Term 1  |  FALL       Year One

Course Number Course Name Credits
MHPE 800  Applied Learning Theories 3
MHPE 801  Instructional Methods 3
  Concentration Course 1 3
MHPE 804  Educational Scholarship Seminar  1

Term 2  |  Spring       Year One

MHPE 802  Curriculum Development 3
MHPE 803  Assessment of Learning 3
  Concentration Course 2 
MHPE 804  Educational Scholarship Seminar 1

Term 3  |  Summer       Year One

MHPE 805  Applied Statistics 3
MHPE 707  Practicum (Higher Education Concentration) - or -  3
CHAE 708  Residential Practicum 1.5 
USIE 708 Residential Practicum 1.5
MHPE 804 Educational Scholarship Seminar 1

Term 4  |  Fall        Year Two

MHPE 806  Mixed Methods Research Designs 3
MHPE 702 Program Evaluation (EdD) 3
  Concentration Course 3 3

Term 5  |  Spring        Year Two

MHPE 807 Emergent Research Methods (PhD) 3
  Concentration Course 4 3
MHPE 830  Candidacy Seminar 3

Term 6  |  Summer       Year Two

MHPE/CHAE/USIE 900  Research I 2
CHAE 709  Residential Practicum 1.5
USIE 709 Residential Practicum 1.5

Term 7  |  Fall        Year Three

MHPE/CHAE/USIE 901  Research II 2

Term 8  |  Spring       Year Three

MHPE/CHAE/USIE 902  Research III 2

 

Concentration Courses

 Higher Education (PhD or EdD)Contemporary Human Anatomy Education (PhD)Ultrasound and Imaging Education (PhD)

Fall 1

MHPE 815 Current Issues in Higher Education

CHAE 800 Advanced Anatomical Sciences USIE 800 Advanced Imaging, Physics & Instrumentation
Spring 1 MHPE 710 Organization and Management in Higher Education CHAE 801 Advanced Medical Imaging in the Digital Environment USIE 801 Advanced Clinical Ultrasound Scanning I
Fall 2 MHPE 820 Diversity in Higher Education CHAE 802 Course Directing & Program Management USIE 802 Course Directing & Program Management
Spring 2

MHPE 825 Data Science in Higher Education

CHAE 803 Advanced Dissection & Preservation Methods OR CHAE 804 Advanced Neuroscience

USIE 803 Advanced Clinical Ultrasound II

Course Descriptions

MHPE 800 Applied Learning Theories (3)

This course is an exploration of adult learning theory.  Application of principles to medical and health professions education is expected. Learners successfully completing this course will explore major theorists in the field of adult learning and create an educational philosophy. Learners will create artifacts in an electronic portfolio to exemplify the application of seven areas of learning theory: assessment of prior knowledge, encoding and retrieval and knowledge, motivation for learning, mastery of learning, feedback and practice, course climate, and self-directed learning.

MHPE 801 Instructional Methods (3)

This course prepares students with theoretic foundations and best practices to plan, apply, design, and evaluate appropriate instructional methods to enhance learner achievement. Application of principles to medical and health professions education is expected.  Learners analyze a wide range of instructional methods including team-based, problem-based, inter-professional, outcome-based, experiential, indirect, and interactive in a variety of educational settings including small- and large-groups, clinical, bedside, ambulatory, community, rural, and distance. 

MHPE 802  Curriculum Development (3)

This course teaches a systematic curriculum development approach. Application of principles to medical and health professions education is expected.  Educators and curriculum leaders will gain knowledge, skills, and experiences in multiple facets of curriculum development including curricula planning, design, development, implementation, evaluation, and improvement/revision. Learners will also explore the benefits and challenges related to the collaborative nature of curriculum development through practical examples and application of curricular planning models.

MHPE 803  Assessment of Learning (3)

This course prepares learners to design evidence-based assessment strategies to improve instructional effectiveness for faculty and learning outcomes for students.  Application of principles to medical and health professions education is expected. A wide array of formative and summative assessment instruments and techniques will be explored and applied through practical application.

MHPE 804  Educational Scholarship Seminar

(1 credit; repeated for a total of 3 credits)

The goals of the educational scholarship seminar are to explore opportunities for educational scholarship within medical and health professions education and to provide the student the opportunity to strengthen foundational skills necessary to achieve candidacy and subsequent successful completion of a contemporary scholarly project.  Proposal writing, IRB, manuscript preparation and options, publication in scholarly journals, educator portfolios, and grant preparation are core topics.  The course will be repeated for a total of three credits. 

MHPE 707 Practicum (3)

The practicum provides students with an in-depth supervised opportunity to apply knowledge and skills gained in the four MHPE core teaching courses – Applied Learning Theories, Instructional Methods, Curriculum Development, and Assessment of Learning.  Working as part of a simulated faculty team, students will completely develop all components of an online course.  This is a virtual practicum.

