Education Scholar

Curriculum

When taken in their entirety, the courses that comprise the Education Scholar curriculum provide a valuable learning experience for health professionals new to the art and science of teaching. While experienced health professions educators will also gain new insights from completing the entire curriculum, they can also select specific courses based on their individual needs.

Each course is designed to be completed independently at your own pace. There are no required textbooks; all the resources you need are available on the Web or included in the course itself. In addition to reflective questions and self-assessment activities, each module within a given course includes a 10-item objective post-test to validate your completion of the learning objectives.

Course 1- Developing a Personal Philosophy to Guide Teaching and Learning

Authors: Melissa Medina, Ed.D and JoLaine Reierson Draugalis, R.Ph., Ph.D.

This course is designed to provide health professions faculty the opportunity to identify and document beliefs, values, and biases about the educational process that will help them address challenges in their teaching environment. Modules include:

Module 1.1 The Scholarship of Teaching and Learning
Module 1.2 Exploring Alternative Views of Teaching and Learning
Module 1.3 Building Your Teaching Philosophy
Module 1.4 Introduction to Teaching Portfolios

Course 2 - Designing and Facilitating Instruction for the Health Professions

Authors: Patricia A. Chase, Ph.D. and Judith Skelton, M.Ed., Ph.D.

This course is designed to provide health professions educators with the knowledge and experiences that will help them successfully plan and implement learner centered, classroom-based instruction. Modules include:

Module 2.1 Designing Your Course
Module 2.2 Establishing Learning Outcomes
Module 2.3 Determining Assessment Methods
Module 2.4 Selecting Instructional Methods and Resources
Module 2.5 Managing the Classroom

Course 3 - Active Learning: Ways to Engage Students and Improve Learning Outcomes

Author: Sally Morgan, PhD, RN., Jerry Kellogg, MA. and Heidi M. Anderson, Ph.D.

This course introduces strategies that faculty can use to engage learners more actively in the teaching/learning process. In addition to demonstrating selected techniques, the course explores the impact of these strategies on student learning and faculty roles. Modules include:

Module 3.1 Introduction to Active Learning
Module 3.2 Getting Students Moving, Talking, Questioning, and Thinking
Module 3.3 Technological Tools for Active Learning
Module 3.4 Problem-based Active Learning Strategies

Course 4A - Distance Learning

Author: Jerry Kellogg, M.A.

This course introduces health professions faculty to the scope, direction, technologies and challenges of distance education. Participants will learn how to prepare students for distance learning, and how to successfully develop and facilitate online instruction. Modules include:

Module 4a.1 Defining the Scope of Distance Education
Module 4a.2 The Technologies of Distance Learning
Module 4a.3 Designing Instruction for Distance Learners
Module 4a.4 Facilitating Distance Learning

Course 4B - Case-based and Problem-based Learning

Author: Melissa Medina, Ed.D.

This course introduces health professions educators to the concept of PBL and its use in clinical and non-clinical education. The course provides guidelines for implementing PBL and demonstrates relevant facilitation techniques. Modules include:

Module 4b.1 The Role of Problems and Cases in Health Professions Education
Module 4b.2 Using Cases Effectively
Module 4b.3 Designing and Facilitating Cases in the Classroom
Module 4b.4 Team Based Learning
Module 4b.5 Assessment of Case Based Learning

Course 4C - Learning in the Experiential Setting

Authors: Cecilia M. Plaza, PharmD, PhD and Beverly A. Talluto, PharmD, MHSc

This course focuses on the role of the preceptor, and introduces the skills needed to be an effective preceptor-educator in the practice environment. The course also presents a model for planning, facilitating and assessing learning outcomes in the experiential setting. Modules include:

Module 4c.1 What Makes a Good Preceptor?
Module 4c.2 Planning for Experiential Learning
Module 4c.3 Selecting and Organizing Experiential Learning Activities
Module 4c.4 Assessing and Evaluating Experiential Learning Activities
Module 4c.5 Facilitating Experiential Learning in the Practice Setting

Course 5 - Assessment of Instructional Effectiveness

Author: Diane E. Beck, Pharm.D

A growing issue in health professions education is the impact of instructional programs on learners. This course is designed to introduce health professions faculty to the scope and purpose of student outcome assessment and its contribution to continuous educational quality improvement. Modules include:

Module 5.1 Introduction to Assessment and Evaluation
Module 5.2 Outcomes Assessment
Module 5.3 Data Measures
Module 5.4 Collecting and Using Assessment Data

Course 6 - Promoting Teaching and Learning Excellence

Authors: Peggy Piascik, Ph.D., Patricia A. Chase, Ph.D., and Susan M. Meyer, Ph.D.

This course will prepare faculty members to serve as change agents within the context of their own institutions, professions, and programs. Primary emphasis is on the development of skills in developing an integrated, scholarly approach to key roles and responsibilities in health professions education, leadership innovation, and change in the higher education setting. Modules include:

Module 6.1 Leading Change in Health Professions Education
Module 6.2 Educational Research
Module 6.3 Grant Writing and Management
Module 6.4 Academic Publishing