In This Issue
Director's Message
Director photo

New Medical Education Mini Grant Program 

I am pleased to announce that OMERAD is sponsoring a mini grant award to promote development of new medical school curriculum. Any full-time faculty member may submit an application for the Medical Education Mini Grant. A grant of up to $1000 will be awarded to support innovations in teaching and learning activities that will lead to scholarship in undergraduate medical education.  This year, the theme for this mini grant is "enhancing basic science education in our clerkships." Grants addressing this theme will receive priority.


The mini grant awards are intended to promote collaboration and synergy among faculty of the Michigan State University College of Human Medicine, to encourage educational research relationships between departments within CHM, and to foster research and scholarship in undergraduate medical education. The goals of the mini grant program include:

  • Expanding our base of nationally competitive undergraduate medical education research activity leading to the potential for increased extramural support for medical education research at Michigan State University
  • Elevating the visibility and reputation of the College of Human Medicine faculty for teaching excellence and scholarly accomplishment
  • Strengthening the medical school's educational offerings by providing medical students and junior faculty with opportunities to participate in educational research, scholarship, and creative activity
  • Stimulating the intellectual environment at the College of Human Medicine

This mini grant program is supported by funds from the Dr. Ruth M. Allen Endowed Fund for Medical Education. Grant funds can be used in a variety of ways and the timeline for grant activities can extend for up to 12 months. The proposal is limited to a maximum of 10 pages. The application deadline for mini grant submissions is April 15. Notification of funding will be made by June 1 and funding will be made available on July 1.


More information about the mini grant program and an application form are available on the OMERAD website:


Brian Mavis, PhD
Associate Professor and Director
Office of Medical Education Research and Development
College of Human Medicine



- Upcoming OMERAD Seminar Series, Spring 2014


Digital Distribution of Academic Journals and its Impact on Scholarly Communication: Looking back after 20 years

Presenter: Dave Solomon, PhD 
Professor, Department of Medicine and OMERAD



Thursday, February 27, 2014
10:00 - 11:00 am
East Lansing: E4 Fee Hall (origination site)
Grand Rapids: videoconferenced to 251 Secchia Center


Collaboratively Producing a Massive Open Online Course (MOOC)

Presenter: Stephen Thomas, PhD
Assist. Prof. of Zoology
Assist. Curator for science education at MSU Museum

Assoc. Dir. for Center for Integrative Studies in General Science


Tuesday, March 25, 2014
1:00-2:30 pm
East Lansing: E4 Fee Hall (origination site)

Grand Rapids: videoconferenced to 451 Secchia Center


Everyone is welcome to attend these free seminars. Please send an email to [email protected] to register. If you have any questions, please contact us at 517-353-2037 or at [email protected] 
- MSU Professional Development for Higher Education: Magna Commons 
As a member of the MSU campus community this online resource from Magna Publications is available at no cost to you. Since 1972 Magna has been a leading provider of higher education professional development resources. Sign up today and help energize your higher education career. Click here for registration and access information.

Principles of Medical Education: Maximizing Your Teaching Skills
CME Course by Harvard Medical School. March 19-21, 2014 - Boston, MA.To view course description and to register, click here


-Training and Using Standardized Patients in Teaching and Assessment 

Medical education workshop will be held April 28 - May 2, 2014 at Southern Illinois University School of Medicine, Springfield, Illinois. Information about the workshop can be found on the school website.  

- GEA Call For Proposals  
The GEA is pleased to announce its new national grant program and has made $10,000 available for proposals that foster collaboration among GEA sections (UGME, GME, CEI, MESRE), regions (WGEA, NEGEA, SGEA, CGEA) and/or health professions. The aim of this national grant program is to promote innovative advancements in medical education scholarship, research, and evaluation and developing communities of educational scholars. For more information see 2014 GEA National Grant Program.  

- Upcoming Changes to USMLE Step 3 
Review the latest issue of the NBME Examiner to read about upcoming changes to Step 3 of the USMLE that is scheduled to undergo changes to its structure and content in 2014.

