Introduction for Health Professions Education (HPE) students to the fundamentals of research design for education and scholarship in teaching and learning. This course offers a deep dive into educational research, covering problem identification, literature review, research question formulation, and the critical evaluation and synthesis of existing studies. It provides a solid foundation in quantitative research (including reliability, validity, survey construction, and validation), qualitative research (focusing on interviews and focus groups), and mixed methods research. The course emphasizes ethical principles in research and teaches effective data interpretation and presentation. Additionally, students will be introduced to grant development and introduced to their capstone project which is a research proposal. This course will equip students with the skills needed to excel in educational research., reliability, validity, survey construction, and survey validation), qualitative research (as it relates to interviews and focus groups) and mixed methods research (how to manage and use more than one method of data collection); Analyze data and ethical research practices that guide educational research; Illustrate grant development with an introduction of the capstone project research proposal.

Introduction to a range of teaching modalities, including large group lectures, small group teaching, case-based, problem-based, and team-based learning, flipped classrooms, standardized patients, simulation, e-learning, procedural, chalk talks, and clinical and bedside teaching. Ignatian Pedagogy will be threaded throughout the course. Rooted in adult learning theories and human cognition, students will review these fundamental concepts and seamlessly apply them throughout the course. There is a strong focus on practical application, enabling participants to create innovative and engaging learner-centered experiences, establish supportive learning environments, and adeptly integrate feedback. As a culmination of their learning, students will craft a final project, utilizing one of these teaching modalities to instruct peers on a relevant topic, applying the skills in a real-world educational context., large group lecture, small group teaching, cased-based, problem based and team-based learning, flipped classroom, standardized patients, simulation, e-learning and clinical and bedside teaching); Define the concepts of adult learning theories (e.g., learning theory, human cognition); Apply knowledge and understanding of androgyny to class work during this course; Demonstrate course skills, including the creation of innovative and engaging learner-centered experiences which will be showcased in the teaching portfolio project; Appraise experience with teaching modalities in education through reflective writing.

In this engaging course, through a series of hands-on activities, participants will design and produce an electronic lecture that skillfully incorporates critical components of effective instruction. Students will not only create an educational presentation, but also assess its effectiveness through peer review, showcasing their critical evaluation skills and the ability to use feedback for continuous improvement. By the course's conclusion, participants implement peer-reviewed feedback and integrate best practices to refine their lecture into a polished, pedagogically effective resource.

The course will focus on the formal process of curriculum development. Much of the course will cover the standard medical education curriculum development process developed by Kern and Thomas (Thomas PA, Kern DE et al. Curriculum Development for Medical Education: A Six-Step Approach. 3rd ed. The Johns Hopkins University Press). Throughout this course, students will delve into essential theoretical literature specific to healthcare education, equipping participants with a solid foundation. They will learn to pinpoint educational challenges through needs assessment and distinguish between learning goals and objectives. Furthermore, students will master the art of crafting effective learning objectives using Bloom's Taxonomy and selecting fitting evaluation designs. Participants will learn educational strategies that will allow them to achieve their curriculum objectives. Finally, students will gain practical strategies for collecting and leveraging educational data to continuously enhance pedagogy, ensuring their healthcare education practices are informed, effective, and patient centered.

This course offers a foundational understanding of statistical analysis within the context of research in clinical and health professions education. Through a blend of theoretical knowledge and hands-on practice, students will become proficient in defining core statistical concepts, applying statistical methods to diverse data types, and recognizing statistical analysis as a versatile toolkit for uncovering insights in data. Additionally, they will explore how statistical thinking enhances problem-solving skills in health professions education research and gain an understanding of the purpose and proper application of statistical techniques. Practical skills include conducting statistical tests, interpreting their outcomes, and translating results into meaningful conclusions. By the course's conclusion, students will be well-prepared to engage in evidence-based research, make informed decisions, and contribute to advancements in both clinical practice and medical education.

This course is designed to equip students with the advanced skills and knowledge required to navigate the evolving landscape of healthcare education. This program offers a dynamic blend of theory and practice. Dive deep into the art and science of designing effective assessment strategies, implementing innovative educational techniques, and rigorously evaluating the outcomes in health professions education. Through critical analysis and synthesis, students will gain the skills to create holistic, evidence-based educational approaches.

This course is designed to provide students with an understanding of the various theories that underpin leadership education and practice within the context of health professions education. As an active participant in this class, students will explore the presented leadership theories to shape their approach as an educator but also examine how these theories inform their interactions and engagement with the world within and beyond the healthcare and education domains. Participants will gain insights into how leadership principles can be applied to address the unique challenges and opportunities faced by health professions educators, helping them become a more effective leader and educator in the healthcare field, ultimately contributing to the advancement of healthcare education and practice.

This course has a clear focus on two main aspects: understanding how organizations undergo transformations and equipping individuals to drive change within an organization. It covers several key areas, including the driving forces behind change, the process of implementing change, the qualities, and skills necessary for effective change agents, and the behavioral theory explaining how both individuals and organizations evolve. A comprehensive grasp of the various theoretical frameworks shaping the organization and structure of higher education is integral to achieving proficiency in these areas. The goal of this course is to provide students with valuable insights into the major functions and structures within higher education. In essence, it's not focused on teaching administrative or faculty tasks but rather on helping participants understand the context within which they operate within higher education. This course introduces students to important concepts, theories, and fiscal practices in higher education. Moreover, it offers opportunities for students to analyze, test, and receive feedback on their financial decision making and its impact on critical higher education issues.

In this course students craft a research proposal primed for submission to the Institutional Review Board (IRB). Guided by seasoned educators and researchers, participants skillfully construct essential components of a robust research proposal that fills a current gap in the literature. Proposals will include an introduction, background, significance, thorough literature review, research methods, budget, and thoughtful implications and conclusions. By course end, students will not only have a well prepared research proposal but also the knowledge and confidence to undertake impactful research in the dynamic landscape of health professions education.