Online Certificate in Medical Education

• University of Cincinnati Graduate Certificate Application – You must complete an online application and pay the application fee.  In the application, be sure to select the correct program: “Medical Education-Distance Learning (Curr & Instruction) / Award: GC.”  Applications to an incorrect program cannot be transferred, and a second application with fee will be required.

Please note that the start quarter you specify in the application is the earliest you can be registered for a course. You can delay your start up to three quarters later (i.e., if you originally apply for a fall start, you can delay until winter, spring or summer quarter).  If you wish to delay your start beyond three quarters, you will need to reapply.

• One-page essay summarizing your purpose and goals in entering the certificate in medical education program, especially as related to your current position − this is uploaded to the online application.
• Curriculum vitae − this is uploaded to the online application

Additionally, the following requirements are not uploaded to the application, and must be sent directly from the college / university to Lea Alaee, program coordinator:

• Official transcripts from all undergraduate and graduate institutions included on your online application (must include any institution from which you received a degree; other institutions are optional).

Students may be enrolled in both the certificate and the MEd program*. Students wishing to apply for both must complete the graduate school application for both programs and pay the required application fee for both programs.

Students already enrolled in the MEd program who wish to also earn the certificate must have five certificate-eligible courses left to take, and must complete the graduate school certificate application (and submit the fee) prior to taking any courses to be applied toward the certificate. The graduate school will not grant any credits toward the certificate earned prior to completion of the application requirements.

*The University of Cincinnati computer system does not allow a student to officially start both programs in the same quarter. You may apply for both at the same time, and administratively, we will delay the start of your master’s program to the next quarter. This will not affect your enrollment in any way, and all courses taken will apply toward the certificate as well as the MEd.

Admission is offered to qualified candidates regardless of race, age, gender, ethnicity, religion and sexual orientation. The application process is non-competitive and applicants are accepted or rejected solely on the basis of academic and professional criteria. Applicants are officially notified of acceptance or denial by letter, but will also be informed via email. Interested individuals should direct inquiries to:

Lea Alaee, Program Coordinator
Division of General and Community Pediatrics
Cincinnati Children’s Hospital Medical Center, ML 2011
3333 Burnet Ave.
Cincinnati, OH 45229-3039

Phone: 513-636-4183
Fax: 513-636-7247
Email: lea.alaee@cchmc.org

All courses are offered via Blackboard from the University of Cincinnati website. Many instructors also choose to have a few synchronous class meetings utilizing iLinc or Elluminate Live!, which are web conferencing and collaboration applications.

Course materials include textbooks and other text materials, online resources, multimedia presentations and discussion boards. Textbook information will be provided each quarter with adequate time for students to purchase them. Most additional materials are posted to Blackboard for easy downloading. In some courses, specific software may be required, most of which is either web-based or downloadable.

Coursework includes assigned reading materials, active participation in the course discussion board, and assignments, tests and group and individual projects. If a course requires an individual project, you are encouraged to choose and design a project that is applicable to your home institution and its organizational needs. This ensures the program is immediately relevant and useful.

The amount of time required for coursework each week varies by the course and each individual’s comfort level with the material covered as well as his or her reading and typing speed. In general, a three-credit course requires nine to 12 hours per week. Students should plan to spend several of those hours each week reading and responding to postings in the course discussion board.

18 CI 702 Inquiry into Teaching and Learning: This course focuses on study of teacher behaviors that influence the academic achievement of students. Emphasis will be placed on the current trends in educational research related to effective instructional design / development practices and technological advancements that impact the teaching-learning experience. No prerequisite.

18 EDST 802 Introduction to Field Methods in Educational Research: Introduction and practice of qualitative methods for studies of learning. This course aims to explore what is distinctive about “qualitative” and “ethnographic” methods of research in relation to various kinds of research problems and the development of theory or sociological explanation. No prerequisite.

18 CI 885 Attitude Formation and Change: This course focuses on attitude formation and change theories in terms of the goals and objectives in educational settings. Theoretically sound ideas for influencing student attitudes, and the value decisions that teachers must make when deciding to influence attitudes, will be introduced and studied. Reactive and unobtrusive measures for assessing student attitudes will be examined. No prerequisite.

18 CI 776 Applying Technology for Effective Learning: The course provides instruction to professionals on how computer technology tools can enhance their communication and instructional techniques for medical education. Course participants will explore and evaluate how, when and why technology should be infused into education. Not only does this course focus on a variety of medical technology tools and technology teaching related theories, it introduces how to create a collaborative teaching environment, eLearning courses and media-enhanced presentations using a specific software and / or Web 2.0 tools (e.g., blogs, wikis, feeds, tags and social networking sites).

