At completion of the program, scholars will be able to:
- Develop a systematic approach to planning educational activities and programs that includes goal setting, needs assessment and the development of learning objectives, teaching methods, and evaluation.
- Apply the principles of adult learning to routinely assess the specific learning needs of individual learners or groups of learners as part of the educational process.
- Effectively orient learners to a clinical education site or educational experience.
- Develop a repertoire of teaching and supervision methods that are effective in enhancing a learner's knowledge base, clinical skills, and attitudes/behaviors.
- Teach learners effectively and efficiently in the context of delivering patient care.
- Develop and conduct instructional activities appropriate for small and large group teaching settings.
- Directly observe learners in clinical settings, using methods that efficiently assess their performance.
- With skill and tact, give frequent, behaviorally specific feedback to learners.
- Identify, assess and remediate problem learners, seeking expert help when needed.
- Develop or select valid and reliable summative evaluation methods that reflect the learning objectives of the educational activity being evaluated.
- Develop evaluation strategies to document a learner's attainment of Essential knowledge, skills, and attitudes.
- Create effective course and program evaluation tools to ensure continuous quality improvement in your educational activities.
- Lead workshops and other learning experiences for professional audiences.
- Conduct activities in educational scholarship or research that culminate in peer reviewed presentations and publications.
- Develop articles and presentations for peer review to effectively disseminate your educational products to other programs.
- Reflect upon your practice as an educator as a means of self-improvement and planning for continuing learning.
- Participate with peers in the process of mutual review and constructive feedback.
- Develop strategies to use advanced technologies that will enhance your educational effectiveness.
- Create a professional network that meets your needs for communication, feedback, and advancement.
- Participate in national activities that contribute to advancement of the greater community of educators.
- The key theme of the curriculum, Scholarship in Education, will be interwoven through all modules.
- We will use the principles of adult learning in all interactions with Scholars.
- Sessions will privide opportunities to practice the skills learned.
- All participants will complete a project that develops and evolves, based on their learning in the curriculum.
- The collective wisdom of the peer group of Scholars will be used as much as possible in the learning process (peer evaluations, feedback, support and networking).
- The curriculum will be invigorated by the creation of powerful professional networks for each participant.
- The curriculum will be a dynamic, evolving learning program that is based on evaluation and feedback from participants and faculty.
Curriculum in Brief
We have developed a "rolling curriculum" for our scholars, who enter into the program at different times, but are taught as a group at the PAS meeting. The core curriculum over a 3 year period includes a preparatory module, 3 live teaching sessions at PAS, and 6 self-directed intersession modules (see table below). The preparatory module and the intersession modules (ISMs) will be taught on a schedule that provides each cohort with a consistent sequence of learning activities over 3 years. The PAS sessions are designed to be useful to scholars in any sequence, and should serve as an interactive group experience for all scholars, regardless of cohort.
ESP "Rolling" Curriculum Plan
Live sessions at PAS
|All incoming scholars will read seminal articles on educational scholarship||Cohorts will receive these in any order, depending on when they join the program||These will be taught in a consistent sequence for each cohort, 2 per year per cohort|
|| PAS 2011:
||Year 1 for each cohort:
||Year 2 for each cohort:
||Year 3 for each cohort:
Mentored Project: Self directed/Experiential learning
Individual, mentored projects lie at the heart of the ESP curriculum. Progress is monitored periodically by ESP faculty advisors. Progress reports are shared among the Scholars, to encourage frequent peer review. A scholarly product from the project must successfully pass a formal peer review process for presentation at a national meeting or publication in a journal, for Scholars to receive their Certificate of Excellence in Educational Scholarship.
Workshop Reviews at PAS
To optimize learning at the PAS meetings, First year Scholars review two PAS workshops from a list recommended by the ESP faculty, or others related to Scholar's project topics. Workshops at other national meetings such as APPD or COMSEP may be substituted for PAS workshops. This activity encourages critical thinking and helps participants learn the process of peer evaluation. Both formative and summative evaluation forms are used.
The Virtual Learning Platform
Assignments and deadlines are posted on the ESP's Virtual Learning Platform, and most ESP assignments are uploaded by Scholars onto this website.