- How to Design an Effective QI Project  
The MSU College of Osteopathic Medicine Statewide Campus System is offering a webinar on "How to Design an Effective QI Project" as part of their forum on GME issues. March 11, 2014 12pm-1pm (EST). For more information and registration, click here. 

- Upcoming Medical Education Conferences
  • The Central Group on Educational Affairs (CGEA) is accepting registrations for the 2014 Spring Conference. The meeting will be held March 27-29 in Cleveland, OH. For more information, visit the AAMC - CGEA website.
  • AMEE 2014 "Excellence in Education"  The 21st Century Teacher - Milan, Italy. August 30 - September 3, 2014. For more information, visit AMEE 2014.  
Master Clinical Teacher Series: A Faculty Development Pilot Program
Dr. Mona Hanna-Attisha

The Master Clinical Teacher Series is a pilot program developed by OMERAD and the Hurley Children's Hospital Pediatric Education Department. The pilot series is provided for the MSU CHM Flint-based non-prefixed faculty who have maximum clinical contact with both residents and medical students.


Dr. Mona Hanna-Attisha, Director of the Pediatric Residency Program at Hurley Medical Center, and Assistant Professor in the CHM Department of Pediatrics and Human Development, expressed her enthusiasm about the pilot program and shared with us how the program came about.  


Hurley Medical Center has been a home base to MSU CHM medical students in Flint for over 40 years; Hurley also sponsors several CHM-affiliated residency programs. We pride ourselves in being a teaching hospital, and our CHM faculty are well-known and recognized for their commitment to and excellence in clinical education.  As the number of medical students based in Flint grows and as our residency programs also increase in size (specifically in pediatrics and internal medicine), we have an opportunity to become even better educators! In addition, it is an exciting time to be in medical education, both at the UME and GME level, with competency-based milestones, increased role of faculty in direct assessment, earlier clinical experiences and new technologies.


At Hurley, we are always trying to raise the bar, be leaders and continuously improve. In the spirit of continuous quality improvement (CQI), we approached Dr. William Anderson at OMERAD to see if we could pilot a faculty development program specifically focused on our clinician educators. We wanted to create something that was interactive, small group, and on-site for our faculty who are constantly interacting with medical students and residents. It was only natural for us to approach OMERAD since OMERAD faculty are national experts in faculty development. With the help of Dr Anderson and Dr Kay Taylor, Director of Hurley Research, we put together the Sir William Osler-inspired Master Clinical Teacher Series. The series features four sessions (as described in this flyer).  


We had initially set the class size to 8-10 faculty; however, interest was so great that we had 12 faculty who committed to the course within days of its announcement. The faculty had to sign a letter of agreement where they committed to attending all sessions, actively participating, and arranging alternative clinical coverage. There is an obvious thirst for faculty development at Hurley! Faculty are super excited and some even rearranged vacations to make sure they could attend the series. The series is being initially piloted in the Department of Pediatrics; however, the first cohort includes internal medicine and ob/gyn faculty.


Since interest is so great throughout the Flint campus, we hope to assess the Master Clinical Teacher Series, improve it and repeat it as often as we can.  We may even create a modified version for our residents, who serve as clinical instructors to our students.   


For more information about the series, contact Dr. Mona Hanna-Attisha, MD at:

[email protected].  


Spring 2014 IAMSE Webcast Audio Seminar Series: Innovations is Asessment


OMERAD is pleased to announce that we will be sponsoring the next IAMSE webcast audio seminar series from February 27th thru March 27th. The IAMSE series offer a 1-hour telephone conference call supplemented by webcast PowerPoint slides.

Webcast sessions present participants with a great opportunity to learn something new and exchange vital information on timely topics in medical education with local colleagues as well as with other professionals across the country and around the world. Sessions are theme-based and geared toward those who have responsibility from teaching basic sciences to those in medical training. The spring series consist of five sessions exploring creative new approaches, issues and examples of how schools are evolving with student assessment approaches.

