Mark R. Speicher, PhD, MHA

Associate Dean for Academic Affairs


Midwestern University College
Arizona College of Osteopathic Medicine
Glendale Hall 312
19555 N. 59th Ave.
Phoenix, Arizona 85023
Office: (623) 572-3214
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EDUCATION

Ph.D. Public Administration Arizona State University, Tempe AZ 2009
M.H.A. Health Administration Duke University, Durham, NC 1985
B.A.S.W. Social Work The University of Akron, Akron, OH 1983

RESEARCH SUMMARY

Evaluation and Statistical Methods

My research centers on applying rigorous methods to student and faculty performance in order to determine success factors and effective interventions so that we can improve outcomes for our students in classes, on examinations (including COMLEX and USMLE), in clinical rotations, and in the residency match. My research improves the individual applicability of evaluative evidence both through appropriate methods (such as subgroup analysis and propensity scoring) and through delivery of the evidence that engages the student fully in improving his or her performance. Finally, my research explores the impacts on patients from the quality, number, and specialty choice of the physicians we train. 

I have worked in both pre-clinical and clinical areas in medical education, researching both student and faculty performance. My research questions have ranged from the specific (do particular teaching tools work?) to the general (what predicts success in the residency match?) but my questions all have a general application to students, which is greatly informed by my position in the Dean's Office. I have used a variety of research methods, ranging from survey methods to machine learning ("big data") techniques. My research output has ranged from published articles in respected publications to online tools using data modeling for direct, individual use by students and faculty.

Research projects

Project I: With increasing pressure on students and faculty to improve students learning to increase learner performance in high-stakes settings (such as COMLEX, USMLE, and EPAs), what learning methods are most appropriate for students in all performance categories, and what works best with learners in the lowest performance quartile?

Project II: What data most effectively predicts the performance of teachers or learners? New statistical methods developed for use with "big data" have made prediction more reliable and more attainable in a number of settings. Can prediction be applied to medical school performance?

Project III:  What educational settings or environments (e.g., lectures, workshops, bedside) are most effective? How do characteristics of the content, the teacher and the learner impact the effectiveness of the educational environment?  

Project IV:  What is the impact of medical students on the practice of medicine and how is medical education related to later practice?

Selected Publications - Full List

Students do not reduce patient satisfaction in a family medicine clinic as measured by a nationally used patient satisfaction instrument.
Speicher MR, Sterrenberg TR.Fam Med. 2015 Mar;47(3):227-30.

The Picmonic(®) Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform.
Yang A, Goel H, Bryan M, Robertson R, Lim J, Islam S, Speicher MR.Adv Med Educ Pract. 2014 May 8;5:125-32.