CARE Presents: Sept. 2013 Issue 004
In this Issue:
CARE Fair - Oct. 18,2013
MET Program Presentation:
“Case Writing” -Sept. 11, 2013
MET Program Presentation:
“Flipped Classroom” - Date TBD
Education for Healthcare Professionals
The purpose of the Graduate Program in Education for Healthcare Professionals (EDHP) is to provide the training necessary to produce effective leaders in health professions education by utilizing the core concepts of CARE: Critical thinking & evidence based practice. Tuition grants are available for qualified HSC faculty.
Master of Science:
This program provides the opportunity for individuals to develop the background and skills necessary to be excellent teachers in their areas of specialty and conduct research to improve and develop innovative educational programs in health professions education. The interdisciplinary Master of Science degree provides greater access to faculty and students, as well as clinicians and healthcare professionals, who have an interest in academia. Multiple online courses and interprofessional approach makes the M.S. degree unique. Graduates of the program help satisfy the need for qualified teaching faculty in medicine, nursing, dental and dental hygiene schools across the country.
In addition to the M.S. degree, the Graduate Program in Education of Healthcare Professionals also offers a Certificate program for students who may wish to expand their knowledge of teaching and curriculum development. The Certificate program is an intermediary step within the EDHP program and can be applied to the M.S. if a student wishes to pursue the advanced degree in the future.
Spring admission deadline: October 15, 2013
Fall / Summer admission deadline: April 1, 2014
For more information & the application please visit: EDHP
Learning Outcomes: What, Why, and How!
Learning outcomes are a set of statements that enhance and illuminate a course or activity description by articulating in measurable terms how students will successfully demonstrate critical content mastery.
Good outcomes help create focus on the knowledge and skills students need, identify the critical tasks and techniques students need to master, and inform the selection of assignments and assessments that promote student achievement of
those outcomes. Quality learning outcomes can help students form realistic expectations about a course/activity, clarify learning targets, and link course outcomes and program goals with their future needs.
How - Steps for writing learning outcomes:
1. Make a list of the things students need to know and be able to do as a result of your course. Example: Upon completion of the course, students will understand quality differences in internet sources.
2. Reflect on how students will demonstrate acquisition of the specified knowledge and skills. Will they define, solve, create, compare, etc.? Example: How will I know if students understand quality differences in internet sources? I would know if they could demonstrate the ability to successfully evaluate a list of internet sources based an appropriate rating criteria.
3. Using action verbs from your reflection on how students will demonstrate learning, adjust your outcomes. Example: Upon completions of the course, students will be
able to evaluate internet sources using an information literacy guide.
Resource examples for writing good learning outcomes:
Writing Student Learning Outcomes (step-by-step process and examples)
Adapted from the Texas A&M Center for Teaching Excellence - Learning Outcomes
Word Find Puzzle:
A squared word search find puzzle can be found using the following terms:
Body Composition Physical Fitness
Body Mass Index Progression
Cardio Vascular Pushups
Cool Down Rice
Crunches Sit and Reach
Flexibility Step Test
Health Related Fitness Swimming
Muscular Endurance Warm Up
Muscular Strength Weight Training
Pacer Test Workout
Physical Activity Yoga
Please send stories, photos & Suggestions for the CARE E-Newsletter to Jovan Martinez, Program assistant at firstname.lastname@example.org or drop them off at the tlrc office.