{"id":780,"date":"2017-01-27T10:00:35","date_gmt":"2017-01-27T15:00:35","guid":{"rendered":"http:\/\/bfenster.cms-devl.bu.edu\/msed\/?page_id=780"},"modified":"2022-10-13T15:03:34","modified_gmt":"2022-10-13T19:03:34","slug":"required-courses","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/gms\/hpe\/curriculum\/required-courses\/","title":{"rendered":"Required Courses"},"content":{"rendered":"

GMS HS 701: Principles of Health Professions Education 1<\/h4>
<\/p>\n

This first portion of a two-part course provides an in-depth introduction to core principles in health professions<\/span> education. In this course, learners explore a variety of core concepts through a review of the literature, reflective activities, small group discussion and practical skills-building exercises to review both theory and practice of health sciences training. Topics in this initial course include definitions of learning and teaching, developing learning contracts and goal setting, adult learning principles, experience and reflection and competency-based training. \u201cPrinciples of Health\u00a0Professions<\/span> Education\u201d prepares educators in the health sciences to teach directly and provide consultation on teaching and educational issues in their home academic or training institutions. Participants in the course are able to:<\/p>\n

    \n
  1. Outline, discuss and demonstrate core principles of teaching in the health sciences.<\/li>\n
  2. Compare and contrast aspects of health professions<\/span>\u00a0education with other forms of training and education.<\/li>\n
  3. Utilize a range of knowledge and expertise in addressing specific challenges in health professions<\/span> education.<\/li>\n<\/ol>\n

    Instruction is\u00a0provided in the areas of clinical teaching and core issues in health sciences education.<\/span><\/p>\n

    <\/div>\n<\/div>\n\n

    \n

    GMS HS 702: Principles of Health Professions Education 2<\/h4>
    <\/span><\/p>\n

    This second portion of a two-part course continues an in-depth exploration of core principles in health professions<\/span> education. In this course, learners explore a variety of core concepts through a review of the literature, reflective activities, small group discussion and practical skills-building exercises. Topics in this follow up course include clinical teaching microskills, cognitive learning processes, diagnostic reasoning and clinical problem solving, the role of feedback and how to provide maximally effective feedback, best practices in bedside teaching, application of direct observation and integrating evaluation. \u201cPrinciples of Health Professions Education\u201d prepares educators in the health sciences to teach directly and provide consultation on teaching and educational issues in their home academic or training institutions. Participants in the course are\u00a0able to:<\/p>\n

      \n
    1. Outline, discuss and demonstrate core principles of teaching in the health sciences.<\/li>\n
    2. Compare and contrast aspects of health sciences education with other forms of training and education.<\/li>\n
    3. Utilize a range of knowledge and expertise in addressing specific challenges in health professions<\/span>\u00a0education.<\/li>\n<\/ol>\n

      Instruction is\u00a0provided in the areas of clinical teaching and core issues in health professions<\/span> education.<\/p>\n

      <\/div>\n<\/div>\n<\/p>\n

      \n

      SED CT 721: Analysis and Design of Curriculum<\/h4>
      <\/p>\n

      Provides knowledge and tools for developing and analyzing school curriculum. Suitable for students in curriculum, teaching and administration as well as practicing educators. Some instruction and learning occurs online.
      \n<\/div>\n<\/div>\n\n

      \n

      SED CT 750: Principles for Curriculum Design and Teaching<\/h4>
      <\/span><\/p>\n

      Analysis of important philosophers (e.g., Plato, Aristotle, Dewey, Whitehead) for insights into principles of curriculum design and classroom teaching. Focuses on accurate formulation of current and classic educational problems.<\/p>\n

      <\/div>\n<\/div>\n<\/span><\/p>\n

      \n

      GMS HS 704: Fundamentals of Learning and Teaching Modalities in Health Sciences<\/h4>
      <\/span><\/p>\n

