Before she started at OUWB, Sarah George knew she would have to complete a four-year research capstone project, but didn't realize how impactful it would be for her — especially with regard to professional development. 

Then she dug into her project and it clicked.

The fourth-year medical student says she discovered that research didn’t have to mean being stuck in a lab, that she could take a deep dive into a topic that she was passionate about, that there are benefits to working with mentors, and that such projects open doors to new opportunities — including providing an advantage during residency interviews.

“My thought process about research really evolved because I was shown that whatever you’re passionate about, you can find a way to do a project on it,” she says.

And it was all because of Embark — the four-year longitudinal curriculum at OUWB. The program consists of structured coursework in research design and implementation, compliance training, research communication, and scholarly presentation. There’s also protected time to develop mentored projects in a wide-range of community and health-related settings.

George’s work, along with that of her classmates from the OUWB Class of 2025, can now be found here. To date, the Embark projects from the class have accounted for a total of 92 presentations and awards with 25 manuscripts that are under review for publication or already published.

“We are immensely proud of the Class of 2025 and grateful for the dedication of the faculty mentors and research staff who make Embark possible,” says Kara Sawarynski, Ph.D., assistant dean, Accreditation and Continuous Quality Improvement, and co-director, Embark. 

‘A very substantial background’

According to Sawarynski, what makes Embark “truly unique” is the “breadth of scholarly pathways students can pursue — ranging from clinical and basic science investigations to medical education, humanities, and community-based research.”

“Coupled with strong, personalized mentorship from OUWB, OU, and Corewell faculty, Embark provides a structured yet flexible framework that supports each student’s academic growth and professional identity formation,” she says.

George’s project was called “Examining Inclusive Language in Clinical Narratives in Medical Biochemistry Textbooks to Model Equitable Patient-Centered Care in Preclinical Undergraduate Medical Education.”

Her mentors were Akshata Naik, Ph.D., assistant professor, Department of Foundational Medical Studies, OUWB, and Brianne Lewis, Ph.D., assistant professor, Central Michigan University College of Medicine (formerly of OUWB). (M4 Min Young Kim also was a co-author.)

George says finding the right mentors is “the most important aspect of the entire process.”

“Dr. Naik and Dr. Lewis have so much experience…they knew how to help me take an idea I was passionate about and turn it into something that you can communicate to people through publishing, conferences, and so on,” she says.  

In addition to being the subject of presentations at five conferences and published in Medical Science Educator, George’s project was named Kenneth J. Matzick Embark Program Competitive Scholarship Manuscript of the Year for 2024.

Her Embark project also helped her during residency interviews. (In March, she matched in psychiatry at University of Michigan Hospital in Ann Arbor.)

“I do think it gave me somewhat of an advantage because I was showcasing something that was unique to me, but also had these objective metrics,” she says. “I was able to publish it, and I received this award…it gave it a very substantial background.”

Advancing science, patient care

Dwayne Baxa, Ph.D., associate professor, Department of Foundational Medical Studies, also serves as Embark co-director.

He says the value of Embark goes further than tangible outcomes such as publications and awards. Specifically, he points to the professional growth Embark yields consistently.

“Through the research process, students develop skills that are indispensable to modern medical practice: critical thinking, adaptability, project management, and the ability to communicate complex ideas clearly,” he says.

Feedback from alumni consistently reinforces that the competencies honed during Embark have served them well in residency and beyond, he adds.

“Not only for research but also for quality improvement initiatives, leadership roles, and evidence-based clinical decision-making,” says Baxa.

George, for example, says she has already thought about ways she can continue research as a resident.

It’s the kind of outcome that falls directly in line with OUWB’s mission statement, which is “to develop compassionate physicians who are dedicated to improving the health of their communities, collaboration, and lifelong learning.”

And it’s exactly why OUWB officials consider Embark a successful program.

“(Embark) not only enriches the educational experience of our students but also strengthens the culture of inquiry and continuous learning at OUWB,” says Baxa.

“As we celebrate this year’s projects, we also look forward to seeing how these students will carry their scholarly skills forward into their medical careers, advancing both science and compassionate patient care.”

For more information, contact Andrew Dietderich, senior marketing specialist, OUWB, at [email protected].

To request an interview, visit the OUWB Communications & Marketing webpage.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.