 

CHAE 708 Residential Practicum (1.5)

(Cross-listed with USIE 708)

CHAE 709 Residential Practicum (1.5)

(Cross-listed with USIE 709)

USIE 708 Residential Practicum (1.5)

(Cross-listed with CHAE 708)

USIE 709 Residential Practicum (1.5)

(Cross-listed with CHAE 709) 

MHPE 805 Applied Statistics (3)

Learners will gain an understanding of the statistical tests used in medical and health professions education research.  The focus is on understanding why a particular test is used and how to interpret and apply results obtained from each test.  Utilizing SPSS statistical analysis software, learners will perform all statistical procedures related to descriptive statistics and inferential statistics such as t-tests, one-way analysis of variance, correlation, regression, and chi-square.  Visual representation of data will also be covered. 

MHPE 806  Mixed Methods Research Designs (3)

Learners will explore general qualitative/quantitative research methods used in medical and health professions education research.  The course will include investigation of quantitative and qualitative research approaches, sampling techniques, validity, and ethical considerations. The goal of the course is acquisition of skills needed to understand, plan, manage, analyze and interpret studies where data is mixed (qualitative and quantitative).

MHPE 702 Program Evaluation (3)

This introductory course in program evaluation takes the learner from the beginnings of program evaluation as an academic discipline through current Logic Model-based evaluation that encompasses the ethical, political, and social landscapes within which an evaluation resides. Students will have an opportunity to design each step of an educational program evaluation beginning with an evaluability assessment. Diverse models focused on different stakeholder audiences and program goals will be implemented to evaluate real-life, ongoing educational programs selected by each student. Students will develop Logic Models to guide evaluation planning and implementation. Data collection and analysis plans will include quantitative, qualitative and mixed methods approaches. The course will culminate in presentation of an evaluation report based on data from actual educational programs.

MHPE 807 Emergent Research Methods (PhD) (3)

Learners will explore emerging research methods in an effort to answer new research questions brought on by the increasingly globalized world and rapidly changing health care industry. Learners will identify emergent qualitative and quantitative research designs used in medical and health professions education research e.g. document research, ethnography, arts based research, structural equation modeling, and internet research.  Learners will gain the skills and knowledge needed to design and conduct research studies that examine complex issues in a rapidly changing world. 

MHPE 710 Organization and Management in Higher Education (3)

Learners will research and understand higher education organizational structures and issues of oversight and will develop an understanding of how colleges and universities are governed. Who are the key decision makers at these institutions? What roles do various constituents such as board members, presidents, deans, faculty, staff, and students play? Learners will explore how organizational structures, culture, context, and characteristics influence institutional governance and decision making. Learners will become knowledgeable about the history of and current trends in the management and operations of higher education institutions with a focus on academic health centers. This course will make use of case studies, debates, and discussion of current events as a means to better understand higher education organization and management.

MHPE 815  Current Issues in Higher Education (3)

Learners will explore issues of contemporary concern among higher education practitioners, faculty, and administrators. The course utilizes a historical perspective to establish the background for the discussion of the issues influencing higher education today. Topics related to academic and student affairs in academic health centers will be identified and examined. Coursework and readings provide a nuanced understanding of differing perspectives on complex issues. Learners will utilize higher education research to examine issues, identify pros and cons, and challenge assumptions. Doctoral-level writing is emphasized.

MHPE 820  Diversity in Higher Education (3)

Learners will reflect upon and articulate an understanding of representation of individuals (primarily students and faculty) from diverse backgrounds in institutions of higher education.  Application of principles to medical and health professions education is expected.  The social, legal, and political discourse that has shaped education (knowledge making) in the United States and its impact on diversity in higher education will be explored. Learners will research and determine ways to address issues such as equity, bias, and access to high quality education and develop effective teaching strategies illustrating best practices in establishing ideal learning environments. Historical (seminal texts dating back early as 1900) and dynamic, "real-time" literature and media will be explored and further enrichedthrough our activeparticipation.

MHPE 825 Data Science in Higher Education (3)

Learners will gain a perspective on institutional research and data-driven decision making by exploring real-world institutional problems.  The goal of the course is to help the learner acquire skills in asking data-driven questions, collecting and preparing data, mining data for patterns, developing institutional knowledge, and creating real predictive models.

MHPE 830 Candidacy Seminar (3)

This course is designed to thoroughly evaluate the learner’s knowledge of medical and health professions education and their concentration using combined written and oral evaluation strategies and an evaluation of the learner’s educator portfolio.  A preliminary research proposal must be presented and approved and dissemination outlet identified.  Learners must successfully complete this course before moving on to complete their research. 

MHPE 900  Research I (2)

(Cross-listed with CHAE 900 and USIE 900)

Advisor approval required.  The goal of this course is submission of the doctoral candidate's research proposal to IRB and receiving approval to collect data.  

MHPE 901 Research II (2)

(Cross-listed with CHAE 901 and USIE 901)

Advisor approval required.  Doctoral candidates will continue to collect and anlayze their data and draft their final product. 

