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.

Center for Excellence in Medical Education


The mission of Center for Excellence in Medical Education (CEME) is to foster a culture of excellence among the Oakland University William Beaumont School of Medicine basic science and clinical faculty members through focused faculty development activities with a shared commitment to better educate tomorrow’s physicians.

In addition to our Teaching and Research programs, we also offer online webinars.

Registration Details

Click on the title of the workshop (in the calendar below) for the registration details. Email with any questions.



Teaching and Research

Medical Education Research


The Fellowship in Medical Education is a research program offered by the Center for Excellence in Medical Education (CEME) that aims to introduce clinicians and scientists to the issues of thinking about and conducting research and scholarship in medical education.

Educational scholarship and research are quite different from their equivalents in science and clinical practice. This means that anyone with a clinical or scientific background will need support in making the transition. The fellowship program provides that support.

Participants will develop an individual project in medical education which they will present their final projects during the annual William Davidson Medical Education Week. The FME program participants will meet one Friday per month to attend a MERCshop offered by AAMC. They will also have some online requirements where they will participate in the online classroom to discuss their projects and share ideas.

Core Objectives

  • Plan a scholarly or research project in medical education.
  • Critique research reports in Medical Education.
  • Utilize a range of research methods in Medical Education.

Meet the Fellows, Guidelines, Schedule and Application Information

2017-2018 FME Program Brochure and Application Process 

Teaching and Curriculum


Medical education is an exciting and rapidly developing field. The medical education certificate introduces clinicians and scientists to both the theory and practice of medical education. A range of issues will be covered, varying from the practicalities of running classes to the underlying theories that inform and guide what we do in the classroom.

The CME faculty will generally, meet face-to-face twice a month on Fridays from 1 - 4 p.m. Faculty will also be expected to participate in a weekly online discussion forum (about 30-60 minutes per week) focusing on a range of topics to support their development as teachers. This program will begin August 18, 2017 and conclude June 6, 2018.

Core Objectives

The course provides a basic knowledge of medical education, including but not limited to teaching large or small groups, using technology and audiovisual aids, curriculum theory, pedagogy, transformative learning, and mentoring. Scholarship and research of medical education will also be introduced.

The core objectives of the OUWB Certificate in Medical Education are:

  • Demonstrate the foundational, practical and theoretical knowledge needed to participate as a teacher in medical education in the early twenty first century.
  • Identify current trends and debates in the field.
  • Develop techniques as a teaching practitioner.



Approximately 25% of a resident’s time is spent in supervising, teaching and evaluating medical students. However, many residents may not have experience in formal teaching roles or they may have insufficient teaching skills.

The Resident as Teachers Program will provide residents exposure to medical teaching concepts and provide them with an opportunity to improve their teaching skills through role-play and other activities. Residents attending 100% of the sessions shall receive a certificate of Advanced Training in Medical Education.

This program has been divided into two sections. The first section will consist of the Stanford Faculty Development Clinical Teachers curriculum. This will be taught by seven Beaumont physicians who attended a month long training program to become facilitators for small group sessions (6-8 residents). These seven bimonthly sessions will include videos vignettes and role-plays. These sessions will be offered either 7-9 am or 5-7pm to accommodate residents’ schedules. The second portion of the program will consist of interactive plenary sessions on the third Wednesday of every month from 5:00 - 7:00 p.m. Invited guest speakers who shall address medical education topics not covered in the small group sessions will deliver the plenary sessions.

Residents as Teachers Meetings Begin Wednesday, August 30, 2017.

Register here for the 2017-2018 RAT Program

Core Objectives

The program will cover topics including:
  • Learning Climate 
  • Control of Session
  • Communicating Goals
  • Feedback
  • Evaluation
  • Understanding and Retention
  • Self-directed learning
  • Teaching Clinical Reasoning
  • Navigating Academic Promotion


August 13 Plenary Session  and Slides. Click on the title to view the kick off presentation on August 13, 2014. 

Developing an Academic Career video on January 21, 2015 

Article about Residents as Teachers

Clinical Teaching


In acknowledgment of the importance of clinical teaching, the Clinical Teaching Program seminars are designed for any Beaumont faculty member who teaches medical students. The faculty who have completed the program have raved about their successful implementation of a “non‐prescriptive behavioral approach for improving teaching.”

