MHPE - Medical and Health Professions Education
This course introduces students to the purposes and processes of research in health professions education (HPE). Students will distinguish HPE research from basic science research, examine fundamental research practices, and build skills for understanding and supporting educational scholarship projects.
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).
The goal of the course is to provide students with a strong background for designing educational experiences, planning educational programs, and conducting research on a variety of teaching and learning-related questions. Application of principles to medical and health professions education is expected. The course is designed to help participants consider the meaning of learning and the various contextual factors that influence the learning process in higher education. This course explores the application of science in the design of learning environments. Students evaluate the contexts of educational environments and use insights to improve practices, as well as the technologies higher education institutions use to document and assess 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 & Health Professions Education is expected. Learners will analyze a wide range of instructional methods and then design an array of formative and summative assessments utilizing evidence-based assessment instruments and techniques.
The practicum provides students with an in-depth supervised opportunity to apply knowledge and skills gained in the MHPE core teaching courses. This virtual practicum requires students to work individually to develop all aspects of an online course. Students will engage through media creation, planning for diverse course audiences, and peer review.
The capstone experience provides the learner the opportunity to present a program portfolio demonstrating achievement of all program goals and student learning outcomes.
This independent study course provides graduate students the opportunity to pursue individualized learning experiences under the guidance of a faculty mentor. Students will design and carry out a focused project aligned with their academic and professional interests. The course emphasizes self-directed learning, critical inquiry, and professional growth, while allowing students to tailor the scope and methods of study to their personal career goals. Deliverables and evaluation criteria are determined in consultation with the supervising faculty member and must demonstrate graduate-level rigor and scholarly engagement.
Program evaluation is a relatively young discipline in the formal sense of systematically collecting data for the purpose of informing decision-making. Program evaluation builds on many other disciplines to include social sciences, education, and statistics. In this course, we will explore the philosophical and theoretical roots of evaluation and the bridge between those roots and evaluation practice. In particular, we will discuss the meaning of program evaluation and its historical roots; philosophical and theoretical orientations that provide guidance for thinking about evaluation; examine program evaluation approaches specific to health professions education; and finally, we will cover the specifics of planning, implementing, and managing the evaluation process.
This course will examine the use of medical modeling and simulation as instructional and assessment tools of the modern health professions educator. Participants will explore the key features of simulation-based healthcare education that lead to effective learning, evaluate the range of simulation methodologies, and critically review current research and trends in simulation-based education and assessment. Participants will apply learning with a systematic instructional design process to develop a practical simulation-based teaching and/or assessment project by the end of the course.
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, analysis of variance, correlation, regression, and chi-square. Visual representation of data will also be covered.
Within the context of Boyer’s four models of scholarship, this course provides the knowledge necessary to understand the purposes and processes of research using an expanded definition of scholarship that goes beyond the scholarship of discovery (research) to include the scholarship of integration, the scholarship of application, and the scholarship of teaching. The course will also introduce students to quantitative and qualitative design approaches, examine foundational issues of research from both quantitative and qualitative perspectives, and build skills for interpreting and evaluating research including criteria for evaluating empirical studies, particularly in the social sciences and in education.
Learners will reflect upon and articulate an understanding of representation of individuals (primarily students and faculty) from all backgrounds in institutions of higher education. The discourse that has shaped education (knowledge making) in the United States and its impact on higher education paradigms will be explored. Learners will research and determine ways to address issues impacting quality of education and will develop effective teaching strategies illustrating best practices in establishing ideal learning environments. Historical and dynamic, 'real-time' literature and media will be explored and further enriched through our active participation.
Today’s simulation centers are analogous to small businesses, in that they involve small teams leveraging limited resources to support the mission critical needs of clients (students, faculty, residents, practicing clinicians, etc.). Like small businesses, it is critical for simulation leaders to understand and manage both immediate and long term resource requirements and planning considerations be they funding, staff, equipment, or space related. This course explores the core business principles required to help leaders both better manage their center and develop or hone their business model for both internal and external opportunities.
This course is the culmination of the three Educational Scholarship Seminar courses and focuses on scaffolded development of a literature review (chapter 2 of the dissertation). Learners will continue to explore scholarly sources related to their research interest through ongoing reading, annotating, and synthesis of research constructs, populations, frameworks, and methods.
