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.

Faculty Governance

The faculty members of the Oakland University School of Medicine have certain responsibilities and privileges that operate through the system known as faculty governance. The philosophy and regulations on which faculty governance is based are in compliance with the standards set forth by the Liaison Committee for Medical Education and are described in the Constitution of the Oakland University William Beaumont School of Medicine. The Bylaws of the Faculty are intended to supplement the Constitution.

The OUWB Faculty Handbook is written to orient members of the School of Medicine faculty to the School of Medicine’s mission, vision, values and goals, its administrative structure, organization, policies and procedures.

School of Medicine
Committees

 

Executive Committee
  • The Executive Committee shall assist and advise the Dean in the conduct of School business. It shall advise the Dean on the formulation and execution of School policies and shall transact such business as may be delegated to it by the Faculty. The Executive Committee shall have the responsibility to act on academic issues that transcend the responsibility of individual committees with special reference to student admission, appraisal, and promotion; faculty appointment and promotion; educational policy; and research policy. The Executive Committee will transmit and receive communications from the University Senate. Standing committees will report annually to the Dean and Executive Committee.

  • The Executive Committee of the Faculty Assembly shall consist of six elected regular members; the Dean and the Associate Deans, serving ex-officio, without vote. Three members will serve from clinical departments and three members will serve as members from the Department of Biomedical Sciences. Guests may be invited by the Dean or the Chair of the Executive Committee as deemed necessary for the proper conduct of business. The Associate Dean for Academic and Faculty Affairs will preside in the Dean’s absence. The Executive Committee from among its members shall elect a Vice-Chair annually. One student observer may sit with the Executive Committee. During discussions of faculty appointments/promotions, brought by the Chair of the Committee on Appointments, Promotion and Tenure, the student observer shall be excused from the meeting.

  • The Executive Committee meets every other month except during the months of July and August.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Paul Misch, M.D., Department of Family Medicine


Ex-Officio Members


NamePosition
Linda Gillum, Ph.D.Associate Dean for Academic and Faculty Affairs
Robert McAuley, Ph.D.Associate Dean for Educational Information Technology

Committee on Committees

The Committee on Committees shall report its recommendations to the Associate Dean for Academic and Faculty Affairs for action. The Committee shall:

  1. Disseminate an annual Interest Survey to solicit nominations (self and other) for committee openings.
  2. Receive notification of any vacancies or attendance related concerns from the Vice Chair of each committee as they may occur.
  3. Prepare a slate of candidates for all elections of committee members of the Faculty or other eligible persons to standing committees of the School. For those appointments not subject to faculty elections, the Committee shall submit slates of candidates.
  4. Determine the number of faculty and students to serve on appropriate School committees.
  5. Advise the Dean on appointments of persons to fill temporary vacancies of standing committees. The Committee on Committees may be consulted by the Dean on other committee appointments.
  6. Periodically review the size and composition of all standing committees and recommend needed changes to the Faculty.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Virginia Uhley, Ph.D., Department of Foundational Medical Studies


Ex-Officio Members


NamePosition
Linda Gillum, Ph.D.Associate Dean for Academic and Faculty Affairs

Committee for Admissions

The Dean shall appoint the Committee for Admissions, including appropriate ex-officio members, annually. The Admissions Committee has complete autonomy to offer invitations for admission to the School of Medicine and shall not be influenced by any means by individuals who do not have voting privileges on this committee. Attempts to influence the decisions of this committee shall be reported without delay to the Associate Dean for Student Affairs and to the Dean of the School of Medicine where the matter will be investigated. The decisions of the Admissions Committee will be transmitted to the Assistant Dean for Admissions for action.

The Committee for Admissions shall:

  1. Formulate and recommend to the Dean and the Executive Committee the policies for student admission to the School of Medicine.
  2. Admit all students to the School of Medicine through processes based upon approved policies, such policies to relate to the establishment of:
    • Criteria and standards for the evaluation of candidates,
    • Procedures for application,
    • Procedures for the review of applications, and
    • Procedures for the acceptance of candidates.
  3. Formulate and recommend policy regarding the recruitment of students.
  4. Maintain records that permit continuing evaluation of policy and process regarding admissions.
  5. Develop the means of facilitating understanding of School policies and procedures among premedical advisors.
  6. May create a subcommittee to identify recipients for recruitment scholarships.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Jason Wasserman, Ph.D., Department of Foundational Medical Studies


Ex-Officio Members


NamePosition
Robert Noiva, Ph.D.Associate Dean for Preclinical Education

Curriculum Committee

The Curriculum Committee shall report its decisions to the Associate Dean for Medical Education. The Committee shall:

  1. Establish subcommittees to provide surveillance of the M1/M2 curriculum, M3/M4 curriculum, integration of curriculum across all four years, and curriculum evaluation. Each Subcommittee shall report to the Curriculum Committee monthly.
  2. Establish other subcommittees as required to maintain an excellent educational program that is compliant with accreditation standards.
  3. Establish minimum competencies expected for all graduates of the School of Medicine and monitor the effectiveness of the curricular and appraisal experiences and instruments adopted by the Programs to provide and to certify those competencies.
  4. Evaluate the effectiveness of the School of Medicine curriculum and the appraisal instruments used to monitor student progress through the curriculum.
  5. Ensure that the curriculum offered and appraisal instruments used meet requirements for Liaison Committee on Medical Education accreditation.
  6. Encourage, when appropriate, the Programs to work in a cooperative/collaborative manner in instructional efforts best served by collaborative efforts.
  7. Encourage, when appropriate, development of unique curricular endeavors appropriate to the environment in which each Program resides.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Tracey Taylor, Ph.D., Department of Foundational Medical Studies


Ex-Officio Members

NamePosition
Robert Noiva, Ph.D.Associate Dean for Preclinical Education

Student Performance Review Committee (SPRC)

The Student Performance Review Committee shall report its recommendations and decisions to the Associate Dean for Medical Education for action. The Committee shall:


  1. Review and make recommendations on policies regarding student progress, dismissal, or graduation.
  2. Make specific recommendations concerning the graduation of students.
  3. Report dismissals and reinstatements of students to the Dean.
  4. Make specific decisions regarding the advancement of students.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Duane Mezwa, M.D., Department of Radiation Oncology


Ex-Officio Members


NamePosition
Robert Noiva, Ph.D.Associate Dean for Preclinical Education
Sandra LaBlance, Ph.D.Assistant Dean for Student Affairs & Career Development

Committee on Appointments, Promotion and Tenure (CAPT)

The Committee on Appointments, Promotion and Tenure shall report its recommendations for implementation to the Associate Dean for Academic and Faculty Affairs. The Committee on Appointments, Promotion and Tenure shall:

  1. Review and make recommendations concerning the School criteria for appointment, promotion or tenure within the academic ranks.
  2. Review and approve recommendations for appointment, promotion or tenure that are transmitted.
  3. Review and take action on the basis of adherence to the prescribed process, criteria, standards and format on recommendations for appointment, promotion and tenure of faculty to associate professor and professor ranks. Such actions will be reported to the Dean.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: George Williams, M.D., Department of Opthalmology


Ex-Officio Members


NamePosition
Linda Gillum, Ph.D.Associate Dean for Academic and Faculty Affairs

Committee on Research

The Committee on Research committee shall report its recommendations to the Associate Dean for Research and the Dean who will review and implement policy. The Committee shall:

  1. Advise the Dean concerning the administration of general purpose research grants in the School.
  2. Actively solicit nominations for such awards.
  3. Encourage procurement of institutional general research funds.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Robert Swor, M.D., Department of Emergency Medicine


Ex-Officio Members


NamePosition
Richard Kennedy, Ph.D.Associate Dean for Research

Committee on Faculty Recognition

The Committee on Faculty Recognition shall report its recommendations to the Associate Dean for Academic and Faculty Affairs. The Committee on Faculty Recognitions shall recommend to the Dean recipients for honors and awards and may establish other means of recognizing meritorious faculty.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Stephanie Swanberg, MSI, Department of Foundational Medical Studies


Ex-Officio Members


NamePosition
Linda Gillum, Ph.D.Associate Dean for Academic and Faculty Affairs

Committee on Student Awards

The Committee on Student Awards shall report its recommendations to the Associate Dean for Student Affairs. The committee shall:

  1. Select recipients of awards for presentation at commencement, convocation, and upon other occasions as requested by the Dean.
  2. Identify and make known to the Dean, the faculty and the student body of the School those students who have achieved outstanding records and make specific recommendations regarding academic honors.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Keith Engwall, MSLIS, Department of Foundational Medical Studies


Ex-Officio Members


NamePosition
Sandra LaBlance, Ph.D.Assistant Dean for Student Affairs & Career Development

Committee on Student Research

The Committee on Student Research shall report its recommendations to the Associate Dean for Research and the Associate Dean for Medical Education, who will review, approve and implement policy. The committee shall:

  1. Advise the Dean concerning issues related to research and other scholarly endeavors by students.
  2. Oversee policies regarding the administration, support and evaluation of student research and scholarly endeavors in conjunction with the research administrative offices of Oakland University and the Beaumont Health.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Matthew Sims, M.D., Ph.D., Department of Internal Medicine


Ex Officio Members:


NamePosition
Richard Kennedy, Ph.D.Associate Dean for Research

Scholarship Committee

The Scholarship Committee will report its recommendations and decisions to the Associate Dean for Student Affairs, in consultation with the Vice Dean for Business and Administration, for administration of the scholarships. Ex-Officio members will include the Senior Director of Development, Associate Director of Financial Aid or the Assistant Dean for Medical Student Admissions and Financial Services and Vice Dean for Business and Administration. The Scholarship Committee shall:

  1. Carefully review the scholarship applications submitted and selects the most deserving recipient(s) based on the donor-established criteria.
  2. Establish subcommittees as appropriate to accomplish its goals.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.


Committee Chair: Victoria Lucia, Ph.D., Department of Foundational Medical Studies


Ex Officio Members:


NamePosition
Richard Kelley, MBASenior Director of Development
Cheryl Verbruggen, MSAVice Dean for Business and Administration

Faculty Due Process Committee

Members of the Faculty Due Process committee must all serve at the rank of Full Professor (or Associate Professor if in absence of not enough Full Professors). The committee shall review written complaints regarding a faculty member. In non-student complaints, the committee will make a determination on whether the matter is appropriate for review, or refer the matter to the appropriate governing body. If the committee deems that the written complaint has merit, the committee shall conduct hearings and proceedings as are necessary to make a written recommendation to the Associate Dean for Academic and Faculty Affairs, and the Dean.

In complaints related to the violation of the Teacher Learner Relationship policy, The Faculty Due Process Committee shall ensure the appointed ad hoc committee also followed that due process. It shall not re-review the contents of the complaint.

*As outlined by the Bylaws of the Faculty of the Oakland University William Beaumont School of Medicine.



Committee Chair: Duane Mezwa, M.D., Department of Diagnostic Radiology


Ex Officio Members:


NamePosition
Linda Gillum, Ph.D.Associate Dean for Academic and Faculty Affairs

 

Faculty Assembly

Transcript

Dr. Wasserman: All right. Welcome, everyone. Is the audio level okay? We're good? I would like to call to order the fall meeting of the faculty assembly, and I'll ask Dr. Stefanie Attardi, our secretary if we have a quorum.

Dr. Attardi: We do.

Dr. Wasserman: We do. We now may proceed with official business. The first item of business, and I don't know if this is the slide or not is a simply the approval of the spring faculty assembly minutes from March 27th. Those were on the back table, so hopefully you've had a chance to review this in the last few minutes. If I could entertain a motion to approve, moved by Dr. Shoichet. And we need a second, several people will count Professor Yoskowitz, it's back there. It's the second. All in favor, any opposed? No opposed, we're approved there. We have a few informational items, the call for faculty nominations is going live. You have the opportunity to nominate a faculty member for one of the three annual faculty recognition awards for educational research or service. And you can see the due date, you have some time. But definitely, don't let that fall off your radar.

Dr. Wasserman: I think that's in case you didn't know, I am Jason Wasserman. And I am now as of this meeting, the faculty assembly president for the next few years. And Dr. Lori Stec who is in the audience is the vice president who becomes president after my tenure. And Dr. Stefanie Attardi, as I mentioned, is our secretary. At this point, it is my pleasure to welcome my esteemed colleague, Dr. Paul Megee to the podium to give the OU senate report.

Dr. Megee: Good evening everyone. I am one of four senate representatives from the school of medicine. Dean Folberg, of course, is one of our representatives, Dr. Dwayne Baxa is another representative, and Dr. Mary is also a representative.

Dr. Gillum: You can use the microphone.

Dr. Megee: Oh, sorry. I believe Mary and I are the only, and Dean Folberg are the only representatives here tonight. But if you have issues that you would like to address or questions about the activities on the Oakland University campus, we'd be very happy to answer questions. We've had one meeting so far this academic year. There was no business that was directly relevant to the school of medicine. Our meetings are held on the third Thursday of the month in the Oakland Center on the university campus. And the dates for upcoming meetings are shown there. And of course, everyone is welcome to attend. Any questions?

Dr. Wasserman: Thank you, Dr. Megee. We typically at these meetings have a report from the executive committee, which is chaired by Dr. Paul Misch. For two reasons, we are going to not do that tonight. One is that this is a very special meeting where we have obviously a very special guest, who I'll bring to the stage in a minute. And the second is that Dr. Misch is not feeling well and not here to give any such report should it have been on the agenda. Because Dr. Misch is not here, I have the honor of bringing to the stage our very important guest who is here to, not only as a faculty member but as the president of the university to address the faculty assembly. Last year, following a national search involving 61 candidates, the OU board of trustees voted unanimously to appoint Dr. Ora Hirsch Pescovitz as president. Dr. Pescovitz came to Oakland University in July of 2017, bringing more than 30 years of academic, medical and business experience, leading positive change at academic health centers and universities, delivery of bench to bedside discovery and facilitating collaborations between academic and community partners.

Dr. Wasserman: She's a renowned pediatric endocrinologist. She holds the prestigious honor of being elected to the National Academy of Medicine, has published more than 190 papers and books and is a sought after speaker. Before starting her tenure at OU, she served as senior vice president in US medical leader at Eli Lilly. She has served in the dual role of executive vice president for medical affairs at the University of Michigan and the CEO of the University of Michigan health system. She serves as the president and CEO of the highly regarded Riley Hospital for Children in Indianapolis. And she's held numerous academic and administrative positions at Indiana University. We're very lucky as a medical school to have someone so well versed in basically every aspect of what we do from education to being part of the academy, to being involved in healthcare and running a health system.

Dr. Wasserman: This is someone who obviously knows every bit of all of what we do here at the medical school. It's been a real pleasure to have her come. And I hope this doesn't embarrass you, but also when they announced your appointment, the room full of faculty actually cheered. And I'm not sure that that always happens when they announce a president. Perhaps that's, I think the greatest honor that we individually could reflect. It's therefore my great pleasure to introduce to you the president of Oakland University, Dr. Ora Hirsch Pescovitz.

Dr. Pescovitz: Well, first of all, Dr. Wasserman, it's hard for me to see you over there, I'm all at 5'2". First of all, I really want to thank you for that extremely warm welcome. And I really just want to say that I really do feel like a member of the faculty, which I am. It's indeed a great honor and a pleasure to be here. And I guess, I'm sorry that it's taken me a little bit more than a year to get over here. I'm delighted that I'm finally here today. I think that it's really important for you to know that I didn't know that you cheered when I was announced. But I cheered when I accepted the position as president of Oakland University knowing that OUWB was a part of Oakland University. And to be completely candid, I would not have even thought about looking at Oakland University, were it not for the Oakland University, William Beaumont School of medicine.

Dr. Pescovitz: First of all, what I'd like to do is to acknowledge our dean, Dean Robert Folberg and his administrative team, so many of you who sit here at the front for the absolutely, what I think is miraculous work that has been done in a very short amount of time to create this truly remarkable school. I'd like to give all of you right now a tremendous round of applause. I, as you heard, do know a bit about schools of medicine and health systems around the country. And candidly speaking, I don't think that there is another academic medical center, another medical school, another health system around the country that in such a short period of time has accomplished what this medical school has accomplished. And, this is not something that can happen by chance, it is not something that happens out of thin air. It happens because of exceptional and extraordinary leadership. It happens because we have a diligent and remarkable and competent faculty.

Dr. Pescovitz: It happens because we are a part of an extraordinary health system, and it happens because we have tremendous support. And I am cognizant of the factors that make a medical school possible, and we have one here. I have to just tell you that it brings tremendous pride to me personally and to Oakland University to know that we have a medical school of this caliber. The school has already successfully graduated four classes of exemplary students. How do we judge exemplary students? Well, of course we judge them in many different ways. But one of the ways that of course is most important is what happens to them when they graduate. And the fact that these students have now gone on to match at top residencies here in Michigan, of course Beaumont being one of them.

Dr. Pescovitz: But not the only one, other residencies here in Michigan, but around the country is one of those tremendous measures of success. And I have to tell you that as I travel around the country and I talk to my colleagues at hospitals and health systems around the country and other academic medical centers, and they tell me about the graduates of our medical school and how they are faring in residencies around the country, I am blown away by what I hear about the graduates of our OUWB medical school.

Dr. Pescovitz: And this again is not a matter of chance alone. The fact that our curriculum has enabled our students to excel in such an extraordinary way, in such a short amount of time is exceptional. They have mastered the most challenging and rigorous curriculum that students at most medical schools have mastered. But they have also mastered something else that is unique to this particular medical school. The fact also that our medical school today attracts a particular caliber of new medical students is also something that is unique. The class of 2022 has an average premedical school GPA of 3.78. And for the 125 slots of this incoming class alone, we've had more than 8,500 applicants. Again, a remarkable feat. And these students come from all around the country. They are diverse, there are nearly equal men and women in this entering class. And we have 12% of our students who are from underrepresented minorities. And this is a feat which is difficult to accomplish.

Dr. Pescovitz: And I have to say that when I was the CEO of the University of Michigan Health System, we were not nearly as successful in attracting a diverse pool of candidates as we are here at OUWB. I am extremely proud of the kind of students that we're attracting here at our medical school. Our curriculum is also one which is truly second to none. Of course, we teach what all medical students around the country are taught in terms of the basics of what all medical students need to know. But our curriculum, thanks to all of you who have created this unique curriculum is focused on a foundation of compassionate care. And that, I believe is something which truly distinguishes the OUWB graduate from other students around the country. And I see this in the students that I meet, and I hear about it again when I travel around the country.

Dr. Pescovitz: The unique curricular elements that truly impressed me include things like this prism program, the compass program, our medical humanities and clinical bioethics program. And these are just to name a few. I have to admit that a few of the curricular elements are ones that really have a little special place in my heart, like the opera and medicine program. Those of you who know that I have a special place in my heart for art and music, I love the faces for the future program that had a place initially in Detroit and now also in Pontiac. These incredible programs are of critical importance and they distinguish us from medical schools around the country. Our pain medicine program is the only one in Michigan that has a mandatory clerkship in pain management. And our students work with patients not with simulations. And we now have, I understand from the dean a new collaboration with Detroit Mercy School of Dentistry.

Dr. Pescovitz: This interprofessional program drains our students to work with dentistry students in an inner city program. These are just some examples of some of the unique elements of our medical school that distinguish us from many of the other medical schools around the country. But why are our students so exceptional? Yes, the curricular elements are unique, but it is all of you, the faculty of OUWB that truly make our students extraordinary. And you the faculty dedicate your excellence, your competence, your knowledge, your time, your dedication, your effort to ensuring that our students will truly be second to none. And I am in awe of the amount of time and energy that you donate to our students' education.

Dr. Pescovitz: Of course, as you know, I've spent my entire career as you heard from Jason in academic medical centers with a few exceptions. The two and a half years that I was at Lilly, I was in the private sector. And now for the last year and a quarter, I've been overseeing an entire university. But with the exception of that, my whole career has been in academic medical centers. And I have rarely seen a faculty as committed to the education of their medical students as the OUWB faculty.

Dr. Pescovitz: And your commitment is the reason why our students excel in the way that they do. I know of a few remarkable examples of leadership, and I just like to mention a few of these because of course, there are really hundreds of them, but I just mention a few. I know about Dr. Robert Noiva, own OUWB associate dean for preclinical education who has served on the governor's commission to write the statewide curriculum on opioid addiction. This is a major leadership role which is making an enormous difference in how we approach opioid addiction, and we thank you for that significant contribution that you make. Dr. Duane Mezwa, OUWB's chair of diagnostic radiology and molecular imaging who has served as the former chair of the Residency Review Committee and Radiology. Dr. Terry Kowalenko, OUWB chair of emergency medicine, the president of the American Board of Emergency Medicine. And just this week, I listened to his interview on the Wisconsin public radio talking about the role of emergency room physicians.

Dr. Pescovitz: Unfortunately, I know that Terry is leaving us. But it is critical to comment on his important contributions in emergency medicine and here at OUWB. Dr. James Grant, OUWB, chair of anesthesiology, president of the American Academy of Anesthesiology. And the last example I'll give, although there are truly hundreds that I could give, Dr. George Williams, OUWB chair of ophthalmology and incoming president of the American Academy of Ophthalmology. Just look at these few examples of national leadership that we have here in our faculty. Isn't it extraordinary when you think about the roles that our faculty are playing in national leadership? Why don't we give all of these, and all of you a around of applause for what you do.

Dr. Pescovitz: Now, I'm also very excited to learn that on December 1st, Dr. Ramin Homayouni will be joining OUWB as the founding director of population health informatics. The reason I'm so excited about this is because Dr. Homayouni will be our first major research investigator and will be leading the first significant research enterprise that we will have here at OUWB. And I'm thrilled that we will have such a program in population health. But there is already a formidable research environment within the school. For example, in 2017 alone, our faculty published 707 papers in a variety of different journals. That is a pretty impressive publication record. Very impressive. Thank you Linda for starting that.

Dr. Pescovitz: And guess how many publications our students contributed to. Our students contributed to 100 manuscripts in 2017 alone, that too is quite impressive. And I think that too is something to be quite proud of. So in summary, as I said, OUWB is doing a tremendous job. And during the short period of its history to date, it has really been remarkable. And when OUWB is doing well, it makes Oakland University proud. And if Oakland University is proud, I have to say, as president of Oakland, I too am proud. I know that the dean surveyed many of you because he told me he did that, and he asked you what you wanted me to talk about. And the answer didn't come back, tell us how great we are, which I just did. The answer came back, Ora, we want to know what you think we should be doing in the future. What should we look like in the future?

Dr. Pescovitz: What I'd like to do for my remaining time is try to tell you, predict the future. And those of you who know me, and there were a few of you who've actually known me for a long time. Some of you have known me since my days at Michigan. And one of you, Sam Flanders, sorry Sam to call you out, has known me since we worked together in Indiana. Those of you who've known me for a long time know that I wake up with sunshine. I always wake up happy, but at the same time I'm never content. And so what do I mean by that? I'm a happy person, but I'm never satisfied. That's because I subscribe to what Robert Browning said. And Robert Browning said that a man's reach, I always paraphrase that though when I say a person's reach should exceed his or her grasp for what is heaven for.

Dr. Pescovitz: And what I mean by that is, as great as we are, and I just told you how great you were, and we are, we should be better. What I'm going to tell you now is how could we be better? What might we look like in five years let's say that might make us better? And you might say, "Well, this is too aspirational, we can't do it. What would it take? We don't have enough money, it's impossible." Maybe, but that's the way I think. I'm going to tell you that you guys, some of you asked me some of those questions in your responses to the dean's request for questions. That's what I'm going to tell you now. What could we look like? What does it take to be more? Well, we basically to be a more formidable medical school than the one we are, and I already said we were terrific, we need to be better in the tripartite mission.

Dr. Pescovitz: That's what medical schools do, education, research, clinical activity, and it also takes philanthropy. Those are the areas that I'm going to spend a little time talking to you about because that's where we can be better. And I'm never, by the way, going to be satisfied if you invited me in five years after we achieved the things I'm going to talk to you about, by the way. I will also tell you where we could be better yet. I'm going to start at the top, and I'm going to say the first thing is, even though I told you that I go around the country and people say, "Hey, you have great students." One thing is we could have even more national recognition because while a lot of people have heard of, OUWB, a lot of people haven't.

Dr. Pescovitz: One of the things is that we could have a lot more national recognition. What does it take to have more national recognition? Well, it actually takes more excellence in all of these components of the tripartite mission. It means being even better in education, being even better in our clinical mission, and being even better in research. Because until we excel even more, we won't have even more national recognition. I'll just throw out a few examples of what it might mean to be even more or even better. By the way, I think we're really outstanding in research, so I don't have that many ... I mean. in education, sorry, not in research, in education. In education, I don't have a lot of suggestions, but I have a few.

Dr. Pescovitz: I think we could diversify our educational opportunities a little bit more. And what I mean by that is we could have a few more global health educational opportunities for our students. We could send them to some more global health experiences. We could go to some different countries or more targeted countries or offer more experiences that would be more valuable for them. We could give our students more educational experiences in research that would give them better educational research opportunities. We could offer more rural healthcare experiences as well as more inner city experiences, more veterans administration experiences. Even though I'm a pediatrician, when I was a medical student, I had a VA experience. And it was a very good one for me as a medical student. This would be a good experience for our medical students. Those are some examples of what it might mean to be better in education.

Dr. Pescovitz: Let me turn my attention now to research. This is the area where I believe we have the greatest opportunity to do significantly better. I am thrilled that we are starting a population health informatics initiative. This is very important, and it's a great opportunity. And it's one where I believe we have the chance to really make a mark. And it plays on the strengths that we have at Beaumont and the strengths that we already have in the school of medicine, and the strengths that we have in our community. But I believe that we have a long way to go to establish a formidable research base. And if we want to play with the big leagues of medical schools, we do need to establish a more formidable research base. And that means expanding our bench research, our translational research, and our clinical research. Now, you'll say, "Oh, my goodness, that is overwhelming and impossible to do."

Dr. Pescovitz: Well, it's true. It requires recruitment of investigators, successful acquisition of grants, foundation support, appropriate resources to support laboratory and clinical research, and translational research. Yes, it does require all of that, but it results in increased scholarly activity and discovery leads to more publications, more grant activity, more patents, licenses, technology transfer and contributions to economic development and contributions, I'm looking at Carolyn, contributions to the health system. And there are many ways to do this without it being nearly a cost enterprise. We have ways to do this by expanding interdisciplinary collaboration with other schools at Oakland, like our school of engineering and computer science, creating potentially a brand new school of biomedical engineering, something that happened at Michigan under my watch, and something that has turned out to be since I left exceedingly productive.

Dr. Pescovitz: Collaborations with physics and chemistry, biology, psychology, nursing, health sciences, education, and so many more. But not just with Oakland, we could do it with other schools, and it's a wise idea. And furthermore, there are productive and successful investigators at the BRI with whom we should be thinking about collaborating today. If we were successful in this regard, wouldn't it be great to offer our medical students the creation and development of an MD PhD program here as well. And if we're successful there, why not apply for an MSTP program, an NIH funded MD PhD program as well. All opportunities that in my mind are not unrealistic, but actually goals that I believe are attainable within the foreseeable five-year goal for our medical school.

Dr. Pescovitz: Now, how are we going to achieve this? There are many ways, but one of them is to significantly ramp up our philanthropic activity here at the OUWB. We are sitting in one of the wealthiest counties in America, not just in Michigan. We're in the ninth wealthiest county in the country and there's a lot of support. And with increased philanthropic activity, we can increase the number of student scholarships, increase the number of faculty recruit, increase the number of endowed chairs. And yes, it will be possible to build a new medical school building with increased philanthropic activity. And I'm very supportive of the idea of centers of excellence in collaboration with Beaumont, centers of excellence in key priority areas where we already have strength like cardiovascular medicine, cancer, muscular skeletal medicine, pediatrics, rehabilitation, neurosciences, and Alzheimer's.

Dr. Pescovitz: It doesn't make sense to have centers of excellence at Beaumont and none at the school of medicine. These should be done collaboratively together between Beaumont and the school of Medicine. And I'm very excited about the better integration that we have now that is happening between Beaumont health and OUWB and Oakland University. This is something that has been happening, and I'm so thrilled to see how administratively and programmatically we are coming closer and closer together. Personally, I am delighted to be able to do anything and everything that I might do to see such a vision happen in the near future and to pursue any and all of these things. Some of them may not happen tomorrow, some of them can happen immediately. Some of them cost money, and some of them cost will.

Dr. Pescovitz: But the fact that you have accomplished something that frankly people would have assumed was unattainable and frankly a miracle in such a short amount of time, basically, 8 to 10 years makes me believe that any of the things that I mentioned are really just a walk in the park. I'm confident that with the passion and commitment of the OUWB faculty and the community and the support of Beaumont Health and Oakland University, the vision and goals of today will become the reality of tomorrow. Leonard Sweet, a futurist said, your future is not something that you will find, your future is something that you will create. Thank you very much.

Dr. Wasserman: Thank you very much, Dr. Pescovitz. One more round of applause for Dr. Pescovitz for being here with us tonight. Now, as is our tradition, I would like to invite Dr. Robert Folberg, the founding dean and chief academic officer, William Beaumont Hospital up to do the dean's report. Dr. Folberg?

Dr. Folberg: I'm very grateful to all of you for coming out this evening, it's a long day. I usually start my days here before 7 o'clock in the morning, so I sympathize with all of you. I really want to also mention that this is streaming live to our colleagues at Beaumont Troy and our colleagues at Beaumont Grosse Pointe, so welcome to all of you. I also want to recognize that we have some guests here this evening. And I want to start off by recognizing Carolyn Wilson, you've been referenced here by Ora. Carolyn, thank you for coming and representing Beaumont Health this evening. I also want to recognize a special guest, it's a standing invitation. I want to introduce you to Mike Brennan, who is the president of the OUWB medical student government.

Dr. Folberg: It is a tradition for us to keep the faculty assemblies transparent, invite student government to come. Mike, we're very grateful to you. And because one of your colleagues couldn't come because there's a big exam tomorrow. She's the chair of this. You're going to see cards in the back that deal with a brand new tradition at OUWB, it started last year, our medical students hold a social event, which they call the med ball. And beginning last year, they began to invite faculty to come. And I will tell you how important it is when faculty come to this. Last year, Dr. Maddens came. And I believe he was in a Tuxedo, am I right Michael? And it's a lot of fun.

Dr. Folberg: This also is a fundraiser for medical student government. In many medical schools, this is a huge social event, and it's a chance to have the students know that we are behind them. You'll be getting some emails from them, please consider coming. It's going to be at the community center in Birmingham, the community house in Birmingham. With that, I want to call out another special recognition this evening in that President Pescovitz is the first of four Oakland University presidents to come and make the effort to present to the faculty assembly. It's quite remarkable. And again, she's got a phone call coming because I was going to call upon you to thank Ora one more time, but we'll let her answer the phone.

Dr. Folberg: Okay. Now, it's tradition for me to take questions, and I'll be happy to do that afterwards if you wish because the evening is running a bit late. If you have questions, write to me, talk to me afterwards. I'm here almost every day. Let me tell you about something else, if you've ever been up to O'Dowd hall on the fourth floor, you know that it is really an interesting center of activity because we all talk to one another all the time. And I need to tell you that occasionally, there will be a loud noise coming from an office right nearby where somebody will run screaming out into the hall saying, I love my faculty. You know who that is, that's Linda Gillum. And I want to let you know that Linda has announced her retirement from OUWB effective February 4th, 2019. This is Linda's last faculty assembly with us.

Dr. Folberg: And Linda, I wonder if you could come up to the podium and say a word or two about how much you love the faculty. Would you do that for us? She didn't know about this, but that's okay. You know I'm not kidding, just tell them you love them, that's all and you can sit down. Thank you

Dr. Gillum: I guess I'm really speechless because I'm usually the person running up and down the hall making sure things are the way they're supposed to be for all of our faculty assembly meetings. And tonight, I was really happy because I knew the president was coming. I knew that we'd have a great crowd. I didn't really think about this might be my last faculty assembly meeting. But I do love my faculty, and that's why I was the first one to applaud when you announced how many publications they have. They're so special, and it's been an honor to be a part of OUWB. And I'm not ready to leave you all yet, I still have three months, four months. But it's been worth the effort, it's been worth, I think all of the things that we had to do to get this place where it is. And thank you for recognizing all the things that we've done. It's been a lot of fun, thanks Dr. Folberg. I really didn't know, thank you all.

Dr. Folberg: Isn't that better than you asking me questions I can't answer? With the time that is remaining to me, I want to tell you some really other wonderful things about the school. And I want to put it in the context of we need your help with something. You all know that we're coming up on an accreditation cycle. This isn't exactly about accreditation, but it speaks to all of us. And you'll see where I'm coming. And in the middle of this, I'm going to float out some data that came to me through Cynthia, our associate dean for undergraduate clinical education, also Bob Noiva, our associate dean for preclinical education. We're coming up on November 4th. I thought you were going to say November, another day in November. November 4th is the day that we turn our clocks back. And you'll say, "Why is that possible significance to me?"

Dr. Folberg: It's because, I did two residencies, I'm only going to talk about one of them. We did take night call and pathology, Dr. Ducatman knows, people do that. But I'm going to talk to you about experiences I had when I was an ophthalmology resident in an inner city hospital in Philadelphia that had an emergency room that surface the entire Delaware valley, all of Metropolitan Philadelphia. Of the three years is an ophthalmology resident, I always drew the time when they turned the clocks back. In other words, I have the longest night on call ever. That wouldn't have been so bad except for the fact that every year, we would have patients calling the hotline, asking in a panic to speak to a physician, to an ophthalmology resident. And one night, I was so touched when the police came in with a patient who was absolutely out of control, scared. I have to put this into context, and Dr. Stec who is here this evening and a member of ophthalmology faculty will understand this.

Dr. Folberg: Back in the day, we did not have glaucoma medications drops of the type that we have right now. And one of the things that our residents where I trained, and I trained in a very famous hospital in Philadelphia, would do, is they would scare the heck out of patients. And sometimes, what they would say to patients, more than sometimes is if you don't take your drops every six hours, you're going to go blind. What happened in the night when they turned the clocks back? Patients had a gap, a seven-hours stretch. And honestly, some of them had no idea how to handle it because they were afraid that we're going to go blind. Now, why would you actually say something like that to a patient? What would motivate you to do something like that? I'm going to flip to another story, and everyone here who's been at a surgical discipline can sympathize with what I'm about to tell you.

Dr. Folberg: I'm going to look back to the very first time I was allowed to close an eye incision in an ocular case. And like almost all ophthalmology residents, all surgical residents, we practiced suturing, we practiced tying knots, we practiced everything. And the suture that I was asked to place that evening wasn't the critical thing. It was like one of the extra sutures that would make the wound extra nice, but it wasn't really critical. I was so pleased when I got a chance to do that. I placed the suture, and I made sure that the wound was closed but not too tight, that the suture was radial, ophthalmologists will know what that means, so we didn't induce the stigmatism. And I looked up at the attending physician who said the following to me, "Amazing how much abuse the human eye can take," and then he snapped off his gloves.

Dr. Folberg: I can still hear the sound of the glove snapping and walked out of the room. The thing is, that's not the first time that would happen to me, and it wasn't just me. This kind of activity happened to all of the residents. We kind of got used to it, but never really got used to it. You kind of wonder if that kind of, the way we were treated didn't get transmitted down to the way we took care of our patients. Like saying things like, if you don't take the drops every six hours, you're going to go blind. And it was said with that intensity. This came to a head one day. The hospital that I worked in was one of these old really beautiful hospital buildings where there was a big clinic and a courtyard on the first floor, a grand staircase, picture something like this in the old time hospitals, going up to a balcony on the second floor where there were more clinics.

Dr. Folberg: And one day, this is still the time when there was inpatient eye surgery, a lot of rooms there. And one day we heard a very loud sound come from the first floor, and it came from the first floor men's room. A patient went into the men's room, took out a gun and killed himself. What was really interesting about that was the response that the residents. Do you know what they all said, one to the other? Who was the last person who saw this patient? What did they tell him? That was a really sobering moment. And even back then, we began to feel maybe the way we get treated gets transmitted down to how we treat patients. We knew something was wrong. Let me flip ahead a number of decades because we had the common sense way back when I was chair of pathology at University of Illinois, we hired the first assistant chair or vice chair for pathology education. It wasn't done back in the day.

Dr. Folberg: How many people here remember Michele Raible? Flaming red hair. You know what I'm talking about? Well, if you don't know Michele, Michele was my vice chair for pathology education, really the first in the country. And she came up here and became the founding dean of education. She helped to write the infrastructure for the curriculum. And most of you know this, the very sad story that two days after we received permission to open the school, Michele got a diagnosis of chronic myelogenous leukemia. In fact, the physician who made the diagnosis is here with us this evening, and some of you who treated her are here as well. And Michele wanted to see the first students enter this school, she didn't make it. We lost her to a septic episode when she had an episode of neutropenia. She had just finished her last chemotherapy.

Dr. Folberg: I want to talk to you a little bit about Michele's approach to teaching. By the way, can I just share? This is spontaneous, I hadn't planned on doing this. Her husband, Bill Miles was our first clerkship director in psychiatry. Bill loved the school as well. Do you know that on the morning of the commencement of the first class, Bill came over to me and he said, "Could you do me a favor?" How am I going to turn a favor down from Bill Miles? And he took from his pocket what looked like a charm, a charm bracelet. And he said, "Some of Michele's ashes are in here, could you put it in your pocket so she could on the dais when the class graduates?" That's the kind of influence that Michele had in education.

Dr. Folberg: Here's what she did, we were fortunate enough to spend a little money. We partnered with the Department of Education, Medical Education at UIC, which is very well known. And we hired Eileen Harris, very well known medical educator from the University of Minnesota, she was at University of Chicago, University of Minnesota, she came down to us. And she and Michele would put on each month they took a different topic in medical education. And there were two sessions a day. One was breakfast, we served a healthy breakfast, and then we had snacks later in the afternoon. For at least one month and possibly two, I couldn't go into my records, I had lost them, Michele did a session an entire month or two on how to tell a medical student or a resident that their answer was wrong without making them feel bad.

Dr. Folberg: There's an art to it. I can remember some really silly roleplaying as part of that. All of us actually took from that a tool kit that we use to this day. I'll give you one of my favorites because I still teach ophthalmology residents here, and I teach medical students in the clinical setting. I get 15 minutes in the neuroscience course in the second year to teach them too. But they'll come down to the pathology lab and they'll work with me. We ask them questions in a clinical setting, and they give me a wrong answer. And one of my favorite approaches to that, it's not the only one, there are a lot of them is to say, "You know, that's the correct answer to a different question," which is just kind of a gentle way of saying, it's not.

Dr. Folberg: And then I go in, and I ask the question to which they answered incorrectly. We do some learning from that. There are other ways of doing it too. You could say "Gee, Bob, that's really touchy feely." Except for the fact that that creates a student who feels safe in making a mistake and owning up to it, which is really what we're interested in doing. I wish you could have come to O'Dowd hall today to see the support dogs in the first floor because our major finals, our first set of finals is coming up. And the medical school does something interesting in student affairs. They have something called the de stress fest, and there's a lot of activities. But we had support dogs in today. You could say, "Ain't that a little touchy feely." And I'd say, "Yeah, it is," except for the fact are we all talking about physician burnout and depression?

Dr. Folberg: And what we're doing is we are educating our students on how to take care of themselves. We're role modeling for that. It was awesome, everyone had fun, especially the members of the faculty and staff who were petting the dogs all day. It's a bit of a different time where we have to address this. Our kids at the oath that they recite a commencement, each one of the four classes has said, and they write their own notes. You all know about this custom with the aid of our humanities and ethics professors, especially Dr. Wasserman, who's here this evening. Each class has said, I promise I will care for myself so I may care for others. But part of them having that warm and sensitive feeling is how they get treated.

Dr. Folberg: I'm not speaking not only of medical students, I could be extending this a residents. I could be extending this to nurses, translators, transporters, PharmD’s. I mean, everybody, because after all, we aspire to the workplace of choice, Carolyn, right? We also aspire to an ideal work and learning environment. Sometimes I will hear, I want to show you how this translates out. Sometimes I will hear a medical student say to me and to others, they say to others, "At OUWB, I feel cared for." And my answer is, "Thank you, that's great to know. Now, you know how we want your patients to feel when they're under your care." You kind of get the idea? We're role modeling all of this for them.

Dr. Folberg: I want to share some really cool stuff with you. Every year, right before commencement, the AAMC, Association American Medical College asks graduating medical students to fill in a very lengthy questionnaire. And this year, we had an exceptionally good response rate, about 80%, 87%. 86%, thank you, Cynthia. I straddled both sides of that. And I want to tell you, if you look over arching, the satisfaction that our graduates have of this program, we're in the top 10% of medical schools in United States, above the 90th percentile, and they don't actually break it down any more than that. And how does that translate into academic success? I'm going to give you a statistic that I'm going to ask you not to repeat, and we don't publicize this because there's nowhere to go, but down. Among the current third year class in this school, 100% pass step one on their first try.

Dr. Folberg: That's 120 plus students. And what's really awesome about that is you know that we don't necessarily recruit students here on the basis of the very highest MCAT scores and the very highest GPAs. We won't recruit anybody into the school unless we know that they have the intellectual horsepower to make it through, but we're looking for the other things. We speak here about virtuoso physicians. You have to hit all the notes correctly, but we want some musicianship behind it. After all, that's the basis of patient and family centered care in the health system. We're kind of like wrapped around Beaumont with that. Here is a remarkable thing folks, despite the fact that they aren't necessarily the best test takers, they're really good test takers, but they're not the best. We're not recruiting at the 90th percentile of MCAT, still 100% pass rate. And you want to know something else that's really remarkable about that is that we don't hold anybody back.

Dr. Folberg: Sometimes when you hear of high pass rates on step one is because the school doesn't permit students who are not pretesting well to take the exam. Now, part of that success is because we have great students. And as Linda says, I love my faculty. We all say we love our students, but it comes back to we love our faculty because they don't get to succeed to that level without you, without you teaching them the knowledge and without you imparting the technical skills. And every one of you role models for them what they aspire to be in a physician.

Dr. Folberg: We go back a ways to the very beginning of this medical school, and we had focus groups, you can remember. It was a tough time, 2008, it was not a happy time in the United States. Southeast Michigan was at the depth of economic distress. People in the hospital were saying, "Oh, we just need another unfunded mandate like a medical school." Really, you want to start this now? And yet the faculty bonds together. You came together, and it was you who decided the composition and the nature of this medical school. Students own success, you as faculty own a large share and a large measure of that success. And I will speak for myself, I will speak for the students. Mike, I think we can say it in expressing gratitude to our faculty. Do you know, you don't get to experience this part of it here at Beaumont, but we get to see it over on the OU campus just because of location.

Dr. Folberg: It's not unusual right before the winter holiday for a van to drive up right before O'Dowd down hall and out emerges the largest display, the edible arrangements cells. And typically, there's a card thanking the faculty for a wonderful full semester. That doesn't happen a lot. And remember please that about 50% of what goes on in the basic science curriculum as Dr. Noiva points out is delivered by Beaumont faculty. Congratulations, it's an awesome accomplishment.

Dr. Folberg: Now, what we're going to need some help, I told you about the great statistics in the satisfaction. We do need some help with the learning environment not only for students but for residents, and everybody else. And there's some things that were mandated to do that we didn't have to do in the past. Dr. Ledford is going to be putting together a learning environment group that hopefully will span the continuum of medical education because we can't do it just with undergraduates, you have to deal with everybody. And you're going to be hearing a lot about this. There are some things that we have learned about the LCME site visit, which is around September 15th next year that are new. They're going to actually have breakfast with residents, they didn't use to do that and ask them, "How's it going, how do you feel?"

Dr. Folberg: They're going to spend a dedicated session on the learning environment. It's not just to pass the accreditation, it's because that's the type of physician that you and we decided we're going to train. As President Pescovitz says, it's not just the technical skills, it's that special qualities that make an OUWP student stand out. And just to wrap this up, put a bow on the package. I hope I'm not going to embarrass Professor Wasserman here, sends me an email two Fridays ago. And I will anonymize the student, I won't mention the student in here. Jason, you know as chair of the admission's committee, and he interviews student applicants. And here's Jason's email to me. I interviewed a prospective medical students today who works at Emory in Atlanta as a patient care advocate. And I asked him how he became interested in applying at OUWB. And he told me he met a resident who always seemed to care about and pay attention to the patient's social and emotional needs, their insurance situation, etc."

Dr. Folberg: "He's the only doctor I've ever seen do that. He asked where she went to medical school, and it was OUWB." And Jason continued and said. "Anyway, I thought immediately about how this is coming to life of one of the founding aspirations of the school, this is what you as a faculty created with us. I know by how you practice medicine, you must have trained at OUWB." To all of you, congratulations. And I'm going to ask for a virtual fist bump that we're going to make that learning environment a priority. Can I do that for you? You're all awesome because that's how we greet our medical students. I'm very grateful to you all. Thank you so much. Thank you Ora coming. I am a guest here, so I'm going to turn the program back to my host, Dr. Wasserman, who is the president of the faculty assembly. Jason, thank you.

Dr. Wasserman: Thank you, Dr. Folberg. We just have a very few number of announcements. We will have an OUWB reception if you're going into the AAMC meeting in Austin in November, please look out for information about the OUWB reception. You can see that there. There is a curriculum retreat, our annual OUWB curriculum retreat, November 16th, Automation Alley, which is in Troy, a nice central location. There will be a plenary session on an area of interest. Do we know what that is yet? It'll be an amazingly interesting once we determine what it is. But most importantly, that's where we do a lot of the work, innovating on the curriculum and really coming together to make this thing flow. That's a very important meeting. Spring faculty assembly will be April 16th. We don't get a lot of input, but we are going to continue to solicit items for inclusion on the agenda. And we do want to see the faculty assembly become more of a working group in that regard.

Dr. Wasserman: Please think of things that you would like to have a discussion about at this meeting. Dr. Stec and I are committed to a sort of amplifying that aspect of what we do here. When you see that call, please avail yourselves of that. Commencement, always the highlight of the year will be May 10th. And then as we do every year, it's become our tradition, the week of commencement, we will have medical education week, which always brings with it innovative programming and new ideas I get every year to bring into the classroom. Those are some announcements. I will ask for any other announcements or issues for the good of the cause. It says motion to adjourn, but technically according to Robert's rules, if you finished the agenda, you don't need a motion. Can I have a motion to adjourn? Motion to adjourn, and we will adjourn. Thank you very much for our special guests, and thank you to all of you.


Spring 2019 Faculty Assembly Meeting

Tuesday, April 16, 2019



Faculty Assembly Meeting Minutes