There would be a session per week, every Thursday from 12:00-1:00 pm ET; starting on February 27th. We will meet in room A-216 East Fee Hall, East Lansing. A computer is not required to participate, but you may bring your own laptop/mobile device to take notes and bring your own lunch. OMERAD will provide access to the webcast and projection screen.

February 27

To Protect the Public by Providing the Means to Assess Competencies for Osteopathic  Medicine and Related health Care Profession - Bruce P. Bates and Melanie V. Nelson

March 6

Individual Learning Assessment Approaches - Daniel M. Clinchot


March 13
A New Records Management and Life-Long Learning Tool for the Medical Community - Mary Drescher Halicki and Angelique Johnson
March 20
Review: Learning From Mistakes - Bobbe Baggio
March 27
"Milestones" - William Iobst


 Click here to register with OMERAD for the webcast series. Everyone is invited to attend to one, or all sessions. Pass the word and invite a colleague to come with you!

Recent sessions of the IAMSE webcast audio seminars series hosted by OMERAD are available for review:


Learning in Context: Developing Case Scenarios
for the Preclinical Curriculum
Script Concordance Assessment of Clinical Reasoning in Medical Students, Five Years Out
Progress Testing - concept, history,
and recent developments
Challenges and Opportunities of
Independent Learning

Social Media Competencies for Medical Educators
Use of Curriculum Mapping Tools to Identify Learning Opportunities and Deficiencies I: Ilios
Use of Curriculum Mapping Tools to Identify Learning Opportunities and Deficiencies II: Knowledge Map
International Virtual Medical Schools (IVIMEDS)
An Idea Ahead of Its Time?
Using Multimedia and Education
Technology to Enhance Teaching
Using Technology to Promote and
Assess Active Learning

Additionally, a more extensive list of past seminars are also available for review at the IAMSE website archive:  

Geraud Plantegenest, MA 

Manager, Blended Curricular Learning Resources (B-CLR)

A214-C East Fee Hall

965 Fee Road, East Lansing, MI 48824 

517-353-2037 ext. 237 | [email protected] | @omerad_chm 


programeval CHM Program Evaluation

CHM Adopts Multiple Mini-interviews (MMI) for Medical School Admissions 


Last year, the CHM Office of Admissions implemented multiple mini-interviews (MMI) to replace the prior system of faculty interviews as part of the admissions process. The MMI is currently being used in other medical schools [1] as well as veterinary [2] and dental schools [3]. Some residency programs have also been exploring the potential of this approach [4]. The primary advantage of the MMI over interviews is in the quality of applicant information obtained. The standardization of the MMI results in more reliable ratings that are less subject to rater biases. Once designed and implemented, MMIs are more resource efficient than traditional interviews [5].


As the name suggests, the MMI is a series of short interviews. In the CHM model, there are eight interview stations; each "interview" is eight minutes long. The stations present the applicant with a task or challenge. Some scenarios involve actors playing specific roles or interaction with other applicants. All stations also include questions from the interviewer about the applicant's experiences and insights. There is two minutes between stations for the interviewers to complete their ratings and notes, and for the applicants to prepare for the next station. Examples of MMI stations from the University of Calgary are available here.   

The MMI was implemented for the 2012-2013 admissions cycle: the current Block I class members were the first MMI participants. As part of the evaluation of the MMI, all 2012-2013 applicants invited for an interview were asked to complete a brief questionnaire about the MMI before and after their experience. A total of 605 applicants completed the interview day survey in East Lansing or Grand Rapids; for 83% of them, it was their first experience with an MMI. First time MMI participants were less satisfied (Mean= 3.6) than applicants with prior MMI experience (Mean=3.8), with satisfaction measured using a five-point scale. Most applicants disagreed with the statement that the MMI was more stressful than traditional interviews. They agreed that the MMI was intellectually challenging and was a positive experience. Generally, applicants had positive expectations about the MMI prior to their participation and were even more positive after their participation. There is no evidence of differences in satisfaction with the MMI when compared by gender, disadvantaged status, age group and race/ethnicity.

