Year 1 Semester 2 (14 CRH)

Block 4: Program and Faculty Evaluation (5CRH)

Basic evaluation concepts, principles, and evaluation standards are introduced, studied and applied in work exercises. A survey of evaluation history, approaches, purposes and philosophies undergirds the block. Actual evaluation plans are developed by each student, including inquiry methodologies, data sources, collection strategies, timetables and budgetary plans, along with analysis, interpretation, and reporting strategies. Follow up procedures are also included, with reference to contextual, political and logistical considerations. All of these are set against the Program and/or Personnel Evaluation Standards. Particular effort is made to incorporate students’ real- life scenarios in evaluation planning and projects.

Block 5: Organization, Management and Leadership (6CRH)

This block addresses different organizational structures in both corporate and educational cultures. Various management strategies and leadership styles are studied with attention to contextual adaptation. Concepts of educational leadership and management are related to organizational structure, climate, and human resource management, emphasizing alternative leadership modes. The primary instructional strategy is student-led, interactive seminar, usually with seminar leaders working in pairs. Also central to this block are issues of organizational change, change environments, change implementation and management, and organizational analysis, all linked to implementation and maintenance of educational innovation.

Block 6: Design of Authentic Learning Environments (3 CRH)

Medical educators need to be able to function competently in a variety of educational and health care contexts. The student is challenged to design educational interventions with sensitive, relevant, hands-on experience, based on theoretical principles. Application of materials from the Curriculum and Instruction Blocks is set in authentic practice environments, including community-based learning, clinical skills, micro skills and early patient encounters. Creative teaching and innovative programming are encouraged.