GRADUATE STUDENT HANDBOOK
GRADUATE PROGRAMS IN HEALTH PROFESSIONS EDUCATION AT THE
UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES
DEPARTMENT OF MEDICINE
Master of Health Professions Education (MHPE)
Doctor of Philosophy in Health Professions Education (PhD in HPE)
2014-2015
(Revised November, 2014)
Department of Medicine
4301 Jones Bridge Road
Bethesda, MD 20184-4799
(301) 295-3603
For more information see:
http://www.usuhs.mil/med/hpe
Page |2
TABLE OF CONTENTS
Introduction and Brief History ........................................................................................................ 3
Master of Health Professions Education (MHPE) Program ........................................................... 4
MHPE Overview ......................................................................................................................... 4
MHPE Competencies .................................................................................................................. 5
MHPE Course Offerings and Proposed Schedule ....................................................................... 6
MHPE Thesis Requirements ....................................................................................................... 9
MHPE Practicum Requirements ................................................................................................11
PhD in Health Professions Education (PhD in HPE) Program ..................................................... 13
PhD in HPE Overview .............................................................................................................. 13
PhD in HPE Competencies ....................................................................................................... 14
PhD in HPE Course Offerings and Proposed Schedule ............................................................ 15
PhD in HPE Dissertation Requirements.................................................................................... 17
PhD in HPE Practicum Requirements ....................................................................................... 20
Graduate Programs in HPE: General Procedures and Requirements ........................................... 21
Application Procedures ............................................................................................................. 21
Officer Student Status ............................................................................................................... 22
Student Evaluation .................................................................................................................... 22
Academic Honesty .................................................................................................................... 23
University Policies on Graduate Student Grading, Promotion and Dismissal .......................... 24
Department of Medicine Policies on Academic Promotion, Probation and Termination ......... 24
Graduate Programs in HPE: Course Descriptions ........................................................................ 26
Department of Medicine Courses .............................................................................................. 26
Courses in Other USU Departments ......................................................................................... 35
Page |3
Introduction and Brief History
In keeping with the University’s mission and strategic goals, especially in the provision of joint,
tri-service graduate education, the Department of Medicine (MED) sponsors graduate degrees in
Health Professions Education through the F. Edward Hébert School of Medicine (SOM). These
degrees help the university attain its goal of building educational offerings through innovative
programs that support the Military Health System (MHS). The degrees, a Master of Health
Professions Education (MHPE) and Doctor of Philosophy in Health Professions Education (PhD
in HPE), benefit the uniformed services and other federal agencies by producing a cadre of
leaders with expertise in the theory, research, and practice of health professions education within
our nation’s MHS. The purpose of these degree programs is to train educational scholars to
serve as academic leaders (e.g., program directors, deans, researchers) who will contribute to the
continuous advancement of health professions education and research in the MHS and civilian
communities.
Based on discussions with stakeholders (including current MHS medical education program
academic leaders, healthcare executives within the military services, and potential students), and
considering the many changes to medical education in the MHS, there is a clear need for
graduate programs in HPE. The requirement to restructure medical education to meet the needs
of the public, and especially to ensure safe, cost effective healthcare, are now universally
accepted.1,2 In addition, the Accreditation Council for Graduate Medical Education (ACGME)
continues to add new requirements for assessing education outcomes. These expected outcomes
are beyond the current capabilities of most medical education systems, which do not have leaders
with advanced training in the theory and scholarship of medical education. Healthcare systems
with national scope, such as the MHS, must take the lead.3
Given current challenges, such as the explosion of medical knowledge and emergence of
technologies, Department of Defense (DoD) individuals with expertise in relevant theories,
teaching, and leadership are needed to help train future health professionals, giving them the
skills necessary to become lifelong learners. In addition, advanced degrees in health professions
education are increasingly emphasized as a requirement for academic leadership positions in the
medical education system in North America. The MHS has a pressing need for physicians with
educational expertise to serve as leaders in undergraduate and graduate medical education. All
services have suffered a significant attrition of senior ranking physician-educators and program
leaders through retirements, separations, and changes in promotion pathways, yet the number
and scope of our educational programs continue to expand.
Cooke M, Irby DM, Sullivan W, Ludmerer KM. American medical education 100 years after the Flexner report. N
Engl J Med, 2006. 355:1339-1344.
1
Bleakley A, Bligh J, Browne J. Medical education for the future: Identity, power, and location. Springer. 2011.
London.
2
Gimbel RW, Pangaro LN, Barbour G. America’s “undiscovered” laboratory for health services research, Medical
Care, 2010. 48:751-6.
3
Page |4
In summary, the graduate programs in HPE described herein expand the University’s existing
graduate programs to meet an identified need—to produce DoD health professionals to have
expertise in health professions education who can manage and lead programs across the
continuum of medical education.
Master of Health Professions Education (MHPE) Program
MHPE Overview
The MHPE provides a broad scholarly and practical experience in the theory and practice of
health professions education (HPE). Students conduct original research, enhance their leadership
skills, and develop proficiency in educating health professionals. The MHPE is targeted for
clinical and basic science teachers, directors of courses, clerkships, residencies, and fellowships,
as well as vice chairs, chairs, and other administrative leaders in HPE (i.e., assistant or associate
deans). The MHPE curriculum is rigorous, with a focus on both the theory and practice of HPE.
It includes advanced education in teaching, leadership and scholarship with an emphasis on
practical application. The MHPE is sequenced to be completed within 24 months (minimum of
12 months in residence at USU), and is primarily designed for individuals planning careers in
HPE within the uniformed services, although the content is relevant to all institutions engaged in
the education of health professionals. Matriculants may include, but are not limited to,
physicians and other academically qualified health professionals, such as veterinarians, dentists,
nurses, pharmacists, and administrators, who wish to apply the core disciplines of education,
cutting edge research, and leadership to their career field. Uniformed personnel with education
or experience in a health-related discipline are given priority as candidates for admission.
The goal of the MHPE is to provide each student with the necessary academic background to
serve as an academician and leader in the uniformed services. Graduates are expected to use
their acquired skills in educational theory, scholarship, and leadership to positively impact DoD
educational programs at the undergraduate (i.e., medical, nursing or dentistry school), graduate
(residency training), and continuing HPE levels. MHPE graduates will understand and have the
ability to apply educational theory for research, teaching, and leadership related to HPE. In
addition, graduates with have the skills to plan, analyze, manage, and improve professional
education programs for the DoD.
The MHPE degree program consists of a number of required components including formal
didactics. The didactic requirement includes core courses in educational theory, biostatistics, and
leadership, as well as advanced education in assessment and instructional methods. The
minimum credit load per quarter required for a full-time student is 12, the maximum allowed is
22, and the normal range is 12 to 16 credits. The satisfactory completion of master’s thesis,
resulting in at least two peer-reviewed acceptances for publication, is required. The master’s
thesis is a capstone of the MHPE program and should represent the synthesis, integration, and
application of core HPE concepts and principles. The requirements for the MHPE thesis are
described in more detail in the Graduate Education Office (GEO) thesis and dissertation
guidelines, http://www.usuhs.edu/graded/pdf/20132014thesisanddisserationmanual.pdf.
Page |5
MHPE Competencies
Like many contemporary graduate programs in the health professions, the MHPE program is
built around a competency framework. Competency-based education focuses on what a trainee
should be able to do at the end of their studies. Thus, upon completion of the MHPE program,
graduates will be able to achieve the following 14 competencies in four broad areas: (1)
Scholarship and Research, (2) Leadership, (3) Teaching, Learning, and Assessment, and (4)
Communication.
SCHOLARSHIP AND RESEARCH
1. Critically review and evaluate scholarship in the fields of health professions education
(HPE), higher education, health systems, and/or other academic disciplines that can
usefully inform educational inquiry;
2. Use contemporary theory and research methods (qualitative and quantitative) to inform
educational inquiry;
3. Characterize the principles of systems and their relevance to the scholarship of HPE (e.g.,
patient safety, quality, interprofessional collaboration, etc.);
4. Design and implement an educational research study and disseminate results at meetings
and in the peer-reviewed literature;
LEADERSHIP
5. Participate in the formation and collaboration of HPE research groups;
6. Apply leadership theories, principles, and strategies to instructional contexts and to other
educational settings;
7. Engage in reflective practice that supports teamwork and continued scholarship;
8. Employ negotiation, conflict resolution, and other leadership skills within relevant HPE
systems and other professional settings;
TEACHING, LEARNING, AND ASSESSMENT
9. Develop a personal philosophy of learning and instruction with reference to theoretical
and empirical evidence;
10. Apply relevant contemporary theories to specific educational contexts (these theories
may include, but are not limited to, theories of learning, motivation, health systems,
assessment, and instruction);
11. Acquire fluency with information and communication technologies to support
educational activities (e.g., online learning);
12. Employ contemporary methods of measurement, evaluation, instruction and assessment
to individual learners and educational programs;
COMMUNICATION
13. Communicate effectively both orally and in writing; and
14. Interact with superiors, peers, and trainees in a multidisciplinary setting, and in a
professional and ethical manner.
