Teaching (22 credits)

HPE-500: Innovative Curricular Design (3 credits)

Description: A study of selected topics in pedagogy with emphasis on recent research and theory in the disciplines of health professions education. This course includes health systems and delivery topics, interdisciplinary issues, and varying curricular design. Instructional strategies that facilitate critical thinking and clinical reasoning and incorporate a variety of teaching and learning styles into health professions education programs will be explored and discussed. Ethical principles, integrity, and compliance issues associated with teaching and learning will be discussed and presented through individual and in-class activities including syllabus construction and classroom activity development.

HPE-505: Thriving in Higher Education (1 credit)

Description: Through course activities, students will become familiar with institutional missions and their effects on institutional culture, understand organizational/governance models, become familiar with the role and functions of academic faculty, explore strategies for obtaining and maintaining academic appointment, and investigate the relationships between professional preparation programs in healthcare professions and the larger institutions in which they are housed. Students will facilitate seminar discussions, review promotion and tenure guidelines from representative institutions, and complete a tentative career plan. Offered in a 7-week module.

HPE-510: Evidenced-Based Practice in Education (3 credits)

Description: A course to provide a framework for teaching that is grounded in evidence. This course will help students in developing their own teaching philosophy, design well-aligned courses, collect and evaluate evidence, and ultimately apply the science of learning to common teaching practicalities utilized. Various teaching strategies will be explored, including hands-on practical assessments, simulation, discussion, and assignment-based activities. Students will also learn strategies to overcome common barriers in evidence-based practice.

HPE-520: Student and Program Assessment (3 credits)

Description: This course examines the importance of valid and reliable assessment data to support student learning, as well as the theories, techniques, methods, and program evaluation models currently used in assessing the effectiveness of various programs in higher education. Students will learn the appropriate methods for selection, administration, and interpretation of assessment data and how to lead the process of using student and graduate assessment data for instructional and programmatic decision-making to continue to improve outcomes.

HPE-600: Learning Theories (3 credits)

Description: Explores the theories that form a foundation for all health professions educators. The primary focus of the course is to teach students foundational theories, integrative application, and social identity development in higher education today. Included are theories specific to attachment, adaptation and resilience, cognition, motor learning, empowerment, loss and grief, psycho-immunology, student development, and societal responses to stigmatized groups. Theories are applied to interprofessional practice and research design across the life span.

HPE-605: Leadership, Ethics, and Organizational Change (1 credit)

Description: This course examines leadership theory, concepts, and practice. Students will identify leaders and leadership styles and apply the knowledge to better understand and positively affect their organization, business, or institution. Also includes an emphasis on ethical processes and their application to leadership. Offered in a 7-week module.

HPE-610: Online Pedagogy and Course Delivery (3 credits)

Description: This course will explore the science and understanding behind
the pedagogy approach to teaching in the online environment. It will teach students what it means to deliver effective online content by utilizing the positive aspects of technology to deliver a beneficial educational learning experience. Students will learn how to create student-centered learning opportunities and how to develop active learning activities.

HPE-620: Teaching Practicum (3 credits)

Description: In this course, students will apply educational theories and skills learned through this field-based course. Students will partner with an experienced educator for this 90-hour practicum. Students may choose to complete this experience in various settings, including the classroom, laboratory, clinical setting with students or patients, and simulation.

Research (16 credits)

HPE-550: Research Methods (3 credits)

Prerequisites: Enrollment in HPE Ph.D. Program or Research Certificate Description: Explores common designs utilized in health professions research, emphasizing critical appraisal of current evidence. Topics include experimental and non-experimental research designs, systematic reviews, and meta-analyses.

HPE-560: Qualitative Research (3 credits)

Description: This course synthesizes the rationale, theoretical foundations, design, methods, analysis, and ethical issues related to qualitative research. Students will analyze the five approaches to qualitative research, including narrative, phenomenology, grounded theory, ethnography, and case study.

HPE-570: Quantitative Research (3 credits)

Description: Prepares the student to code, analyze, and interpret data from health professions research. Topics include scales of measurement, measurements of central tendency, summary statistics, identification of variables, coding and analyzing parametric and nonparametric data using statistical software (Shapiro-Wilk, Kolmogorov-Smirnov, t-tests, Mann Whitney U, ANOVA, Kruskal-Wallis, linear regression).

HPE-650: Advanced Quantitative Research (3 credits)

Description: Prepares the student to code, analyze, and interpret advanced statistical analyses to determine relationships between factors and differences between groups. Topics will include logistic regressions, odds ratios, and meta-analyses.

HPE-655: Academic Writing (1 credit)

Description: Prepares the graduate to meaningfully contribute to research design and analysis in health professions. Topics include synthesizing literature, developing research questions, developing scientific communication strategies, and identifying funding sources. Offered in a 7-week module.

HPE-660: Dissertation Proposal (3 credits)

Description:  This is the first course in the three-course mentored dissertation sequence. The course guides students through the development of a comprehensive dissertation proposal and preparation for Institutional Review Board (IRB) submission. Students conduct an in-depth review of the literature, refine the research problem and research questions, develop the study methodology, and prepare all required IRB application materials for the appropriate institution(s). Successful completion of the course requires a mock dissertation proposal defense and submission of a completed IRB application draft.

Dissertation (8 credits)

HPE-700: Mentored Dissertation I (4 credits)

Prerequisites: HPE-660
Description:  This is the second course in the three-course mentored dissertation sequence. The course supports implementation of the approved dissertation study through ongoing mentorship from the student's dissertation committee. Students obtain IRB approval, conduct data collection and analysis, and begin preparing the dissertation or manuscript(s) for publication. Successful completion of the course requires successful defense of the dissertation proposal, IRB approval, and completion of either a draft of the first publishable manuscript or Chapters 1 and 2 of the traditional dissertation.
This course is repeatable up to 4 times.

HPE-710: Mentored Dissertation II (4 credits)

Prerequisites: HPE-700
Description:  This is the third course in the three-course mentored dissertation sequence. The course supports completion of the dissertation through ongoing mentorship from the student's dissertation committee. Students complete data analysis, finalize the scholarly product, and prepare for the oral dissertation defense. Successful completion of the course requires completion of the dissertation by either (1) submitting two manuscripts formatted for submission to peer-reviewed journals or (2) completing a traditional five-chapter dissertation. Students must also successfully defend their dissertation in a public oral presentation.
This course is repeatable up to 4 times.