Masters in Health Professions Education (MHPE)

Goal

The goal of the program is to ensure that participants gain the competencies needed to meet the entrust­able professional activities expected of health professions educators.

Outcomes

Upon successful completion of the program, the graduates will be able to:

• Design curricula
• Understand change management & leadership
• Facilitate learning
• Assess learning
• Understand the research process
• Interpret research data to professional standards

Study Plan

Year 1 Semester 1

Year 1 Semester 2

Year 2 Semester 3 & 4

Credit hours: The credit hours of MHPE program is 36

Course Description

Year 1 [Semester 1 & Semester 2]

ORN 801: Orientation Residence

The intention behind the orientation residence is to meet the students, and introduce key members of Faculty to them.  We will also orient the students to the program, and ensure they have access to the on-line platform, and the study skills that they will need to perform well.  The first on-line module will be opened whilst they are in residence, and we will be able to ensure that the students are capable and confident in using the platform.

CRD 802: Curriculum Design

This on-line module is intended to help participants understand the principles behind curriculum design, and particularly the way in which context influences our choices.  The module covers the theoretical considerations of curriculum design, designing integrated curricula and the development, management and evaluation of curricula.

LAT 803: Learning and Teaching

This on-line module will build upon the orientation residence and develop participants’ understanding of the theoretical basis of learning and teaching, again the emphasis is on applying understanding to the ways in which we teach. The module includes basic science and clinical teaching, teaching in community, and the support of learners.

LTR 804: Learning and Teaching Residence

During LAT803 we will hold a residential week-end with the intention of consolidating what has already been covered, and to gain a richer perspective from discussions with one or more external experts.  The dates will be determined before the start of the academic year.

AST 805: Assessment

This on-line module focusses on the systematic design, delivery and interpretation of assessments.  It is, of necessity, very theoretical, but the emphasis will be on applying rigorous assessment strategies in the normal context of the clinical environment.  The module will cover blueprinting, objective structured clinical examinations, work-place based assessments and standard setting.

ASR 806: Assessment Residence

During AST805 we will hold a residential week-end with the intention of consolidating what has already been covered, and to gain a richer perspective from discussions with one or more external experts. We will also discuss the various types of written examinations. The dates will be determined before the start of the academic year

RED 807: Research Design

Most of the participants will be likely to be most comfortable with quantitative research.  In this module we will broaden the participants’ overview and ensure that they are able to apply the most appropriate approach to the problems that interest them. Students will also be engaged in a small research project. The module will consider different ways of “knowing”, writing research questions, research design and sampling, and quantitative and qualitative methods.

CMA 808: Change Management

This module is short, but crucial, preparation for the intensive Leadership residential program.  The intention is to challenge existing understandings of management and leadership, and see how different models apply in the participants’ home institutions.

End of year 1 residence

There are two components of the end of year residence, which is designed to consolidate the work up to Diploma level, and to apply those theoretical understandings to real-life problems faced by those undertaking the research year.

LEA809: Leadership             

Part of the program will be a short course on leadership and change management, delivered in collaboration with by senior members of GMU, and a small team of experts from the University of Swansea UK.

RGP901: Research Governance       

The second part of the residential program will start with a consideration of research governance, and lead into individual face-to-face supervision to finalize the planning of the final research project.

Year 2 [Semester3 & 4]

RES902: Research Project   

Students must successfully complete the on-line component and the residential component before they can embark upon the research component.  The research component comprises a supervised research project, focused on an issue of importance to the student and their home institution. The student and their project will be supervised by an experienced researcher from the GMU.  The GMU will appoint a local supervisor for those students who come from other institutions, and will visit their institution to ensure that there are adequate arrangements

THS903: Thesis          

The research project is assessed by the submission and successful defence of a thesis within 1 year of the commencement of the research component of the program.

Graduation requirements

• Completion of 36 credits
• Minimum CGPA of 3 out of 4
• Minimum pass mark of 70% (Grade C) in all modules
• Securing a minimum attendance of 80%
• Submitting and defending a thesis to the satisfaction of the thesis judging committee with a minimum pass mark of 70%

Admission Criteria

• Applicants shall meet all admission criteria for entry into the higher education programs offered by the University, as laid down in the Standards (2019) published by the Commission for Academic Accreditation (CAA), Ministry of Education – Higher Education Affairs, UAE
• Applicants for the Diploma / Master in Health Professions Education shall have a recognized Baccalaureate degree or equivalent health professional, at least two years post-qualification and involved in education, its planning, administration, support, delivery or regulation earned in a discipline appropriate for the prospective graduate degree with a minimum cumulative grade point average of 3.0 on a 4.0 scale or its established equivalent.

• The Applicant must have proficiency in spoken and written English. The applicant can fulfil the English proficiency requirement via the TOEFL, IELTS, or UA CESL Endorsement Exam, minimum requirements are listed below. TOEFL and IELTS test scores must be dated within two years of the year of enrolment.

• • TOEFL: Score of 79 on the iBT or 550 PBT (web-based) test or higher.
  • IELTS: Overall score of 6 is required, with a score of no less than 5 on any individual band or module.

