About the Health Professions Education Program
The Health Professions Education program is a 45 quarter hour graduate program design to provide students with practical skills and knowledge so they will be able to:
Integrate Learning style information and material presentation methods to facilitate student learning of health professions subject matter
Design curricula based on assessment of student learning needs and professional accreditation requirements
Evaluate information regarding student performance and program outcomes assessment
Integrate educational leadership and evidence-based education principles to become a leader in the health professions educational environment
The Certificate in Health Professions Education started in 2009. At the time it offered a 12-credit Certificate in Health Professions Education. To date over 50 students have completed the certificate. The program has since expanded to offer a Master of Science in Health Professions Education. The first cohort of Master of Science in Health Professions Education students graduated spring 2013.
As of spring 2012 the program started accepting applications for all three quarters (Fall, Winter, Spring).
Attention DePaul RN to MS Nursing Students
to view specialty certificate course descriptions for Health Administration and Health Professions Education
Certificate in Online Instruction
The Master Certificate in Online Teaching is designed to meet the growing needs of faculty and staff new to online teaching and online course design. The program consists of 4 courses (12 credits) one which is currently offered through the Health Professions Education program and three new course offerings designed to meet the unique needs of those teaching in the online environment. All four courses will be offered entirely online.
Additional Student Benefits: Courses in the online teaching certificate may be applied to the Master of Science in Health Professions Education. Two of the four courses will include an interprofessional component.
Purpose: To ensure faculty and staff who are moving toward online instruction and online course design have the skills needed to be effective so they can avoid common pitfalls associated with online learning such as student isolation and confusion as well as faculty workload.
Online Instruction Certificate Courses
Teaching in the Virtual Classroom
Course Description: Students will debate the benefits and drawbacks to online formats of education, explore the use of course management systems to develop virtual classrooms, practice facilitation skills for effective online teaching, and apply curriculum design strategies to online course development. Students will also discuss the use of the online environment in teaching interprofessional courses.
Online Instructional Design and Technology
Course Description: Students will develop basic skills in the technologies commonly used in online instructional design including HTML, Cascading Style Sheets, PowerPoint with voice over, audio files, video files, and images. Mobile technology, standard formats and quality will also be discussed. Students will learn how to efficiently develop transcripts and captions so instructional media meets ADA compliance guidelines. Design principles such as color, consistency, layout and contrast will be explored.
Building an Online Learning Community
Course Description: Students will examine the unique world of online communication. Topics include the instructor’s role, the learner’s role, and challenges of communication in the online environment. Students will also discuss how learning activities can be constructed to foster communication and collaboration and how feedback can be used to help build student confidence and the relationship with their instructor. Developing an online community that fosters interprofessional collaboration will also be reviewed.
Assessment & Evaluation in Online Education
Course Description: Assessment and evaluation play a major role in determining the quality of learning in an online course. Students will explore various formative and summative assessment techniques and discuss how they can be combined to provide a greater overall representation of student performance. They will also discuss how assessment can be utilized to maximize student potential and identify ‘at-risk’ students for early intervention. Course evaluations will be developed and reviewed to determine their ability to drive course improvement.