Director's Message
New to OMERAD!  
Faculty points to a chart on computer screen to student
This month we launch a new feature on the OMERAD website. Filmed in collaboration with a professor from MSU’s College of Education, a clinician tries out a teaching tip aimed to enhance effective teaching.

The purpose of these brief videos is to provide clinicians with a definition, an example and ‘how to’ guide for integrating a certain kind of active learning technique into teaching.

In our first teaching tip, Dr. Joel Maurer, CHM Assistant Dean for Admissions and an Academy Fellow who teaches small groups in the Shared Discovery Curriculum, uses a THINK ALOUD to help medical students ‘eavesdrop on his thinking’.
Randi N. Stanulis, Ph.D.
Office of Medical Education Research and Development
College of Human Medicine 
Professor, Department of Teacher Education
Free seminar on Improving Teaching Effectiveness: Lessons from Retrieval-based Learning

Friday, April 13, 2018
10 AM - 2 PM
E105 Fee Hall, Michigan State University, East Lansing, MI 48825

Presenter: Jeffrey D. Karpicke, PhD
James V. Bradley Professor, Cognitive Psychology
Department of Psychological Sciences
Purdue University

Retrieval-based learning is an evidence-based method that enhances long-term learning. Retrieval is a critical component of knowledge building and yet is often neglected.

At the conclusion of this session, participants will be able to:
1. Explain how retrieval promotes meaningful learning
2. Describe best practices for applying retrieval-based learning activities
3. Create retrieval-based learning activities

For more information and registration, please see PDF.
Meet Dr. Zheng  
Portrait image of Dr. Zheng
Dr. Binbin Zheng joined the OMERAD team as an Assistant Professor of Teaching and Learning in August 2017. She received her Ph.D. degree in Language, Literacy and Technology from School of Education at the University of California, Irvine in 2013 and worked at MSU College of Education before joining OMERAD. 

Dr. Zheng’s interest focuses on using emerging technologies to enhance literacy education as well as medical education. Grounded in Social Cognitive Theory, her current research adopts self-regulated learning framework to examine medical students’ academic motivation and learning strategies in the Shared Discovery Curriculum, and the impact on their academic achievement. In a second line of research, she studies the interaction of student, teacher, and course design factors and how these shape student learning in online environments.  

Dr. Zheng’s work has been published in many top-tier education journals, including Review of Educational Research, Computers & Education, British Journal of Educational Technology , and Teachers’ College Record . She is often quoted in the education and public press such as MSU Today, Michigan Radio, The Conversation, and Education Week. She has recently served on the Expert Panel for the U.S. Department of Education project in the "National Study of English Learners and Digital Learning Resources " , and has been on the editorial board of the Education journal Language Learning & Technology since 2014. 

In her free time, Binbin enjoys baking, watching movies, and traveling across the world. She has been to Mexico, Canada, Singapore, Hong Kong, Macau, Taiwan, and over 25 states in the U.S. since coming here in 2009. She is originally from Yangzhou, a tourist city in Jiangsu Province, China. 
The Shared Discovery Curriculum
What Have We Learned about the Middle Clinical Experience (MCE)?
The mission of the new Shared Discovery Curriculum (SDC) is to nurture, educate and graduate students who are ready, willing and able to be exemplary new residents and practicing physicians. The vision for this new curriculum puts real and simulated patients at the center of the educational enterprise, and emphasizing:

  • Early and ongoing clinical experience for students,
  • Integrated basic and clinical sciences throughout the curriculum,
  • Collaborative learning for faculty and students,
  • Alignment of evaluations with curricular content and real-world performance,
  • Assuring competence and striving for excellence.

The SDC is an experience-based curriculum . A week in the life of a first year ( Early Clinical Experience ) student is made up of a large group experience, two learning society scholar group meetings, two half-days in an outpatient clinic setting, a half-day in a simulation center and of course, anatomy and histology labs. For second year students, the Middle Clinical Experience has the same basic structure except that clinical experiences involve a variety of ambulatory and inpatient rotations organized to emphasize the integration of clinical work and the basic and social sciences underlying patient care. There is only one learning society small group per week to accommodate a rotational small group focused on the students’ clinical rotations.

The first class of SDC students matriculated in 2016; these students are now in the middle of their second year of medical school. What have we learned so far?
Faculty Development
Group of people looking and pointing to a computer screen
OMERAD Supports Integration of Active Learning Strategies in the SDC
Stacey Pylman, who has a background in adult education and professional development, is supporting an effort to integrate active learning in the Shared Discovery Curriculum (SDC). Says Pylman, “A lot of research shows the active learning approach results in improved academic achievement, engagement, and a more favorable attitude toward learning, as opposed to didactic lecture.”

Recently, Dr. Randi Stanulis and Stacey Pylman of OMERAD were asked to work with Rotational Small Group (RSG) facilitators and leads to integrate active learning strategies into their teaching. RSG faculty facilitate small group reflection among students who share a clinical rotation while in the Middle Clinical Experience (MCE). After Pylman and Stanulis met with Grand Rapids and East Lansing Rotational Small Group faculty, the demand for learning a variety of active learning strategies increased. Faculty also requested demonstrations, instructions and advice on how to implement these strategies in various forums within the SDC. 
Published Research
Zheng, B ., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In J. Liontas (Ed.),  TESOL encyclopedia of English language teaching . Hoboken, NJ: Wiley.

Phillips JP, Wendling AL, Fahey CA, Mavis BE . The Effect of a Community-Based Medical School on the State and Local Physician Workforce.  Academic Medicine . 2018;93(2):306-313. doi:10.1097/acm.0000000000001823.
Let's connect!
O ffice of M edical E ducation
R esearch and D evelopment
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East Lansing, MI 48824
Phone: 517-353-2037 Fax: 517-353-3146