Collaboration Opportunities


Posted: 01 Aug 21:33

Elyse B - Oct 2013, Apr 2014

6/28/13- LCR for Grants page, will add links to Application Instructions and Previous Grant Recipients (pdfs or own posts) after launch.

7/1/13- LCR (same as above)- CDIM and STFM grant info. to be posted after launch (when text is available)


MedU is dedicated to delivering the best health care education through collaborative development and research into innovative, high-impact teaching and learning methods. Research and scholarship are fundamental to our mission, in order to advance medical education, inform the creation of our virtual patient cases, and support the academic needs of our collaborators.

In the 2015-16 academic year, MedU will be conducting a comprehensive review of our grant program. During this process, we will not be offering the MedU Research Grant, which normally has a late-October letter of inquiry deadline. We will, however, be offering our own CORE Small Grant and grants in partnership with the Council on Medical Student Education in Pediatrics (COMSEP), the Clerkship Directors in Internal Medicine (CDIM), and the Society of Teachers of Family Medicine (STFM).

Various guidelines, past awards, and important external links are available below. Any new deadlines, policies, or procedures will be posted here and linked in MedU News.   


MedU Research Grant

We are not currently offering the MedU Research Grant, which normally has a late-October letter of inquiry deadline, while we conduct a comprehensive review of our grants program. Details about past MedU Research Grant policy are provided below, but are no guarantee of future administration. Please check back periodically for any updates. 


MedU seeks to support research questions of importance not only to the medical education community, but also to the broader higher education and educational technology communities. MedU's virtual patient cases are widely used across a large number of institutions. Each year, more than 40,000 users, predominantly but not exclusively medical students, complete more than 1,000,000 case sessions. MedU's web-based case software infrastructure continuously collects granular data on case use (see Research for detailed information about the types of available data). Additionally, the case platform has the ability to deliver alternate versions for research purposes, creating a unique research potential.

Funding Priorities

MedU is particularly interested in research, both qualitative and quantitative, in the areas of learning analytics, instructional design, and effectiveness studies. Proposals in these areas that best capitalize on MedU’s data and infrastructure will receive higher priority. Multi-institutional and cross-disciplinary studies will be viewed favorably, but well-designed and adequately powered single institution or single discipline studies are also acceptable.

Budget Information

MedU Research Grant projects should be completed in one or two years. We normally expect to fund 2 to 5 projects, ranging from $10,000 to $25,000 each. Project administrative charges (indirect expenses) are limited to 10% of the total direct project cost. For approved grants, MedU will provide in-kind grant support for data access and analysis needed to achieve the research goals. MedU will work with the project team to collaboratively define the extent of this support up to an amount equal to the grant award.


MD, PhD, or EdD investigators. Principal investigators not at the doctorate level will need a letter of support from a doctorate level research sponsor.

2014 - 2015 Grant Recipients

Susanne Lajoie, PhD (McGill University) - Using Learning Analytics to Assess Clinical Reasoning in an Online Learning Environment
Katherine Picho, PhD (Uniformed Services University) - The Impacts of Cognitive Load on Diagnostic and Therapeutic Reasoning during the Medical Encounter

2013 - 2014 Grant Recipients

Michael Aylward, MD (University of Minnesota Medical School) - Project DART (Dynamic Asynchronous Rater Training)
Diane Levine, MD, FACP (Wayne State University/Detroit Medical Center) - Intention to Tweet:  A New Twitter Based Educational Intervention for Medical Students in Internal Medicine Clerkship
Erin O’Connor, MD (Temple University School of Medicine) - The effects of implementation of flipped classroom instruction in radiology on students’ task value, achievement emotions and academic success: a comparison of flipped-classroom pedagogy to traditional didactic instruction.

MedU Grant to COMSEP (formerly the CLIPP Small Grant Program)


MedU is pleased to be co-funding a new pediatric medical education grant opportunity from COMSEP that promotes and supports innovative educational scholarship that is designed, implemented, and evaluated by COMSEP members. Selected educational grant(s) will be supported for a total of $5,000. To be awarded, the principal investigator must be a member of COMSEP and the grant topic must promote exemplary teaching practices, advance innovation and scholarship in medical student education in pediatrics, and foster the personal growth, professional success, and collaboration of COMSEP members.

In the past, MedU administered its own CLIPP Small Grants Program in order to facilitate the effective integration of CLIPP into medical student learning opportunities.

