Master of Health Science
Higher Education Concentration
This concentration is designed for those allied health professionals seeking opportunities in higher education teaching. The study of educational practical theory related to higher education is an important aspect of professional development for the master prepared allied health professional. M.H.Sc. distance students will have the option of completing electives or a concentration in Health Science Higher Education.
This opportunity will allow the student to begin to explore education as a career choice. For many these core skills are vital in health care today. Completing this concentration requires 37 credits as detailed below.
Note: All courses are delivered and organized as distance learning
15 credits total.
| course name | credit hours |
|---|---|
| MHS 5003: Current Trends and Cultural Issues in Health Care This course serves to familiarize the student with current and cultural issues in health care that may impact the patient, the health care system, as well as the ability to deliver high quality health care. Discussion and analysis of current trends and cultural topics facing those who work in health care will be explored. |
3 |
| MHS 5203: Writing for Allied Health Professionals This course entails the study and practice of writing style used in allied health: scientific writing. Scientific writing is a different format than other kinds of writing used as an undergraduate. It is more precise and succinct, which is different from the way we speak to each other. Scientific writing is written for an audience with the purpose of informing or possibly persuading the audience. American Psychological Association (APA) style and standard English formatting will be reviewed. The papers written in this course will give the student a foundation for all MHS courses. |
3 |
| MHS 5501: Epidemiology and Biostatistics The ability to understand the conceptual and practical aspects of biostatistics and epidemiology in health care is critical to understanding research and analyzing population data about disease. This survey course will improve the ability of the student to understand and apply these concepts. |
3 |
| MHS 5510: Research Methods This course is designed to enable participants to develop skills in reading and critically evaluating published research using the scientific model. The advantages and disadvantages of quantitative and qualitative research methods will be compared and contrasted. Research articles will be collaboratively analyzed to develop an appreciation of potential methodological problems and their implications for evidence based professional practice. |
3 |
| MHS 5521: Ethical Issues in Healthcare The student will examine the ethical issues that confront health care providers and patients. The medical, scientific, moral and socioeconomic bases of these issues and the decision making process that providers and patients engage in are analyzed. Topics will include informed consent, the role of institutional review boards, euthanasia, and the allocation of scarce resources. |
3 |
10 credits total.
| course name | credit hours |
|---|---|
| MHS 5309: U.S. Health Policy This course will explore how US health policy is made and the interests and roles of various stakeholders and state, local and federal governments. Students will analyze health policies and discern what impact proposed and executed health policies will have on health care entities, groups, individuals and healthcare practice. Students will gain the skills necessary to conduct a policy analysis that examines a health care or public health issue or concern. |
5 |
| MHS 5207: Practicum The practicum is a cumulating experience for M.H.Sc. Students. Under supervision of an M.H.Sc. faculty advisor, students will develop community- based, health promotion and disease prevention interventions with underserved and/ or non-traditional populations. |
5 |
12 credits total.
| course name | credit hours |
|---|---|
| MHS 5542: Healthcare Education This course introduces the theories and applications of adult education. The different methods of teaching and training health care professionals will be discussed and analyzed. The capstone of the course will be a paper on the application of adult learning theories to the student's professional setting. Chat sessions and discussion boards are a required part of the course. |
3 |
| MHS 5543: Educational Theories and Psychology This course explores the history and evolution of educational theories and their role in the development of curriculum and instruction related to healthcare education. |
3 |
| MHS 5544: Curriculum and Instruction in Healthcare Education Using the principles of curriculum development and related research, students will develop a plan for a unit of instruction for a healthcare course that includes a need assessment, use of resources, implementation specification, material development and assessment of instructional effectiveness. |
3 |
| MHS 5545: Assessment and Evaluation in Healthcare Education This course provides an overview of student and program evaluation and assessment methods in healthcare education. This course will consider multiple assessment models, used in clinical settings, from traditional written assessments to alternative assessment methods such as OSCEs, portfolios and simulated patients. Students will develop an evaluation/assessment plan tailored to their professional situation. |
3 |
Concentration for Recognition
In order to gain recognition in the "Higher Education" concentration of the M.H.Sc. program, the student must complete all four courses for 12 total hours. Those completing the concentration will be recognized as such with appropriate credentials. Students may take individual courses for elective or toward completion of the clinical core for those not involved with clinical activities.
If you have any questions regarding the concentration in Higher Education please contact the program or your academic advisor.