Page |6
MHPE Course Offerings and Proposed Schedule
The educational offerings necessary for graduate degrees in HPE are fairly consistent across
institutions in type and scope.4 The MHPE course offerings at USU are consistent with other
institutions offering the MHPE degree. Below is a typical MHPE course schedule.
MHPE Schedule: Year 1
Pre-fall Year 1 (July to beginning Aug; 7 weeks)
Credit hours
MED 605 Master’s Seminar in HPE
1
MED 500 Leadership Roles in HPE
3
MED 550 Theory to Practice in HPE I: Learning Theories
3
MED 501 Rhetoric and Academic Writing
2
MED 502 Philosophy and Epistemology
2
Total Credits, Pre-fall, Year 1:
11
Fall Year 1 (end Aug to beginning Nov; 14 weeks)
MED 605 Master’s Seminar in HPE
3
PMO 503 Biostatistics I
4
MPO 901 Research Methods
3
MED 555 Theory to Practice in HPE II: Instructional Methods
3
MED 503 Practice of Assessment of Competence
2
Total Credits, Fall, Year 1:
15
Winter Year 1 (mid Nov to mid Feb; 14 weeks)
MED 605 Master’s Seminar in HPE
3
PMO 504 Biostatistics II
4
MED 504 Principles of Instruction
1
PMO 684 Clinical Research Seminar
1
MED 505 Quantitative Research Methods in HPE
2
PMO 1003 Survey Design
3
Total Credits, Winter, Year 1:
14
Tekian A, Artino AR. Master’s Degree in Health Professions Education Programs. Academic Medicine, 2013; 88:
1399.
4
Page |7
MHPE Schedule: Year 1 (cont’d)
Spring Year 1 (mid Feb to mid May; 14 weeks)
Credit hours
MED 605 Master’s Seminar in HPE
3
MED 506 Principles of Online Instruction
3
MED 507 Qualitative Research Methods in HPE
4
MED 560 Theory to Practice in HPE III: Measurement, Assessment, and Evaluation
in HPE (Individuals to Programs)
3
PMO 522 Meta-Analysis
1
Total Credits, Spring, Year 1:
14
Summer Year 1 (mid May June; 7 weeks)
MED 605 Master’s Seminar in HPE
2
MED 565 Theory to Practice in HPE IV: Curriculum Development
4
PMO 401 Patient Safety and Quality
1
MED 508 Leadership for Sustainability
3
Total Credits, Summer, Year I:
10
Total Credit, Year 1:
64
Page |8
MHPE Schedule: Year 2
Pre-Fall Courses
MED 605 Master’s Seminar in HPE
Credit Hours
3
MED 905 Master’s Thesis in HPE5
MED 400 Master’s Practicum in HPE5
Total Credits, Pre-fall, Year 2:
3
3
9
Fall Courses
MED 605 Master’s Seminar in HPE
MED 905 Master’s Thesis in HPE5
3
6
MED 400 Master’s Practicum in HPE5
Total Credits, Fall, Year 2:
3
12
Winter Courses
MED 605 Master’s Seminar in HPE
MED 905 Master’s Thesis in HPE5
MED 400 Master’s Practicum in HPE5
Total Credits, Winter, Year 2:
3
6
3
12
Spring Courses
MED 605 Master’s Seminar in HPE
MED 905 Master’s Thesis in HPE5
MED 400 Master’s Practicum in HPE5
Total Credits, Spring, Year 2:
3
6
3
12
Summer Courses
MED 605 Master’s Seminar in HPE
3
5
MED 905 Master’s Thesis in HPE
MED 400 Master’s Practicum in HPE
Total Credits, Summer, Year 2:
3
5
3
9
Total Credits, Year 2:
54
MHPE TOTAL CREDITS:
118
Course requires successful completion of learning objectives mutually reviewed by faculty advisor and other
MHPE faculty. Guidelines for developing objectives will be provided to students.
5
Page |9
MHPE Thesis Requirements
The satisfactory completion of an original written thesis is an academic requirement for the
MHPE degree. The thesis represents a “culminating experience” and should demonstrate a
student’s ability to synthesize, integrate, and apply the knowledge and skills acquired through
coursework in the core areas of HPE. In particular, students will do the following as pertains to
their thesis topic:
a) Identify an HPE problem or issue;
b) Formulate a focused research question and conduct a comprehensive review of the
scientific literature;
c) Develop a research protocol using the appropriate study design;
d) Obtain the necessary institutional assurances and approvals;
e) Collect data;
f) Select and apply appropriate analytic techniques;
g) Discuss study findings, including how such findings fit with the extant literature,
practical implications, next steps for investigation, and study limitations; and
h) Interpret, communicate, and disseminate study findings in peer-reviewed outlets.
Early in the first academic year, each student will be assigned an academic advisor who will be
responsible for overall guidance on matters pertaining to curriculum planning and meeting all of
the MHPE program requirements. Students should plan to meet with their academic advisor as
soon as possible upon arrival at USU and at least once per academic quarter to discuss their
program of study. The academic advisor will serve as a degree program mentor to the MHPE
student.
In the process of selecting a thesis topic, students should start by discussing their areas of interest
and ideas with their academic advisor. The academic advisor may serve as the primary thesis
advisor for any student but is not required to serve in that function. Students are encouraged to
recruit two thesis advisors and a third faculty member to serve on the thesis committee from
among the USU faculty. External faculty members with expertise in the field of study may serve
as one of the two additional thesis advisors if approved by the student’s thesis advisor.
Ideally, students should decide on a primary thesis advisor and then select (1) one additional
thesis advisor and (2) one additional individual who is (preferably) from another department with
expertise that relates to the proposed thesis topic by the end of the Fall Quarter. These three
individuals comprise the thesis committee (the thesis committee will be comprised of at least
three individuals). The primary thesis advisor should be a USU faculty member teaching within
the MHPE program who has the necessary subject matter expertise to supervise the student’s
thesis research.
Once a thesis topic has been selected, a brief description of the proposed project (the preproposal) should be submitted to the Director and Vice Director of the MHPE program. This
activity would usually occur around the middle of the Winter Quarter. The full thesis proposal
should be finalized by the end of the Winter Quarter of year 1. All pre-proposals will be
reviewed for appropriateness and completeness with respect to the forms needed to submit the
P a g e | 10
work for institutional assurances and/or approvals (e.g., research involving human participants).
Students will be given timely feedback on their thesis pre-proposal. Students and the thesis
committee should meet regularly to develop the research design, discuss human participants,
and/or seek advice or assistance from other faculty, as appropriate.
Federal and USU regulations for research involving human participants are applicable to all
student projects, including masters and doctoral-level research protocols. It is the student's
responsibility to submit the appropriate University forms along with the study proposal to the
USU Office of Research for a determination of whether or not the research activity falls under an
exempt category or is covered by federal regulations prior to beginning work on the study. Some
studies may receive an expedited review. The University is accountable for reviewing all
human-use protocols prior to the conduct of the study, as well as on at least a yearly basis
thereafter, if the study continues for more than one year.
Once all necessary assurances and approvals have been obtained, the academic advisor and/or
the thesis advisors may suggest additional course work and provide guidance on timelines for
project deliverables: final proposal, oral presentation, and draft and final written report, among
others. Students are also encouraged to draw upon the expertise of additional MED and other
University faculty members as issues related to the project arise (e.g., statistical consultation).
Timeline for project deliverables:
1. The pre-proposal for the thesis consists of a brief description of the study or project, its HPE
significance, a draft research question (or questions), research methods, and an estimated
timeline for project completion. Students should also have completed a preliminary literature
search. This document is submitted to the Director and Vice Director of the MHPE program.
2. Each student should identify a team of faculty consultants (e.g., statistician, among others)
depending on their area of research interest. Students should seek advice or consultation from
these faculty members, as needed, beginning with the earliest phases of the project. Students
need to stay on a timeline to complete all preparatory activities (e.g., literature search,
institutional assurances and/or approvals) so that work on the project itself can begin ideally no
later than the beginning of the Spring Quarter. This will be very important for those students
doing primary data collection for a study involving human participants.
3. A full proposal for the thesis shall be submitted to the thesis committee for signature and
subsequently to the Director and Vice Director of the MHPE program by the end of the Winter
Quarter of the first year. The proposal is a concise yet complete description of the proposed
project, including study design, sampling methods and sample size calculations (if relevant), data
sources and/or survey instruments, and references cited. Notice of project approval from the
Office of Research must be received by the student before definitive work begins on the project.
