Medical Education

Concentration Directors
Samuel Neher, MS. Ed.D. Educational Programs Associate, Office of Educational Programs
Peggy Hsieh, MEd, PhD, Director of Educational Development, Office of Educational Programs
Allison Ownby, PhD, MEd, Associate Dean for Faculty and Educational Development, Office of Educational Programs
Mark Hormann, MD, Vice Dean, Office of Educational Programs
Mary Horton Kollmer, PhD, Associate Director, Medical Student Research Office

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 educational technology to improve teaching
    • Use interactive teaching methods to engage learners
  • 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
  • Develop a community of practice
  • Learn how to facilitate a small group
  • Demonstrate strong presentation skills

Curriculum and Timeline for Completion of Requirements
First Year (2nd Semester)

  • Attend one Monthly Educational Development workshop (second Friday of each month)
  • Select a mentor
  • Identify an educational scholarly project

Summer (MSI-MSII):

  • Participate in Medical Education Online Asynchronous discussions (Canvas)

Second Year:            

  • Attend one Academy of Master Educators Journal Club meeting

OR

  • Attend one Monthly Educational Development workshop (second Friday of each month)
  • Lead one Medical Education SC Journal Club
  • Attend all Medical Education SC Journal Club
  • Work with mentor on scholarly project

Third Year:

  • Co-present one Monthly Educational Development workshops (second Friday of each month)
  • Work with mentor on scholarly project
  • OPTIONAL: Attend education-related meetings
    • Curriculum Committee Meeting
    • Graduate Medical Education Committee Meeting

Fourth Year:

  • Select from one of the following activities to complete
    • Co-facilitate PBL
    • Prepare and deliver a workshop during MSIV Transition to Residency course
  • Complete scholarly project
  • OPTIONAL: Attend one Health Educators Fellowship Program (HEFP) session (1st Friday of each month)
  • OPTIONAL: Attend education-related meetings
    • Curriculum Committee Meeting
    • Graduate Medical Education Committee Meeting

 Ongoing

  • Select an education-related committee, attend six meetings, and submit a reflection on the meeting in Canvas
    • Curriculum Committee Meeting (third Wednesday, 4:00-5:00 PM)
    • Graduate Medical Education Committee Meeting (fourth Wednesday, 4:00-5:00 PM)

Summary of Concentration requirements:

  • All requirements listed by MS year
    • Attend the Academy of Master Educators Journal Club OR one Monthly Educational Development workshop
    • Attend at least one Monthly Educational Development workshop (second Friday of each month)
    • Lead at least one Medical Education Journal Club
      https://www.uth.edu/canvas/index.htm
    • Participate in all Medical Education SC Journal Club
    • Attend education-related Medical School Committees, as described above
  • Group meetings of students and directors
  • Complete scholarly project

 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:
  • Online learning module
  • Concept maps
  • Comparative organizers

Potential scholarly project dissemination:

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

  1. Presentation of a poster at an education meeting:
    • The Innovations in Health Science Education Annual Conference (February – Austin)
    • The Annual Academy of Master Educators Education Symposium (May – Houston or Galveston)
    • Advances in Teaching and Learning Day (June 2017, 2019 – Houston)
  2. Presentation of a workshop during the MSIV Transition to Residency course
  3. Publication of an educational research project
  4. Implementation of a new PBL or TBL case for medical students
  5. Implementation of a new curriculum module for a clerkship or residency training program

Scholarly Project
(Paper, Poster, or Oral Presentation)

 

I. Introduction: Introduce the topic of the project by placing your project in a broad context and providing background information.

II. 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.

III. 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).

IV. 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.

V. Results: Summarize findings without interpretations.

VI. 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.