Curriculum
The Master of Science in Health Professions Education (MS-HPE) program at Northwestern University Feinberg School of Medicine is a two-year, part-time program offered during the summer (July-August), fall (September-December), winter (January-March) and spring (March-June) quarters. Students must begin the program during the summer quarter.
Program Format
The program is offered in a hybrid format. The eight core courses are offered in a virtual format. Course material is accessible remotely to accommodate students from diverse geographies and clinical or other full-time obligations. There is one weekly hour of synchronous lecture during each course. Courses use digital platforms for classroom instruction, including video-conferencing, and lecture capture software to deliver instruction and connect with students.
Curriculum Calendar
Year 1 | Year 2 | |
---|---|---|
Summer |
Curriculum Development *Summer Intensive* |
Assessment *Summer Intensive* |
Fall |
Intro to Education Research & Capstone |
Qualitative Research & Capstone |
Winter |
Learning Theory |
Educational Technology |
Spring |
Statistics & Capstone *Spring Intensive* |
Diversity, Equity, and Inclusion, & Capstone *Spring Intensive & Capstone Presentation* |
Program Highlights
Intensive Weekends
All cohorts convene four times (twice each year of the program) for in-person, intensive residencies on Northwestern's beautiful downtown Chicago campus. Students spend four consecutive days participating over Thursday to Sunday in class sessions, engaging with instructors and classmates and developing their capstone project.
Topics covered during the residencies include curriculum development and Mastery Learning. Each residency includes one-on-one mentoring opportunities between students and their Capstone mentors.
2024-2025 Academic Year Intensives:
- August 8-11, 2024
- May 15-18, 2025
Curriculum Courses
The MS-HPE program consists of ten course credits. The Eight are 1-credit courses are offered online. There are four instances of .5-credit capstone course enrollment. Capstones are created, developed, and presented during the program's four in-person weekend intensives.
Students will be enrolled in courses by program administrators. Current students may view their registration in CAESAR. Most coursework will be completed asynchronously, with one hour of synchronous, virtual content offered Thursdays at 7:00pm CE.
Curriculum Development - Summer Year 1
This course will focus on the formal process of curriculum development. Students will explore the various stages of curriculum development: problem identification, needs assessment, learning objectives, educational strategies, implementation and evaluation. Much of the course will cover the standard medical education curriculum development process developed by Kern and Thomas (Thomas PA, Kern DE et al. Curriculum Development for Medical Education: A Six-Step Approach. 3rd ed. The Johns Hopkins University Press). Alternative approaches, including instructional design models, will also be presented. Students will work with peers to develop a curriculum of their choosing throughout the course, receiving feedback from classmates and their instructors. The course will culminate in a final presentation of their curriculum.
Introduction to Education Research - Fall Year 1
Health professions students are usually familiar with clinical research early in their professional education, but they are rarely exposed to educational research. This course will introduce the field of educational research, demonstrating how it is similar and where it is different from clinical research. The course will cover both qualitative and quantitative educational research design (as well as mixed methods) and discuss various levels of assessment outcomes. Unique aspects of medical educational research will be covered, including ethics, clinical outcomes and quality improvement educational interventions.
Learning Theory - Winter Year 1
This course will focus on adult learning theory and neuroscience-informed learning strategies. Learning theories and strategies will be explored and applied to learners at all levels across the various fields of health professions education. Students will be challenged to apply evidence-based theories and strategies to their specific learning environment in order to optimize outcomes.
Statistics - Spring Year 1
This course will be an introduction to the statistical methods required for educational research. Students will have access to a statistical software program (to be determined by faculty) and do weekly assignments in this program to become familiar with it. Statistical concepts that will be covered include descriptive statistics, probability, hypothesis tests, regression models and graphical presentations of data.
Assessment - Summer Year 2
Health professionals are exposed to extensive testing and assessments for their professional studies, but they rarely are introduced to the theory and methods behind these. Students will spend time exploring various ways of assessing and testing learners for this course.
They will receive an overview in testing theory, psychometrics, generalizability theory and standard setting. Special attention will be given to validity and how this applies both to assessing health professional students and to educational research. The course will also explore the current movement in health fields toward competency-based assessment.
Qualitative Research - Fall Year 2
The nature of the educational environment in the health professions makes qualitative research methods an ideal approach for many research questions. This course will cover when qualitative or mixed methods approaches are appropriate. Various qualitative approaches will be presented, including ethnography, grounded theory and phenomenology. Common methods used in health professions research will be reviewed, including focus groups, interviews and open-ended survey questions. Students will work throughout the course to develop and explore a research question using qualitative methods. The course will culminate with them presenting their project and results to their classmates.
Educational Technology - Winter Year 2
The educational environment is rapidly changing as technology advances, and as educators we must adapt to this advancing landscape for learning. This course will explore a range of education technologies tailored specifically to the healthcare field which allow educators to extend their teaching and enhance the students' learning. The course will cover technology that enhances learning in various educational settings, including in-person, hybrid or hyflex, and online (both synchronous and asynchronous). Participants will examine the applications of AR, VR, and simulation-based learning in healthcare education. The course will include discussion to understand AI's applications in health professions education, empowering them to incorporate cutting-edge AI technologies into their teaching. Attention will be given to how educational technology can be applied using learning theory and can enhance curriculum development. Participants will engage in hands-on activities, case studies, and discussions to apply their learning in real-world contexts and equip learners with the skills necessary to improve their educational programs.
Diversity, Inclusion, Equity, and Belonging - Spring Year 2
Health professions education shares many of the same challenges of limited diversity and inequities as other STEM fields, but there are additional unique aspects when clinical environments are considered. This course will introduce students to these many nuanced challenges and enforce the importance of considering diversity in the classroom and clinical settings. Students will explore social identity and cultural hierarchy in healthcare and their effects on the learning environment. In addition, students will learn how to cultivate a more inclusive environment in their own teaching.