This course provides an overview of instructional strategy and assessment at both theoretical and practical levels. The course begins with students applying professional literature to generate an integrated strategy for a robust learning experience in a health profession (e.g., a three-day short course) including learning outcomes, assessments, and specific learning activities. Students then use both educational research literature and effectiveness feedback to critique, revise, and further integrate their instructional strategy and materials.

The course will cover both theoretical and applied aspects of statistics for use in social sciences and educational research. Students will learn about fundamental statistical concepts, research designs and methodology, exploratory data analysis, univariate and bivariate data analyses, quantitative and categorical data analyses, and non-parametric tests. The course will emphasize the use of these methods and the interpretation of results using education and health sciences applications.

Participants in this course will develop proficiency in engaging in the evaluation and synthesis of research in the field of education. This course addresses foundational competencies for generating pertinent research questions, conducting academic reviews, engaging in critical appraisal, and synthesizing literature in a scholarly format to facilitate participants contribution to the body of knowledge within the field of health professions education.

The Impact Institute is a 4-day in-person intensive for academic credit, designed around the primary objectives of the HPE program: interprofessional and cross-cultural education and teaching, educational leadership, and research. Each day of the impact institute will focus on different interest areas within these themes. Learners will engage with and complete assignments that align to the themes and further their dissertation research development. Impact institute will help learners deeply examine topics and experiences through a more intensive, reflective, educational lens with their peers from many professions.

The Impact Institute is a 4-day in-person intensive for academic credit, designed around interprofessional education and research. The course will provide students an opportunity to present their proposed dissertation research project and the potential for impact on their profession. Learners will refine their proposals incorporating feedback from instructors and their peers. Students will engage in critiquing scholarly articles to hone their skills in consuming educational research. Additionally, this institute will provide the reflection and interprofessional dialogue that is integral to leadership development.

This course is designed to introduce students to the history, principles, and primary approaches to conducting qualitative research including discovery-focused qualitative methods germane to educational research and program evaluation. This course will aid learners in conducting qualitative research and evaluating research studies. The course will cover the theoretical and multi-disciplinary origins of the method as a contrast to using quantitative data and experimental studies. We will examine the family of research strategies that fall under the paradigm of qualitative inquiry (such as narrative research, phenomenology, ethnography, case study, and grounded theory), and practice the qualitative interview and coding processes.

This course will provide an overview of bivariate inferential statistics, dependent data analytic techniques, and simple regression. The course assumes a baseline understanding of introductory statistics. This course is designed as an applied statistics course, meaning that we will move beyond abstract theoretical discussions and focus on the applications of statistical theory and knowledge to real-world education and health/social science data. The primary aims of this course are to build students’ capacity to use knowledge and a statistical software program to solve statistical problems as well as to analyze and to interpret data.

This course will provide a foundation in multivariate statistics as well as related data analytic techniques, including extensions of analysis of variance and multiple regression analyses. The course assumes a baseline (or greater) understanding of introductory statistics. This course is designed as an applied statistics course that will move beyond abstract theoretical discussions and focus on the applications of statistical theory and knowledge to real-world education and health/social science data. The primary aims of this course are to build students’ capacity to use knowledge and a statistical software program to solve statistical problems as well as to analyze and to interpret data.

This doctoral course aims to deeply explore two distinct qualitative research methodologies: case study and phenomenology. Students will gain a comprehensive understanding of qualitative case study research and phenomenological inquiry, from foundational and theoretical concepts to practical applications in research proposals and analysis. Through a combination of discussions, practical exercises, and reflections, students will develop the skills necessary to undertake high-quality qualitative research that provides valuable insights into human experiences and complex phenomena.

This course provides advanced concepts regarding the assessment, design, and implementation of evaluations of educational programs. Topics focus on all aspects of the design and implementation of educational evaluations, including considering the context, audience, and purposes for evaluations, developing an evaluation plan, preparing the evaluation design, designing evaluation instruments and measures, collecting, analyzing, and reporting evaluation data, and adhering to professional ethical principles.

This course is designed as a summative practical experience whereby participants demonstrate proficiency in the application of all preceding HPE program coursework to a learning setting. Learners will build on their prior understanding to develop, implement, and assess an educational event evident of pedagogical knowledge and subject matter expertise. Through a series of critical self-reflection activities, learners will deepen their understanding of their own teaching to (1) strategically inform current and future teaching practices and (2) to guide the development of a teaching portfolio and personalized faculty development plan.

This course is designed to create a community of scholar-practitioners working together to explore a variety of constructs, principles, and models of leadership and to apply that learning to current, and future leadership experiences and opportunities. The course encourages a scholar-practitioner analysis of these experiences/opportunities with focused application to academic and professional goals of students. Students are expected to draw on learning from prior life experiences, and new learning acquired in this course to complete the course activities and produce products that focus on context-based problems in urban educational organizations (or others) and demonstrate evidenced-based leadership strategies for leveraging change.

Participants in this course will develop the skills necessary to generate, submit and defend a motivating and viable doctoral dissertation proposal aimed at advancing scholarship within the field of health professions education.

This is an independent dissertation proposal development course offered with faculty guidance. Participants in this course will continue to develop or complete a motivating and viable doctoral dissertation proposal aimed at advancing scholarship within the field of health professions education.

Upon admission to candidacy, students will conduct individual research to advance the HPE field under the guidance of a mentor and in collaboration with their dissertation committee members.