4. MHPE students will meet with their thesis committee to discuss progress and generate a
formal memo for the student’s record at least biannually.
P a g e | 11
5. Oral presentations of the thesis (15 minutes with 10 minute for questions) will be scheduled
during the summer session towards the end of year 2 of the MHPE program. All students are
expected to attend all MHPE thesis presentations. MED faculty members, collaborators from
outside organizations, and other guests will also be invited to attend MHPE thesis presentations.
6. A final written report must be submitted to the thesis committee, the academic advisor (if not
one of the thesis advisors), and the Director of the MHPE program for distribution to a secondary
faculty reviewer approximately three weeks prior to graduation. The MHPE thesis will follow
the alternative thesis format at USU (see GEO Thesis and Dissertation Guidelines for more
details, http://www.usuhs.edu/graded/pdf/20132014thesisanddisserationmanual.pdf).
MHPE Practicum Requirements
The practicum experience is a requirement for the MHPE degree, separate from the master’s
thesis. It represents an opportunity for students to enhance their classroom learning by
participating in a variety of professional educational activities at local, regional, and national
organizations, military and civilian, within the National Capitol area and more distant sites. The
opportunities are many and varied, and the potential for personal and professional reward is
great. Because this is an educational activity, the practicum is expected to meet explicit learning
objectives.
To fulfill the MHPE practicum requirement, a student must complete a minimum of 108 hours of
a planned HPE activity under supervision of a practicum site preceptor. The practicum
experience is expected to involve, in varying degrees, teaching, research, and leadership in USU
courses, clerkships or affiliated residency or specialty training activities. Examples of
appropriate types of experiences include, but are not limited to, the following: participating in the
curriculum planning; large- and small-group teaching as well as student feedback in a course,
clerkship, or residency training program to determine how important health professions
education issues are identified and prioritized; participation in the development of materials,
reports, or survey instruments for educational research or practice; primary data collection,
database development for an educational program. A student could also embark on a project
with a national medical education organization such as the Association of American Medical
Colleges (AAMC), the Foundation for the Advancement of International Medical Education and
Research (FAIMER), Alliance for Academic Internal Medicine, etc., if approved by the Director
and Deputy Director of the MHPE program. A proposal for the practicum experience, jointly
prepared by the student and his/her academic advisor, should generally be submitted by the end
of Winter Quarter. At the conclusion of the practicum experience, the student and the advisor
will complete and submit separate evaluation forms.
To receive academic credit for the practicum, students must register for Master’s Practicum in
HPE during the second academic year and spread over multiple quarters. Students must
maintain a log of activities and a portfolio. The portfolio will include, but is not limited to:
specifying activities for each of the learning objectives, to include process measures, products
(i.e., documents or PowerPoint slides) and reflections on the activities.
P a g e | 12
Students receive a total of 12 credits (pass/fail) for their practicum activity after the final report
plus two evaluation forms have been submitted to the Director and Deputy Director of the
MHPE program. Assessment of a student’s progress during this second year consists of frequent
contact (a minimum of monthly) between the student, the practicum site preceptor, and the
academic advisor. Record keeping will include a detailed portfolio, and success will be
measured by the quality of the portfolio documents and student response to feedback,
presentations, etc. Trainees may be asked to tape teaching sessions and will include reflection on
their performance to include local and distant practicum advisor input. The program will set
clear expectations for practicum advisors at the various sites and will recruit qualified individuals
prior to the beginning of rotations.
P a g e | 13
PhD in Health Professions Education (PhD in HPE) Program
PhD in HPE Overview
A master’s degree (e.g., MHPE, MPH, MEd, or MS degree) is a prerequisite for the PhD in HPE.
The PhD degree is meant to serve those select students with the desire to be at the forefront in
the scholarship, leadership, and teaching of health professions students and residents. It provides
additional training in the four broad areas of HPE (see broad areas and specific competencies
below). The dissertation requires more focused and thematic (series or related studies)
investigation with demonstration of expertise in research methods in HPE. The leadership and
teaching curricula are also more challenging, requiring a higher level of mastery than at MHPE.
The PhD in HPE is targeted toward deans (associate, senior, vice or dean level), clinical chairs,
clinical vice chairs of research and education, directors of research and teaching programs, and
other senior leaders in health professions education to further enhance their skills in core areas of
the MHPE program. Like the MHPE program, there is an emphasis on the practical application
of core principles. Graduates are expected to serve as leaders, scholars, and educators in the
DoD’s health professions programs.
The PhD in HPE program consists of an expectation of at least 12 months in residence at USU.
The minimum credit load per quarter required for a full-time student is 12, the maximum allowed
is 22, and the average load is 16-18. The satisfactory completion of a dissertation is required for
graduation (resulting in at least four peer-reviewed papers accepted for publication), as are
completion of a written qualifying exam and an oral dissertation defense.
The PhD in HPE program of study is structured of the following components:
- Basic academic foundation consisting of the MHPE curriculum
- Additional advanced courses in HPE
- Attending and leading seminars and journal clubs
- Doctoral practicum
- Written qualifying examination
- Oral proposal defense
- Written dissertation and oral defense
Students must meaningfully participate in all aspects of original research: proposal submission,
data collection, data analysis and interpretation, and dissertation preparation and submission
resulting in a minimum of four peer-reviewed publications.
Students transferring into the PhD in HPE program from other institutions may apply up to 24
academic credits of comparable graduate level courses to meet the MHPE and PhD in HPE
requirements. The individuals responsible for this approval include the student’s academic
advisor, the Director and Vice Director of the PhD in HPE program, and the Associate Dean for
Graduate Education. The grades from transferred courses will not contribute to the overall grade
point average for coursework completed at this University.
P a g e | 14
PhD in HPE Competencies
Like many contemporary graduate programs in the health professions, the PhD in HPE program
is built around a competency framework. Competency-based education focuses on what a
trainee should be able to do at the end of their studies. Thus, upon completion of the PhD in
HPE program, graduates will be able to achieve the following 11 competencies in four broad
areas: (1) Scholarship and Research, (2) Leadership, (3) Teaching, Learning, and Assessment,
and (4) Communication.
SCHOLARSHIP AND RESEARCH
1. Critically analyze, evaluate and offer revisions to scholarship in the fields of health
professions education (HPE), higher education, health systems, and/or other academic
disciplines that can usefully inform educational inquiry;
2. Describe the relevance and apply the principles of systems to the scholarship of HPE
(e.g., patient safety, quality, interprofessional collaboration, etc.);
3. Design and implement a program of educational research studies and disseminate results
at meetings and in the peer-reviewed literature;
LEADERSHIP
4. Build and lead interdisciplinary and/or interprofessional groups;
5. Mentor and support the development of educational program leaders (e.g., course
directors, clerkship directors, program directors, and/or fellowship directors) with an
emphasis on the challenges facing Department of Defense (DoD) educational executives;
6. Direct program change, applying contemporary leadership theory to educational contexts;
TEACHING, LEARNING, AND ASSESSMENT
7. Defend a personal philosophy of learning and instruction with reference to theoretical and
empirical evidence;
8. Apply relevant contemporary theories to specific educational contexts, evaluate
outcomes, and disseminate findings;
9. Develop educational innovations based on the existing literature (e.g., instructional
methods, assessment techniques, theoretical principles, etc.);
10. Significantly contribute to the vision for enhancing learning and instruction in DoD
educational programs (this may include guidance for curriculum reform and
accreditation); and
COMMUNICATION
11. Write and submit an intramural and/or extramural research grant.
P a g e | 15
PhD in HPE Course Offerings and Proposed Schedule
The educational offerings necessary for graduate degrees in HPE are fairly consistent across
institutions in type and scope.6 The PhD in HPE course offerings at USU are consistent with
other institutions offering the PhD degree. Below is a typical PhD in HPE course schedule.
PhD in HPE Schedule: Year 1
Pre-fall Year 1 (July to beginning Aug; 7 weeks)
Credit hours
MED 610 Doctoral Seminar in HPE
2
MED 910 Doctoral Dissertation in HPE
8
Total Credits, Pre-fall, Year 1:
10
Fall Year 1 (end Aug to beginning Nov; 14 weeks)
MED 610 Doctoral Seminar in HPE
4
MED 910 Doctoral Dissertation in HPE
6
MED 800 Advanced Health Systems Seminar
3
Total Credits, Fall, Year 1:
13
Winter Year 1 (mid Nov to mid Feb; 14 weeks)
6
MED 610 Doctoral Seminar in HPE
2
MED 910 Doctoral Dissertation in HPE
2
MED 801 Advanced Theories in HPE
4
MED 802 Advanced Qualitative Research Methods in HPE
3
MED 803 Advanced Quantitative Research Method in HPE
3
Total Credits, Winter, Year 1:
14
Tekian A, Artino AR. Overview of Doctoral Programs in Health Professions Education. Academic Medicine, 2014.
