the run, are essential skills to learn.
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Ann Castle joins OMERAD as an assistant professor. She holds a Ph.D. in Curriculum, Instruction, and Teacher Education from MSU’s College of Education, with a specialization in Language and Literacy Education, as well as advanced degrees in Child Development and K-12 Reading and Literacy Education.
Prior to joining OMERAD, she worked as an internship coordinator, literacy subject area leader, and literacy course instructor in MSU’s Department of Teacher Education. Castle is a former classroom teacher, reading teacher, literacy coach, and professional development consultant with two decades of teaching experience. Her scholarship focuses on literacy instruction, educator preparation, and global learning, with a concentration on scaffolding learners during small group differentiated instruction and preparing instructors to do this work. Her work in OMERAD focuses on LCME accreditation.
Ann Castle lives in DeWitt with her husband Dave, their three children (two in college and one in high school), as well as their bird dog, a German Shorthaired Pointer named Maizey. She enjoys watching her kids' sports and musical events, traveling around the country and world, and seizing every opportunity to learn new things.
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The ECE Scholarly Project |
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In August of 2018, Robin DeMuth, MD, Migdalisel Colón-Berlingeri, PhD, and Mindy McComb, DO had the idea to create a scholarly project to encourage the Early Clinical Experience (ECE) students to notice and ask questions stemming from their clinical experiences. They met with Randi Stanulis, and Stacey Pylman, to brainstorm how this project could help students develop life-long learning and basic research skills. The ECE Scholarly Project was born. For the purposes of the project, students ask questions based on observations they make in the clinic. They then engage in a quality improvement, patient education, or case presentation project. The goal of the project was to extend student learning and integration of the sciences with clinical experiences, while also sharing their learning with the clinic.
In the fourth year of implementation, faculty (including Amy Greenberg, Amy Guenther, and Pylman) serve as mentors to twenty ECE students to guide them through the three phases of the project: proposal, implementation, presentation. Faculty from OMERAD also join other faculty in reviewing poster presentations in the spring. The ECE Scholarly Project Poster Session is a stimulating event where students share what they learned with colleagues and invited clinic personnel.
The success of the project was presented at the 2019 ChangeMedEd Conference. Pylman has also led project analysis and evaluation efforts with McComb, Colón-Berlingeri, and Kari Chandler, RN. Currently this team is working on a MedEdPortal manuscript outlining the project and the benefits for ECE student learning.
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Because of the pandemic, the fall meetings were still held online. If you want to know more about these projects, contact the authors. |
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Chang C, Jaki T, Sadiq MS, Kuhlemeier AA, Feaster D, Cole N, Lamont A, Oberski D, Desai Y, Van Horn ML. A permutation test for assessing the presence of individual differences in treatment effects. Statistical Methods in Medical Research. 2021. https://doi.org/10.1177/09622802211033640.
Guenther AR. “It should be helping me improve, not telling me I'm a bad teacher”: The influence of accountability-focused evaluations on teachers' professional identities. Teaching and Teacher Education. 2021;108:103511. https://doi.org/10.1016/j.tate.2021.103511.
Kuhlemeier A, Desai Y, Tonigan A, Witkiewitz K, Jaki T, Hsiao Y-Y, Chang C, Van Horn ML. Applying Methods for Personalized Medicine to the Treatment of Alcohol Use Disorder. Journal of Consulting and Clinical Psychology. 2021;89(4):288-300. https://doi.org/10.1037/ccp0000634.
Pylman S, Bell J. Levels of mentor questioning in assisted performance: what mentors should ask student teachers while co-planning. Mentoring & Tutoring: Partnership in Learning. 2021;1-23. https://doi.org/10.1080/13611267.2021.1986796.
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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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