Conditional Graduate Admission Read More

Required Documents:

• Attested copy of the baccalaureate degree and official transcripts of credit/s earned from an accredited institution of higher education previously attended
• Equivalency Certificate of the baccalaureate degree from the Ministry of Education, UAE
• Copy valid English Proficiency Score sheet (EmSAT/IELTS/TOEFL)
• Passport copy and Emirates ID Card (For UAE Nationals Family Book and Ethbara)
• Passport-size Photographs x 5
• Updated CV
• Statement of Purpose
• Experience letter (involved in education) preferable

The graduates can pursue further career in:

• Higher Education Institutions – Universities
• Learning & Development Departments with Government & Private Institutions
• Health Services Organizations – Ministry of Health
• Hospitals as Residency Training Program Directors

Masters in Health Professions Education (MHPE) program offered by the College of Medicine, Gulf Medical University received accreditation from the Commission for Academic Accreditation (CAA), Ministry of Education, UAE.

The Diploma and Masters in Health Professions Education programs are offered in collaboration with with the Foundation for Advancement of International Medical Education and Research (FAIMER®) and Gulf Medical University.

Students who choose to opt-out from the Masters program after year one will be awarded a Postgraduate Diploma in Health Professions Education.

Goals

The goal of the Postgraduate Diploma in Health Professions Education program is to ensure that participants gain the competencies needed to meet the entrust­able professional activities expected of health professions educators.

Outcomes

Upon successful completion of this diploma program, the graduates will be able to:

• Design curricula
• Understand change management & leadership
• Facilitate learning
• Assess learning

Program Learning Outcomes

1. Demonstrate how to design curricula which are sensitive to the context in which they operate,
2. Design, deliver and monitor interventions that facilitate learning
3. Design, deliver and monitor systems and individual elements that assess learning.
4. Understand change management
5. Demonstrate leadership
6. Develop systems and projects which demonstrate an understanding of the relevant ethical considerations
7. Understand different research approaches, including qualitative, quantitative and mixed methods
8. Communicate their understanding to specialists and non-specialists.

Curriculum structure / Study Plan

Year 1 Semester 1

Year 1 Semester 2

 Credit hours: The credit hours of JDHPE program is 24

Graduation requirements:

• Completion of 24 credits
• Minimum GPA of 2 out of 4
• Minimum pass mark of 70% (Grade C) in all modules
• Securing a minimum attendance of 80%

Course Description

Year 1 [Semester 1 & Semester 2]

ORN 801: Orientation Residence

The intention behind the orientation residence is to meet the students, and introduce key members of Faculty to them.  We will also orient the students to the programme, and ensure they have access to the on-line platform, and the study skills that they will need to perform well.  The first on-line module will be opened whilst they are in residence, and we will be able to ensure that the students are capable and confident in using the platform.

CRD 802: Curriculum Design

This on-line module is intended to help participants understand the principles behind curriculum design, and particularly the way in which context influences our choices.  The module covers the theoretical considerations of curriculum design, designing integrated curricula and the development, management and evaluation of curricula.

LAT 803: Learning and Teaching

This on-line module will build upon the orientation residence and develop participants’ understanding of the theoretical basis of learning and teaching, again the emphasis is on applying understanding to the ways in which we teach. The module includes basic science and clinical teaching, teaching in community, and the support of learners.

LTR 804: Learning and Teaching Residence

During LAT803 we will hold a residential week-end with the intention of consolidating what has already been covered, and to gain a richer perspective from discussions with one or more external experts.  The dates will be determined before the start of the academic year.

AST 805: Assessment

This on-line module focusses on the systematic design, delivery and interpretation of assessments.  It is, of necessity, very theoretical, but the emphasis will be on applying rigorous assessment strategies in the normal context of the clinical environment.  The module will cover blueprinting, objective structured clinical examinations, work-place based assessments and standard setting.

ASR 806: Assessment Residence

During AST805 we will hold a residential week-end with the intention of consolidating what has already been covered, and to gain a richer perspective from discussions with one or more external experts. We will also discuss the various types of written examinations. The dates will be determined before the start of the academic year

RED 807: Research Design

Most of the participants will be likely to be most comfortable with quantitative research.  In this module we will broaden the participants’ overview and ensure that they are able to apply the most appropriate approach to the problems that interest them. Students will also be engaged in a small research project. The module will consider different ways of “knowing”, writing research questions, research design and sampling, and quantitative and qualitative methods.

CMA 808: Change Management

This module is short, but crucial, preparation for the intensive Leadership residential program.  The intention is to challenge existing understandings of management and leadership, and see how different models apply in the participants’ home institutions.

End of year 1 residence

There are two components of the end of year residence, which is designed to consolidate the work up to Diploma level, and to apply those theoretical understandings to real-life problems faced by those undertaking the research year.

LEA809: Leadership             

Part of the programme will be a short course on leadership and change management, delivered in collaboration with by senior members of GMU, and a small team of experts from the University of Swansea UK.

RGP901: Research Governance       

The second part of the residential programme will start with a consideration of research governance, and lead into individual face-to-face supervision to finalise the planning of the final research project.