Education in the Health Professions

Faculty Contact: Dr. Antoinette (Toni) Ungaretti
Program Administrator: Margaret Shamer, 410- 516-5265
Prospective students with questions about programs and/or the application process should first contact soe.info@jhu.edu.

The 33-credit Master of Education in the Health Professions (M.E.H.P.) and 18-credit Post–Master’s Certificate in Evidence-Based Teaching in the Health Professions are jointly offered through a partnership between five JHU schools: Education, Medicine, Nursing, Public Health and Business.

These programs are designed to serve accomplished health professionals with advanced degrees in medicine, nursing, public health, pharmacy, dentistry, respiratory therapy, physical therapy, medical technology, and other allied health fields. The curriculum prepares participants to become effective educators, educational leaders, and educational researchers.

The programs consist of interprofessional educational experiences designed and delivered by faculty from the five partner schools. The master’s program includes an educator portfolio built through the various courses of the program and a capstone experience in either educational leadership/professional development or in educational research. Participants in the certificate and master’s programs are provided opportunities to engage in deep discussions, team projects, and group presentations in an interactive online community. The course schedule and online format is designed to complement the lives of busy health professionals who want to advance their competence as educators.

Applicants for the master’s degree or the post-master’s certificate are required to hold an advanced degree (master’s or higher) in a health profession or a related field. All courses are offered in an online format. While it is anticipated that most candidates will complete the certificate program within two years and the master’s program within four years, students have a maximum of five years to complete the master’s degree.

Post-Master’s Certificate in Evidence-Based Teaching in the Health Professions

MEHP Fellows take the first 18 credits as the core for the 33-credit MEHP program or as a stand-alone post-master’s certificate. The emphasis of the core/certificate is on preparing health professionals to teach effectively. Participants examine learning theories, adult learning and development theories, hypotheses-driven education-based practice, curriculum development, assessment and feedback, instructional strategies, cultural competence, technology integration, and educational scholarship. Participants create an educational philosophy to guide their work, a curriculum development project, and an agenda for their educational scholarship.

Core/Certificate Program Goals

As part of the core/certificate, participants will:

  • Apply evidence-based strategies and methodologies to teach in a variety of settings.
  • Demonstrate the assessment of learner needs in order to differentiate instruction.
  • Effectively plan instruction and teach from an interprofessional perspective.
  • Effectively teach as a member of an interprofessional team.
  • Provide interdisciplinary learning experiences.
  • Incorporate their knowledge of standards and standards-based instructional approaches to teaching.
  • Employ collaborative and clinical teaching models.
  • Assess learning.
  • Effectively integrate current and emerging technology into instruction.
  • Demonstrate understanding of adult learning principles, theory, and development.
  • Function as reflective practitioners.
  • Design, implement, and evaluate curriculum.
  • Enhance cultural competence and understand its applicability to effective teaching, learning and communication.
  • Advise students effectively.

Master of Education in the Health Professions (MEHP)

To earn the full 33-credit master’s degree, MEHP Fellows complete the core/certificate and then add one of two 15-credit track options—in educational leadership/professional development or in educational research. Within the research track, MEHP Fellows develop skills in educational research methodology, mixed methods research, educational research design, with elective options in statistics or writing grants and proposals. In the educational leadership/professional development track, MEHP Fellows develop skills in program design, advocacy, and evaluation, leadership skills, program management and faculty evaluation, with elective options in faculty development and grant/proposal writing. Both tracks continue the development of the educator portfolio and conclude with a capstone project that results in a manuscript poised for publication. Finally, in both tracks, MEHP Fellows will develop, implement, and disseminate a capstone project applying knowledge, skills and dispositions acquired throughout the program.

Educational Leadership/Professional Development Track

MEHP Fellows in the educational leadership/professional development track will:

  • Serve as a mentor to others in their institution.
  • Build and evaluate professional development programs.
  • Secure political, personnel, and financial support for health professions education initiatives.
  • Develop an interprofessional orientation to the development, implementation, and evaluation of health education programs.
  • Appreciate the contributions and perspectives of various health professions.
  • Demonstrate negotiation skills.
  • Apply cultural competence to educational program development and delivery.

Educational Research Track

MEHP Fellows in the educational research track will:

  • Construct meaningful research questions to discover knowledge that advances education in the health professions.
  • Conduct an experiment to determine the effectiveness of knowledge transfer.
  • Develop an interprofessional perspective to research on education in the health professions.
  • Analyze empirical data to support the theories of effective teaching and adult learning theory.
  • Know how to design studies to empirically test hypotheses about educational methods and outcomes.
  • Apply knowledge of cultural, racial and ethnic diversity considerations to the design, implementation, analysis and reporting of educational research.
  • Disseminate and apply findings to advance teaching and learning in the health professions.

Requirements

(33 credits for the MEHP; 18 credits for the Post-Master’s Certificate)

Post-Master’s Certificate in Evidence-Based Teaching in the Health Professions (18 credits)

(Taken either as a standalone program or as the first part of the 33-credit MEHP program. All courses are three credits unless otherwise indicated.)

610.610 Foundation to Innovation: Adult Learning
880.629 Evidence-Based Teaching
880.631 Ensuring Learning through Assessment and Feedback
880.633 Curriculum Development
880.635 Instructional Strategies I (1.5 credits)
880.637 Instructional Strategies II (1.5 credits)
880.661 Educational Scholarship: Design (1.5 credits)
880.662 Educational Scholarship: Implementation (1.5 credits)

Educational Leadership/Professional Development Track for the MEHP (15 credits)

880.639 Development, Management and Evaluation of Health Professions Education Programs
880.641  Leadership in Health Professions Education Programs I
880.642 Leadership in Health Professions Education Programs II
880.647  Professional Development Projects in Health Professions Education I (capstone)

Electives
880.610 Writing Grant and Contract Proposals for Health Professions Education or
880.643 Mentoring in Health Professions Education Programs
Note: Students may take an alternative elective course, subject to faculty adviser approval.

Educational Research Track for the MEHP (15 credits)

880.639 Development, Management and Evaluation of Health Professions Education Programs
883.510 Understanding Educational Research
880.665  Mixed Methods Research
880.649  Research Projects in Health Professions Education I (capstone)

Electives
880.610 Writing Grant and Contract Proposals for Health Professions Education or
880.667 Applied Statistics
Note: Students may take an alternative elective course, subject to faculty adviser approval.