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All courses are offered via Blackboard from the University of Cincinnati website. Many instructors also choose to have a few synchronous class meetings utilizing web conferencing and collaboration applications.
Course materials include books and other text materials, online resources, multimedia presentations, and discussion boards. Book information will be provided each term with adequate time for students to purchase them. Most additional materials are posted to Blackboard for easy access and/or 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 9-12 hours per week. Students should plan to spend several of those hours each week reading and responding to postings in the course discussion board.
All courses are required and 3 credit hours each. Course descriptions subject to minor modification; schedule TBD.
CI7001 – Educational Research for Masters Students: Through this course, students will develop the proposal for their final master’s project while learning how to develop an action research question, perform a literature search to read and synthesize relevant research, develop a methodology and research plan, and write the proposal using APA style guidelines. Students are expected to draw upon what they have learned in the program coursework, apply it toward a real-world project, and write a publishable paper. The actual research, data analysis and final paper will be completed with guidance from the student’s master’s committee and credited under CI7090 Master’s Project: Curriculum & Instruction.
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 term 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.
CI6075 – Field Experiences Practicum: This course requires completing 30 hours of various teaching experiences that may include teaching or co-teaching; preparation of teaching modules, lectures, conferences, and other presentations; attending rounds; and leading discussion groups as part of resident / student medical education. Teaching experiences are to be evaluated and documented. Documentation of the teaching is through creation of an educational portfolio. The content of the practicum includes the competencies related to the functions of planning, implementing and evaluating teaching / learning experiences within the student's specialty field. It may also include developmental activities which are identified as important elements of the teaching role, especially as these relate to the particular professional, institutional and system context.
CI7090 – Master's Project: Curriculum and Instruction: This course involves the independent work of completing the research and writing the final paper for the final master's project proposal completed in CI7001 – Educational Research for Masters Students.
“The master’s program has given me new ideas which help in these changing times of graduate medical education. I have been able to plan and write curriculum more effectively. I have been able to use the evaluation instruments at our institution more effectively. My teaching style has been broadened. I am better prepared to assume more administrative duties such as residency director.”
John C. Zona, MDAssistant Director − Flower Family Practice Residency
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