Office of the Dean
O’Dowd Hall, Room 428
586 Pioneer Drive
Rochester, MI 48309-4482
(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 4-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
Internal Medicine
(8 weeks)
General Surgery
(8 weeks)
(4 weeks)
Family Medicine
(6 weeks)
Medical Humanities and Clinical Bioethics 5
Interdisciplinary Studies 
 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
PRISM (Promoting Reflection and Individual growth through Support and Mentoring) 

M4: 2016 and up

Semester 1
Emergency Medicine
(4 weeks)
(4 weeks)  
Anesthesiology &
Pain Medicine
(2 weeks)
Diagnostic Medicine
(2 weeks)
(4 weeks)
(4 weeks)


Semester 2
(4 weeks)
(4 weeks)



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


Meet the

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 the 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, Noiva served as Director of Medical Biochemistry at Lake Erie College of Osteopathic Medicine.


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.


Robert J. McAuley, Ph.D.Robert J. McAuley, Ph.D.
Associate Dean Institutional Effectiveness and Technology
Assistant Professor of Biomedical Sciences

Robert McAuley is the Associate Dean for Institutional Effectiveness and Technology and Assistant Professor of Biomedical Science. Dr. McAuley has an extensive and diverse work history at the University of Illinois at Chicago, serving as Chief Information Officer, Adjunct Assistant Professor, Associate Dean for Informational Resources, and Assistant Dean. He most recently served as a member of the AAMC Group on Informational Resources steering committee. His interests include medical education, instructional technology, and medical cognition.


Lynda Misra, D.O., FACP, M.EdLynda Misra, D.O., FACP, M.Ed.
Associate Dean for Undergraduate Clinical Education
Assistant Professor of Internal Medicine
Assistant Professor of Neurology

Lynda Misra D.O., FACP, ME.d is the Associate Dean for Undergraduate Clinical Education and also serves as the Director of Students at Beaumont Health. Dr. Misra received her medical degree from Michigan State University and completed her residency training and chief resident year at Beaumont Hospital. She has been a member of the academic faculty in the Department of Internal Medicine for the past 15 years. Dr. Misra completed her Masters in Higher Education at the University of Michigan in 2010 with emphasis on curricular design, instructional methods and techniques in professional education, and educational research.


Nelia Afonso, M.D.Nelia Afonso, M.D.
Assistant Dean for Community Integration and Outreach
Associate Professor of Biomedical Sciences

Nelia Afonso, M.D. is the Assistant Dean for Communication and Outreach and Associate Professor of Biomedical Sciences. She is the Director of the Art and Practice of Medicine Course. This is a longitudinal course that introduces and develops the students’ history taking and physical diagnosis skills. In addition, this course incorporates topics of professionalism, ethical practice, fundamentals of patient safety, inter-professional communication skills, patient privacy, and functioning in a team setting.

Dr. Afonso received her M.B.B.S. and M.D. degree from the University of Mumbai in India and received her M.R.C.P. degree from the Royal College of Physicians in the United Kingdom. Teaching both medical students and residents has always been a central part of her career as an academic physician. Since 1992 she has been a member of the teaching faculty of the Department of Internal Medicine at Wayne State University School of Medicine. As the Director of the Physical Diagnosis Course at the Wayne State University School of Medicine, Dr. Afonso has developed and implemented innovative medical education programs for medical students such as the use of standardized patients. She was instrumental in the introduction of several novel initiatives in the medical school curriculum including inter-professional education and the introduction of bedside ultrasound teaching into the physical diagnosis course. Her research projects have a focus on novel curriculum initiatives in medical education and women’s health issues.

Brooke Taylor, M.P.H., CCMEPBrooke Taylor, M.P.H., CCMEP
Assistant Dean for Continuing Medical Education

Brooke Taylor is the Assistant Dean for Continuing Medical Education for the Oakland University William Beaumont School of Medicine and Director of Continuing Medical Education for Beaumont Health. Brooke received her B.S. in Dietetics from Iowa State University and her M.P.H. from the University of North Carolina at Greensboro. She is a Certified Continuing Medical Education Professional and holds a graduate certificate in Training and Development from North Carolina State University. Brooke has over 8 years experience in continuing medical education and most recently served as the Director of Continuing Medical Education for the Duke University School of 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 Oakland University William Beaumont School of Medicine (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.

