Master of Medical Education
Duration of the Program:
Two years or four academic semesters, the first three semesters covering nine course blocks and the fourth semester covering the thesis.
Total Credit Hours:
The program provides leadership opportunities to health professionals in the fields of medicine, dentistry, pharmacy, nursing and other health professions. It prepares them to deliver quality standards/services in educational leadership roles and to improve their educational understanding, methods and programs.
This program focuses on the utilization of advanced and innovative instructional methods, including problem-based learning (PBL), contract learning, group planning and student-as-teacher strategies.
The program’s delivery is multivariable: Through classroom activity, outside projects and electronic learning such as Blackboard or Course Tool. The on-line web site includes the curriculum contents and objectives, course timetables, PBL problems, lectures, references, links, formative assessment, on-line portfolio, and a system for student supervision and follow-up.
The program is organized into 10 blocks averaging six weeks each. These blocks focus on specific learning topics, inter-related to form an integrated whole.
Student assessment processes consist of different methods (individual assignments, PBL tutorials, presentations, quizzes and final exams) designed to match the respective expected learning outcomes for each block.
Year 1 Semester 1 (11 credit hours [CRH])
Block 1: Introduction to Medical Education (3 CRH)
This block provides an overview of the major issues in health professions education and introduces the student to core principles and theories about learning and their relation with PBL. Students design an educational block using PBL principles. They practice small group work as they progress and learn to collaborate using the Electronic Learning Environment (ELEUM). Basic education methodology, evaluation, and evidence-based medicine are also introduced during this block.
Block 2: Learning and Cognition (4 CRH)
Students deepen their insight into this subject's historical foundations, modern principles and concepts of knowledge and learning. Classical origins and philosophical backgrounds of contemporary learning theories are surveyed. Current theory and practice rooted in behaviorist, cognitive and constructivist perspectives are comparatively studied. Issues such as self-directed learning, contextual learning, collaborative learning, learning styles, memory, transfer, problem-solving, development of expertise, creativity and meta-cognition are all dealt with in this block.
Block 3: Curriculum and Instruction (4 CRH)
Modern practices in curriculum design and teaching skills, as well as their effects on learning, are addressed in this block. Students are introduced to goals, objectives, instructional strategies, evaluation and basic assessment planning, application, interpretation and analysis. The concept of and criteria for quality educational programs are discussed. A systematic multi-step process for curriculum design is used throughout the block, supported by student projects.
Year 1 Semester 2 (14 CRH)
Block 4: Program and Faculty Evaluation (5 CRH)
Basic evaluation concepts, principles, and evaluation standards are introduced, studied and applied in work exercises. A survey of evaluation history, approaches, purposes and philosophies undergirds the block. Actual evaluation plans are developed by each student, including inquiry methodologies, data sources, collection strategies, timetables and budgetary plans, along with analysis, interpretation, and reporting strategies. Follow up procedures are also included, with reference to contextual, political and logistical considerations. All of these are set against the program and/or personnel evaluation standards. Students’ real-life scenarios are incorporated into evaluation planning and projects wherever possible.
Block 5: Organization, Management and Leadership (6 CRH)
This block addresses different organizational structures, corporate and educational cultures, management strategies and various leadership styles, as well as their respective contextual fit. The concepts of educational management and budgeting, knowledge management, and human resource management are included, emphasizing decision-based evaluation linked to leadership responsibilities. Issues of organizational change, change environment, change strategies and management, as well as implementing and maintaining educational innovation are also central to this block.
Block 6: Design of Authentic Learning Environments (3 CRH)
Medical educators need to be able to function competently in a variety of educational and health care contexts. The student is challenged to design educational interventions with sensitive, relevant, hands-on experience, based on theoretical principles. Application of materials from the Curriculum and Instruction Blocks is set in authentic practice environments, including community-based learning, clinical skills, micro skills and early patient encounters. Creative teaching and innovative programming are encouraged.
Year 2 Semester 1 (12 CRH)
Block 7: Student Assessment (4 CRH)
Basic principles of test construction, blueprinting, assessment methods, standards setting and systems management are covered in Block 7. Methods examined in depth include MCQ, Extended Multiple Choice, OSCE, OSPE, and Short Answer. Issues of reliability, validity and difficulty level are also examined. Differences between competency-based exams and norm-referenced grading methods are explained.
Block 8: Faculty Development (3 CRH)
This block presents a variety of strategies for faculty development, both remedial and enhancing. Formative analysis, feedback, treatment and enhancement programs, follow-up and documentation of educational contribution and progress are discussed. Particular emphasis is given to duties related to the student’s work environment and responsibilities, as well as to latest innovative educational methodologies. Workshop planning, seminar series, portfolio development and individual needs assessment all constitute relevant areas related to faculty development. Students’ real-life scenarios are used to identify individual priorities.
Block 9: Basics of Research in Education: Methods and Techniques (5 CRH)
This block addresses the empirical cycle, and discusses various types of qualitative and quantitative research (including quasi-experimental and descriptive). Students formulate a research question and make a critical appraisal of the relevant literature. Comparative research designs are considered, with classic reliability and validity theory. In statistics, descriptive data are dealt with via sample distributions and frequency tables. Analytical methods such as the t-test, correlation coefficients, chi-square and, where relevant to student projects, analysis of variance, simple regression analysis and exploratory factor analysis are introduced and applied. Ethical issues, research review boards and clinical trials are covered. Individual work is tempered by exploration and discussion of initial plans for the master’s thesis.
Year 2 Semester 2 (5CRH)
Block 10: Thesis (5 CRH).
All students must complete a thesis as part of their masters program. The thesis must be presented with strong rationale, a professional reference base and a structure befitting the type of thesis undertaken. Empirical, program-building or theoretical theses are options. Thus, the thesis may entail constructing a project or program design of considerable dimension or conducting a research project utilizing experimental, quasi-experimental or qualitative designs. Theoretical theses examine a concept, principle, theory, or paradigm of justifiable and timely relevance, in significant depth to comprise a contribution to the field.
Assessment will consist of:
Individual/group assignments 30%
Student seminars/workshop 20%
PBL tutorials 15%
Final exam 35%
Grade Code Score Range Grade Points Meaning
A+ 95-100 5.00 Excellent Plus
A 90-less than 95 4.75 Excellent
B+ 85-less than 90 4.50 Very good plus
B 80-less than 85 4.00 Very good
C+ 75-less than 80 3.50 Good plus
C 70-less than 75 3.00 Good
D+ 65-less than 70 2.50 High pass
D 60-less than 65 2.00 Pass
F Less than 60 1.00 Fail
Evaluation will consist of:
Expected number of students per batch: 20