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A comprehensive Web-based program to
advance teaching skills, professional scholarship, and instructional
improvement for educators in the health professions.
Program Goals
The Education Scholar program was designed to:
- Elevate teaching as a respected activity
of health professions faculty through scholarly inquiry
and development;
- Assist faculty in adopting successful
learner-centered teaching methods;
- Promote the scholarship of teaching
as integral to the faculty role;
- Help faculty master the skills necessary
to document teaching/learning activities as part of their
scholarly work;
- Contribute to improving the quality
of teaching and learning in the health professions;
- Develop a community of "like-minded"
educators committed to the advancement of teaching excellence;
- Expand the dialogue about teaching/learning
among local faculty to the national level; and
- Build a framework that will ultimately
recognize teaching excellence as a positive factor in faculty
rewards and careers.
Program Strategies
To help you meet the goals of the Education Scholar program,
information and learning experiences have been provided that
will:
- Make current, relevant educational
research and theory practical and accessible;
- Explain and model practical strategies
that you can begin implementing in your teaching setting
today;
- Alert you to publications, electronic
resources, and education experts to provide ongoing support
for your professional development;
- Encourage interaction with other health
professions faculty who are interested in improving their
teaching skills; and
- Help you document your teaching experiences
for the purposes of meeting continuing education, promotion,
retention, or tenure requirements.
Program Curriculum
When taken in sequence, the modules that compose the teaching
excellence curriculum provide a valuable learning experience
for health professionals new to the art and science of teaching.
While experienced health professions educators will also gain
new insights from completing the program in its entirety,
the curriculum is designed to provide access to selected modules
based on specific need.
Module 1: Developing a Personal
Working Philosophy to Guide Teaching/Learning in Health Professions
Education. This module is designed to provide health professions
faculty the opportunity to identify beliefs, values, and biases
about the educational process that will help them address
challenges in their teaching environment.
Module 2: Facilitating Learning
in a Traditional Classroom Setting. This module is designed
to provide health professions educators with the knowledge
and experiences that will help them successfully plan and
implement learner centered, classroom-based instruction.
Module 3: Improving Outcomes through
the Use of Active Learning Strategies. This module goes beyond
traditional teaching skills by introducing strategies that
faculty can use to engage learners more actively in the teaching/learning
process. In addition to demonstrating selected techniques,
the module explores the impact of these strategies on student
learning and faculty roles.
Module 4A: Distance Learning.
This module introduces health professions faculty to the scope,
direction, and challenges of distance education. Participants
will learn how to prepare students for distance learning,
and how to develop and facilitate instruction using a variety
of distance education technologies.
Module 4B: Problem-based Learning.
This module introduces health professions educators to the
concept of PBL and its use in clinical and non-clinical education.
The module provides guidelines for implementing PBL and demonstrates
relevant facilitation techniques.
Module 5: Assessment of Instructional
Effectiveness. A growing issue in health professions education
is the impact of instructional programs on learners. This
module is designed to introduce health professions faculty
to the scope and purpose of student outcome assessment and
its contribution to continuous educational quality improvement..
Module 6: Promoting Teaching/Learning
Excellence in Your Institution. This module will prepare faculty
members to serve as change agents within the context of their
own institutions, professions, and programs. Primary emphasis
is on the development of skills in developing an integrated,
scholarly approach to key roles and responsibilities in health
professions education, leadership innovation, and change in
the higher education setting.
Please note:
modules require reading from texts (not included) as well
as active exercises.
Registration
To register for a module, visit
the Education Scholar Web site at www.educationscholar.org.
Click on Registration and fill in the requested information.
AACN will then be notified of your registration and contact
you about payment (check or credit card). Following receipt
of payment, you will receive a user name and password to access
the module(s) on the Education Scholar Web site. See below
for information on pricing and special discounts:
Pricing Information
|
First Year
Registration Fee |
Annual Renewal
Fee |
| All 7 Modules |
$500 |
$50 |
| Module 1 |
$50 |
$10 |
| Module 2 |
$100 |
$10 |
| Module 3 |
$100 |
$10 |
| Module 4A |
$100 |
$10 |
| Module 4B |
$100 |
$10 |
| Module 5 |
$100 |
$10 |
| Module 6 |
$50 |
$10 |
The above fees reflect individual registration. Discounts are available for groups of faculty. When two-nine faculty enroll together at the same time for the same module(s), the first registration is full-price and each additional registrant receives a 5% discount. The most cost-effective approach for ten or more faculty is the annual site license issued to a school of nursing. For $5000, the site license offers full access to the Education Scholar modules for all faculty for one year. Please contact Horacio Oliveira at holiveira@aacn.nche.edu or (202) 463-6930, ext. 229 for more information.
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