2014 - 2015 CLIPP Small Grant Recipient

Hena Akhtar, MD (Winthrop Children’s Medical Center) (Principal Investigator)
Comparing CLIPP Web-based Learning versus Using Review Article Pre-reading in Evaluating the Performance of Medical Students in Simulation Skills and Knowledge. With advancement in technology, the question arises: which method would learners accumulate and retain knowledge the best? Is it through e-learning or review article reading? The study is to introduce learners to the knowledge and skills required to assess children with respiratory distress based on the history and physical exam, synthesize the information into appropriate diagnosis in determining the etiology and formulate management plan by randomizing them into the e-learning and reading review articles as a pre-assignment to determine via which method does learning occur the best. The hypotheses is that a learner using e-learning will obtain 15 points higher performance scores as compared to those assigned to review articles reading.

2013 - 2014 CLIPP Small Grant Recipient

Colin M. Sox, MD, MS (Boston University School of Medicine) (Principal Investigator)
Can a web-based self-study module improve the quality of students' oral case presentations? This will be a multi-institutional project, studying an innovative tool, across pediatric clerkships at the following institutions:

  • Boston University School of Medicine
  • Case Western Reserve University School of Medicine / Rainbow Babies & Children's Hospital, Cleveland, OH
  • Oregon Health & Science University
  • University of Maryland School of Medicine

CORE Small Grant - Now Accepting Letters of Intent Due March 15, 2016 


The purpose of the CORE Small Grants Program is to facilitate the effective integration of CORE into medical student learning opportunities. Studies have demonstrated that student perception of learning is enhanced with effective integration of computer-assisted learning. A second and equally important goal is to enhance the scholarly work of radiology educators by providing support for innovation, evaluation, and research.

Funding Priorities

All scholarly projects which target the integration of CORE cases, associated teaching, and assessment tools will be considered for funding. Integration is defined as modifying the teaching/learning approach to ensure the cases are integral to the students' learning in the course. We are open to both qualitative and quantitative research projects, as well as other scholarly projects, which include development and piloting new curricula, novel teaching methods, and validation of assessment methods. Projects should be completed in one or two years. We expect to fund one or two projects with budgets ranging from $5,000 - $10,000 for each project.


Student radiology educators at an institution subscribing to CORE.

Letter of Intent Instructions

Letters of intent must be submitted by March 15, 2016.

An initial letter of intent will begin the application process. It should be no more than TWO pages and should describe:

  • Title, principal investigator, contact information, applicant institution
  • Project objectives
  • Project rationale and significance 
  • Description of methods and timeline
  • Brief budget outline

Letters of Intent should be submitted to All Letters of Intent will be reviewed by the CORE Small Grants Committee. Factors that will be considered include: significance, innovation, and approach. Applicants with the most promising submissions will then be invited by April 15, 2016 to submit a full grant proposal.


March 15, 2016 - Letters of Intent due
April 15, 2016 - Full proposals invited
June 1, 2016 - Full proposals due
June 17, 2016 - Awards announced

2015 - 2016 Grant Recipient

The latest $10,000 two-year CORE Integration Small Grant was awarded to Principal Investigator Lee A. Myers, MD, Assistant Professor of Clinical Radiology at the Keck School of Medicine at the University of Southern California. The goal of Dr. Myers research is to determine if using MedU CORE cases and workshops during the first month of radiology residency will help improve homogeneity of basic knowledge and act as a primer to promote learning throughout residency. The study will explore whether a special one-month course can foster confidence and act as a primer to promote success during residency.

MedU Grant to CDIM

MedU has built a powerful medical education system in collaboration with CDIM. To encourage further research, broader collaboration, enhancements to the existing MedU tools and potential development of new tools, MedU provides $10,000 to the CDIM small grants program each year to fund one or two projects. Past jointly-supported MedU-CDIM grants include one to Maj. Temple Ratcliffe, MD, of the Uniformed Services University of Health Sciences for his research on the impact of contextual factors on clinical reasoning.

MedU Grant to STFM

MedU has built a powerful medical education system in collaboration with STFM. To encourage further research, broader collaboration, and enhancements to the existing MedU tools and potential development of new tools, MedU provides $10,000 to STFM each year. STFM has integrated MedU’s grant into the Council of Academic Family Medicine (CAFM) Educational Research Alliance program, aka the CERA program. CERA regularly surveys its membership and allows researchers to piggyback on those surveys for their own research. MedU funds are used to support CERA surveys and the research analysis from the survey results.

MedU’s grants to STFM have indirectly supported more than 30 CERA projects, including:

  • Evaluation of STFM Resource Library: Dean Seehusen, MD, MPH
  • Resident Readiness to Supervise: Maili Velez-Dalla Tor, MD
  • Population Health: Katherine Vickery, MD
  • Family Medicine Physicians’ Interactions with Overweight and Obese Patients: Robert Post, MD, MS
  • Abortion Practices and Attitudes of Family Medicine Educators: Marji Gold, MD
  • Attitudes and Implementation of STFM IM/CAM Competencies: Paula Gardiner, MD, MPH



Announcements of opportunities and grant recipients will also be in the News section of the website.

We offer $50K each year.

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