Course Descriptions – PhD HPER

 

HAD6500H: Essential Skills in HPER
HAD6501H: Introduciton to Methods/Methodologies for HPER
HAD6502H: Survey of Critical & Interpretive Social Science Theory for HPER
HAD6503H: Survey of Cognitive & Behavioural Sciences Theory
HAD6504H: Intermediate Critical & Interpretive Social Science Methods
HAD6505H: Intermediate Cognitive & Behavioural Sciences Methods
HAD6506H: Assessment in Health Professions Education
HAD6507H: Identity and Professional Life for HPER
HAD6508H: Sociology of the Professions
HAD6509H: The Examination: The Technology that Shapes What We Can Know, Do and Be
HAD6510H: Academic Medicine: From the Global to the Virtual
HAD6560H: HPER Comprehensive Exam Course

HAD6500H

Course Number HAD6500H
Course Name Essential Skills in HPER
Prerequisite n/a
Delivery Format Bi-weekly
Semester Offered Fall
Instructor(s) Joanne Goldman / Sarah Wright

 

Description: This course will focus on professional development. Students will be equipped with information and experiences on how to write a successful grant applications, ethics application, how to write abstracts and papers, oral presentations skills, career planning, and will encourage critical reading of the health professions literature.
Objectives:

  1. To identify common skills necessary for success in an academic field.
  2. To describe the process of building and sustaining a research program.
  3. To understand how to effectively communicate research ideas.
Evaluation: The assessment for the course will be based on 4 parts: 10% class participation; 40% reflective writing activities; 20% serve as a discussant and 30% oral presentation.

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HAD6501H

Course Number HAD6501H
Course Name Introduction to Methods/Methodologies for HPER
Prerequisite n/a
Delivery Format Weekly
Semester Offered Fall
Instructor(s) Mathieu Albert / Kulamakan (Mahan) Kulasegaram
Description: This course addresses educational research approaches specifically in the health professions. It involves a critical examination of appropriate literature with respect to survey, qualitative and quantitative research methods with the objective of enabling students to propose implementable research projects.
Objectives:

  1. Describe common research areas and approaches in HPER
  2. Situate their own research interests in a domain (including philosophical, underpinnings, relevant literatures and commonly used methodologies)
  3. Understand the process of planning and designing common research methodologies in HPER
Evaluation: The assessment for the course will consist of 4 parts: 10% Participation in class discussion & group work (based on assigned readings), 25% Discussion Paper (2000 words), 20% Paper of the Decade (1500 – 2000 words), 5% Editorial Response (max 500 words), 30% Research Proposal (max 3 pages single spaced), 10% Debate

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HAD6502H

Course Number HAD6502H
Course Name Survey of Critical & Interpretive Social Science Theory for HPER
Prerequisite n/a
Delivery Format Weekly
Semester Offered Winter
Instructor(s) Tina Martimianakis / Nancy McNaughton
Description: The course will provide an overview of key theories and theorists in the Critical and Interpretive Social Sciences, as well as how they have been applied in the interdisciplinary field of Health Professions Education Research (HPER).
Objectives:

  1. Learners will be able to describe relevant theories within the field of Critical and Interpretive Social Sciences.
  2. Learners will be able to relate these theories to the field of Health Professions Education.
  3. Learners will demonstrate the ability to apply Critical and Interpretive Social Science theories to their specific research interests
Evaluation: The assessment for the course will consist of 5 parts: 30% Critiques, 15% Paper proposal, 30% for a Final paper, and 15% for a Final oral presentation, 10% Class participation

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HAD6503H

Course Number HAD6503H
Course Name Survey of Cognitive & Behavioural Sciences Theory
Prerequisite n/a
Delivery Format Weekly
Semester Offered Winter
Instructor Nikki Woods
Description: The course will provide an overview of key theories and theorists in the Cognitive, Behavioural, and Epidemiological Sciences, as well as how they have been applied in the interdisciplinary field of Health Professions Education Research (HPER).
Objectives:

  1. Describe key theories from the Cognitive, Behavioural & Epidemiological Sciences that inform health professions education research (HPER).
  2. Explain how key theories in the Cognitive, Behavioural & Epidemiological Sciences are applied and justified in HPER.
  3. Compare and contrast theories either between or within the Cognitive, Behavioural & Epidemiological Sciences, including their impact on study design and interpretation of results.
  4. Apply Cognitive, Behavioural & Epidemiological Sciences theories to a specific research question and preliminary study design.
Evaluation: The assessment for the course will consist of 5 parts: 30% Critiques, 15% Paper proposal, 30% for a Final paper, and 15% for a Final oral presentation, 10% Class participation.

