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The online certificate in medical education at Cincinnati Children’s Hospital Medical Center is designed to accommodate physicians and other healthcare professionals who:
As a stand-alone program, the certificate enables participants to acquire advanced knowledge in the field of medical education and apply that knowledge to improve the programs and projects they are involved with at their institution.
For those who are interested in the MEd program but concerned about the amount of time it will require or how well they will perform in or enjoy the online learning environment, the certificate program affords the opportunity to try the program before making a full commitment. The University of Cincinnati allows five years to complete a graduate certificate program, allowing a participant to take as few as one course per year to complete the program. At any time, the participant can apply to enter the MEd program and transfer the credits taken to date in the certificate program. Once the credits have been completed, the student will earn the certificate and the designation of certificate in medical education on their transcript.
Students in the MEd program who are interested in also earning the certificate must complete the online application for the certificate prior to taking any courses that would count toward the certificate. The Graduate School does not permit any courses taken prior to acceptance to count toward a certificate (in other words, no courses may be transferred into a certificate program).
Applications are accepted year-round for the Certificate in Medical Education, and students may start in any term.
Please note that the start term you specify in the application is the earliest you can be registered for a course. You can delay your start up to one year. If you wish to delay your start beyond one year, you will need to reapply.
Additionally, the following requirements are not uploaded to the application, and must be sent directly from the college / university to Lea Alaee, program coordinator:
Students may be enrolled in both the certificate and the MEd program concurrently*. 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 four 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 and acceptance.
*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 term. This will not affect your enrollment in any way, and all courses taken will apply toward the certificate as well as the MEd.
To start in this term
All application materials must be received by
Fall semester (August)
Spring semester (January)
Summer semester (May)
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 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: email@example.com
In-state (OH) tuition - $1123 per credit hour / $3369 per course Out-of-state tuition - $1138 per credit hour / $3414 per course
Students are responsible for purchasing any required books and are given complete information and ample time to do so.
The program office will email invoices each term, and payment is to be made to Cincinnati Children’s via check or credit card. Payment is generally due by the first day of class.
Students are encouraged to seek tuition support opportunities through their home institution. US-based students taking six credit hours per term may be eligible to apply for a student loan. For additional information, please contact the University of Cincinnati Financial Aid Office. The program does not have grants, graduate assistantships or other financial aid available.
Cincinnati Children’s employees: Certificate programs are not approved for the HR tuition reimbursement program or any other tuition assistance program.
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. Any required book information will be provided each term with adequate time for students to purchase. 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 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.
The following four courses are recommended for certificate students:
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.
The following three courses may also count toward the certificate if taken in place of any of the above four recommended courses.
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.
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