Office of the Dean

O’Dowd Hall, Room 428
586 Pioneer Drive
Rochester, MI 48309-4482
(location map)
(248) 370-3634

Office Hours:
Monday – Friday: 8:00 a.m. – 5:00 p.m.


The Oakland University William Beaumont School of Medicine offers an innovative four-year curriculum that vertically integrates the basic and clinical sciences. The training of our students to become compassionate physicians starts with skills instruction and patient encounters beginning in the first semester. 

The program of study includes an organ system-based preclinical curriculum integrated with longitudinal courses in the art and practice of medicine, medical humanities and clinical bioethics, the promotion and maintenance of health and personal and professional development. A four-year-long capstone program requires each student to move beyond competency requirements and contribute to the advancement of medicine and healthcare by undertaking a scholarly project.


Semester 1
 Anatomical Foundations of Clinical Practice 1
(AFCP 1) 
(9 weeks)
  Anatomical Foundations of Clinical Practice 2
(AFCP 2) 
(9 weeks)
Biomedical Foundations of Clinical Practice 1 
(BFCP 1)
(9 weeks)
Biomedical Foundations of Clinical Practice 2 
(BFCP 2) 
(9 weeks)
Art and Practice of Medicine 1
Medical Humanities and Clinical Bioethics 1
Promotion and Maintenance of Health 1
 PRISM (Promoting Reflection and Individual growth through Support and Mentoring)

Semester 2
Hematopoietic and Lymphoid 
(5 weeks)
Neuroscience 1
(3 weeks) 
(6 weeks)
(5 weeks)
Art and Practice of Medicine 2
Medical Humanities and Clinical Bioethics 2
Promotion and Maintenance of Health 2
PRISM (Promoting Reflection and Individual growth through Support and Mentoring) 



Semester 1
Renal and Urinary
(4 weeks)
Gastroenterology and Hepatology
(5 weeks)
(4 weeks)

Male and Female
(5 weeks)

Art and Practice of Medicine 3
Medical Humanities and Clinical Bioethics 3
Promotion and Maintenance of Health 3
 PRISM (Promoting Reflection and Individual growth through Support and Mentoring)

Semester 2
Organ System Courses

USMLE Review
(5 weeks)

Diagnostic Medicine  (2 days)

(1 week)

Embark (2 weeks)

Art and Practice of Medicine 5 Intro. to Clerkships
(3 weeks)

Neuro-science 2
(3 weeks)

Musculo-skeletal, Connective
Tissue and Skin
(5 weeks)
Behavioral Sciences
(2 weeks)


(2 weeks)

Integrative Evidence-
Based Medicine
(2 weeks)
Art and Practice of Medicine 4, 5
Medical Humanities and Clinical Bioethics 4
Promotion and Maintenance of Health 4
PRISM (Promoting Reflection and Individual growth through Support and Mentoring)



Semester 1
Internal Medicine
(8 weeks)
(8 weeks)
(4 weeks)
Family Medicine
(6 weeks)
Medical Humanities and Clinical Bioethics 5
Interdisciplinary Studies 1
 PRISM (Promoting Reflection and Individual growth through Support and Mentoring)

Semester 2
(8 weeks)
(6 weeks)
(6 weeks)
(1 week)
(1 week)
Medical Humanities and Clinical Bioethics 6
 Interdisciplinary Studies 2
PRISM (Promoting Reflection and Individual growth through Support and Mentoring) 


Semester 1
Emergency Medicine
(4 weeks)
(4 weeks)  
Anesthesiology &
Pain Medicine
(2 weeks)
Diagnostic Medicine
(2 weeks)
(4 weeks)
(4 weeks)
PRISM (Promoting Reflection and Individual growth through Support and Mentoring)


Semester 2
(4 weeks)
(4 weeks)
PRISM (Promoting Reflection and Individual Growth through Support and Mentoring)



Core Competencies

Please click the core competency to view its learning objectives.

Patient Care (PC 1.0 )

Graduates are expected to provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

  • PC 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice

  • PC 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests

  • PC 1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient

  • PC 1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice

  • PC 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment

  • PC 1.6 Develop and carry out patient management plans

  • PC 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making

  • PC 1.8 Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcome.

  • PC 1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health

  • PC 1.10 Provide appropriate role modeling

  • PC 1.11 Perform supervisory responsibilities commensurate with one’s roles, abilities, and qualifications

Knowledge for Practice (K 2.0 )

Graduates are expected to demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care.

