1. Instructional Methods
Demonstrate an understanding of the theory and practice of education through the development of health science programs which focus on the application of evidence-based strategies and methodologies.
Artifact 1-A
Curriculum Outline
Reflection
HPTT 801 – Foundations of Health Professions Education was the first course I took in this Master’s program, and this artifact aligns well with competency 1 (Instructional Methods). This was my first time making a conscious effort to utilize educational theory (incorporating elements of Bandura’s reciprocal determinism and Mayer’s cognitive theory of multimedia learning) to develop a comprehensive asynchronous online curriculum. The Curriculum Outline assignment required me to design a complete course for a health professions audience, divided into weekly assignments, and an assessment plan. Using Schiff’s Diseases of the Liver as the selected textbook, I was able to develop a fifteen-week in-depth course covering multiple facets of hepatology as well as introducing transplant medicine. I selected this artifact because I created an entire program rather than isolated elements, based on educational theory.
One of the challenges when creating this assignment was the need to develop elements that would be covered in future Master of Health Professions Teaching & Technology (MHPTT) courses (such as the rubric, and assessment strategies); however, on review I am able to reflect and see the progress that I have made throughout this degree. I can already see elements that I would adapt and change such as the rubric used to evaluate the discussion posts and the clinical plan from the electronic medical record (EMR) final assessment.
If I were to implement this proposed curriculum, I would have to break it up into two courses given the amount of content proposed (such as one course focusing on acute and chronic liver disease, and one on cirrhosis and portal hypertension incorporating transplant medicine). I would deliver it through the four-year medical school track in hepatology and transplantation that I founded and direct, where students already have longitudinal exposure from their preclinical years onward.
Artifact 1-B
Clinical Teaching Project
Reflection
The clinical teaching project was developed through HPTT 840 – Foundations of Clinical Teaching, one of my final courses in the MHPTT program, and represents a comprehensive instructional and assessment plan based on paracentesis, a procedure that is commonly done within my field of practice. It comprises five elements, namely learning objectives, a teaching strategy, a reflective assignment, an assessment tool, and a reflection based on peer feedback. I chose this assignment to represent competency 1, to demonstrate my personal progress in developing assessment strategies based on Peyton’s Four-Step Approach and to highlight my growth as compared to the HPTT 801 curriculum outline. Every choice made in this assignment is based on evidence-based strategies and methodologies, incorporating national medical society guidelines, the Reflection Evaluation for Learners’ Enhanced Competencies Tool (REFLECT) rubric as developed by Wald et al., and multiple other cited references therein.
Creating an affective learning objective was a challenging element of this assignment, especially with regard to assessment. Reflective assessments were a new concept for me, and though I had completed various forms of these in the past, I can look back on these prior implementations and recognize effective and ineffective mechanisms utilized.
Going forward, I would like to incorporate reflective assessment (specifically the REFLECT rubric) through my existing work with medical students when they rotate through Hepatology clinical rotations.
Download the clinical teaching project (PDF) (opens in a new tab)