  1. Eva K. et al. The admissions OSCE: the multiple mini-interview. Medical Education.2004; 38(3):314-326.
  2. Hecker K. et al. Assessment of applicants to the veterinary medicine curriculum using a multiple mini-interview. Journal of Veterinary Medical Education. 2009; 36(2):166-173.
  3. McAndrew R. et al. An evaluation of the multiple mini-interview as a selection tool for dental students. British Dental Journal. 2012; 212 (April):331-335.
  4. Hofmeister M. et al. The multiple mini-interview or the selection of international graduates into family medicine residency education. Medical Education. 2009; 43(6):573-579.
  5. Rosenfeld JM. et al. A cost efficiency comparison between the multiple mini-interview and traditional admissions interviews. Advances in Health Sciences Education. 2008; 13(1):43-58. 
facdevFaculty Development
From CHM Educator : Teaching Tips from Einstein College of Medicine   

In this issue of VitalSigns we continue a series of articles highlighting items from CHM Educator, OMERAD's website collection of teaching resources. 


Found in the Community Preceptors section of CHM Educator are two resources from the Department of Family & Social Medicine in the Albert Einstein College of Medicine. That Department provides a series of one-page Teaching Tips for their faculty.


Tips for Community-Based Education. "These tips touch upon both the practical and political aspects of community-based medical education and essentials of effective educational practice." The tips include how to model being a community-based physician to your students, and how to celebrate for yourself your own work in primary care. To see the entire resource, click here  

Tips for Using Direct Observation
. These tips will help preceptors "implement direct observation of trainees during clinical encounters." The three steps described are: 1) Create a culture that values observation, 2) Plan for direct observation, and 3) View Direct Observation as a process. To see the entire resource, click here. (This resource is based on an article by Hauer, Holmboe and Kogan in Medical Teacher, 33, titled Twelve tips for implementing tools for direct observation of medical trainees' clinical skills during patient encounters.)

CHM Educator contains links to resources for community preceptors, classroom instructors and course and clerkship directors. The web address for it is Suggestions for additions to CHM Educator are welcome at [email protected].   


hotpressHot Off the Press

- Karen Kelly-Blake, Stacie Clark, Katherine Dontje, Adesuwa Olomu, Rebecca C Henry, David R Rovner, Marilyn L Rothert and Margaret Holmes-Rovner. Refining a brief decision aid in stable CAD: cognitive interviews. BMC Medical Informatics and Decision Making.2014, 14:10.  


resourcesOMERAD Resources

B-CLR Showcase 

An interactive gallery featuring examples of CHM blended and online learning projects by B-CLR.


CHM Educator

A website with Information to help you teach, whether in a classroom or in a clinic.



A medical education listserv maintained by OMERAD.


Medical Education Online (MEO)  

Peer-reviewed international open access journal for disseminating information on the education and training of physicians and other health care professionals.


Vital Signs Newsletter Archive

Click on the link to view past issues of our newsletter.


Medical Education Scholarship Group

Meets first Wednesday of each month in room A116 East Fee Hall from 1:30 pm-3:00 pm.For questions about this group contact Dr. Brian Mavis:[email protected]


OMERAD Technology Center (OTC)  

Units within the College of Human Medicine interested in sponsoring faculty and/or staff development programs in support of education and scholarship may request use of the room.


The OTC is located in A211 East Fee Hall. For questions about the OTC contact:

John Williamson ([email protected]


The Office of Medical Education Research and Development is a unit within the College of Human Medicine at Michigan State University. Its mission is to improve medical education and related service programs through evaluation and research consultation, relevant instruction, and programs of faculty development.


Established in 1966, OMERAD is the oldest continuously operating office of medical education in the United States.


A-202 East Fee Hall

965 Fee Road 

East Lansing, Michigan 48824


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