  • K 2.1 Demonstrate an investigatory and analytic approach to clinical situations

  • K 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations

  • K 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care

  • K 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations

  • K 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care

  • K 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices

Practice-Based Learning and Improvement (PL 3.0 )

Graduates are expected to demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.

  • PL 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise

  • PL 3.2 Set learning and improvement goals

  • PL 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes

  • PL 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement

  • PL 3.5 Incorporate feedback into daily practice

  • PL 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems

  • PL 3.7 Use information technology to optimize learning

  • PL 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals

  • PL 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care

  • PL 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes

Interpersonal & Communication Skills (CS 4.0 )

Graduates are expected to demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

  • CS 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds

  • CS 4.2 Communicate effectively with colleagues within one's profession or specialty, other health professionals, and health related agencies (see also 7.3)

  • CS 4.3 Work effectively with others as a member or leader of a health care team or other professional group (see also 7.4)

  • CS 4.4 Act in a consultative role to other health professionals
  • CS 4.5 Maintain comprehensive, timely, and legible medical records

  • CS 4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics

  • CS 4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions

Professionalism (P 5.0 )

Graduates are expected to demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

  • P 5.1 Demonstrate compassion, integrity, and respect for others

  • P 5.2 Demonstrate responsiveness to patient needs that supersedes self-interest

  • P 5.3 Demonstrate respect for patient privacy and autonomy

  • P 5.4 Demonstrate accountability to patients, society, and the profession

  • P 5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation

  • P 5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations

Systems-Based Practice (SP 6.0)

Graduates are expected to demonstrate demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care.

  • SP 6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty

  • SP 6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty

  • SP 6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care

  • SP 6.4 Advocate for quality patient care and optimal patient care systems

  • SP 6.5 Participate in identifying system errors and implementing potential systems solutions

  • SP 6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications

Interprofessional Collaboration (IC 7.0 )

Graduates are expected to demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient-and population-centered care.

  • IC 7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust

  • IC 7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served

  • IC 7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations

  • IC 7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable

Personal & Professional Development (PD 8.0)

Graduates are expected to demonstrate the qualities required to sustain lifelong personal and professional growth.

  • PD 8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors

  • PD 8.2 Demonstrate healthy coping mechanisms to respond to stress

  • PD 8.3 Manage conflict between personal and professional responsibilities

  • PD 8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior

  • PD 8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients

  • PD 8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system

  • PD 8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease

  • PD 8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty


Medical Education

Robert Noiva, Ph.D.Robert Noiva, Ph.D.
Associate Dean for Medical Education
Associate Professor of Biomedical Science

Robert Noiva is the Associate Dean for Medical Education and Associate Professor of Biomedical Science. His primary role at Oakland University William Beaumont School of Medicine is to oversee all aspects of the medical student curriculum, including course planning and evaluation, managing schedules and educational resources, and student and faculty assessment. Dr. Noiva received his B.S. in Biochemistry from Michigan State University and his Ph.D. in Biological Chemistry from Creighton University. After postdoctoral training at the University of Texas M.D. Anderson Cancer Center, Dr. Noiva spent 18 years in the Division of Basic Biomedical Sciences at the University of South Dakota Sanford School of Medicine where he served as course director for Medical Biochemistry and Molecular Biology. His efforts in educational outreach programs for K-12 students have been recognized nationally. Most recently, Dr. Noiva served as director of Medical Biochemistry at Lake Erie College of Osteopathic Medicine.

David M. Thomas, Ph.D.David M. Thomas, Ph.D.
Assistant Dean for Medical Education

David Thomas, Ph.D., is the Assistant Dean for Medical Education. His primary role at OUWB is to oversee curriculum evaluation and student assessment programs. Dr. Thomas is a graduate of the State University of New York at Buffalo, received his doctorate in Biological Sciences from Wayne State University, and completed postdoctoral training at the University of Michigan Medical School. Dr. Thomas joined Wayne State University as a research assistant professor in 2003 and was appointed assistant professor of Pharmaceutical Sciences in 2007. He became a founding faculty member and master educator in the Department of Biomedical Sciences at OUWB in 2011 and was promoted to associate professor with tenure in 2014. Dr. Thomas has held leadership positions in medical education at OUWB as course director for the endocrine system course, Biomedical Sciences representative of the Academic Success Team, Chair of the Curriculum Evaluation Subcommittee and Secretary of the Curriculum Committee. Nationally, Dr. Thomas is a certified Team-Based Learning Consultant-Trainer of the TBL Collaborative (TBLC), currently Chairs the TBLC Educational Development Committee and is a member of the TBLC Steering Committee.

