A Master of Science in Education for Health Professions Educators. A Model.

Autor/in	Clymer, Ellen Saxe
Titel	A Master of Science in Education for Health Professions Educators. A Model.
Quelle	(1996), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Allied Health Occupations Education; Curriculum Design; Curriculum Development; Graduate Study; Health Education; Higher Education; Masters Degrees; Masters Programs; Models; Professional Education; Teacher Educator Education; Teaching Methods + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Magister course; Magisterstudiengang; Analogiemodell; Berufsausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A project developed a model Master of Science in Education curriculum for health professionals that was based on principles of adult learning. The completed curriculum included course content, instructional alternatives, an implementation plan, and an evaluation plan. The following methods were used: a review of literature on adult education and health occupations education; telephone interviews of hospital staff development personnel and health program instructors; focus groups of health professions educators and current students in health professions education; course offerings and degree requirements; catalogues of graduate education programs; and internal and external experts from regional institutions. Adult learning principles, learning needs, and barriers were identified. Four courses were developed: learning theory, teaching methods, measurement and evaluation, and research methods. The proposed degree requirements were 30-48 semester or 40-72 quarter units. The model for the project expanded Davis' (1993) model into eight components: student, learning preferences, content, teacher, teaching styles, environment, outcomes, and assessment. Students would be provided theory and opportunities to develop skill in both areas of assessment in health professions education: classroom performance and clinical competence. (An attachment of the developed curriculum includes educational philosophy, educational outcomes, and curriculum design.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01