Click on any of the different sections below to get an in-depth look at the various courses offered in the MSc. HSED program.
Mandatory Residency Periods
MANDATORY RESIDENCY PERIODS
The completion of the two independent on-campus intensive courses Health Science Education I and Health Science Education II fulfills the mandatory completion of a residency period. HS I lasts four days and HS II lasts 5 days, and provides students contact time with faculty as well as an opportunity to interact, discuss, and collaborate with each other.
HS EDUC 700: Health Science Education: Residency I
This fundamentals course provides students with an overview of the program and courses where the over-arching goals, learning outcomes, instructional methods, resources, assessment methods, and faculty of the program are introduced. The interprofessional culture, structure and content will be introduced and examined. Key concepts, such as clinical reasoning, problem solving, assessment principles, and leadership as they pertain to core courses will be introduced. Students reflect upon their goals and learning outcomes for the program, experience small group work, such as PBL tutorials in a face-to-face setting in preparation for online learning groups, and explore library resources and online learning tools such as (Avenue to Learn) and video conferencing. This is a face-to-face course offered in an intensive summer schedule. Students have the opportunity to engage with faculty and other students in both a formal (e.g. classroom) and a social (e.g. Welcome Reception, Dinner) setting. Invited speakers are spaced throughout the week during both classroom and social meetings.
HS EDUC 707:Health Science Education: Residency II
In this intensive four-day period, students are required to attend this mandatory session at McMaster where they are given another chance to meet in person the faculty and other students in the program, including the first-year cohorts. Students are able to engage with faculty and other students in both a formal (e.g. classroom) and an informal (e.g. Welcome Dinner, Dinner) setting. Furthermore, students are provided the opportunity to present their progress on their theses or scholarly papers to the faculty and to their peers. Invited speakers are spaced throughout the week during both classroom and social meetings.
HS EDUC 701:Learning & Curriculum
This course explores the science of memory, thinking, learning and its application to teaching and curriculum design in health science education. Students will relate and apply epistemologies and theoretical frameworks from cognitive and educational psychology, teaching strategies and methods, such as problem-based learning (PBL), concept-based learning, simulation-based learning, etc. to their teaching practice area. This course is offered online.
HS EDUC 703:Assessment & Evaluation
Students will explore theories and concepts of underlying assessment, assessment strategies and evaluation planning for Health Sciences Education at the course and program level. Characteristics of clinical performance assessment (including cognitive and motor skills) as well as professionalism and interprofessional assessment will be explored in both written examination formats, such as multiple choice and performance measures (i.e. the Objective Structured Clinical Exam). Students will develop a basic knowledge of the conceptual frameworks, instrumentation, data collection and data sources, and reporting results of program evaluation. Students will learn the skills needed to critically appraise assessment measures. This course is offered online.
HS EDUC 702: Educational Research Methods
In this course, students are introduced to a range of research methods used to investigate learning and education in the health sciences. The course will introduce the major traditions including psychometrics, epidemiology, experimentation, quantitative, and qualitative methods. General research issues such as ethical research, sampling, and data collection will also be covered. Students will be asked to integrate the course material as well as their preferred or chosen tradition into existing research projects or research questions. This course is offered online.
HS EDUC 704: The Fundamentals of Skill Acquisition: Implications for Simulation-Based Education
This course explores the basic theories of motor, procedural, and team-based learning and their application to simulation-based learning and assessment. Students will apply these frameworks in a way that promotes an evidence-based approach to the many questions that surround clinical skill learning including: appropriate assessment, the role of the instructor in self-directed pedagogy, and choosing the right simulator, among others; and the implications for simulation-based teaching. This course is offered online.
HS EDUC 705:Educational Technologies in Higher Education
In this course, students will explore pedagogical approaches to using educational technologies in online and blended learning environments. Students will experience small group work in an online environment. This course is designed for graduate students from a wide range of health science disciplines and is offered as an online course.
HS EDUC 706:Management and Leadershop in Health Professions Education
Students will relate the theoretical and conceptual fundamentals of educational leadership in academic health sciences and community practice contexts to their own current or desired practice environments. Organizational behavior, leadership, mentorship and the change process are highlighted through online asynchronous learning, discussions and student assessment.
HLTH POL/HSED 747: Conceptual and Qualitative Research Methods
This course covers principles and methods for qualitative and conceptual analyses relevant to the fields of health policy and health professional education (HPE). Qualitative methods include descriptive or interpretive empirical investigation of social and personal phenomena such as events, experiences, meanings, culture, social dynamics, etc. Conceptual methods explore, analyze and develop concepts and ideas, including understanding their genesis and meanings, tracing their uses and effects in policy, and cultivating their further development in policy discourse.
HS 708/Scholarly Paper
The Scholarly Paper is the final degree requirement for the course-based MSc. The paper should reflect the student’s ability to integrate ideas that reflect their analysis and use of knowledge in areas of health science teaching and learning, research and leadership in a scholarly way as well as the ability to independently apply and discuss these concepts in a concise, critical, and coherent manner. The paper will demonstrate integrative thinking and focus on a topic selected by the student in consultation with their Scholarly Paper Supervisor, Reader 1 and Reader 2 and submitted to the MSc HSED Administrative Assistant prior to commencement. Students will develop a proposal individualized to the student’s area of interest that addresses the MSc Health Science Education’s Guidelines for Scholarly Papers. The scholarly paper is distinctive from a thesis, as it does not require the collection or analysis of primary data or the conduct of research with subjects, although this may be an option in some circumstances. The scholarly paper will be graded by the scholarly paper Supervisor and two additional Readers. Some components of the paper maybe started in a preliminary form by the student during their program. Students will be encouraged to present part of their paper during the Health Science Education II course. Depending on the specific topic, some students may need to conduct fieldwork to collect necessary data and in such cases appropriate ethics approval may be required. Supervisory feedback will be provided on an on-going basis online, by telephone videoconference, or in person should a face-to-face meeting at McMaster University be required.
For the thesis option, students will complete a formal written research proposal that outlines their project plan prior to commencing research and submit it for approval to their Supervisory Committee within six months of entry into the program for full time students and within one year of entry for part-time students. The thesis will demonstrate integrative thinking, understanding and reviewing the relevant literature and involve conducting original research, and will focus on a health science education topic that is selected by the student in consultation with their thesis Supervisor. The proposal will be individualized to the student’s area of interest that addresses the Thesis Guidelines established by the MSc Health Science Education program. Some components of the paper maybe started in a preliminary form by the student during their program. Students will be encouraged to present part of their thesis research (e.g. literature review) during the Health Science Education II Scholarly paper presentations course. Students who plan to conduct fieldwork to collect necessary data will seek appropriate ethics approval. Supervision feedback will be provided on an on-going basis by email online, telephone, videoconference, or in person should a face-to-face meeting at McMaster University be required. Thesis students must submit a written thesis and oral defense (in person) before a committee comprising the Graduate Program Director, the student’s Supervisory Committee and an external examiner Any questions regarding particular modules, assignments, or assessment should be directed to the appropriate instructor. For administrative questions concerns please contact the HSED Administrative Assistant at email@example.com