P a g e | 16
PhD in HPE Schedule: Year 1 (cont’d)
Spring Year 1 (mid Feb to mid May; 14 weeks)
Credit hours
MED 610 Doctoral Seminar in HPE
2
MED 910 Doctoral Dissertation in HPE
2
PMO 508 Biostatistics III
4
MED 804 Advanced Instructional Methods and Curriculum Development in HPE
3
MED 805 Advanced Measurement, Assessment, and Evaluation in HPE
4
Total Credits, Spring, Year 1:
15
Summer Year 1 (mid May June; 7 weeks)
MED 610 Doctoral Seminar in HPE
2
MED 910 Doctoral Dissertation in HPE
2
MED 806 Advanced Principles of Leadership in HPE
3
MED 807 Advanced Online Learning and Instruction
3
Total Credits, Summer, Year I:
10
Total Credit, Year 1:
62
PhD in HPE Schedule: Year 2
All Quarters
Credit Hours
MED 610 Doctoral Seminar in HPE
2-3
MED 910 Doctoral Dissertation in HPE
6-8
MED 405 Doctoral Practicum in HPE
4-6
Total Credits, Each Quarter, Year 2:
12-17
Total Credits, Year 2:
60-80
PhD in HPE TOTAL CREDITS:
122-142
P a g e | 17
PhD in HPE Dissertation Requirements
The satisfactory completion of an original written dissertation is an academic requirement for the
PhD in HPE degree. The dissertation represents a “culminating experience” and should
demonstrate a student’s ability to synthesize, integrate, and apply the knowledge and skills
acquired through course work in the core areas of HPE. There is also greater emphasis on
demonstrated dissemination skills. In particular, students will do the following as pertains to their
dissertation topic:
a) Identify an HPE problem or issue;
b) Formulate focused research questions and conduct a comprehensive review of the
scientific literature;
c) Develop a research protocol using the appropriate study design;
d) Obtain the necessary institutional assurances and approvals;
e) Collect data;
f) Select and apply appropriate analytic techniques;
g) Discuss study findings, including how such findings fit with the extant literature,
practical implications, next steps for investigation, and study limitations; and
h) Interpret, communicate, and disseminate study findings in peer-reviewed outlets.
Early in the academic year, each student will be assigned an academic advisor who will be
responsible for overall guidance on matters pertaining to curriculum planning and meeting all of
the PhD in HPE program requirements. Students should plan to meet with their academic
advisor as soon as possible upon arrival at USU and at least once per month to discuss their
proposed curriculum; meetings progress will be documented for the student’s record at least once
per quarter. The academic advisor will serve as a degree program mentor to the PhD student and
typically will serve as one of the dissertation advisors, per below, but this is not a requirement.
In the process of selecting a dissertation topic, students should start by discussing their areas of
interest and ideas with their academic advisor. Ideally, students should decide on a primary
dissertation advisor and select one additional dissertation advisor by the middle of the Winter
Quarter. The primary advisor will be a member of the five-member dissertation committee. The
primary dissertation advisor should be a USU faculty member with the necessary subject-matter
expertise to supervise the student’s work on his/her dissertation. The academic advisor may
serve as the primary dissertation advisor for any student. Students are encouraged to recruit four
additional dissertation committee members from among the USU faculty. External faculty
members with expertise in the field of study may serve as one of the two dissertation advisors if
approved by the student’s academic advisor and the Director and Vice Director of the HPE
Program.
Specific Requirements for the PhD in HPE
At least once per academic quarter, the Director and/or Vice Director of the PhD in HPE program
will contact dissertation advisors for updates on each student’s progress. This will allow for
timely discussion of any students who appear to be at risk. Dissertation advisors will meet with
students at least once per quarter to document progress and suggestions. If the advisors and/or
P a g e | 18
the Director and Vice Director feel that the student still is not making sufficient progress, the
student is formally placed on probation.
It is expected that PhD in HPE students complete the entire program in four to five years (e.g. 23 years after completing a MHPE). The additional two years allowed by USU should only be
permitted in unusual circumstances beyond the control of the student, such as prolonged illness
of the student or dissertation advisor or interruptions caused by military duty obligations. Any
proposed extension will be first reviewed by the Director and Vice-Director of the PhD in HPE
program. Recommendations for extension are forwarded by the Director to the Vice Chair for
Research, the Vice Chair for Education, and the MED Chair followed by discussion with the
GEC and Associate Dean for Graduate Education.
Qualifying Examination
The qualifying examination is composed of a written examination. The qualifying examination
shall be conducted and graded by an exam committee consisting of a minimum of four graduate
faculty members at the rank of assistant professor or above. Three members must be from the
MED department. The fourth member may hold either a faculty position in the MED department
or in another department at USU or have an appointment outside of USU. Additional members,
if desired, may either hold a faculty position at USU or have an appointment outside of USU.
The majority of the committee must always have full-time appointments at USU and be members
of the Department granting the degree. The examination committee shall be appointed by the
Director and Vice Director of the PhD in HPE program.
Students may write the qualifying exam only after completing all core courses in PhD in HPE
program. Students must receive a grade of “Pass” on all areas of the written examination before
proceeding on to work on the dissertation proposal. Students are allowed one retake of the
written qualifying examination. This retake may consist of just the areas in which the student
failed, or the entire examination, at the exam committee’s discretion.
Advancement to Candidacy
Aspirants for this doctoral degree must complete all requirements for advancement to candidacy
no later than five years after initiating a program of study at USU. The requirements for
advancement to candidacy include the minimal requirement of credit hours of formal course
work at the graduate level per GEO standards for PhD students, a cumulative grade point average
of 3.0 (B), successful completion of the qualifying examination and formation of a dissertation
committee. Final approval of advancement to candidacy rests with the Associate Dean for
Graduate Education acting on the recommendation of the student examination committee and the
Director of the PhD in HPE program.
Once a student has advanced to candidacy, he/she will consult with the Director and Vice
Director to select an appropriate dissertation advisor. The dissertation advisor will be
responsible for overall guidance of the student during the research phase of the PhD in HPE
program. The academic advisor may serve as the dissertation advisor, but this is not a
requirement.
P a g e | 19
Dissertation Committee
The dissertation committee will consist of no fewer than five members. Four of these members
must have a doctoral degree, an academic rank of associate professor or above, and a faculty
appointment in MED. The primary dissertation advisor must be included as a member of the
dissertation committee and can serve as one of the required MED members, if appropriate. The
most senior MED faculty member (excluding the primary dissertation advisor) will serve as chair
of the dissertation committee. A member external to USU with national or international
expertise in the dissertation topic is desirable, but not required.
Additional members may hold a faculty appointment at USU or have an equivalent appointment
outside of USU. Members from outside of USU need the consent of the dissertation advisor to
serve on the dissertation committee. At least one member of the committee must be a USU
faculty member, but not have a primary or secondary appointment of any kind in MED. Students
are strongly encouraged to have five faculty members on their committee.
The dissertation committee is responsible for advising the doctoral candidate and helping to
guide his/her research. In addition, the dissertation committee is responsible for reading the
dissertation and dissertation proposal, convening an oral defense of the dissertation, and
certifying its acceptability as to scope and quality.
Proposal Defense
After candidacy, the dissertation proposal defense is the next major milestone for students in the
PhD in HPE program. The proposal defense is composed of a written dissertation proposal
followed by an oral defense of the proposal. The written proposal is concise yet detailed
description of the research including study design, sampling methods and sample size
calculations (if relevant), data sources and/or survey instruments, and references cited. The
written dissertation proposal shall be submitted to the dissertation committee for review no less
than two weeks prior to the oral proposal defense. After successfully passing the oral proposal
defense, the approved written proposal shall be submitted to the dissertation committee for
signature and subsequently to the Director and Vice Director of the PhD in HPE program.
Notice of project approval from the Office of Research must be received by the student before
definitive work begins on the dissertation project.
Dissertation Defense:
The final completed dissertation must be presented and defended before the candidate’s
dissertation committee. Additional faculty may be appointed at the discretion of the Associate
Dean for Graduate Education. After the private defense of the dissertation is completed, a
separately scheduled public defense is held before the USU community. The PhD in HPE
dissertation must be based on original research, result in no less than four peer-reviewed papers
accepted for publication, and acceptable to University Graduate Education Office and the
University Board of Regents.
