@MGHInstHPEd or @DebNavedo
When speaking to all kinds of people about health profession education, I often get asked, “Why do people get a master’s degree in health professions education?” or “Sounds very interesting but where would it lead?”
I, of course, convey the passion and conviction I have for this field when answering these questions. I have also found one resource in particular to be extremely informative and helpful. It is a lot more unbiased than I am and most who read it, thank me for the reference!
Anyway, it’s a relatively brief analysis of “the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master’s program in health profession education.” Here is the abstract and I invite you to read and/or download the full version which is available online. And if you are interested, visit our website for more information about the Health Professions Education program at MGH Institute of Health Professions.
Why are you here?
Needs analysis of an interprofessional health-education graduate degree program
Advances in Medical Education and Practice 2014:5 83–88 (Dove Press)
Christian Cable1,2, Mary Knab3,4, Kum Ying Tham5,6, Deborah D Navedo3, Elizabeth Armstrong3,7,81Scott and White Healthcare, Temple, 2Texas A&M University Health Science Center, TAMHSCHSCHSC College of Medicine, Bryan, TX, 3MGH Institute of Health Professions, 4Physical and Occupational Therapy Services Department, Massachusetts General Hospital, Boston, MA, USA; 5Emergency Department, Tan Tock Seng Hospital, 6Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore; 7Harvard Macy Institute, 8Department of Pediatrics, Harvard Medical School, Boston, MA, USA
Abstract: Little is known about the nature of faculty development that is needed to meet calls for a focus on quality and safety with particular attention to the power of interprofessional collaborative practice. Through grounded-theory methodology, the authors describe the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master’s program in health profession education. The results, derived from axial coding described by Strauss and Corbin, revealed that faculty pursue such postprofessional master’s degrees out of a desire to be better prepared for their roles as educators. A hybrid-delivery model on campus and online provided access to graduate degrees while protecting the ability of participants to remain in current positions. The added benefit of a community of practice related to evidence-based and innovative models of education was valued by participants. Authentic, project-based learning and assessment supported their advancement in home institutions and systems. The experience was described by participants as a disruptive innovation that helped them attain their goal of leadership in health profession education.