This online master's degree in Health Professions Teaching and Technology is an innovative interprofessional degree designed to prepare today's health professions educators to teach in programs related to public health, medicine, nursing and other health professions.
The program equips health professions educators with skills to assess and integrate new and emerging educational technologies into their teaching. Such training is critical to addressing the shortage of health care educators and in helping the health care workforce meet the nation's changing health care needs.
Students in this program will gain a solid foundation in health science education, teaching skills and the science of teaching. The online program fosters improvement in interprofessional instruction and innovative teaching methods in both academic and non-academic settings. Courses explore learning theory, best practices in teaching, the design and application of educational research and the investigation of the uses of instructional technology in health professions education.
Students benefit from:
As an experienced instructional designer, Analisa McMillan serves as the Director of Distance Learning for the College of Public Health at the University of Nebraska Medical Center. Her professional interests include distance education, instructional design, online student engagement, flipped classrooms and instructional technology.
One page personal statement discussing any of the following: applicant's educational philosophy, areas of educational interests or focus, prior educational experience (curriculum development, instruction, assessment, etc.), how the program fits into applicant;s career goals/objectives
From academic or professional references
Program of Study:
|Foundations of Health Professions Education||3|
Course Number: HPTT 601/801
This course presents the basic concepts and processes of curriculum and instruction, including learning theories, curriculum planning, teaching modalities, and curriculum evaluation. Topics are selected to give students a basic understanding of pedagogy. Evaluation is based on weekly discussion posts and papers.
|Instructional Design for Health Professions Education||3|
Course Number: HPTT 602/802
This course focuses on the fundamentals of instructional design for developing highly effective instruction. Topics include the science of how people learn, learning situations and characteristics, task and needs analysis, development of goals and objectives, principles of design; design process; assessment strategies (formative and summative); and concepts of design for a variety of environments and instructional modalities.
|Integrating Technology into Health Professions Curriculum||3|
Course Number: HPTT 603/803
This course is intended to prepare the graduate student, professional student, health educators or health professional to integrate technology into health sciences curriculum. It is designed to help health profession educators to become confident with the practical applications of technology integration when designing curriculum. This course will focus on integrating modern technologies in the traditional, online, hybrid, and flipped classrooms.
|Multimedia & Emerging Technologies for Learning in the Health Professions||3|
Course Number: HPTT 604/804
This course provides participants with an introduction to the use of multimedia and emerging technology for teaching and learning in Health Professions. Participants will develop skills and apply knowledge using technology tools to enhance their profession. Participants will research, discuss and share current technology trends in health professions. They will engage with multimedia and telecommunication solutions, evaluate existing and emerging technology learning opportunities, and articulate personal principles concerning technology for teaching and learning.
|Evaluation & Assessment of Teaching & Learning in Health Professions Education||3|
Course Number: HPTT 605/805
This course explores the nature, objective, and basic procedures of assessment and program evaluation as applied to the various aspects of higher education settings. This course will examine technical characteristics of various assessment methods, including both traditional and alternative methods. In addition, the course will analyze and discuss various topics in assessment such as authentic assessment, large-scale assessment, formative assessment, and assessment for program evaluation. Additional topics will include accreditation, program review, benchmarking, and evaluation of teaching in health professions programs.
|Digital Portfolio Capstone: Part 1||1|
Course Number: HPTT 631/831
This course provides participants with an introduction to professional digital portfolios that will be utilized by the graduate candidate wishing to complete the requirements for graduation with the Master of Health Professions Teaching and Technology degree. An electronic portfolio will be developed during the graduate candidate's experience in the MHPTT program. Taken in the student's first semester of the program.
|Digital Portfolio Capstone: Part 2||2|
Course Number: HPTT 632/832
This course provides students with the time and focus to complete their digital portfolio, which was introduced in MHPTT Digital Portfolio Capstone: Part 1. The portfolio will include artifacts that are exemplary examples of the graduate candidate's work. Taken in the student's final semester of the program.
|Distance Education in Health Professions Education||3|
Course Number: HPTT 620/820
Distance education for the health professions is an asynchronous, on-line course that will focus on the practical aspects of developing and facilitating distance education courses in medical education. The course will cover various aspects of online course delivery and design including the creation and facilitation of interaction, the creation of assignments and assessments for on-line learning, course etiquette, and ADA compliance. As part of the course, participants will have the opportunity to develop a distance course module grounded in distance education theory and instructional design principles.
|Fundamentals of Adult Learning in Health Professions Education||3|
Course Number: HPTT 621/821
Fundamentals of Adult Learning for the Health Professions is an on-line course that will focus on adult learning in medical education. As part of this course, students will explore the evolution of adult learning theory including traditional and emerging views of the practice of adult learning, such as andragogy, self-directed learning, transformative learning, social and cognitive constructivism, and critical reflection. The goal of this course is to give the student an overview of these major theories and current research related to adult learning along with providing ideas on how to apply these concepts to practice.
|Cognitive Psychology Applied to Health Professions Education||3|
Course Number: HPTT 622/822
This course will explore the construct of cognitive psychology as it relates to both personal experiences and pedagogical implications for the health care professional or educator. A foundation of cognitive psychology, relationship to neuroscience, perception, attention, working memory, long-term memory, visual imagery, language, metacognition, problem solving, reasoning, and decision-making are key elements related to cognitive psychology that will be examined throughout the course. A connection to how these foundational elements of cognitive psychology are impacted by the unique environment of the health care professional or educator will be a central theme of the course.
|Leadership & Administration in the Health Professions Education||3|
Course Number: HPTT 623/823
This course focuses on concepts and skills in leadership in the context of health professions education. Topics include calling, nature or nurture, visioning, team-building, power and influence, leader-follower dyads, and stewardship. Styles of leadership that are effective in health professions education are explored, such as transactional, situational, servant, transformational, and charismatic styles. Research evidence about models, theories, and measures of leadership in education are highlighted throughout the course.
|Simulated Learning in the Health Professions||3|
Course Number: HPTT 624/824
This course explores educational theories and practices foundational to learning in a simulation environment. Emphasis will be placed on practical application of teaching/learning theory in simulation environments by promoting the transfer of theory to practice. Students will examine a variety of simulation techniques and strategies and the role they play in the education of the healthcare professional.
|Research Analysis & Design for Health Professions Education||3|
Course Number: HPTT 630/830
The purpose of this course is to provide an introduction to research methods method likely to be encountered during a health professions teaching and technology career. Learners will demonstrate the steps of scientific research. This course will cover topics including formulation of a research problem, sampling and research design, dissemination of research findings, and research proposal writing. These topics will be discussed in detail and result in the learners demonstrating the application of newly acquired skills through critical review of peer-reviewed scientific articles. Research ethics is large component of the course. Learners will complete the Collaborative Institutional Training Initiative (CITI) training program as well as learn about the Institutional Review Board (IRB) processes and applications. Through an iterative process of group feedback and project refinement, each learner will develop a research/grant proposal which can be included in an e-portfolio.
Quality learning experience
The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.
Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.
Service you expect from a leading University
Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.