OMERAD Banner December 2016


In This Issue:

Director's Message
OMERAD Director Randi Stanulis
Dr. Randi N. Stanulis
In my new role as Director of OMERAD I face a point in my career where my identity is shifting. A veteran professor in teacher education at MSU, much of who I am is tied to a relied-on expertise in leading a certain view of teacher preparation within our program and with our community partners. I feel a confidence and comfort in what has been familiar for 27 years. Yet I also felt a restlessness and an urge for something new. By seeking out this new opportunity in OMERAD and the CHM, in many ways I feel like a novice again. Although I can embrace the excitement of new learning, the expectation that I learn quickly is urgent.
I wonder if those of you who teach and lead the work of the SDC are experiencing similar feelings? I wonder if the high achieving medical students who joined our program in July are also experiencing anxiety and uncertainty in their new identity of learning the practice of being a physician within a learning environment that may be very new to them? An urgency to learn quickly. An urgency to feel successful. An inherent need to feel confident and competent whether you are a teacher, learner or leader.
All of what we do as scientists, medical educators, administrators and students in the Shared Discovery Curriculum indeed takes place in a complex context. As we design, teach and assess students in the SDC, we face daily challenges where the outcome is often unpredictable and where teaching involves employing a constant inner dialogue and professional judgment as practice is adapted in the moment.

Since a fundamental goal in our college is to develop resilience and well-being among faculty and students, we need to acknowledge the very common challenges that come with feeling like a novice in a new situation and embrace that feeling not as a weakness, but as a learning opportunity. We can explicitly acknowledge that a shift in identity comes when we encounter a new situation, and when new knowledge and informed action are needed quickly. We want to support this kind of learning environment for ourselves, our colleagues, and our students. In this kind of learning environment, both students and faculty can develop adaptive expertise.

Adaptive expertise is the ability to use our knowledge and experience to learn in new situations. Herr (2008) argues that a key trait of adaptive experts is flexibility. Herr says that, "flexibility can result in better performance...resulting in amongst other things... more accurate medical diagnosis." Adaptive experts reflect on and adapt their actions, actively learning from experience to apply their knowledge in new situations (Soslau, 2012). According to Bransford, Brown and Cocking (2000), there is a difference between adaptive experts, whose metacognitive skills allow the transfer of knowledge from one setting to another, and routine experts, whose expertise allows them to function well in standard settings but doesn't serve them well when conditions are different. Both kinds of expertise are needed to perform exceptionally as a physician, as a teacher, and as a student.
How can we help our students develop adaptive expertise in order to become effective physicians? Here are two ideas to start the conversation:
  • As faculty we can demonstrate flexibility by talking aloud about our decision making during teaching. Use your ability to diagnose what is happening during teaching to model adapting in the moment (for example, you see students are confused so you access another way to explain something based on your knowledge base). Tell the students what you are doing; "I see that some of you are confused, so I need to approach teaching about this in another way". This kind of modeling shows the students, as learners, that experts need to be in tune with their students (or patients).
  • As faculty we can purposefully help students articulate their reasons for decision making, learning to look for and make adjustments in their decision making using context cues from patients along with the repertoire of their own knowledge.
In the field of medical education, the development of adaptive expertise is a fundamental construct in helping students learn to be effective. As you teach, I encourage you to heighten your awareness of ways in which you use and encourage the use of adaptive expertise. In the meantime, here's to embracing new identities!
Sources Cited:
  • Bransford, J.; Brown, A.; & Cocking, R. (Eds). (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academies Press.
  • Herr, N. (2008). The sourcebook for teaching science. San Francisco, CA:Jossey Bass.
  • Soslau, E. (2012). Opportunities to develop adaptive teaching expertise during supervisory conferences. Teaching and Teacher Education, 28, 768-779.
  • Timperley, H. (2011). The power of conversations: Developing adaptive expertise through the analysis of practice. Presentation at the International Congress for School Effectiveness and School Improvement.
Randi N. Stanulis, Ph.D.
Office of Medical Education Research and Development
College of Human Medicine 
Professor, Department of Teacher Education
- Recorded presentation for the 2016 Jack Maatsch Visiting Scholar in Medical Education now available  
Larry Gruppen Ph.D was selected as the 2016 Jack Maatsch Visiting Scholar in Medical Education. 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.  
Dr. Gruppen delivered the Maatsch Lecture as the keynote address at The Generalists in Medical Education Conference in Seattle, WA. on November 10, 2016. His keynote presentation titled "Making Sense of the Learning Environment: In Class, in Clinic and in Theory" is now available on the OMERAD website: 
- 2016 AAMC Group on Educational Affairs Merrell Flair Award

