Lake Erie College of Osteopathic Medicine · Courses
MAS
12 courses with the subject MAS, 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.
MAS 1502Clinical Teaching Skills – Credit Hours2.5
Clinical teaching provides the knowledge to apply the foundational "Principles of Medical Education" to the clinical setting. The course will explore and develop methods to efficiently teach the adult learner under the time and administrative constraints of an academic and clinical setting. It is comprised of seven units, beginning with a discussion of Variation in Medical Education, as the fundamental goal of medical education is to reduce variation in medical quality and thereby improve patient care. It then proceeds through six more units on Competency-based Education, Multicultural Education in Clinical Teaching, Teaching Humanism & Empathy, Educating Patients & Families, Mentoring & Precepting, and Learning & Teaching Styles.
In this course, you will explore various skills necessary to become effective academic or clinical administrators in colleges of medicine, hospitals, and/or even in your own practice. This course will include topics such as strategic planning, compliance, team management, and ethical considerations for healthcare administrators. The course material is delivered through guided readings and independent investigations. You are expected to apply these various skills in academic and professional situations and to reflect on the critical role of administrators in guaranteeing quality healthcare for all patients. Throughout the course of study, you will practice preparation, organization, management, and delivery of material in a distance education setting. This program of study will lead to a better understanding of administrative skills that support development of master academic or clinical administrators. LECOM Graduate School of Biomedical Sciences Academic Catalog and Student Handbook 36
The students will explore various styles of leadership through guided readings, facilitated discussions and independent investigations as well as the application of these various styles upon academic and personal situations. Throughout the course of study, the participants will gain a better understanding of accountability, responsibility, and communication associated with various leadership and management styles and how they apply within medicine and education and to themselves. This program of study will lead to a better understanding of the personal qualities present in great leaders and how to apply leadership strategies to organizational leadership.
MAS 1515Educational Assessment & Evaluation – Credit Hours2.5
Students will explore various principles of educational measurement, assessment, and evaluation through selected article readings, podcasts, facilitated discussions, and independent learning activities. Throughout the course, students will apply this knowledge to varied medical education environments across the spectrum of pre-doctoral education, graduate medical education, and continuing medical education. Students will learn how to design effective instruments to measure the obtainment of learning outcomes (rubrics, essay exams, multiple choice tests), interpret quality in assessment measures (e.g., reliability and validity), and learn the skills of effective feedback and evaluation. Students will apply the knowledge and skills learned in this course to concurrently design assessment and evaluation instruments for their thesis project in MAS 1543 Educational Scholarship III: Strategies & Assessments.
MAS 1516Effective Lecturing Skills – Credit Hours3.5
This course involves a study of effective lecturing undertaken from the perspective of using four component skills that engage learners – effective opening, use of questioning or enticement of interest on the topic, reinforcement, and effective closure. Students will produce an electronic lecture. The lecture will be peer-reviewed by classmates, who will provide feedback for revising the lecture. Students will incorporate feedback to submit a final version of the lecture.
MAS 1530Educational Research Methods – Credit Hours2.5
This course is intended to enable students to develop the practical skills of conducting educational research and to use that scholarship for their own professional development in becoming an educational specialist or scholar. This intent is achieved through small group discussions and active learning of selected journal articles, text readings, PowerPoints, and podcasts, which are available on Canvas. Each student engages in active learning through preparation, discussion, critique, and design an education innovation project. Scholarly writing activities in the form of article integrations, scholarly writing, and essay exams are designed to assess whether students can apply the course content for the betterment of educational practice in the health professions. This course assumes no previous background in research and will focus on validated research into educational scholarship rather than opinions and unsubstantiated claims.
This course will enable students to use statistical methods and applications for the analysis of problems and data encountered in educational research. Topics include sampling, sample size estimation, assignment of data into types of variables, descriptive statistics, probability, confidence intervals, hypothesis testing, and power. Statistical tests are taught according to the associated study design and include Chi-square, Fisher exact, Z-test, T-tests, ANOVA, ANOVA Post-hoc, Correlation, Simple Linear and Multiple Regression, and associated non-parametric equivalents. Applications of these tests include analysis of data sets and evaluation of studies published in the literature. Students will be required to watch the narrated Power Point Presentations, read the linked articles, and answer the quiz questions in each module before submitting their completed homework sets on the Coursework LECOM Graduate School of Biomedical Sciences Academic Catalog and Student Handbook 37
MAS 1535Educational Psychology for Medical Educators – Credit Hours3.5
The intent of this course is the application of educational psychology to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning specific to medical and health professions education. Educational psychology is both a data-driven and a theory-driven discipline. Students will rethink their ideas of development, teaching, and learning and the interactions among them for the purposes of driving the design of effective instruction. This course contains broad topics because the potential applications of educational psychology to the learning process in medical education are immense.
MAS 1541Educational Scholarship I: Needs & Rationale – Credit Hours2.5
The intent of this course is to begin the process of educational development through curriculum design and the scholarship of educational research. This course teaches the language of educational advancement through curriculum development and evidence-based education. In this course, students with grapple with concepts of need (why is this curriculum necessary or why is it necessary to research that educational intervention) and rationale (why is this approach being chosen at this time, in this setting, for these learners). Students will develop an understanding of how, at the professional education level, curriculum design and educational research are the tools that are most effective in driving quality medical education. This course sets the stage for the two-year long educational development project.
MAS 1542Educational Scholarship II: Goals & Objectives – Credit Hours2.5
This course is the second step in the process of educational development through curriculum design and the scholarship of educational research. This course allows for further development of established outcomes for your curriculum or educational research project. These outcomes drive the development of learning and align with the assessment of your project. This course focuses on two specific activities: 1) studying the process of writing goals and objectives and comparing them to the aims and objectives of educational research and, 2) applying this process to your Master’s thesis project.
MAS 1543Educational Scholarship III: Strategies & Assessments – Credit Hours2.0
This course is a continuation of the Educational Scholarship Thesis Project Series that has been developing over the past two semesters. At this point in time, the student should have completed Educational Scholarship Thesis Project I and II prior to matriculating in this course. In this course, students will develop teaching and assessment strategies and evaluation instruments. Throughout the course, it is expected that students will see to improve their own educational scholarship projects by thoroughly evaluating theirs as well as their peers’ proposed projects including but not limited to developing educational strategies, and “fully usable” teaching samples.
MAS 1544Educational Scholarship IV: Implementation & Evaluation – Credit Hours2.0
The LECOM Master of Science in Medical Education is carefully designed to maximize student learning to ensure successful obtainment of program goals. The curriculum design consists of three educational themes: Core Teaching Foundations, Educational Skills Practicum, and Educational Scholarship Thesis Development. Through these three educational themes, learners prepare the mastery of medical education. This course, MAS 1544-Implementation & Evaluation, is within the Educational Scholarship Thesis Development theme and is the fourth and final course in this sequence. Implementation & Evaluation builds upon Needs & Rationale (MAS 1541), Goals & Objectives (MAS 1542), and Strategies & Assessments (MAS 1543). LECOM Graduate School of Biomedical Sciences Academic Catalog and Student Handbook 38