18 EDST 675 Human Learning: This course introduces the major themes in the field of cognitive psychology and current theories of human learning and memory. A comprehensive overview of the field is provided, including perception, attention, learning, memory, mental imagery, general knowledge, concept formation, problem solving and creativity, reasoning and decision making, intelligence and cognitive development. No prerequisite.

18 EDLD 812 Program Evaluation: This course focuses on the process of seeking, analyzing and interpreting information for use in directing the development, implementation and improvement of educational / curriculum programs. No prerequisite.

18 CI 850 Program Development in Higher Education (aka Adult Learning in the Health Professions): This course will explore adult learning theory and how the principles of adult learning theory are applied in teaching and learning settings within the health profession environment. No prerequisite.

18 EDST 721 Measurement and Assessment: This course is an introduction to basic measurement concepts and techniques for evaluating measurement data to make educational decisions. It also deals with the theory and practice of program evaluation and student assessment. It explores theories and problems of measurement and learning assessment. Contemporary and classical approaches to measuring achievement in the educational setting are examined. No prerequisite.

CI7080 – Curriculum Development & Evaluation in Medical Education: This course will provide an overview of evolving concepts and principles of curriculum development and evaluation for medical and other healthcare professionals. The course considers the philosophy and theory of curriculum design and development. Special emphasis will be placed on the analysis and application of principles for resolving problems with curriculum and curriculum improvement. Each participant will develop and share a curriculum document that supports a program within his or her discipline. The development and writing of this document leading to presentations and critiques at the end of the quarter will be our primary focus. All elements of the course will relate to this effort. The professor's role will be as facilitator, consultant, discussion leader, and critic with the hope that each participant, at the end of the course, will have produced a substantial document ready for implementation or for further study and development.

CI7081 – Attitude Formation and Change in Medical Education: This course focuses on attitude formation and change theories in terms of the goals and objectives in medical educational settings. Theoretically sound ideas for influencing student attitudes, and the value decisions which medical educators must make when deciding to influence attitudes, will be introduced and studied. Reactive and unobtrusive measures for assessing student attitudes will be examined.

CI7082 – Human and Adult Learning in Medical Education: This course provides an introduction to cognitive theories of human learning and memory with an emphasis on the application of this approach to the understanding and improvement of learning in instructional settings, particularly in medical education settings.

CI7083 – Application of Instructional Design and Technology in Medical Education: This course is designed to provide fundamental knowledge about instructional design, including relevant learning theories, in conjunction with the computer technology tools that impact the teaching and learning in medical education. Course participants will explore and evaluate how, when, and why technology should be infused into education. Experience will be gained in the development and use of instructional applications including computers and educational software. Emphasis will be placed on creating collaborative teaching environments, eLearning courses and media-enhanced presentations using specific software and/or Web 2.0 tools (e.g., Blogs, Wikis, Social Networks, Social Bookmarks, Podcasts, RSS Feeds, and Photo Sharing). In addition, this course will address potential legal and ethical issues regarding computer-based technologies.

EDST7010 – Statistical Data Analysis I: This course introduces students to the fundamental techniques of statistical data analysis, such as descriptive statistics, t-tests, ANOVA, correlation and regression, and chi-square tests, that are commonly used in the social and behavioral sciences.

EDST8034 – Measurement and Assessment: The purpose of this course is to provide an introduction to the development of tests, assessments, questionnaires, and other methods of measuring psycho-educational variables. The goal is to enable each student to develop reliable assessments, which includes prescient design, standardized administration, and quantitative analysis to ensure that assessments are psychometrically sound. The class covers the entire test development cycle: conceptualization of a test, test design, item writing, pilot testing, standard setting, and psychometric analysis. Discussion of psychometric analysis is focused on classical test theory, but concepts of item response theory, a much more advanced paradigm, will also be explored.

EDST8051 – Qualitative Research Methods I: This course introduces graduate students to the fundamentals of qualitative research. Students will be introduced to various approaches to qualitative research (e.g. holistic ethnography, critical ethnography, case studies, qualitative evaluations) and learn how to 1) develop a research design; 2) select research sites and negotiate entrée; 3) construct a purposeful sampling plan; 4) assemble and submit an Institutional Research Board (IRB) packet; 5) collect data through participant observation, interviews, and archival materials; 6) establish trustworthiness (validity and reliability); 7) assume effective and ethical researcher roles; 8) analyze data; and 9) write up findings.