Curriculum

Introduction to Medical and Professional Education

By the end of this course, students will accurately and effectively:

List the most prevalent teaching and assessment methods in professional education; in the context of effective learning discuss underlying theories, advantages and disadvantages

1. Through observation, analysis and interviews with students in professional educational programs, discuss what and how educational programs contribute to development of professional identity
2. Compare and contrast development of professional identity across professional education programs (i.e., nursing, medicine, law, social work)
3. Summarize and synthesize current research and (teaching) practice related to professional identity development
4. Summarize and synthesize current research and (teaching) practice related to professionalism
5. Using one professional educational discipline as context, conceptualize and justify an effective teaching/learning program and series of assessments for development of professional identity and professionalism

Instructional Design

By the end of this course, students will accurately and effectively:

1. Apply theories of learning, teaching and instructional design principles to the design of instructional materials.
2. Describe and practice strategies for instructional design and materials evaluation, including summative and formative evaluations.
3. Use technology to produce instructional material for student learning.
4. Identify strategies to assess student learning.
5. Apply design concepts to a needs analysis.
6. Recognize contexts, learning tasks and aspects of the learner.

Assessment and Evaluation in Medical and Professional Education

By the end of this course, students will accurately and effectively:

Assessment

1. Understand the nature and philosophy of assessment.
2. Analyze the significance of assessment in the teaching and learning process.
3. Comprehend various models, approaches and theories of educational measurement and assessment.
4. Develop basic skills and competencies in the use of various types of assessment tools and techniques – their administration, analysis, interpretation, reporting and feedback.
5. Compare and contrast the strengths and weaknesses of various assessment strategies, depending on the learning goals/intended educational outcomes.
6. Evaluate the quality of tests and other assessment processes.
7. Design assessments of knowledge, skills and attitudes.
8. Use suitable measurement theory to develop appropriate assessment strategies in studies.
9. Critically evaluate journal articles involving application of test theory and   educational measurement principles in practical assessments of medical education.

Program Evaluation

1. Identify and describe key elements in program evaluation.
2. Explain why each element is important.
3. Compare and contrast data collection approaches that comprise program evaluation.
4. Compare and contrast statistical methodologies used in program evaluation.
5. Analyze relevant statistical data, to demonstrate knowledge.
6. Apply knowledge in #1-#4 to conduct a comprehensive evaluation of an existing program.

Adult Teaching and Learning

By the end of this course, students will accurately and effectively:

1. Discuss principles of adult learning theory and how it related to professional education
2. Critique a variety of learning theories
3. Social Learning – Bandura
4. Experiential learning
5. Situated Learning- J. Lave
6. Meaningful Reception Learning- Ausubel
7. Conditions of Learning- R. Gagne
8. Compare and contrast educational strategies typically employed in adult education
9. Propose ways to integrate self-directed learning in undergraduate and graduate medical education
10. Use their knowledge of recent research on the brain and learning to construct an instructional unit
11. Relate our current understanding of how people learn to current models for professional education
12. Explain the stages of adult development and their impact on learning
13. Discuss various models related to development of expertise and knowledge organization
14. Dreyfus and Dreyfus
15. Miller’s pyramid
16. Ericsson

Summer Seminar on Leadership

By the end of this course, students will effectively:

1. Describe, discuss and demonstrate key leadership skills, traits and styles appropriate for educators
2. Assess others’ leadership skills and styles and evaluate their effectiveness
3. Describe, discuss and demonstrate key attributes of inspiring and motivating others
4. Discuss and describe leadership as goal setting at the organizational level, and taking responsibility for process development and results
5. Discuss and describe how ethics, morals and values relate to leadership dilemmas
6. Discuss, describe and demonstrate key aspects of mentoring and being mentored
7. Apply three leadership strategies, skills and principles
8. Demonstrate resource development and resource “capture” as a leadership skill (enrolling others to assist, delegation, motivation)
9. Demonstrate ability to create and communicate an organizational vision, including how to accomplish or make great strides quickly toward achieving the vision, and how to measure progress toward the vision

Research in Medical and Professional Education

By the end of this course, students will accurately and effectively:

1. List and describe various methodological approaches to quantitative research studies (e.g., correlations, regressions, t-tests).
2. In the context of published studies, recognize and evaluate the reliability of outcome measures and sources of validity evidence.
3. In the context of published studies, list and describe threats to validity.
4. Apply knowledge in #1-#3 to the design and conduct of a quantitative research study, including asking research question(s), developing hypotheses, selecting data source(s), selecting appropriate statistical methods, analyze data to answer the question(s), and effectively present results in graphic or tabular formats.
5. Evaluate quantitative research studies.

Qualitative Research

1. List and describe various approaches to qualitative research studies.
2. In the context of published studies, compare and contrast the various approaches and the reasons they were selected.
3. In the context of published studies, describe relevant issues of validity.
4. Apply knowledge acquired in #1-#3 to the design and conduct of a qualitative research study, including asking research question(s), identifying the theory that drives the inquiry, selecting data source(s) and analyzing data collected to answer the question(s).
5. Evaluate qualitative research studies.

Instructional Methods in Medical and Professional Education

By the end of this course, students will accurately and effectively:

Make connections between common learning/assessment theories and instructional methods.

1. Write detailed intended learning outcomes across knowledge, skills and attitudes domains using Bloom’s Taxonomies.
2. Describe and critique key learning methods common in professional educational programs.
3. Compare and contrast learning methods across professional educational programs.
4. Choose the most effective learning methods based on intended learning outcomes and available resources, and justify your choice.
5. Choose the most effective formative assessment methods based on intended learning outcomes, available resources and learning methods, and justify your   choice.
6. Choose the most effective summative assessment methods based on intended learning outcomes and available resources, and justify your choice.
7. Observe and then demonstrate effective use of specific learning methods common in professional educational programs.

Contemporary Issues in Medical and Professional Education

By the end of this course, students will accurately and effectively:

1. Analyze and identify contemporary issues, needs and/or problems associated with the field of medical education.
2. Develop and articulate relevant research questions and/or problems in the field of educational technology.
3. Use identified issues, needs and/or problems to guide readings and synthesis of literature in the field of medical education.
4. Identify a ‘niche’, or area of interest, within the field of professional and/or medical education.
5. Create critical annotations of literature relevant to their ‘niche’ or interest area in the field of educational technology.
6. Define and identify and understand the application of the types of research methods used by investigators engaged in research in contemporary medical education.

Practicum: Scholarly Project (in lieu of thesis)

Demonstrate knowledge and skills specific to scholarly research, including:

1. Selecting a topic of sufficient value and interest to the health profession education research community.
2. Conducting a rigorous and comprehensive literature review.
3. Establishing a valid and reliable method for collection and preparation of data.
4. Collecting and analyzing data.
5. Synthesizing and presenting findings in the form of an academic manuscript of publishable rigor and quality.