Director's Message
OMERAD Has a New Look!  
The OMERAD team is proud to roll out our newly designed website and newsletter. One feature of the new website is to showcase initiatives that OMERAD faculty and staff are involved in as we support CHM faculty and students in medical education.

In this issue, we feature Dr. Brian Mavis in his work with the Shared Discovery Curriculum Academy, where physicians are supported in their work as clinical educators. Mr. Geraud Plantegenest, our Digital Learning Manager (B-CLR), describes ways in which he works with faculty and staff to enhance the learning experience of our students.

Another feature of the new website is a detailed look at the expertise of each faculty and staff member in OMERAD in the “About Us” section of the website. In this Vital Signs issue, we ‘spotlight’ Dr. Robert Malinowski, a new Assistant Professor in OMERAD. We invite you to explore our newsletter and website and learn about ways that OMERAD is ADVANCING SCHOLARSHIP, TEACHING AND LEARNING IN MEDICAL EDUCATION. 
Randi N. Stanulis, Ph.D.
Office of Medical Education Research and Development
College of Human Medicine 
Professor, Department of Teacher Education
Meet Dr. Malinowski
Robert Malinowski joined the faculty of the College of Human Medicine in July. Rob divides his time between the Office of Medical Education Research and Development (OMERAD), the Just in Time Medicine (JIT) team and the Assessment team.

Born and raised in Metro Detroit, he attended Michigan State University, where he was in the Honors College and the Preveterinary Scholars Program. He earned his Doctor of Veterinary Medicine (DVM) degree in 2001. From 2001-2003, Robert pursued his Masters degree in Digital Media Art and Technology (DMAT) while working at the MSU College of Veterinary Medicine’s Information Technology Center (ITC). During this time, he was particularly interested in medical informatics and digital radiography. He implemented the College’s first Picture Archive and Communication System (PACS) for the Radiology department, moving the Veterinary Teaching Hospital to a completely digital imaging environment, eliminating film. He worked closely with faculty and trained them how to utilize clinical media (images, video, etc.) for teaching and research. 

In 2005, Robert began the pursuit of his PhD in Educational Psychology and Educational Technology (EPET) within the College of Education at Michigan State University, while continuing to work full time at the CVM ITC. He completed the program in 2012 - the topic of his dissertation being Faculty Perceptions of Problem-Based Learning in a Veterinary College. In 2011, he become the Director of the Information Technology Center. In 2012, he started his role as the Director of the Center for Academic Technologies at CVM, focusing on research, implementation and evaluation of innovations in teaching and learning. For the past few years, he focused his efforts on modernizing the veterinary curriculum. The new design is competency-based with an emphasis on early clinical exposure. 

Robert lives in Holt with his wife Jennifer, two daughters (ages 11 and 8), three dogs and many tropical fish. He enjoys family bike rides, gardening, canoeing and travel. He is also interested in electronics, home theater and flying drones.
You may reach Dr. Malinowski at:
The Shared Discovery Curriculum Academy
Developing Expert Physicians Into Purposeful Teachers
A simultaneously patient-centered and student-centered approach to medical education may sound impossible but it is exactly what Professor and Director of the Shared Discovery Curriculum (SDC) Academy in the College of Human Medicine, Dr. Brian Mavis, is working toward to achieve with members of the SDC Academy. “In the SDC Academy, we work to help educators develop better teaching and coaching skills to make better teachers, better students, and therefore, better doctors,” says Mavis. Dr. Mavis works with faculty in the College of Human Medicine to implement a new curriculum that exposes medical students to clinical settings early and trains them for action early on. “The [SDC] Academy represents a commitment by the College to teaching and [the new curriculum] makes educator development a formal expectation.”

Mavis is also collaborating with Spectrum Health to develop teaching skills for the physicians in hospitals and clinics. Spectrum Health recently conducted a pilot program involving skills training and guided practices as well as assessment of teaching skills. Dr. Mavis has been on the planning committee and OMERAD’s Dr. Monica van de Ridder led two of the Spectrum Health pilot sessions. “We [at OMERAD] are not just a classroom-based resource, we are also working in the healthcare delivery setting.”
Digital Learning
Digital Learning Technologies to Strengthen Medical Student's Learning Experiences
The College of Human Medicine has recently implemented the Shared Discovery Curriculum (SDC). Along with equipping students with clinical experience early on, the SDC also provides medical students with a flipped classroom experience and more online resources. With the growing integration of technology into the work place, a common worry is that online lectures can lead to a passive learning.

Digital Learning Manager and Web Accessibility Policy Liaison for the Office of Medical Education and Research and Development (OMERAD), Geraud Plantegenest is part of a team that works to eliminate this potential problem. For example, Plantegenest is working with Dr. Deborah Wagenaar (DO, Associate Professor of Psychiatry), and Dr. Brian Smith (MD, Associate Professor of Psychiatry) on an interactive patient-based eLearning module that exposes students to cases regarding substance abuse, women’s health, and mental health.

This “Mystery Module” teaches them skills in psychiatric diagnosis and treatment. Says Dr. Wagenaar: “Psychiatry is a critical component of a medical student’s education, providing information and experiences that will help all students deal with behavioral and psychosocial issues in the patients they treat. There is a shortage of practitioners with psychiatric knowledge and patients with psychiatric issues are an underserved and often stigmatized population.”
Flipped Classrooms
Flipped classroom concept. Inversed stationery with smartphone on blackboard background
What, Why, and How to Implement a Flipped Classroom Model?
This article provides an overview of implementing flipped classroom as a pedagogical model from its definition, principles and learning theories, reasons for adopting flipped classroom, steps and strategies for implementing, and the current research findings on flipped classroom in medical education.  

What is Flipped Classroom?
Flipped classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014).
Published Research
Lepisto, B.,  Taylor, D.K ., and Bachuwa, G. Peer role playing as medical error disclosure training. Journal of Graduate Medical Education . August 2017, Vol. 9, No. 4, pp. 541-541.  DOI:10.4300/JGME-D-17-00059.

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 . 2017:1. doi:10.1097/acm.0000000000001823. 

DeMuth, RH., Gold, JG., Mavis, BE., Wagner DP. Progress on a New Kind of Progress Test. Academic Medicine . 2017:1. doi:10.1097/acm.0000000000001982.

Pylman, S ., Stanulis, R. N ., Wexler, L. (2017). Mentors as teacher educators: Inquiry as professional development. In C. Crawford & S. Hardy (Eds.),  Dynamic Principles of Professional Development: Essential Elements of Effective Teacher Preparation . Lanham, MD: Rowman and Littlefield.
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