P a g e | 20
PhD in HPE Practicum Requirements
The practicum experience is a requirement for the PhD in HPE degree, separate from the
dissertation. It represents an opportunity for students to enhance their classroom learning by
participating in a variety of professional educational activities at local, regional, and national
organizations, military and civilian, within the National Capitol area and more distant sites. The
opportunities are many and varied, and the potential for personal and professional reward is
great. Because this is an educational activity, the practicum is expected to meet explicit learning
objectives.
To fulfill the PhD in PHE practicum requirement, a student must complete a minimum of 240
hours of a planned HPE activity under supervision of a practicum site preceptor. The practicum
experience is expected to involve, in varying degrees, teaching (including teaching assistant
role), research (including research assistant role), and leadership in USU courses, clerkships or
affiliated residency or specialty training activities. Examples of appropriate types of experiences
include, but are not limited to, the following: participating in the curriculum planning, large and
small group teaching, and student feedback in a course, clerkship, or residency training program
to determine how important health professions education issues are identified and prioritized;
participation in the development of materials, reports, or survey instruments for educational
research or practice; primary data collection, database development for an educational program.
A student could also embark on a project with a national medical education organization such as
the Association of American Medical Colleges (AAMC), Foundation for the Advancement of
International Medical Education and Research (FAIMER), Alliance for Academic Internal
Medicine, etc., if approved by the Director and Deputy Director of the PhD in HPE program. A
proposal for the practicum experience, jointly prepared by the student and his/her academic
advisor, includes a minimum of three learning objectives and should generally be submitted by
the end of Winter Quarter. At the conclusion of the practicum experience, the student and the
advisor will complete and submit separate evaluation forms.
To receive academic credit for the practicum, students must register for Doctoral Practicum in
HPE. Students must maintain a log of activities and a portfolio. The portfolio will include, but
is not limited to: specifying activities for each of the learning objectives, to include process
measures, products (i.e., documents or PowerPoint slides) and reflections on the activities. The
student will also be required to submit an innovation report to a peer-reviewed journal and a
grant proposal to an internal or external funding agency to successfully complete the practicum
requirement.
Students receive a pass/fail grade for their practicum activity after the final report plus two
evaluation forms have been submitted to the Director and Deputy Director of the PhD in HPE
program. Assessment of a student’s progress during the practicum consists of frequent contact
between the student, the practicum site preceptor, and the academic advisor. Record keeping
will include a detailed portfolio, and success will be measured by the quality of the portfolio
documents and student response to feedback, presentations, etc. Trainees may be asked to tape
teaching sessions and will include reflection on their performance to include local and distant
practicum advisor input. The program will set clear expectations for practicum advisors at the
various sites and will recruit qualified individuals prior to the beginning of rotations.
P a g e | 21
Graduate Programs in HPE: General Procedures and Requirements
Application Procedures
Complete application packages are due to the Office of Graduate Education by December
1st each year for graduate programs in the Department of Medicine.
Application forms for all graduate degree programs offered by the University may be obtained
by contacting the Office of Graduate Education:
Associate Dean for Graduate Education
Uniformed Services University of the Health Sciences
4301 Jones Bridge Road, Bethesda, MD 20814-4799
Telephone (301) 295-3913; DSN 295-3913
Forms may also be downloaded from the USU web site:
http://www.usuhs.mil/graded/application.html
In addition to the USU Application for Admission to Graduate Study, the University requires the
following documents: Official academic transcripts for all post-secondary education; results of
the Graduate Record Examination (GRE); three letters of recommendation from individuals
familiar with the applicant’s academic, professional, and/or military service background; and a
personal statement describing how the applicant became interested in health professions
education and how they envision incorporating the training they would receive in their future
careers. The number used to identify USU for the results of the Test of English as a Foreign
Language (TOEFL) and the Graduate Record Examination (GRE) is 5824. The GRE
requirement may be waived for recent (within last five years) graduates of accredited schools of
medicine, dentistry and veterinary medicine, or for applicants who have recently completed a
doctoral degree in a health science discipline at an accredited college or university. Applicants
wishing to have the GRE requirement waived must submit a formal, written request for a waiver
to the Associate Dean for Graduate Education.
Active-duty uniformed services personnel must obtain the sponsorship of their parent
organization and may incur an obligation for additional service in accordance with the applicable
regulations governing sponsored graduate education. Uniformed service members must make
mention in their packet of where they stand in the process of obtaining sponsorship.
The completed application form and supporting documents must be submitted to the Associate
Dean for Graduate Education by December 1st each year. Careful consideration is given to all
eligible applicants, and students are selected for admission to the MHPE program on a
competitive basis without regard to race, color, sex, creed, or national origin. However,
preferential admission is granted to medical, dental, and veterinary officers on active duty in the
uniformed services, as well as to other uniformed services officers possessing doctoral degrees in
health-related fields. Applicants without a doctoral degree in a health-related field may also be
considered for admission. However, these applicants must have, as a minimum, a baccalaureate
degree with an outstanding academic record (college transcript(s) and GRE scores), some healthrelated experience, and demonstrated interest in pursuing a HPE career. Civilian applicants will
be considered for admission on a space-available basis, with preference given to physicians and
P a g e | 22
other health professionals sponsored by other U.S. government agencies. Although civilians
accepted as MHPE students are not charged tuition, they are not eligible for a stipend since there
are no USU sources of financial aid for Master’s degree students.
The appropriate subcommittee within the Department of Medicine will review all completed
application packages. The names of applicants recommended for admission are forwarded to the
Director of Graduate Programs, who in turn submits a recommendation to the Associate Dean for
Graduate Education through the Chair, Department of Medicine. The Office of the Associate
Dean for Graduate Education provides official notification of acceptance.
Complete application packages will be reviewed after December 1st. If active duty service
members require a letter of competitiveness or early consideration for admission before that date,
they should notify the University’s Graduate Education office. Late applications are considered
on a case-by-case basis, especially as they concern the needs of the Uniformed Services.
Officer Student Status
While a graduate student at USU, members of the uniformed services will conform to all
University uniform and dress code standards applicable to medical students, staff, and faculty, as
promulgated and enforced by the Commandant, School of Medicine. Moreover, uniformed
graduate students are expected to set a good example for the rest of the student body by
displaying proper military courtesy and discipline at all times, and, when appropriate, assisting
the Commandant in enforcing standards of conduct among military members.
A limited number of uniformed service members may be admitted into the MHPE program with
their billet remaining at their parent agency. These students will have two years to complete all
course requirements. In order to be enrolled as a two-year student, the officer must furnish a
letter from their immediate supervisor, or other appropriate individuals in his/her chain of
authority, approving the officer's participation in the graduate degree program and agreeing to
support his/her commitment to graduate study at USU.
Student Evaluation
Grading. Student performance in all formal courses taken for credit, whether at USU or at an
affiliated institution, will be evaluated and ordinarily reported as a letter grade. Some courses are
graded for credit as pass/fail. Graduate students must have a cumulative grade point average
(GPA) of "B" (3.0) or better at the end of the academic year to be eligible for the degree. On a
quarterly basis, the Director and Deputy Director of the MHPE program review the performance
of each graduate student and make recommendations for counseling, remediation, and/or
academic probation for those in academic difficulty. Students who fail to achieve a GPA of 3.0
after two quarters of study, or who receive any grade below a “C,” will be referred to the
University Graduate Education Committee for academic performance review (see University
policy on “Graduate Student Grading, Promotion, and Dismissal Procedures”).
P a g e | 23
Academic Ethics. Satisfactory academic standing is determined both by performance in formal
courses and by personal attributes related to professionalism and ethical standards. The USU
faculty considers other aspects of academic performance, such as attitudes and perceptions,
honesty and integrity, reliability, fairness, judgment, insight, interpersonal skills, and institutional
loyalty, as important attributes for success as a health professional. These comprise the elements
of academic ethics. Students whose behavior or performance is judged to be unethical are
subject to dismissal even though they are otherwise in good academic standing.
Awarding of Degrees. Upon successful completion of all requirements for the MHPE degree
program, the Director and Deputy Director of the MHPE, through the Chair, Department of
Medicine, will certify student eligibility for the graduate degree to the Associate Dean for
Graduate Education. Following review and approval, the Associate Dean for Graduate
Education will recommend to the Board of Regents that the appropriate degrees be awarded.
Academic Honesty
The USU policy on academic “cheating” is articulated in USU Instruction 1306, “Academic
Standing of Graduate Students,” revised, effective January 1, 1996.
