Lake Erie College of Osteopathic Medicine · Courses
DED
21 courses with the subject DED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
DED 1003/1004/1012/2013 – Journal Club I/II/III/IV – Credit Hours 1.0 each
Doctoral students will analyze and evaluate special topics published in medical education. This may also include evaluating and providing feedback to MSMEd students on their curriculum development or educational research thesis projects. Research requires critical thinking skills, the ability to interpret data and explain results and conclusions using verbal and graphic presentation skills, therefore, this course will develop necessary skills for PhD students to successfully complete and present their dissertation research. PhD students will learn how to search for relevant sources, evaluate their quality and credibility, and identify the main themes, arguments, and perspectives they present.
DED 2003Research I: Literature Review – Credit Hours3.0
PhD students will learn how to conduct a critical analysis of the background literature to support their dissertation topic. The purpose of the literature review course is to help students further define the educational need and rationale for the dissertation project by identifying similar projects at other institutions, analyzing their findings, and identifying gaps, limitations, or contradictions between published research findings. This in turn, provides the necessary background for their dissertation Introduction chapters.
DED 2549Preparing for the Professoriate – Credit Hours1.0
The purpose of this course is to prepare students for success in the first year as professors in academia. This course is delivered using the LECOM New Faculty Institute – A Faculty Learning Community (FLC) for new, full-time faculty at LECOM, thus allowing PhD students to interact with and learn from the challenges facing new faculty. Topics explored in this course come from the three main areas in which all faculty are professionally evaluated: Teaching, Research & Scholarly Activity, and Academic Service & Administrative Leadership. The goal is to train upcoming graduates to be successful in their first year in the Professoriate.
The course develops specific statistical analytical skills in correlation and regression analysis. Students will learn a set of statistical processes for estimating the relationships or interactions between a dependent variable and one or more independent variables, commonly used in clinical and educational research. Emphasis is placed on the Pearson’s Correlation Coefficient and Least-Squares Regression methods. LECOM Graduate School of Biomedical Sciences Academic Catalog and Student Handbook 70
PhD students will develop instructional design & technology strategies specific to various learning environments. Students will apply what is empirically understood about how humans learn and improve upon performance to the design, development, implementation, and evaluation of learning and performance support products, processes, and environments. PhD students will understand this as both product (such as a Web-based course for distant learners) and process (such as an iterative and formative approach to learner assessment).
PhD students will apply advanced cognitive psychology principles to the study of teaching and learning in medical and health professions education. PhD students will assume the role of a faculty developer to create a PPT with voiceover on a topic in cognitive psychology to be potentially used in future faculty development offerings at LECOM. They will also view and provide feedback to their peers on how to improve their presentations based on cognitive psychology principles. By teaching the content to be learned, this will reinforce PhD student learning.
PhD students will gain skills and experience in teaching and evaluating student outcomes in an online interprofessional education curriculum by teaching the LECOM IPE 1001: Introduction to Interprofessional Education course, required for all first-year medical, pharmacy, and dental students at LECOM. PhD students will facilitate the four student discussion forums related to the four IPE Competencies: Roles, Teams, Communication, and Ethics and evaluate medical, pharmacy, and dental students’ participation in the discussions. Additionally, PhD students gain practice in teaching in online environments since IPE 1001 is delivered through distance education.
PhD students will gain skills and experience in teaching and assessing student outcomes in an course of their choice, specific to their discipline or career. Students will update course goals and objectives, teaching strategies, and learner assessments by presenting these elements for feedback in this course.
DED 3020Advanced Educational Research Methods – Credit Hours3.0
PhD students will take an in-depth study of specific educational research methods and study designs, typically specific to their dissertation research. Advanced research methods describe the ways researchers conduct formal scholarly research, investigate a research problem, or seek to prove a hypothesis, including mixed methods, survey, ethnographic, historical, and action research.
PhD students will develop a faculty development program specific to their host institution’s needs. Faculty development programs are key to an institution’s ability to stay relevant and effective and allow educators to reflect and improve on their own abilities and learn new skills. The purpose of this course then is two-fold – to provide foundational skills to PhD students into faculty developers and to allow them to each become an expert on a topic that is relevant and important to their institution. LECOM Graduate School of Biomedical Sciences Academic Catalog and Student Handbook 71
PhD students will create an institutional strategic plan and will create a evaluation plan to measure institutional effectiveness, ideally specific to their host institution’s needs. Students will learn strategic planning strategies that play a pivotal role in the growth and success of any institution so that these students can serve and lead accreditation in health professions education.
PhD students will develop the proposal for their dissertation study. Students will begin with an educational observation to identify an educational problem or issue needing researched or solved. From this observation, students will form a research question, review the literature to refine the research question, and generate researchable hypotheses. An extended literature review will also be conducted to support these steps, including problem identification, needs assessments, and project rationale.
DED 3042Dissertation II: The IRB Process – Credit Hours3.0
PhD students will learn the process of writing a proposal to the LECOM IRB committee concerning their educational study. Students will create and submit an IRB proposal to seek approval to conduct their dissertation research. Students will understand that any researcher who intends to work with human participants must seek informed consent from each prospective participant. Other pertinent aspects for a successful IRB proposal will be learned.
PhD students will implement their dissertation project and collect data. Students will explore and plan for implementation issues including teaching strategies, project timeline, and budgeting. PhD students will learn that effective implementation involves the support of multiple stakeholders.
DED 3044Dissertation IV: Data Analysis – Credit Hours3.0
PhD students will statistically analyze the data collected from the implementation of their dissertation project. The type of data analysis performed will depend on the type of data used by the PhD student in their research, meaning qualitative, quantitative, or categorical data.
PhD students will compile and present the results of their dissertation data analysis in this course. Students will write up the first draft of their results section of their dissertation. PhD students will also learn the best way to display their data visually and to describe their findings in table form. The Discussion section will also be written that involves an interpretation of the results in context of the projects research hypotheses. The Discussion will also involve a critical comparison of project results with similar studies published in the literature, specifically analyzing the extent to which this project’s results support or reject key findings in the existing relevant literature.
DED 3050Educational Finance & Law – Credit Hours3.0
This course describes select issues in educational finance and law in higher education relevant to their future careers in health education teaching, research, and administration. It is important for PhD students to gain an understanding of these issues as financial pressures, societal changes, and various risks on campus and in cyber security are challenging higher education. Education finance & law are at the forefront of questions about student achievement and success.
PhD students will be evaluated on their broad competency in medical education through the comprehensive exam touching on topics related to core teaching foundations, educational skills, educational scholarship, and systems-level issues. LECOM Graduate School of Biomedical Sciences Academic Catalog and Student Handbook 72
PhD students will evaluate key findings, study limitations, and future directions of study related to their dissertation project. Students will assemble all aspects of the writing of their project and will submit the first draft on their entire dissertation for committee review.
PhD students will present and defend their dissertation project. Students will incorporate feedback from their committee as many times as needed until all members of their committee are satisfied that all corrections have been addressed and the student can be judged as having the skills of an independent researcher. See MS Med Ed Course Descriptions
