Course Descriptions

This course provides a foundation of learning theories essential for understanding how people learn, the selection of instruction and assessment within curricula, and the development of curriculum and research inquiries. The course begins with an introduction to principles and dimensions of learning and content focuses on the sequential exploration of learning theories and related educational research critical to the future conduct of inquiries into learning.

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.

This course provides an overview of the theoretical principles of assessment and best practices for measuring knowledge and skills in the health professions. The course begins with the fundamentals of assessment then students extend their skills in development and analysis of effective assessments. Students explore various methods of assessments such as written tests, performance tests, clinical oral and observational assessments, key features, narrative assessments, portfolios, and simulation-based assessments. Students will further learn and apply skills for developing, using, and testing valid, reliable survey instruments.

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.