Yongchao ShiYongchao Shi, Ph.D.
Director of Student Assessment

Yongchao Shi is the Director of Student Assessment at OUWB. His primary roles include managing the school’s student assessment system for its validity, reliability, and fairness, supporting and monitoring the assessment planning, blueprinting, standard setting and post-assessment review processes, assessing course and program level student outcomes to inform faculty and the curriculum team of areas for improvement, serving as a resource for faculty on best practices in areas of student assessment, developing and evaluating assessment strategies that support student success and retention, and researching and disseminating information in assessment to both internal and external constituents. Dr. Shi received his Master of Science in Psychology from Beijing University, China and his Ph.D. in Educational Psychology from McGill University, Canada with a focus on assessment and student learning. He has 15 years of teaching experience in assessment and measurement and has been dedicated to assessment in medical education in recent years.

Robin Rivest, M.Ed., MBA
Director of Curriculum Data Management

Robin Rivest

Robin Rivest is the Director of Curriculum Data Management at OUWB. Her primary roles include overseeing the data used for mapping the medical education curriculum and assessing the quality of the educational program, as well as ensuring curricular and outcomes data required by accrediting bodies is collected, stored, and presented in the appropriate digital formats. She is also responsible for authoring reports regarding the quality of the curriculum as it pertains to the students and OUWB alumni. Robin holds a bachelor’s degree in English from Oakland University, a master's degree of Education in Instructional Systems Design (Interactive Technologies) from Wayne State University, and a Masters of Business Administration from Lawrence Technological University. Robin has an extensive career leading the design, development, and evaluation of curricula, as well as managing large-scale courseware delivery programs across multiple industries, including healthcare.

Misa Mi, Ph.D. 
Director of Curriculum Evaluation
Associate Professor of Biomedical Sciences and Information Literacy & eLearning Librarian

Misa Mi

Misa Mi is the Director of Curriculum Evaluation and Associate Professor of Biomedical Sciences at OUWB. Dr. Mi participates in and contributes to institution-wide efforts in the systematic design, development, and implementation of curriculum evaluation strategies, metrics, and associated policies and procedures for educational effectiveness.  She is responsible for promoting faculty excellence and innovation in curriculum development, instructional design, and instructional delivery, assessment of student learning, service and scholarly/creative activity.  She also serves the role of a librarian at the OUWB Medical Library.

Dr. Mi has 30 years of experience in higher education, hospital, academic medical center, and health sciences library, including curriculum development and evaluation, faculty development, health information management and retrieval, grant acquisition and management, scholarly communication, strategic planning, instructional design, needs assessment, performance improvement consulting, and evidence-based medicine teaching.  She has led training programs for clinicians, health professions students and faculty, residents, nurses, and allied health professionals, as well as outreach educational programs directed to high school students, senior citizens, and homeless patients. Dr. Mi earned her Ph.D. in Learning Design & Technology and a master’s degree in Information Sciences from Wayne State University and received a Master of Art from Oakland University. She is certified as a Distinguished Member of the MLA Academy of Health Information Professionals and has been trained in the Program for Educators in Health Professions at the Harvard Macy Institute, Harvard University.  

Tammy Tollon, MTDTammy Tollon
Curriculum Program Administrator

Tammy Tollon is the Curriculum Program Administrator at OUWB. Her primary roles include administration of the medical education curriculum and supervision of staff, evaluation of course and faculty, providing data for accreditation reporting, and preparing data analysis reports regarding evaluation of the curriculum. She is also responsible for implementing and overseeing the curriculum software as well as the training of staff and students on use of the software. Tammy holds a bachelor’s degree from Walsh College in Business Administration with a major in Computer Science and a master’s degree in Oakland University’s Master of Training and Development Instructional Design program. Tammy has more than 15 years experience working in higher education with vast experience in quantitative and qualitative data analysis for use in curriculum accreditation processes, curriculum review, student learning assessment, program assessment and managing web-based software.