At the end of the program faculty are able to select effective teaching strategies while taking into account the clinical content, the learners, and the context in which the teaching takes place. Thus, the seminars focus on principles, guidelines, and behavioral alternatives that teaching faculty can use to improve their teaching effectiveness.

Core Objectives

Although the clinical content of teaching will vary during the seminars (e.g., the subject matter or example of medical cases being taught) the primary focus is on the process of teaching.

The core objectives of the Clinical Teaching Program are:

  • Enhance participants’ versatility as teachers. 

  • Enhance their ability to analyze clinical teaching using an educational framework. 

  • Provide a forum for collegial exchange. 

2017-2018 Clinical Teaching Program Brochure and Application Process 

Calendar of

Upcoming Programs and Offerings

2018/2019 Promotion Cycle Training: Initiating Your Promotion Process

Faculty Affairs is offering training for the 2018/2019 promotion cycle for those who would like to apply for promotion. This training will cover the application process requirements as well as the SmartPath system.

Please contact Brian December to reserve your space at
Questions or concerns? Please contact Deirdre Pitts,  Ph.D., SCP-IPMA, at 

Friday, February 23, 2018

Tuesday, February 27, 2018

Wednesday, February 28, 2018

Friday, March 9, 2018

  • FME: Research Data Management - Register Now!
    1 to 4 p.m., 478 O'Dowd Hall, OUWB School of Medicine

Tuesday, March 13, 2018

Monday, March 19, 2018

Tuesday, March 20, 2018

Friday, March 23, 2018

  • MEC - Feedback and Mentoring - Register Now!
    1 to 4 p.m., 478 O'Dowd Hall, OUWB School of Medicine

Wednesday, March 28, 2018

Friday, March 30, 2018

Wednesday, April 4, 2018

Tuesday, April 10, 2018

Wednesday, April 11, 2018

Resources for
Teaching and Research


Commitment to Excellence in Lifelong Learning

Newly added Resources

Assessment and Evaluation Resources

Constructing Written Questions for the Basic and Clinical Sciences, 4th Edition (NBME)

Narrative Assessment (PowerPoint) Presentation to Tulane School of Medicine Anatomy Lab Directors

Anatomy Narrative Assessment Rubric

"Feedback in Clinical Medical Education" Jack Ende, MD. JAMA 1973;250:777-781

"Time-efficient strategies for learning and performance" - Irby, DM & Bowen JL. The Clinical Teacher 2004;1:23-27

"The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data" - Ginsburg, S, van der Vleuten, CPM, Eva, KW. Acad Med Research Report.

Assessment in Medical Education - Epstein, RM. NEJM 2007;356:387-96

Focusing on the Formative: Building an Assessment System Aimed at Student Growth and Development - Konopasek L, Norcini J, & Krupat E. Acad Med 2016;91:1492-1497

Course Design

Practical Tips for Large Group Presentations Using PowerPoint

Writing Learning Objectives

Writing Learning Objectives: Beginning with the End in Mind

Active Learning

Active learning in medical education: Strategies for beginning implementation - Graffam, B. Medical Teacher 2009; 29:38-42

Why are medical students 'checking out' of active learning in a new curriculum? - White C, Bradley E, Martindale J, et al. Medical Education 2014;48:315-424

Practical Tips for Active Learning in Large Scale Classrooms (Webinar) - IAMSE Webinar, January 30, 2014, Kathryn Huggett, PhD and William Jeffries, PhD

PowerPoint Presentation

Extra Presentation Resource File

Self-Directed Learning

IAMSE Webinar: Self-directed learning in your curriculum--getting from theory to practice

Practical Strategies to Promote Self-Directed Learning in the Medical Curriculum (International Journal of Self-Directed Learning)

Faculty Scholar Program

Beaumont Integrative Medicine is sponsoring a Faculty Scholar Program in Integrative Medicine, a 10-month, interdisciplinary program, starting in the fall of this year 2016. For more information, click here.

