Principles of Measurement and Assessment

https://deepblue.lib.umich.edu/bitstream/2027.42/152422/1/Educational_Assessment.pd

Flipped Classrooms for Health Professions Education

https://deepblue.lib.umich.edu/bitstream/2027.42/152401/1/Flipped_Classroom.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152401/2/Flipped_Classroom.mp

Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities

This work investigates whether enrolling in a Massive Open Online Course (MOOC) with friends or colleagues can improve a learner’s performance and social interaction during the course. Our results suggest that signing up for a MOOC with peers correlates positively with the rate of course completion, level of achievement, and discussion forum usage. Further analysis seems to suggest that a learner’s interaction with their friends compliments a MOOC by acting as a form of self-blended learning.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/116274/1/Brooks et al. 2015.pd

Bridging the Expertise of Advocates and Academics to Identify Reproductive Justice Learning Outcomes

Phenomenon: Reproductive justice (RJ) is defined by women of color advocates as the right to have children, not have children and parent children while maintaining reproductive autonomy. In the United States, physicians have been complicit in multiple historical reproductive injustices, involving coercive sterilization of thousands of people of color, low income, and disabilities. Currently, reproductive injustices continue to occur; however, physicians have no formal RJ medical education to address injustices. The objective of this study was to engage leading advocates within the movement using a Delphi method to identify critical components for such a curriculum. Approach: In 2016, we invited 65 RJ advocates and leaders to participate in an expert panel to design RJ medical education. A 3-round Delphi survey was distributed electronically to identify content for inclusion in an RJ curriculum. In the next 2 survey rounds, experts offered feedback and revisions and rated agreement with including content recommendations in the final curriculum. We calculated descriptive statistics to analyze quantitative data. A team with educational expertise wrote learning outcomes based on expert content recommendations. Findings: Of the 65 RJ advocates and leaders invited, 41 participated on the expert panel of the Delphi survey. In the first survey, the expert panel recommended 58 RJ content areas through open-ended response. Over the next 2 rounds, there was consensus among the panel to include 52 of 58 of these areas in the curriculum. Recommended content fell into 11 broad domains: access, disparities, and structural competency; advocacy; approaches to reproductive healthcare; contemporary law and policy; cultural safety; historical injustices; lesbian, gay, bisexual, transgender, queer/questioning, and intersex health; oppression, power, and bias training; patient care; reproductive health; and RJ definitions. The 97 learning outcomes created from this process represented both unique and existing educational elements. Insights: A collaborative methodology infused with RJ values can bridge experts in advocacy and academics. New learning outcomes identified through this process can enhance medical education; however, it is just as important to consider education in RJ approaches to care as it is knowledge about that care. We must explore the pedagogic process of RJ medical education while considering that expertise in this area may exist outside of the medical community and thus there is a need to partner with RJ advocates. Finally, we expect to use innovative teaching methods to transform medical education and achieve an RJ focus

Case-Based Learning

https://deepblue.lib.umich.edu/bitstream/2027.42/152404/1/Case_Based_Learning.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152404/2/Case_Based_Learning.ppt

Coursera - Instructional Methods in Health Professions Education

This course provides those involved in educating members of the health professions an asynchronous, interdisciplinary, and interactive way to obtain, expand, and improve their teaching skills. These skills can then be applied within their own professional context, with a variety of learners, extending across many stages. ¶ Course Audience: While no specific prerequisite knowledge is required, this course will be most beneficial to individuals who are actively engaged in a health professions setting such as medicine, nursing, pharmacy, dentistry, social work, and public health. ¶ Examples include: ¶ Resident physicians who teach medical students and junior residents ¶ Nurse educators who teach nursing students and advanced nursing practitioners ¶ Health professions faculty members in academic centers or newly developing educational centers ¶ Health professions students engaged in peer-to-peer teaching and learning ¶ Health professionals interested in developing educational materials for their clients. ¶ What You Will Learn: ¶ After completing this course, learners will: ¶ 1. Understand educational theory as it relates to health professions education ¶ 2. Match instructional methods with desired educational outcomes ¶ 3. Learn a variety of applied teaching techniques ¶ 4. Share successful teaching strategieshttp://deepblue.lib.umich.edu/bitstream/2027.42/120552/1/medical_mooc-coursera_instructional_methods_in_health_professions_education-June13.zi

Reproduction

This sequence provides a comprehensive physiologic and pathologic overview of male and female reproduction, including normal human sexuality, normal human reproduction, abnormalities of sexual function, evaluation and management of infertility, parturition, and fertility control. Breast function and breast disease are also addressed.http://deepblue.lib.umich.edu/bitstream/2027.42/120536/1/medical_m2_curriculum_reproduction-March10.zi

Competency‐based education: programme design and challenges to implementation

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/119072/1/medu12977_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/119072/2/medu12977.pd