17 courses with the subject GSAE, 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.
GSAE 506Professional Development in Healthcare Education3
This course focuses on strategies for continuous professional learning within the healthcare education landscape. Students will explore the design and implementation of ongoing professional development initiatives that foster competency-based growth models. The curriculum will address key considerations for accreditation and certification, ensuring that programs meet industry standards and effectively enhance the skills of healthcare professionals. Through a blend of theoretical insights and practical applications, participants will learn to create sustainable professional development frameworks that support lifelong learning and adapt to the evolving needs of the healthcare sector. By the end of the course, students will be equipped to lead impactful professional development efforts that contribute to improved healthcare outcomes.
GSAE 507Healthcare Workforce Development and Leadership3
This course focuses on the application of leadership principles to workforce planning and development within healthcare settings. Students will explore strategies to address healthcare workforce challenges by integrating adult learning theories and organizational behavior concepts. Key topics include effective workforce planning, talent management, and the development of initiatives to enhance staff engagement and retention. Through case studies and practical applications, students will learn to design and implement workforce development programs that align with organizational goals and improve patient care outcomes. This course equips future healthcare leaders with the skills to foster a resilient and adaptable workforce capable of meeting the evolving demands of the healthcare industry.
Course Description: This course applies cumulative knowledge in a supervised leadership experience. Students will demonstrate mastery of leadership, educational, and organizational concepts in real-world healthcare settings. The practicum involves working closely with a mentor or supervisor in a healthcare organization to apply theoretical knowledge to practical challenges. Key Components: • Supervised Experience: Students will engage in a leadership role within a healthcare organization, applying their skills and knowledge. • Mentorship: Regular meetings with a mentor to discuss progress, challenges, and learning experiences. • Reflective Practice: Students will maintain a reflective journal documenting their experiences, insights, and growth. • Evaluation: Performance will be assessed based on predefined criteria, including leadership effectiveness, problem- solving skills, and ability to implement educational strategies.
School of Graduate Studies Faculty ........................................................................................................................................201 School of Medicine ...................................................................................................................................................................203 Administration ..........................................................................................................................................................................203 Department Chairpersons ........................................................................................................................................................203 Medical Education at Meharry Medical College .......................................................................................................................203 Mission of the School ..................................................................................................................................................204 Educational Competencies .........................................................................................................................................204 Strategic Goals for Educational Excellence .................................................................................................................205 Academic Program ......................................................................................................................................................206 The Curriculum ...........................................................................................................................................................206 Mandatory Attendance ................................................................................................................................................208 Admissions ..............................................................................................................................................................................208 Admissions Requirements and Procedures .................................................................................................................208 Technical Standards for Admission, Retention, and Graduation ..................................................................................214 Academic Regulations .............................................................................................................................................................217 Requirements for M.D. Degree ....................................................................................................................................217 Examination and Grades .............................................................................................................................................217 Change of Grade .........................................................................................................................................................217 Grades for Off Campus Courses .................................................................................................................................217 Leave of Absence .......................................................................................................................................................218 Leave of Absence: Yearlong Research or Professional Development.........................................................................219 LEAVE OF ABSENCE FOR ENHANCEMENT OF MEDICAL EDUCATION ...............................................................219 Academic Standards and Policies ...............................................................................................................................219 Student Evaluation and Promotion ..............................................................................................................................219 Academic Standing .....................................................................................................................................................220 Satisfactory Academic Progress..................................................................................................................................220 Honors ........................................................................................................................................................................220 Withdrawal from a Course ...........................................................................................................................................222 Withdrawal from the College........................................................................................................................................222 Student Dismissal .......................................................................................................................................................222 Request for Transfer from the School of Medicine.......................................................................................................222 Request for Transfer to the School of Medicine ...........................................................................................................224 .................................................................................................................................................................................................225 Financial Information ...............................................................................................................................................................228 Tuition and Fees ..........................................................................................................................................................228
Students will develop advanced communication skills necessary for conducting and presenting educational research. This course covers writing research proposals, presenting findings, and effectively communicating research outcomes to diverse audiences.