It states, in part:
Students/fellows whose performance is academically unethical are subject to dismissal even
though they are otherwise in good academic standing.
a. Students/fellows shall not:
1) Use, attempt to use, or copy an unauthorized material during any examination or
graded exercise;
2) Knowingly present the work of someone else as their own work without
attribution;
3) Forge or alter for advantage any academic document;
4) Knowingly disregard instruction for the proper performance of any examination
or graded exercise;
5) Intentionally impede or interfere with the ability of fellow students/fellows to use
academic materials or to complete academic work; or
6) Knowingly assist a fellow student/fellow in any of the above activities.
b. In addition to those actions listed [above], the GEC [Graduate Education Committee]
may determine that other actions demonstrate unethical academic behavior.
This subject is extremely important and is treated as such by the USU community. If you have
any questions or wish to discuss or review this policy, please see the Director or Deputy Director
of the MHPE, or the Associate Dean for Graduate Education.
P a g e | 24
University Policies on Graduate Student Grading, Promotion and Dismissal
Standards of performance and procedures regarding academic status for graduate students are
contained in USU Instruction No. 1306 “Academic Standing of Graduate Students” of 10 August
1982. A summary of these standards is as follows:
•
•
Satisfactory academic standing is defined as a cumulative grade point average of B (3.0),
with no grade below “C” in any course. Doctoral level students in the Department of
Medicine must earn at least a “B” in each required course.
Satisfactory academic standing is determined both by performance in formal courses and
by the aspects of academic performance, including skills, attitudes and attributes judged
by the graduate faculty to be important for success as a basic medical scientist. These
include factors such as honesty, integrity, reliability, perception, balanced judgment,
personal insight, and the ability to relate to others.
Graduate students will be referred to the Graduate Education Committee for review for any of
the following reasons:
1. When a final grade of “D” or “F” is received in any course.
2. When the cumulative grade point average is below 3.0 at the end of the third academic
quarter or any time thereafter.
3. For failure to maintain appropriate academic standing or violation of academic integrity.
Following review the Graduate Education Committee may recommend:
1. Dismissal.
2. Appropriate remedial action within a specified period of time. NOTE: A grade of F will
not be allowed to stand un-remediated on a graduate student's transcript regardless of the
student's overall academic performance. If a grade of D is received in a course, the
Committee may require remedial work depending upon the student's overall academic
performance. Grades for the original course and the remedial work will both remain on
the student's transcript. In calculating the cumulative GPA, the original D or F and the
grade for the remedial work will be averaged, and the averaged grade will be applied to
the number of quarter credit hours for the original course to calculate the final grade point
average.
3. Other action appropriate to the specific cause under review.
Any student reviewed by the Graduate Education Committee and found to be academically
deficient will either be recommended for dismissal or placed in a probationary status until a
satisfactory academic standing is achieved. Specific details of these policies can be obtained
from the Office of the Associate Dean for Graduate Education.
Department of Medicine Policies on Academic Promotion, Probation and
Termination
The current policy for satisfactory academic standing is defined in USU Instruction 1306 as: “...a
cumulative grade point average of B (3.0), with no grade below “C” in any course. Satisfactory
academic standing is determined both by performance in formal courses and by the aspects of
P a g e | 25
academic performance, including skills, attitudes and attributes judged by the graduate faculty to
be important for success as a health education professional. These include factors such as
honesty, integrity, reliability, perception, balanced judgment, personal insight, and the ability to
relate to others.”
P a g e | 26
Graduate Programs in HPE: Course Descriptions
Department of Medicine Courses
**Courses are listed in ascending order by course number.
MED-400: Master’s Practicum in HPE
Quarter(s): Recurrent
3 quarter credit hours
Prerequisites: None
This course is a recurring seminar (offered each quarter) in the second year of the MHPE
program. In this course, students will participate in a variety of practical experiences in health
professions education (HPE) within military and, in some instances, civilian organizations in the
local geographic area. Students will enhance their didactic learning experience by practical
application, and they will acquire a broad HPE perspective that will inform them about HPE
roles, responsibilities, and challenges. MHPE students will receive 3 credits upon completion of
(a) 108 hours of documented and approved practicum experience and (b) completion of a final
report and requisite evaluation forms. The practicum experience may be spread over more than
one quarter
MED-405: Doctoral Practicum in HPE
Quarter(s): Recurrent
6 quarter credit hours
Prerequisites: None
This course will provide students with the opportunity to participate in a variety of practical
experiences in health professions education within military, and perhaps civilian, organizations in
the local geographic area. They will work closely with course, clerkship, residency training,
module and/or other directors on a specific educational program(s) and they will be explicitly
encouraged to develop innovation(s), policy/procedure and research. Students will enhance their
didactic learning experience through practical application, and they will acquire a broad health
professions education perspective informing them about HPE roles, responsibilities and
challenges. Doctoral HPE candidates will receive 6 credits for (a) 240 hours of practicum
participation and (b) the completion of reports and forms documenting their experience. The
practicum experience may be spread over more than one quarter.
MED-500: Leadership Roles in HPE
Pre-Fall Quarter
3 quarter credit hours
Prerequisites: None
This course is designed to provide broad frameworks for understanding the process of working
effectively with and leading others in a healthcare environment. Students will develop an
understanding of the role of the organizational leader, the essential knowledge and skills the role
requires, and the leader’s link to organizational effectiveness. An emphasis will be placed on a
system-level approach as the key to leadership. Drawing from a variety of disciplines, the course
P a g e | 27
places emphasis on the role of the leader in developing a vision for the future, leading change,
and building adaptive organizational cultures. We will critically examine multiple aspects of
leadership including its theoretical basis (transformational, transactional; academic, corporate
and hierarchical; theories of organizational culture (academic/collegial, engineering/
mechanistic, manufacturing and service industries)) as well as styles, traits, and its unique
challenge in the military health care sector. As a course designed to provide a focus on
contemporary approaches to organizational leadership, we will explore leadership using multiple
modalities including lecture, readings, discussions, debate, experiential activities, team projects,
individual projects, written assignments, films, and peer-review. Since leadership is contextual,
we will often draw upon our own personal experiences and those of our guest speakers. By
linking these with our understanding of various theories and models, we will gain a better
understanding of this critical phenomenon we call leadership.
MED-501: Rhetoric and Academic Writing I
Pre-Fall Quarter
2 quarter credit hours
Prerequisites: None
Rhetoric is defined as the art of effective persuasion. Students in this course will be given an
introduction to some of the basic principles of rhetoric that can usefully inform academic the
writing. This course will help participants put into practice the teachings of rhetoricians ranging
from the ancient Greeks, to the postmodern theorists. The emphasis in this course will be on
practical application of these theoretical principles to medical education-related communications.
Three text types will be examined: (1) conference abstract submission, (2) research paper, and
(3) conference research presentation. Attention will also be paid to common grammar mistakes
and logical fallacies.
MED-502: Philosophy and Epistemology
Pre-Fall Quarter
2 quarter credit hours
Prerequisites: None
Medical education research and innovation (MERI) is an emerging discipline that is en route to
securing academic legitimacy. To achieve this validity, MERI scholars need to be able to
competently and cogently participate in epistemological discussions about the very nature of the
knowledge that they seek to create. Every study MERI scholars undertake will, knowingly or
not, be steeped in a specific methodology, which in turn reflects epistemological and ontological
perspectives. Unfortunately, all too often scholars are unaware of these philosophical
foundations. MERI scholars have tended to focus on methods, and not the methodologies that
provide the footing for the choice of methods employed. As Lingard argued in 2007, when
launching a program of research, the important question is not what research tools shall I use,
but is instead what kind of knowledge am I setting out to make?
In this introductory level course, students will gain familiarity with some of the basic
philosophical principles that underpin all MERI initiatives. This course will help students
understand the paradigms (i.e. the philosophical frameworks [or world views] that act as the
P a g e | 28
foundation of research activities), ontological (i.e. the perspectives / views on the nature of
reality) and epistemological (i.e. the theory of knowledge or our ability to know that reality)
differences between: positivism, post-positivism, critical theory, and constructivism. Participants
will discuss how these paradigms, ontologies and epistemologies underpin fundamental
differences between qualitative and quantitative methodologies.
MED-503: Practice of Assessment of Competence
Fall Quarter
2 quarter credit hours
Prerequisites: None
This course is a comprehensive, intensive introduction to the conceptual and practical aspects of
assessing competence in medical trainees. Students will gain proficiency in the assessment of
both individuals and programs, and the course will focus on topics and methods such as the
direct observation of competence, chart stimulated recall, chart audits, simulation training
(Objective Structured Clinical Examinations, simulators for skills development, etc.), dealing
with “problem” trainees, and core legal issues in the assessment of competence. The conceptual
framework and principles of the Stanford Faculty Development Center Seminars in Clinical
Teaching are core course materials, and participants will be expected to engage with the
Accreditation Council for Graduate Medical Education core competencies as well as the Liaison
Committee on Medical Education standards. Course methods include lecture, workshops, roleplay, participation in state-of-the-art simulation exercises, self-study in assigned readings, and
interactive seminars with faculty. Participants will develop an action plan for implementing a
change in a training program, with an expectation for status reports and follow-up periodically
after completion of the course.
