Medical Education

Point of Contact 

Samuel E. Neher, MS, EdD, Assistant Professor and Director of Educational Scholarship 

Samuel.E.Neher@uth.tmc.edu  

Concentration Directors 

  • Abbey Bachmann, PhD 
    • Assistant Professor, Educational Programs Associate, Office of Educational Programs 
  • Mark Hormann, MD 
    • Vice Dean, Office of Educational Programs, Professor, Department of Pediatrics 
  • Peggy Hsieh, MEd, PhD 
    • Associate Professor, Director of Educational Development, Office of Educational Programs  
  • Mary E. Kollmer Horton, MPH, MA, PhD 
    • Assistant Professor, Director, Medical Student Research Office 
  • Samuel E. Neher, MS, EdD 
    • Assistant Professor, Director of Educational Scholarship, Office of Educational Programs 
  • Allison Ownby, PhD, MEd 
    • Associate Dean for Faculty and Educational Development, Professor, Office of Educational Programs 

Overview 

The goal of the Medical Education Scholarly Concentration is to: 

  • Expose students to curriculum development, teaching, and assessment. 
  • Engage students in the discussions, planning, and implementation of various aspects of medical education. 
  • Prepare students for an education leadership career in academic medicine. 

 At the completion of the Medical Education Scholarly Concentration, students will: 

  • Demonstrate effective uses of teaching techniques 
  • Apply knowledge and skills in medical education scholarly products 

Educational Competencies 

At the completion of the Medical Education Scholarly Concentration, students will: 

  • Be able to write clear, effective learning objectives 
  • Practice providing SMART feedback 
  • Learn how to facilitate a small group 
  • Demonstrate strong presentation skills 

Types of faculty-mentored scholarly projects available to students 

  • PBL or TBL case; student will be primary author in collaboration with faculty 
  • Curriculum module for use in a course, clerkship, or residency training program 
  • Evaluation tool for use in undergraduate or graduate medical education 
  • Workshop material and presentation (during MSIV Transition to Residency course or at an education meeting) 
  • Traditional student-authored educational research project appropriate for publication and/or poster presentation 
  • Innovative teaching or learning resource such as: 
    1. Online learning module 
    2. Concept maps 
    3. Comparative organizers 

Potential scholarly project dissemination 

The method of dissemination will depend on the nature of the scholarly project. Possible strategies include: 

  • Presentation of a poster at an education meeting:
    1. The Innovations in Health Science Education Annual Conference 
    2. The Annual Academy of Master Educators Education Symposium 
    3. Advances in Teaching and Learning Day
  • Presentation of a workshop during the MSIV Transition to Residency course 
  • Publication of an educational research project 
  • Implementation of a new PBL or TBL case for medical students 
  • Implementation of a new curriculum module for a clerkship or residency training program 

 

Scholarly Project (Paper, Poster, or Oral Presentation) 

  1. Introduction: Introduce the topic of the project by placing your project in a broad context and providing background information.
  2. Purpose of the Project: This section should make a case for why the project is needed, its importance, the problem, and the anticipated solution. You should provide a very specific and concise description of the intent of the project.
  3. Review of the Literature: Literature review provides the basis for understanding your project in terms of what else is known. Include historical background, theoretical considerations, and recent findings (use references).
  4. Methodology: This section provides a description of the procedures used to conduct the study. It should include information about study design, the participants, the instruments/tools/resources to be used or developed, and the methods used to collect the data.
  5. Results: Summarize findings without interpretations.
  6. Conclusion: Show how your results and interpretations agree or contrast with previously published work. Discuss the implications of your work and any possible practical applications. End with a short summary regarding the significance of the work to either learners, educators, practitioners, or the medical education field. 

Curriculum and Example Timeline for Completion of Requirements 

Full Name   
Preferred Name   
UTHealth Email   
Graduation Year   

 

Number  Requirement  Completion Date (MM/DD/YYYY)  Details 
  First Year 
1  Attend a Faculty Development Workshop     
2  Select a Mentor     
3  Identify an Educational Scholarly Project     
  Summer of First Year/Second Year 
4  Participate in Medical Educational Online Asynch. Discussions     
  Second Year 
5  Attend an Academy of Master Educators Journal Club 

or 

Attend a Faculty Development Workshop 

    
6  Lead a Medical Education Scholarly Concentration Journal Club     
7  Attend Three Medical Education Scholarly Concentration Journal Clubs     
8  Work with Mentor on Scholarly Project     
  Third Year 
9  Co-Present a Faculty Development Workshop     
10  Work with Mentor on Scholarly Project     
  Fourth Year 
11  Co-Facilitate a Problem-Based Learning Session 

or 

Prepare and Deliver a Workshop to the Transition to Clerkship Course 

    
12  Complete Scholarly Concentration     
  On-Going 
13  Attend Six Education-Related Meetings and Submit Reflection     
  Optional 
14  Attend one Health Educators Fellowship Program Session     
15  Attend one Physician Educator Certificate Program Session