Christine Schwartz, M.A.
Longitudinal Course Coordinator

Christine SchwartzChristine Schwartz is the Longitudinal Course Coordinator for OUWB. She works closely with the course directors and faculty to ensure that the operational needs of each course are met. Christine earned a Bachelor of Arts in English from Hillsdale College and a Master of Arts in Secondary Education/Teaching from Wayne State University. She has more than eight years of experience working in education and most recently served as the M1 Coordinator for Northwestern University Feinberg School of Medicine.

Julie Strong
Embark Program Coordinator

julie-strong Julie Strong is the Embark Program Coordinator for OUWB.  She works closely with the program directors and faculty to facilitate the operational needs of the program, and support students’ Embark project endeavors, across all four years of the curriculum. Prior to joining the Medical Education Team, Julie served as an office assistant in the Dean’s administration, and previously, for the Oakland University School of Nursing. Julie has more than 15 years experience working with diverse populations in customer service and administrative support roles in business, K-12 and higher education. 

Lorna Bearup 
M1 Coordinator

Lorna BearupLorna Bearup is the M1 Course Coordinator for OUWB. The sixth person to join the Oakland University William Beaumont School of Medicine staff in January 2009, Lorna was initially hired as the assistant to the Founding Dean. Lorna is a member of the Oakland University Critical Incident Stress Management (CISM) Team, the Alumni Association, and the Alumni Admissions Ambassador Program. With more than 20 years of higher education experience, and an Oakland graduate, Lorna brings a wealth of knowledge to the Medical Education Department.

Catherine Hitt 
M1 Curriculum Coordinator

Catherine Hitt is a Curriculum Coordinator, supporting M1 courses for OUWB. Her primary role is to assist the curriculum coordinator team, course directors and faculty to ensure that the operational needs of the M1 courses are met. Prior to working at Oakland University, Catherine held positions at Fiat Chrysler Automobiles (formerly Chrysler Group LLC) as an administrative assistant within Global Service Operations and as a senior staff agent in Customer Relations. Her responsibilities included assisting the senior manager along with direct personnel, resolving out of warranty inquiries with financial authority and reinforcing the brands commitment to the customer. Catherine holds a Bachelor of Arts in Marketing from Michigan State University.

Loretta Trader 
M2 Curriculum Coordinator

Loretta Trader Loretta Trader is the M2 Curriculum Coordinator for OUWB. Her primary role is to work with faculty and Beaumont physicians to ensure the operational needs of the M2 courses are met. Previously, Loretta held positions at Oakland University as an office assistant for the School of Education & Human Services and a processing assistant for Undergraduate Admissions. Prior to working for Oakland University, Loretta was a senior business analyst at EDS/Hewlett-Packard assigned to the General Motors account where she was responsible for workforce planning, project staffing, budget creation, managing profit and loss statements, and leading cost reduction initiatives.

Rose Wedemeyer, M.A., LPC, Ph.D.
Director of Education Training

Rose WedemeyerRose Wedemeyer is the Director of Education Training for OUWB. Her primary role is to develop and coordinate opportunities for students to teach in a variety of settings and to monitor student progress on research projects with an educational emphasis. Most recently, Rose served as a research assistant in the University of Michigan’s Youth Violence Prevention Center and as administrative coordinator in Oakland University’s School of Education and Human Services. Rose received her B.A. in Psychology from the University of Texas at San Antonio, her M.A. in Counseling and Ph.D. in Education from Oakland University. Rose is a Certified Texas Educator and a Licensed Professional Counselor.


Jean Szura, M.A., Ph.D.
Director of Service Learning

Jean SzuraJean Szura is the Director of Service Learning for OUWB. Her primary roles include assisting with capstone projects, coordinating service learning curriculum for the Embark program, developing service learning and community service opportunities for medical students, and working with students, faculty, staff, and the community to foster relationships. Jean holds a bachelor’s degree in English and Political Science from Oakland University, a master’s degree in Educational Leadership from Eastern Michigan University, and has earned her Ph.D. in Education Leadership with a concentration in higher education administration from Oakland University. Prior to becoming the Director of Service Learning, Jean held the position of Coordinator for Student Activities for OUWB.

Tracy Wunderlich, M.A.
Director of Research Training

Tracy WunderlichTracy Wunderlich is the Director of Research Training at the OUWB. She received both her B.A. and M.A. in Medical Anthropology from Wayne State University, where she is currently working toward her doctoral degree. Her primary responsibilities are to assist in the development of research-related curriculum for the Embark course and to provide oversight of capstone projects for students who are pursuing clinical research. Tracy has more than 10 years experience in managing NIH-funded research grants, including the HAART Project, which examined barriers to medication adherence amongst HIV+ African American men and women in the Detroit area, and the Preventive Health Discussion Study, a mixed-methods study that investigated patient preferences and various aspects of communication regarding colorectal cancer screening. Tracy is a published author whose research interests include doctor/patient communication, medication adherence and patient perceptions in healthcare.