MED-504: Principles of Instruction
Winter Quarter
1 quarter credit hour
Prerequisites: None
The overall goals of the seminar are (1) to enhance participants' versatility as teachers, (2) to
enhance their ability to analyze clinical teaching using an educational framework, and (3) to
provide a forum for collegial exchange. The primary focus of the course is to improve the
process of teaching rather than on the content (or subject matter) being taught.
MED-505: Quantitative Research Methods in HPE
Winter Quarter
2 quarter credit hours
Prerequisite: Biostatistics I
The course will introduce multiple linear regression (MLR) analysis, a modeling technique
commonly employed in healthcare and health professions educational research settings. MLR is
an approach to modeling the relationship between a dependent variable and multiple explanatory
variables. Emphasis will be placed on application and interpretation of techniques of MLR.
P a g e | 29
Topics covered include linear algebra, the general linear model, different coding schemes,
regression diagnostics, and extensions to binary data and nested data structures.
MED-506: Principles of Online Instruction
Quarter: Spring
Quarter Hours: 3
Prerequisites: None
This course helps learners understand the principles of online instruction by addressing the
integration of technology into curricula and the principles of instructional design and
development of online teaching. The course will allow learners to interact in an online
environment, to share their critical thinking about issues related to online instruction, and to
develop a technology-based training program. The theoretical framework for this course will be
based on instructional theories, including Gagne’s (1983) classic instructional theory of
conditions of learning, and the ADDIE model of instructional system design, coupled with group
learning theory in the form of the social interdependence theory and cooperative learning
(Johnson and Johnson, 2009).
MED-507: Qualitative Research Methods in HPE
Quarter: Spring
Quarter Hours: 4
Prerequisites: None
In this course, students will be introduced to the methodologies (i.e. the philosophical structures
and program designs of a particular research approach, such as Grounded Theory and
phenomenology) and methods (i.e. the tools used for data collection, such as interviews and
focus groups) of qualitative research. Students will also learn and implement data analysis
strategies and learn how to incorporate qualitative measures of trustworthiness (such as
confirmability and transferability). No prior qualitative research experience or skills are
required. This course will help participants understand how qualitative and quantitative research
traditions are steeped in different philosophical origins which then give rise to unique
methodologies and methods. With each method discussed, ethical considerations will be
reviewed.
MED-508: Leadership for Sustainability
Quarter: Summer
Quarter Hours: 3
Prerequisites: None
Health professions leadership skills and abilities for sustainability are both technical and
adaptive. Course themes interweave technical and adaptive leadership abilities that focus on:
recognizing, diagnosing and responding to various leadership challenges; utilizing practical
approaches to understanding change, stability and instability; developing and refining
negotiation skills; and applied strategies and frameworks for sustainability and of programs,
projects, and institutions.
P a g e | 30
MED-550: Theory to Practice in HPE I: Learning Theories
Pre-Fall Quarter
3 quarter credit hours
Prerequisites: None
This course addresses the major historical and contemporary theories of learning and their
instructional implications. The course provides students with the opportunity to become
informed consumers of educational theory, research, and practice. Moreover, this course is
designed to involve participants in open and critical discussions of a wide range of theoretical
perspectives on learning and teaching. While researchers and educators have numerous positions
about learning and teaching, this course aims to help students synthesize concepts from the
various theories to produce a personal philosophy of learning and instruction with reference to
the theoretical and empirical literature. Taken together, this course is designed to help students
become reflective, analytical professionals who understand both the theoretical and practical
dimensions of the health professions education (HPE).
MED-555: Theory to Practice in HPE II: Instructional Methods
Fall Quarter
3 quarter credit hours
Prerequisites: None
This course is an application of the concepts, methods and theories that contribute to design and
delivery effective instruction in health professions education. The course will explore
contemporary models for educating health care professionals in various setting, including:
classroom, small groups, inpatient settings, and ambulatory settings. It will also examine ways in
which effective instruction and assessment support student learning in the health professions.
Instructional methods will include small and large group teaching methods as well as simulation,
collaborative projects, and individual projects.
MED-560: Theory to Practice in HPE III: Measurement, Assessment & Evaluation
Quarter: Spring
Quarter Hours: 3
Prerequisites: None
This course provides students with an overview of the principles of educational measurement,
including the development of relevant assessment objectives, basic statistics in HPE, formative
and summative assessment methods, scale construction, reliability estimation and validity issues.
Students will also learn about psychometric theory and how it can be used to develop, augment,
and support various types of assessments.
MED-565: Theory to Practice in HPE IV: Curriculum Development
Quarter: Summer
Quarter Hours: 4
Prerequisites: None
P a g e | 31
This is a course designed to assist health professions educators to plan, develop, and evaluate a
curriculum. Curriculum is derived from the word corre, meaning race, and it literally means the
little race that our learners "run" to achieve our goals and objectives. From this broad
perspective, curriculum integrates content with educational theory and methodology, and then
evaluates its successes (and failures). This course will cover the following topics: elements of
curriculum, development process, goals, and objectives, educational strategies, implementation,
involvement of stakeholders, course organization, and brief review of teaching methodologies
(covered in instructional design course), program evaluation and of feedback techniques. This
course emphasizes the practical application of course content to health profession education
settings. This course will broadly discuss planning, development and assessment of curriculum
and distinguish it from syllabi, instructional methods, and teaching.
MED-605: Master’s Seminar in HPE
Quarter: Recurrent
2-4 quarter credit hours
Prerequisites: None
This course is a recurring seminar (offered each quarter) wherein students are exposed to a
variety of current topics related to health professions education (HPE). Each quarter will have a
different theme and students will be expected to participate in comprehensive discussions and
analysis about that theme in relation to HPE. Themes and specific topics for each quarter will be
identified prior to the beginning of each academic year but may be altered as circumstances
dictate.
MED-610 Doctoral Seminar in HPE
Quarter: Recurrent
2-4 quarter credit hours
Prerequisites: None
This course is a recurring seminar (offered each quarter) wherein students take an advanced
approach to a variety of current topics related to health professions education (HPE). Each
quarter will have a different theme and students will be expected to participate in, and at times
lead, discussions and analysis about presented topics in relation to HPE. Themes and specific
topics for each quarter will be identified prior to the beginning of each academic year but may
be altered as circumstances dictate.
MED-800 Advanced Health Systems Seminar
Quarter: Fall
3 quarter credit hours
Prerequisites: None
This course is a seminar wherein students are exposed to a variety of contemporary issues
relating to health professions education systems including, for example: complexity, patient
safety, quality, and inter-professional collaboration. Students will be expected to participate in
comprehensive discussions and analysis about these and other systems topics that relate to
HPE. Specific topics will be identified but may be altered as circumstances dictate.
P a g e | 32
MED-801 Advanced Theories in HPE
Quarter: Winter
4 quarter credit hours
Prerequisites: MED-550 Theory to Practice in HPE I: Learning Theories
This course addresses major historical and contemporary theories of learning and motivation and
their instructional implications. Emphasis will include building upon instruction from Learning
Theories I and an emphasis on expertise, cognition, and complexity theories, and their
application to HPE settings. Social theories that pertain to these topics will also be included. In
doing so, the course provides students with the opportunity to advance their understanding of
educational theory, research, and practice. Moreover, this course is designed to involve
participants in open and critical discussions of a wide range of theoretical perspectives, to
include those covered in Learning Theories I. While researchers and educators have numerous
positions about learning and teaching, this course will also cover: a) the defense of a personal
philosophy of learning, instruction, and assessment with reference to the theoretical and
empirical literature, b) the selection and application of theory to health professions education
systems and c) adapting and revising theories from other fields to health professions education
contexts. Taken together, this course is designed to help students become reflective, analytical
professionals who understand and cogently articulate both the theoretical and practical
dimensions of the health professions education (HPE).
MED-802: Advanced Qualitative Research Methods in HPE
Quarter: Summer
3 quarter credit hours
Prerequisites: MED-507 Qualitative Research Methods in HPE
This course builds on the knowledge and skills that students acquired in MED-507. In this
advanced course, students will delve into less common, but equally applicable and insight
generating, qualitative research methods and methodologies. These will include: narrative
research, Listening Guide analysis, discourse analysis and methodological nuancing via
borrowing and shifting. Case study design considerations will also be discussed at length.
MED-803 Advanced Quantitative Research Method in HPE
Quarter: Winter
3 quarter credit hours
Prerequisites: MED-505 Quantitative Research Methods in HPE
This course examines the principal methods of descriptive and inferential statistics used in the
analysis of multiple measurements. In particular, the course will cover topics such as principal
components analysis, multivariate analysis of variance (MANOVA), canonical correlation,
discriminant functions, and conventional procedures of factor analysis. The course involves both
the theory and application of these procedures.