MHPE 902  Research III (2)

(Cross-listed with CHAE 902 and USIE 902)

Advisor approval required.  Doctoral candidates will successfully finalize and present their work. 

MHPE 905  Research Continuance (2)

Contemporary Human Anatomy Education Concentration Courses

CHAE 800 Advanced Anatomical Sciences (3)

This course will provide exposure to the four cardinal anatomical sciences. Gross Anatomy, Micro Anatomy, Embryology & Neuroanatomy. There will be a dedicated dissection of the whole body, online histology and embryology and multiple neuroanatomy labs and online lecture components to ensure students are well versed in each of the specialties.

CHAE 801 Advanced Medical Imaging in the Digital Environment (3)

The Advanced Medical Imaging course is a high level imaging course in which the students will have online components, live presentations in the radiology residency program and some shadowing experience in the clinical environment. Students will be expected to reflect on these experiences in a journal on how they would be employed in a teaching environment. Each will be required to produce an imaging teaching module and assessments around an area of imaging interest or assignment.

CHAE 802  Course Directing and Program Management (3)

This course is cross numbered for both concentrations in Anatomy Education and Ultrasound Education. It is designed to provide students a purposeful and mentored experience as a junior course director. Each student is assigned a mentor and a course so they can assist, shadow and learn from an experienced course director. This is especially valuable in the management and logistics of courses that involve laboratories, donor materials/Standardized patients and the governing rules and regulations that are associated. 

CHAE 803 Advanced Dissection and Preservation Methods (3)

This course is designed to provide students exploration into the world of anatomical preservation and preparation. Students will be introduced to polyester slices, cold and room temperature plastination including the phases of dissection, dehydration, impregnation and polymerization. Students will have projects to design, develop and dissect a teaching tool using these techniques. 

CHAE 804 Advanced Neuroscience (3)

This is an integrated neuroscience course that includes molecular, cellular, developmental, anatomical, metabolic, physiologic, pathologic, immunologic, neurologic and psychiatric concepts.  An underlying theme is the localization of neural function and pathology in a clinically relevant manner that emphasizes networks rather than centers.  Sequential building blocks are used to divide the nervous system into manageable parts, with each part being considered at several levels of clinical complexity.  Course availability varies.

CHAE 900  Research I (2)

(Cross-listed with MHPE 900 and USIE 900)

Advisor approval required.  The goal of this course is submission of the doctoral candidate's research proposal to IRB and receiving approval to collect data.  

CHAE 901 Research II (2)

(Cross-listed with MHPE 901 and USIE 901)

Advisor approval required.  Doctoral candidates will continue to collect and anlayze their data and draft their final product.  

CHAE 902  Research III (2)

(Cross-listed with MHPE 902 and USIE 902)

Advisor approval required.  Doctoral candidates will successfully finalize and present their work. 

Ultrasound/Imaging Education Concentration Courses

USIE 800 Advanced Imaging, Physics and Instrumentation (3)

This course is designed as an online offering for students to improve their understanding of imaging mechanics, physics and instrumentation. Each student must successfully pass a practice SPI examination to complete the course successfully. For those that have not achieved a passing grade in the national SPI (Sonographic Physics and Instrumentation) examination they will attain eligibility status to sit the SPI exam. In addition to preparing students for the SPI examination students will develop an online module and prepare a series of relevant assessments for the module. This will also involve taking part in imaging modalities lectures through the radiology residency program and shadowing at the hospital with other imaging modalities. Each student will prepare and deliver a live lecture for faculty focused on an area imaging demonstrating their understanding of imaging physics and instrumentation and its application to ultrasound and imaging education.

USIE 801/803 Advanced Clinical Ultrasound Scanning I and II (3)

The Advanced Clinical US scanning I and II are each three credits and are longitudinal for up to 1 year of clinically based scanning opportunities providing students the ability to build a scanning portfolio to attain ARDMS (Registered Diagnostic Medical Sonographer) accreditation standing in one of the specialties such as Vascular, Musculoskeletal, Abdomen, Obstetrics and Gynecology, Pediatric, Breast, Cardiac

USIE 802 Course Directing and Program Management (3)

This course is cross numbered for both concentrations in Anatomy Education and Ultrasound Education. It is designed to provide students a purposeful and mentored experience as a junior course director. Each student is assigned a mentor and a course so they can assist, shadow and learn from an experienced course director. This is especially valuable in the management and logistics of courses that involve laboratories, donor materials/Standardized patients and the governing rules and regulations that are associated. 

USIE 900  Research I (2)

(Cross-listed with MHPE 900 and CHAE 900)

Advisor approval required.  The goal of this course is submission of the doctoral candidate's research proposal to IRB and receiving approval to collect data.  

USIE 901 Research II (2)

(Cross-listed with MHPE 901 and CHAE 901)

Advisor approval required.  Doctoral candidates will continue to collect and anlayze their data and draft their final product. 

USIE 902  Research III (Defense) (2)

(Cross-listed with MHPE 902 and CHAE 902)

Advisor approval required.  Doctoral candidates will successfully finalize and present their work.