Lorna Bearup 
M1 Coordinator

Lorna BearupLorna Bearup is the M1 Course Coordinator for the School of Medicine. 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 over twenty years of higher education experience, and an Oakland graduate, Lorna brings a wealth of knowledge to the Medical Education Department.


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.



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.



Kathleen E. Doyle, M.Ed. 
Instructional Designer

Kathleen E. DoyleKathleen is an Instructional Designer in the Oakland University William Beaumont School of Medicine. Kathleen received a Bachelor of Science Degree from Oakland University in Human Resources Development with a Specialization in Training and Design. She received her Master of Education Degree with a major in Instructional Technology from Wayne State University. Kathleen has experience in the field of higher education and distance learning from General Motors Corporation working as a Business and Site Administrator for the GM Technical Education Program. She has previously worked as a Web Content Manager and Graphic Designer for the Wayne State University Conflict Resolution Education for Teacher Education (CRETE) Grant and owned her own Graphic Design business. Her interests include message design, web-based learning environments, the use of simulation & games in learning, illustration and animation. 


Shanna C. Jones, M.D.
Medical Student Site Director- Troy Hospital
Assistant Clerkship Director, Emergency Medicine Clerkship
Assistant Professor, Department of Emergency Medicine

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.

Barbara Joyce, Ph.D. 
Director of Curriculum Evaluation
Associate Professor of Biomedical Sciences - Behavioral Sciences

Dr. Joyce is the Director of Curriculum Evaluation and Associate Professor of Biomedical Science at Oakland University William Beaumont School of Medicine. She is responsible for the evaluation of the medical school curriculum, promoting faculty excellence and innovation in curricular development, and scholarly activity.

Dr. Joyce was the Director of Instructional Design at Henry Ford Health System and Clinical Associate Professor in the Department of Family Medicine at Wayne State University. She was responsible for designing, implementing, and evaluating curricula, assessment tools, and program improvement processes for 45 ACGME accredited residency and fellowship training programs. She was also responsible for designing educational curricula, assessment tools, and program improvement process for the Henry Ford Health System Center for Simulation Education and Research. Prior to this position, she was Senior Project Manager at the ACGME where she worked on the Outcome Project. Her additional past experiences have been as Associate Director of Behavioral Science at Genesys Regional Medical Center where she was responsible for Family Medicine resident training and training of Health Psychology post-doctoral fellows, and Director of Behavioral Science at Sinai Hospital in Detroit. Dr. Joyce is a clinical neuropsychologist.

Maurice Kavanagh, M.Ed. 
Director, Clinical Skills Training and Simulation Center

Maurice Kavanagh, MEd. Maurice Kavanagh is the Director of Clinical Skills Training and Simulation Center. Maurice brings more than 20 years experience in clinical skills instruction and assessment. Originally from Canada, he worked at the Faculty of Medicine, Memorial University of Newfoundland in pediatric medical education before establishing a regional test center for the Medical Council of Canada clinical skills licensing examination. Most recently he was the Coordinator of the Standardized Patient Program at Wayne State University School of Medicine, where he played a key role in establishing the Standardized Patient Teaching Associates program. Through his affiliation with the Association of Standardized Patient Educators, he has also contributed to the education and professional development of standardized patient educators both in the United States and abroad.

Robin Lewis-Bedz, BFA, MFA
Assistant Director, Clinical Skills Training and Simulation Center

Robin is the Assistant Director of the Clinical Skills Training and Simulation Center. Her primary responsibilities relate to the management of Standardized Patients. She has worked in Standardized Patient Programs for over eight years. Before coming to the Oakland University William Beaumont School of Medicine, she worked in the medical schools of Wayne State University, Northwestern University, and the University of Illinois at Chicago. She holds a BFA from the University of Detroit Mercy and an MFA from Ohio University.

