Suzan Kamel-ElSayed

Suzan Kamel-ElSayed is an Associate Professor in the Department of Foundational Medical Studies at Oakland University William Beaumont School of Medicine (OUWB), where she has been a faculty member since 2013. She teaches physiology within the organ system–integrated medical curriculum and serves as co-director of the Cardiovascular Organ System. She is also co-leader of the Innovative Teaching and Technology Scholar Interest Group and actively contributes to curriculum development and faculty innovation.

Education:

• D.V.M. and M.S. in Endocrine Physiology, School of Medicine, Assiut University, Egypt
• Ph.D. in Biomedical Sciences (Bone Physiology), School of Medicine, Creighton University, Omaha, Nebraska

Her primary research interests lie in medical education, particularly in interactive teaching strategies such as team-based learning (TBL) and dialogical narrative approaches. She is a certified TBL consultant and plays a key role in implementing over thirty TBL sessions in the preclinical curriculum. She also conducts research in diversity, equity, and inclusion (DEI) and is a founding member of the OUWB DEI Champions program. Her foundational research background includes work in bone biology and endocrine physiology.

Dr. Kamel-ElSayed is actively involved in national and international professional organizations, including:

• American Physiological Society (APS)
• American Society for Bone and Mineral Research (ASBMR)
• Society of Physiological Sciences and their Applications (SPSA)
• International Association of Medical Sciences Educators (IAMSE)
• Team-Based Learning Collaborative (TBLC)

She mentors students through summer pipeline programs for middle and high schoolers and participates in service and engagement initiatives through OUWB’s Diversity and Inclusion office. She also serves on multiple university and school-level committees and contributes to faculty development and educational innovation.

Her laboratory or research team is not explicitly mentioned, but her collaborative work in TBL and DEI suggests active participation in educational research teams and interdisciplinary faculty groups focused on pedagogical innovation.