P a g e | 33
MED-804 Advanced Instructional Methods and Curriculum Development in HPE
Quarter: Spring
3 quarter credit hours
Prerequisites: MED-555 Theory to Practice in HPE II: Instructional Methods and MED-565
Theory to Practice in HPE IV: Curriculum Development
This course will expand upon the principles discussed in MHPE Instructional Methods and
Curriculum Development courses. In particular, the course will examine contemporary
concepts, methods (individuals and programs), and theory that enhance the creation of effective
instruction in and evaluation of health professions education, with an emphasis on practical
application. Students will pick a component of a course, clerkship, module, or residency
training program. The component may represent revision to an existing educational offering or
a new offering. Students will incorporate principles of instructional design, teaching methods,
and evaluation of individual trainees and the program to the selected component. This will
include proposing research questions based on one’s philosophy for learning and proposing
how one would analyze findings (both quantitative and qualitative elements) to determine
success.
MED-805 Advanced Measurement, Assessment, and Evaluation in HPE
Quarter: Spring
4 quarter credit hours
Prerequisites: PMO-503 Biostatistics I, PMO-504 Biostatistics II, and MED-505 Quantitative
Research Methods in HPE
This course provides students with advanced training in educational measurement. Starting
with classical test theory (CTT), students will learn about various tools that are used in
developing assessments and validating the scores that are produced (e.g., item response theory,
generalizability theory, test equating designs, and standard setting). Current research topics,
including the construction and validation of performance-based measures, will be emphasized.
MED-806 Advanced Principles of Leadership in HPE
Quarter: Summer
3 quarter credit hours
Prerequisites: MED-500 Leadership Roles in HPE
This course will build upon Leadership Roles in Health Professions Education and is designed to
help students move from understanding into action in the field of leadership by matching
leadership strategies to specific situations, both hypothetical and real.
The course also includes a critique of contemporary theories in leadership and an emphasis on
practical leadership problems and potential solutions in health professions education. An
emphasis is placed on a system-level approach as a key to leadership. Within the course,
students will review and critically examine multiple aspects of leadership including its
theoretical basis (transformational, transactional; academic, corporate and hierarchical; theories
of organizational culture (academic/collegial, engineering/mechanistic, manufacturing and
service industries)) as well as styles, traits, and the unique leadership challenges present in the
military health care sector. The focus of this course will be on techniques of leadership,
P a g e | 34
practical problems and potential solutions in health professions education, and the critical
appraisal of these techniques and theories. Students in this course will explore leadership
through multiple modalities including lecture, readings, discussions, debate, experiential
activities, team projects, individual projects, written assignments, films, and peer-review.
MED-807 Advanced Online Learning and Instruction
Quarter: Summer
3 quarter credit hours
Prerequisites: MED-506 Principles of Online Instruction in HPE
Through the development and implementation of a scholarship of teaching and learning
research project, students in this course will develop an understanding of the various ways new
technologies can be used to enhance learning. Students will select a new and innovative
learning technology (i.e. learning objects, Facebook, Twitter, Youtube, Cmap tools, etc.) and
design an educational intervention using the new technology. At the same time they will collect
and analyze data on the effectiveness of the technology in enhancing learning by incorporating
the principles of the scholarship of teaching and learning.
MED-905: Master’s Thesis in HPE
Quarter(s): Recurrent
3 quarter credit hours
Prerequisites: None
This course is a recurring course (offered each quarter), wherein students are exposed to the
requirements for the MHPE thesis and are given time and mentoring support toward the
completion of those requirements. This course will cover all elements of the thesis, including
proposal submission, meeting the written requirements for peer-reviewed publications, and
writing an introduction and discussion section. Students will work intensively with their thesis
advisors.
MED-910 Doctoral Dissertation in HPE
Quarter: Recurrent
2-4 quarter credit hours
Prerequisites: None
This course is a recurring course (offered each quarter), wherein PhD in HPE students are
exposed to the requirements for the PhD dissertation and are given time and mentoring support
towards the completion of those requirements. This course will cover all elements of the
dissertation, including proposal submission, meeting the written requirements for peerreviewed publications, writing an introduction and discussion section, and preparation of the
oral defense. Students will work intensively with their dissertation advisors and students will
also be expected to plan and facilitate a portion of these sessions to foster their skill in
leadership competencies.
P a g e | 35
Courses in Other USU Departments
**Courses are listed in ascending order by course number.
PMO-401: Patient Safety and Quality
Quarter: Summer
Quarter Hours: 1
This course exposes students to principles of patient safety and quality. Students will be
expected to participate in in-depth discussions and analysis about this topic.
PMO-503: Biostatistics I
Fall Quarter
4 quarter credit hours
Prerequisites: None
This course instructs students in the application of elementary statistical procedures commonly
used in biomedical and public health research. Topics include techniques of exploratory data
analysis, probability, discrete and continuous statistical distributions, sampling procedures,
confidence intervals, hypodissertation testing, and sample size determination for experiments and
observational studies.
PMO-504: Biostatistics II
Winter Quarter
4 quarter credit hours
Prerequisites: None
This continuation of PMO-503 covers many of the advanced statistical procedures commonly
used in biomedical and public health research. Statistical methods include techniques for the
analysis of contingency tables or frequency data, non-parametric methods, simple linear
regression and correlation, analysis of variance, multiple regression, logistic regression, and
analysis of survival data.
PMO-508 Biostatistics III
Spring Quarter
4 quarter credit hours
Prerequisites: None
This continuation of PMO-504 covers several additional advanced statistical procedures
commonly used in biomedical and public health research. These methods include, but are not
limited to, matrix algebra, advanced multiple linear regression, Poisson regression, logistic
regression, and generalized linear estimating equations.
P a g e | 36
PMO-522: Meta-Analysis
Quarter: Spring
1 quarter credit hour
Prerequisites: None
Meta-analysis is a once weekly, 1 hour course for students in the MPH program to learn the basic
structure of meta-analysis to the level of being able to perform a basic meta-analysis upon
completion of the course.
PMO-684: Clinical Research Seminar
Winter Quarter
1 quarter credit hour
Prerequisites: None
The Clinical Research Seminar is part of the WRNMMC/USUHS Fellowship Program in
General Internal Medicine. The seminars concentrate on how to design clinical investigation
projects, with a particular emphasis on areas in academic general medicine, such as ambulatory
care, geriatrics, medical interviewing, preoperative evaluation, clinical decision making, medical
education, behavioral medicine, and health services research. Speakers emphasize methodologic
issues and, in particular, explore problems associated with clinical research. About 1/3 of the
seminars will be conducted by WRAMC or USUHS investigators; 1/3 will focus on special
topics in clinical research; and 1/3 will be led by speakers invited from outside agencies and
institutions. The format is informal to allow a brisk dialogue between participants and speakers.
Students will see how principles of clinical research and implemented in actual projects, and will
learn how to identify methodological problems when designing protocols and reading the
literature.
MPO-901: Research Methods
Fall Quarter
3 quarter credit hours
Prerequisites: None
The purpose of this course is to familiarize students with the fundamentals of research design
and methodology relevant to bio-behavioral research. Students are expected to become critical
readers of psychological and biomedical literature and learn to evaluate and develop research.
This includes the ability to translate hypotheses into specific research designs and to write-up
results appropriately using APA format. The selected texts are designed to assist students in
developing the knowledge and skills necessary to evaluate and conduct research and complement
each other in addressing fundamental concepts, applied knowledge, and writing skills.
P a g e | 37
PMO-1003: Survey Design
Winter Quarter
3 quarter credit hours
Prerequisites: None
This course familiarizes students with the steps and procedures essential to developing highquality surveys. Although self-report surveys are the most common form of data collection
instruments employed by social and behavioral scientists (as well as other researchers), few
scholars are fluent in the basic processes needed to extract valid and reliable data from a survey.
The course focuses primarily on learning and applying “best practices” of survey design, based
on the existing empirical evidence. The course will examine research bearing on the following
common questions: (a) Should I use an existing survey or design my own? (b) Should I use
open-ended, ranking, or rating items? (c) How many response options should I offer? (d) Should
I label every point in my response scale? (e) How should I organize the items in my survey? (f)
Should I create an Internet, mail, or mixed-mode survey? (g) What type of response rate should I
expect? (h) What type of response rate should I expect? (i) How do I report the findings of my
survey design and development process? In addition, the course covers a modest number of
theories associated with survey design. These theories help inform the design process,
particularly in the (numerous) areas where the existing research provides little guidance.