Brian Mavis Merrel Award
Brian Mavis, PhD
, Director of the CHM-SDC Academy, received the 2016 AAMC Group on Educational Affairs Merrell Flair Award. The award honors an individual who has made a major contribution over a significant time period to the process, administration or transmission of information regarding medical education in North America.

For more information about the award, visit:
- NEW CHM Faculty Development Opportunity: OMERAD and FAD Sponsored IAMSE Seminar Series for All CHM Faculty and Staff

The Office of Medical Education Research and Development (OMERAD) and the Office of Faculty Affairs and Development (FAD) are pleased to announce that we will be sponsoring the next IAMSE webcast audio seminar winter series from January 5 through February 2, 2017.

The winter series them e is: Creating a Culture of Well-being at an Academic Health Center. Read below for the list of sessions in the upcoming series:

IAMSE schedule
For more information and short descriptions of each session, please visit:
IAMSE webinar schedule

If you are interested in participating in the weekly IAMSE webcast seminars, please register by filling out this short survey:

As a registered participant, you will be able to access the webcast seminars from the comfort of your office or conference room. Upon registration, your information will be verified and you will receive weekly reminders about the session and access instructions. Please note that free access to the IAMSE seminar series is limited to CHM faculty and staff only.

The webinar series offers a 1-hour telephone conference call supplemented by webcast PowerPoint slides. Sessions are theme-based and of interest to anyone who has responsibility teaching medical students and residents. There is one session per week, every Thursday from 12:00-1:00 pm ET. 

IMPORTANT: Please read below for logistics on what you need for a successful connection to the webcast.

- All audio seminars are conducted using the IAMSE teleconference bridge. A registered participant may be alone on the phone, be on a speaker phone in his/her office with one or two others, or dial in directly from a conference room speaker phone with full projection equipment if attending the webinar as a group. Please note - it is essential when using speaker phones that mute buttons be switched ON. The telephone line used to dial into the teleconference bridge will need to access a long distance phone call to California (USA). No software or downloads need to be made, you will simply need a telephone and internet accessible computer to participate.

For additional information about logistics and netiquette, please visit: 
For any other questions related to registration and access to the OMERAD-FAD sponsored IAMSE webinars, please contact:
Geraud Plantegenest at

- Funding Announcement: Partners in Aging Strategies and Training 

The Partners in Aging Strategies and Training (PAST) was awarded $376,593 to provide education and training to e nh a n c e c a re c o o rdin a tion using provider and patient engagement and activation. PAST will employ a bilateral approach that trains healthcare providers as well as older adults how to use person-centered healthcare to embrace healthy lifestyles and self-management strategies that optimize use of health care services to improve h ea lth outc o mes of older adults in Michigan thus reducing costs. Together as the Aging Education Collaborative, the Partners in Aging Strategies and Training at Michigan State University and the Michigan Health Council (funded with an additional $424,954) will address a number of needs for healthcare professionals who care for older adults. 
The project will conduct a learning needs assessment, develop an online tool to track participation, create an aging services certification, and develop and deliver continuing education for healthcare professionals. The grant funding was approved by the Michigan Health Endowment Fund on November 2, 2016. Principal Investigator for the Partners in Aging Strategies and Training is Joan Ilardo, PhD. Grant period is from December 1, 2016 to November 30, 2018. Total funded amount of the Aging Education Collaborative is $801,547.