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

Robin Rivest is the Director of Curriculum Data Management at Oakland University, William Beaumont School of Medicine. 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 alumni of the School of Medicine. Robin holds a Bachelor’s Degree in English from Oakland University, a Masters 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.

Lyndsey Schroeder
UGME Troy Site Coordinator

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.

Jeanne Schulte, M.A.
Clinical Skills Center Coordinator

Jeanne is the Clinical Skills Center (CSC) Coordinator for the OUWB School of Medicine. Her primary role is to support the operations at the CSC. Jeanne has more than 20 years of experience working with diverse student populations and developing nationally distributed curriculum and assessment products. Jeanne is an Oakland University alumna and holds a B.S. and M.A. in Education. Additionally, she earned a TESOL certificate and a professional education certificate from the State of Michigan.


Christine Schwartz, M.A.
Longitudinal Course Coordinator

Christine Schwartz is the Longitudinal Course Coordinator for the School of Medicine. 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 over 8 years of experience working in education and most recently served as the M1 Coordinator for Northwestern University Feinberg School of Medicine.

Yongchao Shi, Ph.D.
Director of Student Assessment

Yongchao ShiYongchao Shi is the Director of Student Assessment at Oakland University, William Beaumont School of Medicine. 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.

julie-strongJulie Strong
Embark Program Coordinator

Julie Strong is the Embark Program Coordinator for the School of Medicine.  She works closely with the program directors and faculty to facilitate the operational needs of the program, and support students’ Capstone 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 for the School of Medicine, and previously, in the School of Nursing.  Julie has over 15 years experience working with diverse populations in customer service and administrative support roles in business, K-12 and higher education. 

Beth Anne Sutton
Art & Practice of Medicine Course Coordinator

Beth Anne Sutton,Beth Anne Sutton is the Art & Practice of Medicine Course Coordinator for the Oakland University William Beaumont School of Medicine. Beth Anne received a BAA in Interpersonal and Public Communication as well as a degree in Communication Disorders (speech pathology) from Central Michigan University. Prior to joining the team at OUWB, Beth Anne was the Wellness Program Coordinator at Capitol Bancorp Limited in Lansing, Michigan where she was responsible for the development and implementation of educational wellness programs, health screenings and CPR training. She was also the director of the company's annual 5K event that raised over $100,000 with over 1,000 participants. Beth Anne has over 7 years of event planning and program management experience. Beth Anne was also a McNair Scholar at Central Michigan and conducted original research on the “comparison of three word-based software programs used for Augmentative and Alternative Communication” and has presented these findings at seven conferences in four different states.


Jean Szura, MA, Ph.D.
Director of Service Learning

Jean SzuraJean Szura is the Director of Service Learning for the School of Medicine. Her primary roles include assisting with capstone projects, coordinating service learning curriculum for the capstone 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 in English and Political Science from Oakland University, a Master’s degree in Educational Leadership from Eastern Michigan University, 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 the School of Medicine.


Tammy TollonTammy Tollon
Curriculum Program Administrator

Tammy Tollon is the Curriculum Program Administrator at Oakland University, William Beaumont School of Medicine. 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 is currently pursuing her Master’s Degree in Oakland University’s Master of Training and Development program. Tammy has over 11 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.


Loretta Trader Loretta Trader
M2 Curriculum Coordinator

Loretta Trader is the M2 Curriculum Coordinator for the Oakland University William Beaumont (OUWB) School of Medicine. Her primary role is to work with OUWB 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, MA, LPC, Ph.D.
Director of Education Training

Rose WedemeyerRose Wedemeyer is the Director of Education Training for the School of Medicine. Her primary role at OUWB School of Medicine 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, M.A. in Counseling and Ph.D. in Education from Oakland University. Rose is a Certified Texas Educator and a Licensed Professional Counselor.

Tracy Wunderlich, MA
Director of Research Training

Tracy WunderlichTracy Wunderlich is the Director of Research Training at the Oakland University School of Medicine. 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 Capstone course and to provide oversight of Capstone projects for students who are pursuing clinical research. Ms. Wunderlich has over ten 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. Ms. Wunderlich is a published author whose research interests include doctor/patient communication, medication adherence and patient perceptions in healthcare.