      The Fundamentals of Learning and Teaching Modalities in Health Sciences course prepares students to design meaningful learning experiences in health professions<\/span> education using multiple modalities including large group lecture, small group teaching, cased-based, problem based and team-based learning, flipped classroom, standardized patients and simulation, e-learning and clinical and bedside teaching. There is\u00a0a focus on creating innovative and engaging learner-centered experiences and supportive learning environments. The class will review the concepts of adult learning theories and students will apply their knowledge and understanding of andragogy during this course. Each of the teaching methods classes is\u00a0taught in the modality it is reviewing. Students prepare a final project using one of the teaching modalities to teach a relevant topic to their peers.<\/p>\n

      <\/div>\n<\/div>\n<\/p>\n

      \n

      GMS HS 706: Introduction to Research Methods in Health Professions Education<\/h4>
      <\/span><\/p>\n

      Introduction to Research Methods in Health Professions<\/span> Education (HS 706) introduces health\u00a0professions<\/span>\u00a0education (HPE) students to the fundamentals of research design for education. The goal of the course is to familiarize HPE students with the process of identifying research problems, forming research questions, reviewing, critiquing and summarizing research as a tool for better understanding and influencing HPE practice and policy. We explore the fundamentals of quantitative, qualitative and mixed methods research, how to interpret and present data, how to adhere to ethical principles that guide educational research and how to develop a small-scale research proposal of your own. In short, this course is about learning to become a good consumer and producer of educational research.<\/p>\n

      <\/div>\n<\/div>\n<\/span><\/p>\n

      \n

      GMS HS 707: Evaluation & Assessment for Health Professions Educators<\/h4>
      <\/span><\/p>\n

      This course provides MS HPE students with an understanding of basic principles of measurement and assessment as it relates to both research and instruction. In this course we discuss how to use, interpret and construct valid and reliable tests. We\u00a0examine standardized and classroom assessments as well as explore how accreditation requirements (e.g., ACGME) impact teaching and learning in Health Professions<\/span> Education. Class are\u00a0a mix of lecture, discussions, group work and in-class activities. Generally, lecture materials are prepared but the direction of the course depends largely on student interests and questions.<\/p>\n

      <\/div>\n<\/div>\n<\/span><\/p>\n

      \n

      GMS HS 800: Practicum Seminar<\/h4>
      <\/span><\/p>\n

      A practicum is the culminating experience required for all students earning a master\u2019s degree in Health Professions\u00a0Education. The practicum is an opportunity to use many of the tools that students have mastered through their coursework and apply these skills in a health sciences setting. To both prepare students for their practicum and support them during this practicum experience, they are\u00a0required to take the Practicum Seminar (GMS HS 800) concurrent with Practicum I and II (GMS HS 801 \/ GMS HS 802).<\/p>\n

      The Practicum Seminar course meets every other week throughout the two semesters of the student\u2019s practicum experience. This course assists students in:<\/p>\n

        \n
      • choosing a practicum that is in line with their learning needs and career trajectory<\/li>\n
      • writing personal learning goals.<\/li>\n
      • reflecting on and processing their practicum experience.<\/li>\n
      • sharing and problem solving challenges.<\/li>\n
      • brainstorming<\/li>\n
      • practicing<\/li>\n
      • getting and giving feedback.<\/li>\n
      • and ultimately presenting their practicum experience to their peers.<\/li>\n<\/ul>\n

        There are readings and focused topics for discussion to enhance students\u2019 learning and growth. As they engage in their practicum experience, these topics both review important concepts from students\u2019 coursework that are applicable to this applied learning experience and provide new information or perspectives to enhance their skills and knowledge.<\/p>\n

        <\/div>\n<\/div>\n<\/span><\/p>\n

        \n

        GMS HS 801\/802: Practicum<\/h4>
        <\/span><\/p>\n

        The Health Professions\u00a0Education (HPE) Practicum assists students through the process of choosing a mentor, identifying a practicum experience and designing the practicum. The Practicum experience encompasses implementation and completion of the practicum, including the submission of a final Capstone written in the appropriate format for the project chosen. Projects may be:<\/p>\n

          \n
        • Teaching-based (course development)<\/li>\n
        • Curriculum-based (program development)<\/li>\n
        • Research\/ Evaluation -based projects (data analysis, assessment)<\/li>\n<\/ul>\n

          The Practicum is individualized according to the student\u2019s professional interests.<\/p>\n

          <\/div>\n<\/div>\n<\/span><\/p>\n

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