More information can be found at
Spotlight: OMERAD Presentations at the AAMC 2016 and TGME 2016 Annual Meetings
The 2016 Learn Serve Lead AAMC Annual Meeting and The Generalists in Medical Education Annual Meeting were held a few weeks ago in Seattle, Washington. CHM-OMERAD was well-represented at the meeting, participating in different conference activities covering a wide range of issues. Brief summaries and materials (where available) for each one of the sessions presented are available below.
AAMC Meeting
- Mavis B , Durning SJ & Uijtdehaage S. Order of Authorship in Medical Education: Faculty Attitudes and Practices. Oral presentation at the annual meeting of the Association of American Medical Colleges, Seattle WA; November 15, 2016. In this presentation, preliminary data were presented on practices and attitudes about authorship based on a sample of medical educators: questions included what are the criteria for qualifying for authorship and how should order of authors be determined. (slides attached)
- Brewer PA, Allen RQ, Arvidson C, Brady J, Green W, Kowalski P, Lipscomb W, Mavis B, et al. Sociability: Is it the Most Important Quality of a Physician? A Correlation Between the Multiple Mini Interview Scores of Matriculating Students and Their Emotional Intelligence as Measured by the Emotional Quotient Inventory. Poster presented at the annual meeting of the Association of American Medical Colleges, Seattle WA; November 14, 2016. This poster presented continuing research on the measurement of emotional intelligence for incoming medical students and its relationship to admissions characteristics. (poster attached)
- Phillips J, Wendling A, Fahey C & Mavis B. The Impact of Community-Based Undergraduate Medical Education on the Regional Physician Workforce. Oral presentation at the annual meeting of the Association of American Medical Colleges, Seattle WA; November 15, 2016. CHM has educated students in diverse communities across the state since its founding in 1966. In this presentation, the authors retrospectively evaluated the regional impact on the physician workforce in the six communities where centers of medical education were initially established. (abstract attached)

- Sleight D & Parker C. Different Approaches to Academic Detailing in Two Community-Based Medical Schools: Preceptor Recruitment and Faculty Development. Innovation poster presentation at the annual meeting of the Association of American Medical Colleges, Seattle WA; November 15, 2016. The poster describes the innovative way the College is recruiting preceptors in the large campuses. Academic detailing is a one-to-one strategy we are using in Flint, Grand Rapids and Lansing, where specialists have been hired to recruit and retain preceptors, freeing the community assistant deans' time. The poster was shared with the University of Central Florida in Orlando, where the same innovation is being used to provide faculty development. ( poster attached)

- Plantegenest G, Smith B & Wagenaar D. Psychiatry Mystery Module: An Interactive Patient-Based E-Learning Module to Teach Psychiatric Diagnosis and Treatment to Medical Students . Innovation poster presentation at the annual meeting of the Association of American Medical Colleges, Seattle WA; November 15, 2016. CHM developed an online interactive patient-based learning module to increase and improve student knowledge on the diagnosis and management of adult psychiatric patients during their core psychiatry clerkship. The interactive module integrates  board-style questions, motivational interviewing and one or more psychiatric diseases. The module provides comprehensive coverage of psychiatric disorders addressed in the Clinical Learning Objectives Guide for Psychiatric Disorders. (poster attached

TGME Meeting

- Mavis B , de Jong PGM, Cianciolo A, Cottrell S & McClain E. Spending Two Cups of Tea with Medical Education Research: Reviewing Article Manuscripts for Scholarly Journals. Panel discussion presented at the annual meeting of The Generalists in Medical Education, Seattle WA; November 10, 2016. Dr. Mavis was the moderator for a panel of journal editors who discussed the key features of writing manuscript reviews as well as what makes for a good peer review, what is helpful and what is not helpful to editors.
- Plantegenest G, Bowler, C, Hansen, M & Evans, N. Integrating Universal Design for Instruction: Ready to Take Your First Steps in Making Your Content Accessible? Skills Acquisition Session presented at the annual meeting of The Generalists in Medical Education, Seattle WA; November 10, 2016.  Participants in this hands-on skills acquisition session learned about best practices to integrate Universal Design principles into curriculum and faculty development; how to create and deliver a YouTube closed-captioned video; how to convert digital office documents into accessible PDFs, and how to identify pedagogical opportunities and constraints of each technology. (abstract attached)

