Leveraging and Assessing Student Thinking

Stacey Pylman, PhD is an Associate Professor and Director of Continuing Medical Education in the Office of Medical Education Research and Development at Michigan State University, College of Human Medicine in East Lansing, MI. Pylman received her doctorate in Teacher Education at the College of Education at Michigan State University. Her primary role is instructional coaching and faculty development for medical educator faculty. She also works directly with community faculty and faculty across the nation on teaching and learning projects that focus on teaching effectiveness, precepting skills, active learning strategies, online teaching, and student learning. Pylman also serves on the Faculty Development Special Interest Group in the AAMC Central Group on Educational Affairs (CGEA), serves on The Generalists in Medical Education Steering Committee, and manages the DR-ED Listserv. In 2022, Pylman received the AAMC CGEA M. Brownell "Brownie" Anderson Early Career Medical Educator Award.

Pylman’s teaching and research interests in medical education include faculty development, effective teaching practices, clinician-educator action research, co-teaching, instructional coaching, active learning, questioning, and clinician-educator identity development. She has published articles on questioning in medical education, effective instruction in simulation, and medical educator development programs.

Rachel Moquin, EdD, MA is an Associate Professor and the Associate Vice-Chair for Faculty and Educator Development in the Department of Anesthesiology at Washington University School of Medicine in St. Louis. Dr. Moquin currently works as a medical education and faculty development specialist, primarily focused on enhancing the teaching skills of clinician educators, as well as supporting faculty in educational scholarship and research, curriculum and assessment design, and integration of adult learning theory into educator practice. Her key areas of interest are qualitative research methods, effective feedback practices, active learning and learner engagement, professional identity formation, and learner remediation.

Dr. Moquin received her master’s degree in Curriculum and Instruction from the University of Mississippi and her Doctoral degree in Education Leadership and Policy from Vanderbilt University. She is currently involved in research projects in the areas of clinician educator development, professional identity formation, curriculum development in graduate medical education, and communities of practice. She is also a co-convener of the Faculty Development Special Interest Group of the Central Group for Education Affairs through the AAMC.

Amy Greenberg, MEd is the Director of Student Success in the Office of Medical Education Research and Development at Michigan State University, College of Human Medicine in East Lansing, MI.  She works directly with faculty on teaching and learning projects that focus on teaching effectiveness, supporting students in their transition to medical school, supporting metacognition for both educators and students, and other aspects of student success.

Greenberg is currently a doctoral student in the Higher, Adult and Lifelong Education (HALE) program at Michigan State University. She has diverse interests in teacher education/development, metacognition, clinical reasoning and leadership development. Greenberg’s work in medical education is focused on the nexus of teaching and learning at the level of the individual and the institution. She explores how preceptors promote metacognition and learning in students. She is also interested in how medical students develop both their clinical reasoning skills and their professional identity. She has published articles on questioning in medical education, the role of self-regulated learning in medical education and medical educator development programs.