Applied Learning Theories
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.
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.
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.
Assessment of Learning
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.
Leadership & Professionalism
This course will expose learners to effective leadership approaches and skill sets. Topics will include fundamentals of leadership, leadership and professionalism self-assessment, leadership philosophy, professionalism, essential leadership and professionalism skills, modeling best leadership practices and behaviors, ethics in leadership, institutional and program accreditation, handling conflict, and emerging issues. Learners will apply this learning to their professional life through a series of practical exercises.
This course provides the knowledge necessary to understand the purpose and process of educational research and to help learners to become informed consumers of research literature. The course will introduce students to quantitative and qualitative design approaches and examine foundational issues of research from both quantitative and qualitative perspectives, particularly in the social sciences and in education. In addition, the course will also build skills at for interpreting and evaluating research including criteria for evaluating empirical studies to ensure academic rigor.
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.
Clinical and Community-based Teaching
This course will prepare medical and health professions educators to teach in a clinical setting and community-based learning environment. It will identify unique conditions associated with such learning environments and characteristics of these groups of adult learners. Research-based needs analysis practices, instructional strategies and formative assessment methods that will enhance student learning outcomes will be explored. Criteria to evaluate educational outcomes will also be analyzed. Students will apply these approaches to their specific learning environment.
Simulation in Healthcare
As the educational environment introduces and implements greater amounts of technology, faculties must be prepared to maximize these tools to promote effective learning. This course will explore the application of simulation and distance (distributed) learning as instructional and assessment tools of the modern educator.
Introduction to Graduate Medical Education
This course will provide learners with an introduction to graduate medical education. Topics will include the culture of academic medicine, GME leadership, mentoring highly effective professionals to become change agents, and other contemporary aspects of GME.
Advanced Principles in Graduate Medical Education
This course will explore several topics related to advanced principles of graduate medical education. Topics will include evaluation methods and procedures utilized in GME, preparing for a Clinical Learning Environment Review site visit by the ACGME and other current topics in GME.
The practicum provides students with an in-depth supervised experience in an approved organization. The practicum will require students to complete a project related to an actual MHPE issue that is a focus within the organization.
The capstone experience provides the learner the opportunity to present a program portfolio demonstrating achievement of all program goals and student learning outcomes.