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).
This course equips students with skills necessary to conduct doctoral research concentrating on major methodological and analytic traditions, building on the context of educational research established in introductory courses. Both quantitative and qualitative methodologies are included, including topics on ANOVA, Regression, and Coding with a special focus on analysis, interpretation, and presentation of findings.
The goal of the course is to provide students with a strong background for designing educational experiences, planning educational programs, and conducting research on a variety of teaching and learning-related questions. Application of principles to medical and health professions education is expected. The course is designed to help participants consider the meaning of learning and the various contextual factors that influence the learning process in higher education. This course explores the application of science in the design of learning environments. Students evaluate the contexts of educational environments and use insights to improve practices, as well as the technologies higher education institutions use to document and assess 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 & Health Professions Education is expected. Learners will analyze a wide range of instructional methods and then design an array of formative and summative assessments utilizing evidence-based assessment instruments and techniques.
This course introduces students to the organizational structures, governance systems, and contextual forces that shape higher education in the United States, with particular attention to health professions and academic medical centers. Learners will examine the historical foundations of higher education, explore institutional administration and governance, and analyze how law, policy, politics, and finance influence the management of colleges and universities. The course provides the foundational lens for subsequent courses in higher education.
This course examines the people, roles, and relationships that shape higher education institutions, with a particular focus on leadership in practice. Students will explore the responsibilities of presidents and senior leaders, theories of leadership, and the dynamics of working with faculty, staff, students, and other stakeholders. Using case studies, interviews, and applied projects, learners will analyze how leaders interact with varied stakeholder groups, manage conflict, and guide institutions through change and crisis. Emphasis is placed on developing the skills of reflection, communication, and decision-making necessary for effective engagement within the higher education environment.
This course is designed to prepare health professions educators and administrators to embrace and model a commitment to service through effective community engagement practices. During this course, students will explore, analyze, and discuss partnership frameworks with diverse stakeholders including state and federal agencies, nonprofit organizations, businesses, and other educational institutions, and will apply philosophies and techniques for effective cross-sector collaboration.
The practicum provides students with an in-depth supervised opportunity to apply knowledge and skills gained in the MHPE core teaching courses. This virtual practicum requires students to work individually to develop all aspects of an online course. Students will engage through media creation, planning for diverse course audiences, and peer review.
This course introduces learners to the MHPE community and the educational scholarship process. Learners will explore opportunities for educational scholarship within medical and health professions education and be introduced to the tools required for developing foundational research skills. Literature review sourcing and writing are core topics that include: accessing and managing scholarly sources, dissertation process, and idea synthesis are core topics.
This course introduces learners to the use of journal clubs to review and critique scholarly sources. Learners will engage in discussion while critiquing research design of published, peer reviewed articles. The course provides exposure to the peer review process while building a scholarly community of practice.
This course is the culmination of the three Educational Scholarship Seminar courses and focuses on scaffolded development of a literature review (chapter 2 of the dissertation). Learners will continue to explore scholarly sources related to their research interest through ongoing reading, annotating, and synthesis of research constructs, populations, frameworks, and methods.
This course is designed to thoroughly evaluate your knowledge of medical and health professions education, your concentration, and educational research methods using combined written and oral evaluation strategies. You must complete the Comprehensive exam and write and present a preliminary dissertation research proposal. You must successfully complete this course before moving on to complete your dissertation research.
In this independent study the student will survey literature related to their research interests and the research method(s) required for collecting and analyzing data for their research study. Students will utilize scholarly literature to identify and compare data collection and analysis methods that can be used in their dissertation research study.
Work on dissertation under the direction of the dissertation chair. Student Learning Outcomes Upon completion of six credits of this course, students will: Successfully defend research proposal (CO1); Receive IRB approval for research (CO2); Collect research data (CO3); Analyze research data (CO4); Compile final research paper (CO5); Submit dissertation according to degree requirements (CO6); Successfully present and defend dissertation (CO7).
Work on dissertation under the direction of the dissertation chair. Student Learning Outcomes Upon completion of this course, students will: Receive IRB approval for research (CO1); Collect research data (CO2); Analyze research data (CO3); Compile final research paper (CO4); Submit dissertation according to degree requirements (CO5); Successfully present and defend dissertation (CO6).