Beaumont Health Research Institute - June 2016 Newsletter

Diversity 3.0 Learning Series
Diversity Policy and Programs is pleased to bring you a set of online, on-demand video resources on a range of diversity and inclusion topics. The Diversity 3.0 Learning Series includes interviews with thought leaders and experts, faculty career development webinars, guidance on institutional strategic planning and culture and climate assessment, and presentations on innovative programs at AAMC member institutions.

Group on Women in Medicine and Science (GWIMS)

MedEdPORTAL Educational Scholarship Guides

Grant Opportunities

Technology in Academic Medicine

Professional Productivity Series 

Milestones in Medical Education

A Brief Introduction to Survey Design

Archived Research Training

Please view the list above to see what training we have offered to support research.

AAMC Reporter 

Book Corner

Are you interested in some new techniques to add to your teaching toolbox?

The following books are available for review at the CEME office. For more information, contact

  • Alguire, DeWitt, Pinsky, & Ferenchick (2008) Teaching in Your Office (Second Edition)

  • Blumberg (2013) Assessing and Improving Your Teaching

  • Brookfield (1990) The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom

  • Buller (2012) Best Practices in Faculty Evaluation: A Practical Guide for Academic Leaders

  • Byyny, Papadakis, & Paauw (2015) Professionalism: Best Practices

  • Crookston (2012) Working with Problem Faculty: A Six-Step Guide for Department Chairs

  • Davis (1993) Tools for Teaching

  • Ende (2010) Theory and Practice of Teaching Medicine

  • Finkelstein (2006) Learning in Real Time: Synchronous Teaching and Learning Online

  • Frank (2013) The Wounded Storyteller

  • Gillespie & Robertson (2010) A Guide to Faculty Development

  • Humphrey (2010) Mentoring in Academic Medicine

  • Isaacs (2006) Women in Overdrive: Find Balance and Overcome Burnout at Any Age

  • Kern, Thomas, & Hughes (1998) Curriculum Development for Medical Education: A Six-Step Approach

  • Lang (2013) Cheating Lessons

  • Lerner (2014) The Good Doctor: A Father, a Son, and the Evolution of Medical Ethics

  • Levin & Nolan (2013)  Classroom Management

  • McCabe, Butterfield, Trevino (2012)  Cheating in College: Why Students Do It and What Educators Can Do About It

  • McGuire (2015) Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation

  • McKeachie & Svinicki (2010) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers

  • Moriart (2009) What Alice Forgot

  • Page (2008) The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies

  • Pangaro (2010) Leadership Careers in Medical Education

  • Remen (1994) Kitchen Table Wisdom: Stories that Heal

  • Robinson (2013) The Peak Performing Professor: A Practical Guide to Productivity and Happiness

  • Rowman (2011) ReInventing Diversity

  • Shadiow (2013) What Our Stories Teach Us

  • Simpson, Beecher, Lindemann, & Morzinski (1998) The Center for Ambulatory Teaching Excellence: The Educator's Portfolio

  • Skeff & Stratos (2010) Methods for Teaching Medicine

  • Walvoord & Anderson (2009) Effective Grading: A Tool for Learning and Assessment in College

  • Ward, Wolf-Wendel (2012) Academic Motherhood: How Faculty Manage Work and Family

  • Wiese (2010) Teaching in the Hospital

  • Willingham (2009) Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

Faculty Affairs Resources for Faculty 

View more information on Faculty Affairs Resources for Faculty.

Archived Presentation
 - Click title to view recording of presentation "
The Ins and Outs of Submitting an IRB to Oakland University
Please note, that you might have to install Silverlight on your computer.

Archived Presentation - Click title to view recording of presentation "Using Research to Create a Small Business" Dr. J.Hurley Myers

More Resources

University of Berkley has a good website about setting up and teaching your course.

Continuing Medical Education and Meaningful Participation

Faculty now have the ability to watch previously recorded CME activities or to participate in self-directed CME courses online at their convenience. To access Beaumont Health System activities for content only or to view presentations for AMA PRA Category 1 Credit or Meaningful participation credits, click on the appropriate link below or view recorded webinars.

Professional Development

Through the Center for Excellence in Medical Education, there are a variety of face to face and online faculty development workshops. 

For more information on a specific workshop series, click on the title below: