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

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

2015-2016 Fellows

Meet the 2015-2016 Fellows



Claudio Cortes, D.V.M., Ph.D.

Dr. Cortes joined the Oakland University William Beaumont School of Medicine in June 2014 as an Assistant Professor in the Department of Biomedical Sciences where he teaches Immunology to M1-M2 students. Prior to joining OUWB School of Medicine, Dr. Cortes worked at Medical University of Americas and University of Toledo College of Medicine. He received his Ph.D. in Molecular, Cell Biology and Neurosciences (2006), as well as his D.V.M. from the University of Chile in Santiago (1996). Dr. Cortes is working to determine the role of complement system and platelet-monocyte/aggregation in atherosclerosis. His other research interests includes; generation of software to enhance the education of medical students, create online educational modules, create a mentorship program between OUWB and HOS (Hispanic Outreach Service), and work in initiatives to improve health outcomes in our community.

FME Project

Self-directed learning and interpersonal communication are essential for modern physicians. Our aim is to create an instructional method that requires little preparation and utilizes constructivist principles to effectively promote self-directed learning, interpersonal skills, and higher-order levels of cognitive skills. In collaboration with Dr. Taylor, we want to create an instruction that uses Google Drive, a cloud-based document-editing application, to implement our instructional method called Google-based learning (GBL), and demonstrate the use of GBL to integrate microbiology and immunology in a first-year medical student class.

Inaya Hajj Hussein, Ph.D.

Dr. Inaya Hajj Hussein is an Assistant Professor of Biomedical Sciences at Oakland University William Beaumont School of Medicine. She holds a Ph.D. in Molecular and Cellular Biology from the University of Louis Pasteur in Strasbourg, France. Her teaching experience includes: Histology, Anatomy, and Neuroanatomy to medical students as well as Anatomy and Microbiology to Allied Health Professions. She is on many standing and adhoc committees. Her research interests include basic and applied medical research focusing on Inflammatory Bowel Disease, Wound Healing and Medical Education. She performed multiple field studies on HIV/AIDS and sexually transmitted infections. She is a member of many professional societies and on the editorial board of a good number of professional scientific journals. She is the author of more than 34 scientific articles and chapters in international scientific journals.

FME Project

Basic Sciences to medical students are commonly taught by teachers with various educational backgrounds and training. Moreover, teaching assessment based on student ratings has shed light on important aspects of the teaching-learning process. Consequently, it would be worth investigating the expectations of the medical student from his/her teacher of basic/clinical sciences. The aim of this study is to try to find an answer to such a relevant question, taking into consideration the varied educational backgrounds of the teachers ranging from clinicians (MD) to basic scientists (Ph.D.) or a combination of both. This work will explore the characteristics of a good basic/clinical science teacher as perceived by medical students. It is believed that the opinion of medical students M1 and M2 is essential to define the characteristics of a good basic/clinical sciences teacher.

Alexandra Halalau, M.D., F.A.C.P.

Dr. Halalau

Dr. Alexandra Halalau completed her Internal Medicine residency at Beaumont Hospital. Upon graduation, she joined the outpatient faculty associated with the Internal Medicine Residency Program. She currently serves as the Medical Director of the Internal Medicine Clinics: Outpatient Clinic and Berkley Internal Medicine Clinic. She has been an Assistant Clinical Professor at Oakland University School of Medicine since 2011. Dr. Halalau serves as the Evidence Based Medicine course Co-Director for second year medical students. She has been very involved in medical education research related to innovative ways to teach evidence based medicine, and in clinical research related to diabetes, substance abuse, transition of care and quality improvement. She trained in clinical research at Harvard Medical School through “Principles and Practice of Clinical Research” course.

FME Project

Evidence-based medicine (EBM), essential to deliver up-to-date care of the highest quality relies upon the physician’s ability to effectively understand and translate research into practice. There is no consistent standardized approach to teaching EBM concepts and critical appraisal skills during training. Inconsistent or limited exposure to applying EBM concepts to practice makes it difficult for the residents to integrate it into their daily practice patterns. Dr. Halalau developed and implemented the evidence based medicine curriculum for the internal medicine residents. Her goal is to evaluate the impact that the implementation of a structured 12- month curriculum providing education on core EBM concepts has upon the EBM skills and knowledge of internal medicine residents.

Sarah M. Lerchenfeldt, Pharm.D., BCPS, BCOP

Prior to joining OUWB School of Medicine, Dr. Lerchenfeldt was a Clinical Pharmacy Specialist in the Bone Marrow Transplant department at Karmanos Cancer Center in Detroit. Dr. Lerchenfeldt was actively involved with the Pharmacy and Therapeutics Committee, as well as the Antimicrobial Subcommittee. She was a preceptor for Wayne State University and University of Michigan pharmacy students, Detroit Medical Center PGY1 pharmacy residents, and Karmanos Cancer Center PGY2 pharmacy residents, where she provided guidance on pharmacy and patient-related issues and engaged students and residents in active learning, including patient evaluations and pharmacokinetic dosing. Dr. Lerchenfeldt earned her Doctor of Pharmacy (Pharm.D.) at Ohio Northern University Raabe College of Pharmacy in Ada, Ohio. She completed her PGY1 Pharmacy Practice Residency at Harper University Hospital and her PGY2 Oncology Pharmacy Residency at Karmanos Cancer Center in Detroit.

FME Project

Effective learning techniques have helped students produce meaningful gains in academic performance. Although many students develop effective learning techniques independently, some are probably using ineffective strategies and may benefit from study-skills instruction. Dr. Lerchenfeldt plans to investigate the relationship between learning techniques and academic achievement for first and second year medical students. The study will also investigate the perceived barriers that students have to using the most effective learning techniques. Based on the results, a study skills session may be offered to all students, with the goal of aiding in the development and maintenance of effective study skills across the curriculum.

Ameed Raoof, M.D., Ph.D.

Dr. Ameed Raoof joined Oakland University William Beaumont School of Medicine in August 2013 as a Visiting Professor and as fulltime faculty in May 2015. Prior to joining OUWB, Dr. Raoof was an Assistant professor of anatomy and medical education at the University of Michigan Medical School where he served as the Director, Division of Anatomical Sciences 2010-2012, and Director of the Anatomical Donation Program. During his career at the UM Dr. Raoof received several national and university teaching awards. Dr. Raoof has been a member several professional organizations including the American Association of Clinical Anatomists, American Association of Anatomists, International Association of Medical Sciences Educators, Association of Medical Education in Europe, International Society for Plastination, and the Association for the Study of Medical Education. Dr. Raoof published more than 20 articles in peer-reviewed journals. His research work has been on enhancing the role of plastination in anatomy education; assessing and improving the effectiveness of peer presentations/evaluation during gross anatomy lab sessions; and on assessing the effectiveness of innovative teaching methods in the undergraduate anatomy course.

FME Project

This work aims to enhance first-year medical students' professional attitude through the proper handling of cadavers; correlating dissection findings with the cause of death; and recording dissection notes in the anatomy laboratory. The rational was to create a deeper and a more meaningful appreciation of the cadaver's role in facilitating anatomy education. A survey was administered at the end of the semester to assess students’ opinions about these measures. Participation rate was 93%. More than 47% agreed that the new measures helped improve their teamwork skills; relationships with donors; and ability to express empathy. However, only 35% believed that the new measures improved their ability to cope with death. The new measures had positively influenced students' perception of the cadaver as an individual and recognizably promoted respect, better teamwork, and empathy. The survey will have a more significant impact if measures are reassessed regularly, and responses of future students are analyzed and compared to ensure a sustainable outcome.

Tracey Taylor, Ph.D.

Dr. Taylor joined the Oakland University William Beaumont School of Medicine in August 2014 as Associate Professor of Microbiology. She teaches microbiology and infectious diseases to M1 and M2 students. Dr. Taylor was awarded her Ph.D. in Microbiology and Immunology from the University of Western Ontario in London, Ontario, Canada. She then completed a post-doctoral fellowship at the University of Alberta in the Department of Cell Biology. Dr. Taylor main research interests are in microbial pathogenesis and she has worked with a variety of pathogens, including the viral pathogens West Nile Virus and HIV, and the bacterial pathogens Pseudomonas aeruginosa, Burkholderia cepacia, Plesiomonas shigelloides, and Staphylococcus aureus. More recently, Dr. Taylor has initiated some medical education research projects, including the use of student labs in microbiology and peer evaluation by medical students.

FME Project

Medical schools often utilize peer feedback as an exercise for students to practice providing meaningful feedback to their peers with the long-term goal of students gaining the skills needed for productive interprofessional teamwork in their future careers. My FME project will explore whether M2 students utilize the peer feedback that they receive during Capstone in the M2 year at OUWB. I expect to find that if the peer feedback is of a good quality, students will utilize the feedback and make changes to their oral presentations of their Capstone research during the second presentation. If the majority of the feedback is not of a good quality, it will be more difficult for me to make any conclusions from this study. The ability to effectively communicate research goals and findings is critical in medical school and the medical practice today, as evidence-based medicine is the mainstay of clinical practice.

Brent J. Thompson, Ph.D.

Dr. Thompson joined the Oakland University William Beaumont School of Medicine in 2014 as an Assistant Professor of Biomedical Sciences. He is a Course Director for the Anatomical Foundations of Clinical Practice Course (AFCP1&2) and teaches Gross Anatomy and Histology. Dr. Thompson also serves on the multiple OUWB committees including the M1/M2 Curriculum Subcommittee and the Curriculum Evaluation Committee, and is Chair of the Capstone Presentation Committee. Prior to joining OUWB Dr. Thompson was as an Assistant Professor in the Departments of Cellular and Structural Biology, and Pharmacology at the University of Texas Health Science Center at San Antonio, where he directed a Neuroscience Research Laboratory and taught Histology in the Medical Curriculum. Dr. Thompson’s research interests include: the role of serotonin and the serotonin transporter in neurodevelopmental and psychiatric disorders such as autism and depression; the impact of poor maternal nutrition on development of the serotonergic nervous system; anatomical variation; and diversity issues impacting willed body programs and medical education.

FME Project

We made the observation that the cadavers used in most gross anatomy labs are nearly 100% Caucasian, regardless of what the local population looks like. This raises the questions: “Does lack of diversity in the gross anatomy lab impact medical student learning?” and “What factors influence the willingness of minorities to make a whole body donation?” Ongoing research is utilizing surveys and focus groups to address these questions. The data collected will provide the basis for future community outreach activities and hopefully greater diversity in the gross anatomy lab.