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HAD6504H

Course Number HAD6504H
Course Name Intermediate Critical & Interpretive Social Science Methods
Prerequisite HAD6501H
Delivery Format Weekly
Semester Offered Winter
Instructor Maria Mylopoulos
Description: This course will immerse students into the variety of research methodologies and methods social scientists use in HPE research. The course will start with a brief review of the theories underlying critical and interpretive social science research. Students will be asked to synthesize this learning and present and justify a research proposal in written and verbal format.
Objectives:

  1. Describe common critical and interpretive social science research methodologies
  2. Identify appropriate methodologies in relation to HPE research questions
  3. Identify appropriate data collection and analysis approaches in relation to HPE research questions
  4. Draft, present, and justify a research proposal consistent with expectations in the critical and interpretive social sciences
Evaluation: The assessment for the course will consist of 4 parts: 10% Participation in class discussion & group work (based on assigned readings), 30% Research Proposal draft (max 3 pages single spaced), 40% Research Proposal edited based on instructor feedback (max 3 pages single spaced), 20% Research Proposal Presentation

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HAD6505H

Course Number HAD6505H
Course Name Intermediate Cognitive & Behavioural Sciences Methods
Prerequisite HAD6501H
Delivery Format Weekly
Semester Offered Winter
Instructor(s) Ryan Brydges / Walter Tavares
Description: This course will expose students to the variety of research methodologies and methods used in HPE research that are influenced by the theories underlying Cognitive, Behavioural & Epidemiological sciences.
Objectives:

  1. Describe common Cognitive, Behavioural & Epidemiological Sciences research methodologies
  2. Identify appropriate methodologies to guide strong HPE research questions
  3. Identify appropriate data collection and analysis approaches for HPE research questions.
  4. Draft, present, and justify a research proposal consistent with expectations in the Cognitive, Behavioural & Epidemiological sciences.
Evaluation: The assessment for the course will consist of 4 parts: 10% Participation in class discussion & group work (based on assigned readings), 30% Research Proposal draft (max 3 pages single spaced), 40% Research Proposal edited based on instructor feedback (max 5 pages single spaced), 20% Research Proposal Presentation

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HAD6506H

Course Number HAD6506H
Course Name Assessment in Health Professions Education
Prerequisite N/A
Delivery Format TBD
Semester Offered TBD
Instructor Walter Tavares
Description: The course will provide an overview of key theories and concepts in Assessment Sciences, as well as how they have been and are being applied in the interdisciplinary field of Health Professions Education. The sessions will also explore theoretical and practical considerations of performance-based assessment, and its various uses across learner levels from undergraduate to post-graduate and continuing professional development. Using foundational knowledge of assessment science gained throughout the course, students will identify research questions intended to advance assessment science and will create an assessment program relevant to their graduate research or context.
Objectives:

  1. Discuss key theoretical frameworks that inform assessment in health professions education research and practice.
  2. Compare and contrast assessment frameworks including their theoretical roots and justifications.
  3. Explain how key theoretical assessment frameworks are applied and justified in health professions education.
  4. Identify research questions and approaches to study that advance assessment science in health professions education.
Evaluation: The assessment for the course will consist of 5 parts: 10% Participation in-class discussions, 30% Assessment Frameworks/Research Critiques, 20% Assessment Program/Plan, 30% Discussion Paper, 10% Oral Presentation

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HAD6507H

 

Course Number HAD6507H
Course Name Identity and Professional Life for HPER
Prerequisite n/a
Delivery Format Weekly
Semester Offered Winter
Instructor(s) Tina Martimianakis / Nancy McNaughton
Description: The course will provide an overview of key theories and theorists related to issues of identity, embodiment, subjectivity, and lived experience (individual and collective) as well as their application in the interdisciplinary field of Health Professions Education Research (HPER). The intersection of social and professional identity construction and lived experience will be explored through different disciplinary perspectives and paradigms. By considering how different identity related constructs are operationalized in empirical and non-empirical academic activities, learners will develop foundational knowledge they will apply to their own scholarship.
Objectives:

  1. Gain an understanding of selective but central concepts in defining different forms of identity (eg. professional, organizational, self)
  2. Develop a focus in a specific domain of interest related to issues of identity in the field of Health Professions Education.
  3. Explore new theoretical and/or research ideas; applying critical and Interpretive Social Science theories to specific research interests related to identity.
Evaluation: The assessment for the course will consist of 5 parts: 15% Reflective journal of concepts 15% Glossary/Lexicon of terms 30% for a Final paper, and 30% Lead a class, 10% Class participation.