Royal Oak

Jeffrey M. Devries, M.D., M.P.H.Jeffrey M. Devries, M.D., MPH
Associate Dean for Graduate Medical Education

Dr. Devries grew up in southeastern Michigan, and received B.S. & M.D. degrees from the University of Michigan and a Masters of Public Health from the University of Rochester (NY). Dr. Devries brings a wide range of experiences and expertise to the Oakland University William Beaumont School of Medicine. He completed Pediatric Residency at Children’s Hospital of Michigan and a General Pediatrics Academic Development Fellowship at the University of Rochester (NY). Dr. Devries served for ten years as Pediatric Residency Director in the Henry Ford Health System in Detroit, followed by nine years as Corporate Director of Children’s Health Services & Director of Pediatric Education in the Oakwood Healthcare System in Dearborn, Michigan. He then returned to Children’s Hospital of Michigan to serve as Vice President of Medical Affairs, with responsibility for quality and safety initiatives. Most recently, he served as Medical Director of Health Plan of Michigan, the state’s largest Medicaid-managed care plan.

Dr. Devries has served on the Board of Directors of the Ambulatory Pediatric Association (APA) and chaired its Education Committee. He has led workshops and presented Faculty Development seminars & research papers at national meetings. Dr. Devries has earned recognition at both local and national levels, including multiple teaching awards from medical students and residents, community service leadership awards, and the APA’s first Award for Innovation in Pediatric Education.

Monica Demres
Operations Manager, Undergraduate Medical Education

Monica DemresMonica Demres is the M3 and M4 Course Coordinator and works for Dr. Lynda Misra in the Department of Undergraduate Medical Education. She also coordinates the placement of visiting medical students in 47 senior elective rotations offered at Beaumont. Monica has been employed at Beaumont Health System, Royal Oak, for 21 years and has a B.A. from Wayne State University.

Dawn Burgess
M3/M4 Assistant Coordinator

Dawn BurgessDawn Burgess is the OUWB M3/M4 Assistant Coordinator at Royal Oak, Beaumont. She works for Dr. Lynda Misra and Monica Demres in the Department of Undergraduate Medical Education. Her main focus is assisting with the onboarding of OUWB and visiting medical students in the many elective rotations offered within Beaumont Health. Dawn has been employed at Beaumont, Royal Oak, for 10 years and has her Associates Degree in Business Administration.


M4 Troy Site Director and Assistant Clerkship Director for Emergency Medicine:

Shanna Jones

Dr. Shanna Jones is the OUWB Medical Student Site Director for Beaumont Hospital – Troy. She is an Assistant Professor of Emergency Medicine and serves as the Assistant Clerkship Director for the Department of Emergency Medicine. Dr. Jones received her medical degree from Wayne State University School of Medicine and completed her emergency medicine residency training at Beaumont Health. Her main focus is the oversight of OUWB medical students and support of educational activities for OUWB at the Troy Beaumont campus. Additionally, she is responsible for clinical course and curriculum development. Dr. Jones is the founder and president of the Emergency Medicine Interest Group for Oakland University William Beaumont School of Medicine and has been involved in student activities since the charter class was enrolled in 2011.

Troy Site Coordinator

Lyndsey Schroeder

Lyndsey Schroeder is the OUWB School of Medicine Troy Site Coordinator and works under Dr. Shanna Jones in the Department of Undergraduate Medical Education. She has more than 12 years of diverse work experience within Beaumont Health and brings that wealth of knowledge to her position. Lyndsey’s responsibilities include the coordination of medical student education for clinical clerkships and electives and assisting the Office of Faculty Affairs in organizing and delivering faculty development programs on the Troy campus. She oversees medical student activities on the Troy campus and has been instrumental in the coordination of the OSCE for the Emergency Medicine Clerkship as well as the Art and Practice of Medicine through the Clinical Skills Center on the Troy Beaumont campus.
Course and Clerkship
M1 Courses

Course Directors:

M1 AFCP 1 

Mallikarjuna Barremkala

Jickssa Gemechu

M1 AFCP 2 

Mallikarjuna Barremkala

Victoria Roach

M1 BFCP 1 and 2

Claudio Cortes

Paul Megee

Stefan Walter

M1 Cardiovascular

Suzan El Sayed

Monica Jiddou-Patros

M1 Hematopoietic and Lymphoid

Ann Marie Blenc

Sarah Lerchenfeldt

M1 Neuroscience 1

Doug Gould

Gustavo Patino

M1 Respiratory

Bhavinkumar Dalal

Mary Dereski

Course Coordinators:

Katie Hitt
Lorna Bearup

M2 Courses

Course Directors:

M2 Behavioral Sciences

Barbara Joyce

M2 Diagnostic Medicine 

Radiology component:

Rachel VanHulle

Coordinator: Phyllis Washington

Pathology component:

James Huang

Coordinator: Maria Rivait

M2 Endocrine

Luis Ospina

Virginia Uhley

M2 Gastrointestinal and Hepatology

Mitchell Cappell

Wanda Reygaert

M2 Integrative Evidence Based Medicine

Alexandra Halalau

Michael Maddens

M2 Musculoskeletal

Rajesh Iyer

Amish Patel

Rebecca Pratt

M2 Neuroscience 2

Doug Gould

Gustavo Patino

M2 Psychopathology

Sarah Lerchenfeldt

Agnes Wrobel

M2 Renal and Urologic

Inaya Hajj Hussein

Jay Hollander

Paul Kellerman

M2 Reproductive

Stephanie Attardi

Sangeeta Kaur

Jeffrey Yeamans

Course Coordinator:

Loretta Trader

M3 Courses

Embark 6-8

Dwayne Baxa

Kara Sawarynski

Coordinator: Julie Strong

Interdisciplinary Studies 1&2

Nicole Marijanovich

Coordinator: Dawn Burgess

MHCB 5&6

Amy DeBaets

Jason Wasserman

Coordinator: Christine Schwartz

M4 Courses

Embark 9&10

Dwayne Baxa

Kara Sawarynski

Coordinator: Julie Strong

M3 and M4 Clerkships

M3 Clerkship Directors and Coordinators

M3 Family Medicine Clerkship Director: (Troy)

Srikala Yedavally

Coordinator: Angelina Gjokaj

M3 Internal Medicine Clerkship:

Lisa Cohen

Maham Siddiqi

Coordinator: Lynn Gleason

M3 Neurology Clerkship Director:

Basad Essa

Coordinator: Lindsay Yeatts

M3 OB/GYN Clerkship Director:

Ty Kwaiser

Coordinator: Christine Cooperrider

M3 Ophthalmology Clerkship Director:

Lori Stec

Coordinator: Kira Smith

M3 Pediatrics Clerkship Director:

Christopher Bergsman

Coordinator: Jill Gibson

M3 Psychiatry Clerkship:

Jolyn Wagner

Coordinator: Karlene Kilburn

M3 Surgery Clerkship Directors:

Jimmi Mangla

Mario Villalba

Coordinator: Jo Johnston

M4 Clerkship Directors and Coordinators

M4 Anesthesia & Pain Medicine Clerkship Director:

Rebecca Clemans

Coordinator: Kira Smith

M4 Diagnostic Medicine:

Radiology component:

Rachel VanHulle

Coordinator: Phyllis Washington

Pathology component:

James Huang

Coordinator: Maria Rivait

M4 Emergency Medicine Clerkship and M4 Sub-Internship Director:

Steven Joseph

Coordinator: Takesha Shelton

M4 Family Medicine Sub-Internship Director

Srikala Yedavally

Coordinator: Angelina Gjokaj

M4 Internal Medicine Sub-Internship Director:

Francisco Davila

Coordinator: Lynn Gleason

M4 Pediatrics Sub-Internship Director:

Christopher Bergsman

Coordinator: Jill Gibson

M4 Surgery Sub-Internship Directors:

Jimmi Mangla

Mario Villalba

Coordinator: Jo Johnston

TROY Beaumont:

M4 Troy Site Director and Assistant Clerkship Director for EM:

Shanna Jones

Troy Site Coordinator:
Lyndsey Schroeder

Longitudinal Courses

Art and Practice of Medicine 1-5 Course Directors:

Nelia Afonso

Dawn Jung

Arati Kelekar

Ida Rubino

Course Coordinators:

Jeanne Schulte
Gabrielle LeClerc

Embark 1 and 2 Course Directors:

