Program in medical education

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Skip to Main Content. Skip to main content. Search Pitt. How do physicians who are enrolled in graduate-level medical education programs navigate landscapes of practice? From to , Drs. In this longitudinal, qualitative study, the researchers used recursive interviewing to learn how the MSEd students were experiencing the program and how they believed the program shaped who they were as medical educators over time.

Rosenblatt was also going through the program at the time, which gave the team a unique perspective. In preparing their manuscript — which was recently published in Medical Education — Drs. With the expansive options available, users are able to choose the purpose of the evaluation formative or summative , the data type quantitative, qualitative or both , the type of research design experimental, quasi-experimental, or non-experimental , and the evaluation focus process, outcomes, costs, benefits, etc.

In addition, specific situational variables are always present and must be incorporated into the evaluation. Examples might include the diversity of the stakeholders, available resources, political factors, and interests. To briefly demonstrate a utilization-approach in contrast with other evaluation models, consider the example of stakeholders interested in evaluating a standardized patient program.

An objectives-oriented method would establish clearly defined objectives that the program must meet in order to be effective, such as a pass rate percentage on a high stakes exam.

In contrast, a participant-oriented evaluator might conduct qualitative interviews or focus groups of medical students or standardized patients to understand their perspectives in greater depth. Since utilization-focused evaluations are flexible and vary by context, they are able to incorporate elements from any program evaluation model to best meet the stakeholders' needs. Utilization-focused evaluation is also very personal. In fact, the personal factor is highly emphasized.

Given that there may be an unlimited number of stakeholders, each with competing interests, it is the responsibility of the evaluator to scale down potential stakeholders to a group of interested individuals who actively participate and care about the evaluation and the findings it generates. The evaluation seeks to serve their interests primarily. The evaluator often develops a strong working relationship with users and actively engages them throughout the evaluative process.

Within the context of evaluation, the role of the evaluator is often a key element. For example, if the goal of the evaluation is to provide generalizable knowledge of cause-effect relationships between the program and a particular outcome variable, the evaluator serves as a methodologist with expertise in research design.

Consider a second example in which the purpose of an evaluation is to examine a program's overall merit. In this case, the evaluator must become a judge.

The primary role of the utilization-focused evaluator is that of negotiator. In this function, the evaluator negotiates with users the roles in which he or she will take part. Patton also expresses the role of the evaluator as active-reactive-adaptive. Utilization-focused evaluators are, first of all, active in deliberately and calculatedly identifying intended users and focusing useful questions.

They are reactive in listening to intended users and responding to what they learn about the particular situation in which the evaluation unfolds. They are adaptive in altering evaluation questions and designs in light of their increased understanding of the situation and changing conditions [ 5 ]. As with any program evaluation, utilization-focused evaluations are systematic and follow a logical sequence. Next, the evaluator and users commit to the purpose of the evaluation and derive a focus to address particular goals or to take into account the program's theory of action.

The third step of the process involves the selection of the research design and measurement considerations. Course requirements. Typical course load. Duration of program. Culminating experience Master's capstone. Format s. Programs for Working Professionals.

Request Information. It connects the theories and research to learning and technology practices in the academic medical and healthcare contexts. In addition, participants will develop a deeper understanding of common educational challenges such as learner assessment, curricular development, and pedagogical techniques.

Educational Research: Inquiry and investigation are central to refining and advancing education in medicine and healthcare. Leaders in medical education must also be skilled in program evaluation, which requires research. During the course of the Educational Research block, participants will become familiar with evaluation tools and techniques, qualitative and quantitative research methodologies, and pragmatic aspects of educational scholarship such as proposal development and publishing research.

Leadership: The Leadership block provides an opportunity to explore concepts such as emotional intelligence, how to influence and motivate others, group and classroom dynamics, power dynamics, organizational change, and the impact of organizational culture on leading and learning in complex systems.

Central to this block is the understanding that people with advanced training in education will be called upon to develop and administer programs, which requires leadership skills that few in medicine are ever taught. Our Faculty. Jay Mehta. Annie McKee. Anna K. Donald Boyer. Dana Kaminstein. Kandi J. Yasmin B. James P.