This advanced course equips healthcare education professionals with strategic leadership skills to drive meaningful organizational transformation. Students will explore complex change management theories, innovative leadership approaches, and practical strategies for implementing systemic improvements in healthcare educational settings. Through critical analysis of contemporary healthcare challenges, participants will develop the competencies needed to lead cultural shifts, redesign educational programs, and navigate the intricate dynamics of institutional change. The course emphasizes adaptive leadership, emotional intelligence, stakeholder engagement, and evidence-based change management techniques that enable leaders to effectively respond to evolving healthcare education landscapes.
GSAE 609Leadership Theory in Action for Healthcare Educators4
This dynamic course bridges theoretical leadership frameworks with practical application in healthcare education. Students will critically examine contemporary and classic leadership theories, exploring how these conceptual models translate into effective leadership practices within complex healthcare environments. Through an interactive and reflective approach, participants will develop a sophisticated understanding of leadership principles, examining how different theoretical perspectives inform decision-making, team dynamics, and organizational culture in healthcare education.
GSAE 610Leadership Essentials for Healthcare Leaders4
This course focuses on essential leadership skills, including decision-making, team dynamics, and conflict resolution. It also covers mentoring techniques to support the development of future healthcare leaders. Placement: This course can be added as a standalone course, building on foundational leadership theories and practices.
GSAE 611Instructional Design and Models for Healthcare Education4
This course develops comprehensive skills in designing effective instructional materials and programs for healthcare education. It covers instructional theories, design models, and the use of technology in education. Additionally, it incorporates principles and practices tailored to developing instructional strategies for both learners and leaders in healthcare settings. Students will explore how to apply these strategies to enhance learning outcomes and leadership skills among healthcare professionals.
This course explores foundational and contemporary theories of education and examines their application in healthcare settings. Students will analyze various educational practices and their impact on learning outcomes, preparing them to implement effective teaching strategies in healthcare education. Additionally, the course delves into educational policy and reform, exploring how policies are developed, implemented, and reformed to improve educational systems. Students will critically examine the relationship between educational theories and policymaking, and how these elements drive systemic change in healthcare education.
GSAE 613Fiscal Management for Educational Growth and Change4
Students will explore financial management principles and practices relevant to educational institutions. This course covers budgeting, financial planning, and resource allocation, equipping students with the skills to manage financial aspects of 197
GSAE 615Pre-Research 1: Research Proposal Development in Healthcare Leadership3
This course guides students through the process of developing a comprehensive research proposal for their dissertation or capstone project. Students will refine their research questions, conduct an extensive literature review, and design a detailed research plan. Emphasis is placed on aligning research objectives with organizational goals and ensuring methodological rigor. By the end of the course, students will have a well-developed research proposal ready for implementation.
GSAE 616Pre-Research 2: Advanced Research Design and Implementation Course Description: This3
advanced course focuses on the practical aspects of designing and implementing research studies in healthcare leadership. Students will learn advanced techniques for data collection, analysis, and interpretation, with a focus on ensuring the validity and reliability of their research. The course also covers project management skills essential for successfully conducting and completing a dissertation or capstone project. By the end of the course, students will be fully prepared to embark on their research projects with confidence.
GSAE 617Capstone Project in Healthcare Leadership2
This course provides students with the opportunity to apply their knowledge and skills to a real-world project in healthcare leadership. Students will identify a specific issue or challenge within a healthcare organization and develop a comprehensive project to address it. The capstone project involves the creation, implementation, and evaluation of a solution, which could include developing a new program, creating an educational product, or implementing a strategic initiative. Throughout the course, students will work closely with faculty advisors and industry mentors to ensure their projects are practical, impactful, and aligned with organizational goals. The course culminates in a formal presentation and defense of the project, demonstrating the student's ability to lead and innovate in healthcare education.