Dwayne Baxa

Kara Sawarynski

Embark 3, 4 and 5 Course Directors:

Stephen Loftus

Tracey Taylor

Embark 1-5 Course Coordinator:

Julie Strong

Medical Humanities and Clinical Bioethics 1-6 Course Directors:

Amy DeBaets

Jason Wasserman

Course Coordinator:

Christine Schwartz

PRISM 1-8 Course Directors:

Thomas Ferrari

Sheala Jafry

Cynthia Ledford

Serena Yan Kuang

Course Coordinator:

Karen Smith

Promotion and Maintenance of Health 1-4 Course Directors:

James Grogan

Victoria Lucia

Promotion and Maintenance of Health 1-4 Course Coordinator:

Christine Schwartz

Elective Affiliations with
non-VSAS institutions

Affiliation agreements are those contracts between the Oakland University and external entities which involve academic/clinical experiences for OUWB students at off-campus locations, including those outside the United States. Examples include:

  • Clinical electives
  • Research electives

In general, if an OUWB student will fulfill any part of the degree program at other LCME or ACGME accredited institutions or teaching hospitals, an affiliation agreement is required prior to the experience.

Within the School of Medicine, the Finance Manager is responsible for assisting the Associate Dean for Undergraduate Clinical Education with the processing of these agreements and with ensuring proper affiliation agreement procedures and guidelines are followed. 

It is imperative that all agreements adhere closely to university policy to ensure the safety of our students. Agreements are also essential to protect the university from liability while students fulfill their academic program requirements at non-OUWB locations. The Finance Manager confirms that each agreement meets all standards for the relevant program, provides alternate language when necessary, obtains approval from university counsel regarding any revisions, ensures adherence to Oakland University's Contract Review process, and finalizes the agreement for appropriate signatures.   

Current affiliations with non-VSAS institutions and their expiration dates are listed below.

McMaster UniversityIndefiniteHamilton, Canada
Christiana Care06/30/2021Newark, Delaware
Christus Santa Rose Health SystemIndefiniteSan Antonio, Texas
Duke UniversityIndefiniteDurham, North Carolina
Easter SealsIndefiniteAuburn Hills, Michigan
Eye Surgery Center of MichiganIndefiniteTroy, Michigan
Gulf Coast Veterans Health Care SystemIndefiniteBiloxi, Mississippi
Harvard UniversityIndefiniteBoston, Massachusetts
Henry Ford Hospital, DetroitIndefiniteDetroit, Michigan
KadimaIndefiniteSouthfield, Michigan
Lakeland HealthIndefiniteSaint Joseph, Michigan
Mayo Clinic06/07/2023

Rochester, MN (main)

Jacksonville, FL

Scottsdale, AZ

Medical College of WisconsinIndefiniteMilwaukee, Wisconsin
Mercy Health - St. Vincent Medical Center/Mercy St. Vincent Medical CenterIndefiniteToledo, Ohio
New York UniversityIndefiniteNew York City, New York
NIH Clinical Center11/21/2018Bethesda, Maryland
Phoenix Children's HospitalIndefinitePhoenix, Arizona
Pine Rest Christian Mental Health ServicesIndefiniteGrand Rapids, Michigan
Saint Thomas HealthIndefiniteNashville, Tennessee
Sacred Heart Health System, Inc.IndefinitePensacola, Florida
Stanford UniversityIndefiniteStanford, California
St. Joseph Heritage HealthcareJuly 25, 2020Anaheim, California
Thomas Jefferson UniversityIndefinitePhiladelphia, Pennsylvania
Trinity Health-Michigan/Saint Joseph Mercy Health System09/01/2019Ann Arbor, Michigan
University of Buffalo, The State University of New YorkIndefiniteBuffalo, New York
University of California San Francisco09/30/2020San Francisco, California
University of Colorado DenverIndefiniteAurora, Colorado
University of FloridaIndefiniteGainesville, Florida
University of IowaIndefiniteIowa City, Iowa
University of KentuckyIndefiniteLexington, Kentucky
University of North DakotaIndefiniteGrand Forks, North Dakota
University of PennsylvaniaIndefinitePhiladelphia, Pennsylvania
University of PittsburghIndefinitePittsburgh, Pennsylvania
University of Southern California04/20/2021Los Angeles, California
University of Wisconsin06/29/2021Madison, Wisconsin
Ventura County Health Care AgencyIndefiniteVentura, California