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HAD6508H

Course Number HAD6508H
Course Name Sociology of the Professions
Prerequisite n/a
Delivery Format Weekly
Semester Offered Spring
Instructor Paula Rowland
Description: Health professions education is concerned with creating health professionals for the future. However, this future is increasingly complex and uncertain. The models of professions and professionalism that have historically shaped the foundations of health professions education need to be continually examined and re-examined in light of enormous technological and societal shifts that shape professionals and their roles in society. This reading course will provide an overview of the literature in the sociology of the professions, providing a historical foundation while also pointing towards new questions in the sociologies of work and sociologies of expertise. The intention is to provide a firm grounding in these bodies of literature, creating intellectual space to connect these ideas with contemporary areas of focus in the field of health professions education.
Objectives:

  1. Have an understanding of the broad topics and key thinkers within the sociology of the professions
  2. Identify ways in which sociology of the professions has influenced the domain of health professions education
  3. Be able to articulate their own research interests in relationship to the sociology of the professions
Evaluation: The assessment for the course will consist of 4 parts: 45% Reflections/critical summaries/applications (3 X 15%) 10% student led synthesis, 15% Group discussions, 30% Final Paper

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HAD6509H

Course Number HAD6509H
Course Name The Examination: The Technology that Shapes What We Can Know, Do and Be
Prerequisite n/a
Delivery Format Weekly
Semester Offered Fall
Instructor Brian David Hodges
Description: Michel Foucault coined the term the examined society. He argued that, although we give it very little thought, the examination is one of the most brilliant, if least studied, inventions of our time. When we think of technologies what usually comes to mind are concrete inventions: the light bulb, the radio, the computer and the smart phone. But changes in societies are also driven by more diffuse technologies such as social media, advertising, and education. To that list I would add the examination. It is a technology as powerful in shaping who we are as humans as anything made of tungsten, copper or silicone.
When I first read Foucault’s writing about the examination it got me thinking: Who invented examinations? How did examinations become so ubiquitous that we can scarcely imagine life without them? What are the effects, good or bad, of so much examination? Do they improve us as individuals? Do they make our societies better? And what will happen as we increasingly ask intelligent machines to take on the task of examining humans? The purpose of this course is to address these questions.
Objectives:

  1. Be conversant about the history and social effects of the technology of examination
  2. Analyze critically uses of examination that are learning and growth oriented versus those for production or surveillance
  3. Identify the elements of examination design associated with validity
  4. Develop familiarity with a range of social science theories as they apply to examination
Evaluation: The assessment for the course will consist of 3 parts: 45% Critical summary/application (3 X 15%), 15% Reflective piece on assessment, 40% Final paper

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HAD6510H

Course Number HAD6510H
Course Name Academic Medicine: From the Global to the Virtual
Prerequisite n/a
Delivery Format Weekly
Semester Offered TBD
Instructor Robert Paul / Tina Martimianakis
Description: Academic hospitals and faculties of medicine, i.e., academic medicine, have a long history of engaging with the global space to support its classical operational pillars of care, education, and research. Historically, this global engagement has manifested as international partnerships, the sale of curriculum, the co-branding of institutions, and in the form of the movement of health professional students and faculty. More recently, academic medicine’s gaze has shifted to the virtual world in the form of virtual care, research, education, and operations. This course explores the socio-political relations underpinning academic medicine’s engagement in both the global and the virtual world and the potential implications for academic hospitals, the university, health professionals and health professions education.
Objectives:

    1. Gain an understanding of academic medicine, its constituent institutions (hospitals and faculties of medicine) and its historical and current engagements in the global space.
    2. Become familiar with various theories that can be used to analyze global engagement of, and virtual care/education/operations in, academic medicine. Theories of globalization, Michel Foucault’s Critical Discourse Analysis and his theories of spatiality, colonialization, and academic capitalism and others will be discussed.
    3. Become familiar with how academic medicine, and its respective institutions, are migrating to the virtual world and how it might affect care, education, research and operations.
Evaluation: The assessment for the course will consist of 3 parts: Class discussion 10%, Presentation of Current Event 30%, Reflection Paper 20% Final Paper 40%

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HAD6560H

Course Number HAD6560H
Course Name HPER Comprehensive Exam Course
Prerequisite HAD6500H; HAD6501H; HAD6502H or HAD6503H or with permission of the instructors
Delivery Format TBD
Semester Offered Fall
Instructor(s) Ayelet Kuper  / Cynthia Whitehead
Description: The course will address current controversies, established areas of research, and emerging ideas in Health Professions Education Research (HPER). The sessions will provide an overview of the wide range of disciplinary and substantive areas within HPER and will include analyses of the assumptions and presuppositions (about research, knowledge, education, and health professional practice) that underpin research in each of these areas (and the implications of those assumptions or presuppositions for limiting or strengthening that research).
Objectives:
By the end of the course:

  1. Learners will be able to describe a range of substantive and disciplinary areas of research within HPER.
  2. Learners will be able to relate the controversies and advances in several of those areas to their own research program.
  3. Learners will be able to identify and analyse the assumptions and presuppositions implicit in academic work (including their own).
Evaluation: The assessment for the course will consist of 3 parts: 30% Analysis Papers,  50% for the Final Paper, 20% for the Oral Presentation

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