Teaching with Technology:
The purpose of this seminar is to provide learners with the knowledge and skills to work with various multimedia tools to create educational materials. This is a project‐oriented seminar designed to meet the needs of each individual learner.
Seminar Objectives, by the end of this seminar, you will be able to:
• Design and develop digital‐age learning materials in different media modalities including text, audio, and video
• Use various software and digital media technologies to produce quality educational products
• Evaluate and reflect on the experience of creating digital media
Leadership:
Interpersonal competence and critical reflection are important skills for leaders in any organization. The purpose of this seminar is to create an interactive online community in which we use personal reflection, online reflections from the group and your actual practice experiences as means to explore and grow leadership skills. In this seminar, you will analyze and integrate your leadership experiences with leadership theories and research that you have been studying.
Objectives, Learners will be able to:
• Critically analyze their personal mission and vision statements.
• Critically analyze leadership‐focused cases using theory and reflection skills.
• Strengthen the reflection skills of questioning, challenging assumptions, reframing the problem, and redesigning action.
Meet the Experts:
Discuss seminal articles with HPE renowned international scholars. Learners will generate series of questions to ask the authors. Guest speaker include: Cees van der Vleuten‐NL, Olle ten Cate‐NL, Erik Drissen‐NL, Jen Cleland‐UK, and Lambert Schuwirth‐AUS
Objectives, Learners will be able to:
• Create relationships with senior scholars in the HPE field;
• Witness experts’ thought process and approach to their research;
• Examine seminal and/or cutting edge work in the HPE field and interact with the author; and
• Generate questions to unpack expert knowledge and new applications for concepts.
Rhetoric and Academic Writing:
Rhetoric is defined as the art of effective persuasion. Learners in this course will be given an introduction to some of the basic principles of rhetoric that can usefully inform academic the writing. This course will help participants put into practice the teachings of rhetoricians ranging from the ancient Greeks, to the postmodern theorists. The emphasis in this course will be on practical application of these theoretical principles to medical education‐related communications. Three text types will be examined: (1) conference abstract submission, (2) research paper, and (3) conference research presentation. Attention will also be paid to common grammar mistakes and logical fallacies.
Course Objectives, Upon completion of this course, participants will be able to:
• Describe the theories of rhetoric and how specific aspects of rhetoric have evolved from ancient to modern times.
• Use the tools and processes of rhetorical theories to analyze a text type to inform the production of that same type of text.
• Write more effectively by putting into practice rhetorical strategies and grammatically correct writing skills.
Mixed Methods Research:
This is a research design seminar dealing with integrating qualitative and quantitative approaches, methods, and data in research. We will address some fundamental issues in each approach that are particularly relevant to (and sometimes problematic for) combining these approaches. The seminar covers reasons why mixing methods may be useful, and ways in which qualitative and quantitative goals, questions, methods, analysis strategies, and presentation styles can be productively integrated. We will do this by reading and discussing mixed‐methods articles that come from a variety of disciplines, including mixed‐methods in the health professions, as well as engaging in joint activities during our scheduled sessions.
Objectives, learners will be able to:
• Develop an awareness of the important ways in which mixed methods research differs from single method research strategies, and key issues that should be addressed when combining approaches.
• Develop an awareness of the important strengths and limitations of both qualitative and quantitative research, and how to integrate these approaches in a mixed method study.
• Critique empirical mixed methods research per standards for quality research.
Advanced Mixed Methods Research:
This course builds upon knowledge and skills acquired in MED‐605 – Fundamentals of Mixed Methods Research Seminar, MED – 505 ‐ Quantitative Research Methods in HPE and MED ‐ 507 Qualitative Research Methods in HPE. This seminar will provide learners with more specialized knowledge and skills for designing mixed‐methods research. We will discuss the different types of mixed‐methods research and how to select the most appropriate approach for the research goals and questions. We will also cover mixed‐methods research designs, validity and generalizability, strategies for integration of data collection, analyses and results, and writing up mixed‐methods research.
Objectives, learners will be able to:
• Develop an awareness of the different types of mixed‐methods research and how to select the most appropriate approach for the research goals and questions.
• Develop an awareness of the important strengths and limitations of mixed‐methods research, including issues related to validity and generalizability.
• Develop an awareness of strategies for integrating data collection, analyses and writing up mixed‐methods research.
• Critique empirical mixed methods research according to standards for quality research.
Grant Writing:
The goal of this seminar block is to complete a five‐page grant proposal using NEGEA Grant Program guidelines. We will review and practice writing common components of educational research grant proposals. Learners are strongly encouraged to craft a proposal that fits their program of research. At the end of the seminar, learners have the option of submitting the proposal to the NEGEA. This will satisfy PhD learners’ practicum requirement of a grant submission.
Objectives, learners will be able to:
• Ground proposal in the literature and a theoretical framework
• Use the problem‐gap‐ hook heuristic draft background and methods sections of yourproposal
• Articulate a research question that meets FINER criteria
• Differentiate rhetoric of research reports and research grants
• Form a research team
• Create a well‐justified budget and realistic timeline
• Craft and secure letters of support
• Deal with institutional “red tape”
Survey Design:
This course familiarizes learners with the steps and procedures essential to developing high‐quality surveys. Although self‐report surveys are the most common form of data collection instruments employed by social and behavioral scientists (as well as other researchers), few scholars are fluent in the basic processes needed to extract valid and reliable data from a survey. The course focuses primarily on learning and applying “best practices” of survey design, based on the existing empirical evidence. The course will examine research bearing on the following common questions: (a) Should I use an existing survey or design my own? (b) Should I use open‐ended, ranking, or rating items? (c) How many response options should I offer? (d) Should I label every point in my response scale? (e) How should I organize the items in my survey? (f) Should I create an Internet, mail, or mixed‐mode survey? (g) What type of response rate should I expect? (h) How do I report the findings of my survey design and development process? In addition, the course covers a modest number of theories associated with survey design. These theories help inform the design process, particularly in the (numerous) areas where the existing research provides little guidance.