- van de Ridder M & Beerens J. Should Feedback Providers Focus on Learners' Non-verbal Behavior during Feedback Dialogues? Electronic poster presented at the annual meeting of The Generalists in Medical Education, Seattle WA; November 10, 2016. 
When we communicate, we retrieve a lot of information from non-verbal responses. However, nonverbal behavior is difficult to interpret. Should feedback providers focus on learners' non-verbal behavior during feedback dialogues? This study shows that students' posture is associated with satisfaction with the feedback process and their self-efficacy regarding their performance.( e-poster attached
For more information about the Learn Serve Lead meeting, please visit:  

For more information about The Generalists in Medical Education meeting, please visit:  
CHM Program Evaluation: Student Feedback About the New Curriculum
In mid-October, Shared Discovery Curriculum students were surveyed about their experiences in the new curriculum. These results represent the first structured feedback about how students are experiencing the new curriculum; the survey was conducted just as students were starting their clinical experiences in the community... approximately Week 8 of the Early Clinical Experience (ECE), which represented much of the first year in the Shared Discovery Curriculum. 

Students Perceptions of SDC Curricular Components

As expected, there were areas of strength as well as opportunities for improvement. Generally, students rated experiences with direct faculty involvement more positively than self-directed learning experiences. Faculty-led educational experiences in the anatomy lab and clinical skills/simulation lab were highly rated by students. JustinTimeMedicine has been well accepted by students as their repository for content and calendar. The performance dashboard for students was rolled out recently and very soon JIT will have another growth spurt to manage content and documentation for student portfolios.

Based on student feedback, the learning societies model has been very successful in providing a supportive learning environment for students. Students recognize the support they receive from their peers as well as from the learning society fellows. To a lesser extent, they find value in the modified problem-based learning cases explored as part of their small group.

The Large Group Activities, which occur on Monday mornings, have had a more varied response from students: about one-third of the students like it, about one-third don't like it and a similar proportion are in the middle. Since the time of this survey a month ago, faculty have been refining the content and delivery for Monday mornings in response to student feedback. More detailed feedback from students about their learning experiences can be found here.

The first eight weeks of the ECE were largely focused on getting students prepared for their clinical experiences: the curriculum content was less integrated in any particular week as the focus was on the necessary science related to the basic skills that students would need in their clinic settings. Now with students in clinics, the curriculum content more closely aligns with the Chief Complaints and Concerns (C3) documents, which has resulted in more coherence and integration of content across the learning experiences each week.

For the Early Clinical Experience, students have been placed two half-days per week in any one of almost 100 primary care settings in Grand Rapids and East Lansing. This represents a tremendous investment with our community partners; as well, it presents a complicated coordination task. The next student evaluation this semester focuses on students' clinic experiences and will provide us insights into the range of activities and the breadth of patient experiences available to our students.

Hot Off the Press
- Cuthbertson, C., Newkirk, C., Ilardo, J., Loveridge, S., and Skidmore, M. (2016).  Angry, Scared, and Unsure: Mental Health Consequences of Contaminated Water in Flint, Michigan. Journal of Urban Health: Bulletin of the New York Academy of Medicine.

OMERAD Resources
An interactive gallery featuring examples of CHM blended and online learning projects by B-CLR.
Resources are arranged by topic, addressing issues common to educational scholarship, including definitions of scholarship, formulating resource questions, methodology and research design as well as dissemination via poster or publication. 
A medical education listserv maintained by OMERAD.
Peer-reviewed international open access journal for disseminating information on the education and training of physicians and other health care professionals.
Click on the link to view past issues of our newsletter.

A-202 East Fee Hall 
965 Fee Road 
East Lansing, Michigan 48824
 | 517-353-2037 | E-mail | Website

Copyright © 2015. All Rights Reserved.