Microcredentials

LEARNING OUTCOMES

ASSESSMENT METHODS

1.     Apply communication strategies to effectively influence and motivate diverse individuals and groups through the Program Leadership role.

1.     Small group discussion, table discussion and role play

2.     Demonstrate the ability to navigate complex organizational dynamics and communicate expectations with clarity and precision.

2.     Small group discussion and group activity.

3.     Analyze and evaluate the approach to various leadership responsibilities that align with organizational goals and values.

3.     Activity to identify leadership style and reflection upon findings.

4.     Integrate your leadership style and role responsibilities into decision making that foster a culture of integrity and trust in the organization.

4.     Development of 90-day action plan, with feedback.

LEARNING OUTCOMES

ASSESSMENT METHODS

Manage Workbooks to include data in cells and ranges; tables and table data; perform calculations using formulas and functions; and creating charts.

·       Students are given a workbook with data at the beginning of each workshop and expected to work along with the instructor in order to achieve proficiency and self-assess their understanding of the skills taught.

·       Once students complete the 10 workshops, the instructor will email the final project.  This will be a workbook with multiple tabs that represents the skills taught within the MC.  Students must successfully complete tasks within the workbook in order to measure competence in advanced excel.

Prepare for collaboration to work together to protect data by setting parameters for consistency in the workbook; add co-authors; manage comments

Create visual heatmaps and 3-D maps using location data on an excel spreadsheet; display demographic data based on zip codes

Create advanced formulas and macros

Create pivot tables and pivot charts

LEARNING OUTCOMES

ASSESSMENT METHODS

Upon successful completion of this Microcredential students will demonstrate:

1.     Advanced knowledge of anatomy

2.     Clinical significance of anatomical structures

3.     Ability to design educational sessions

4.     Implementation of educational sessions

5.     Acceptance of feedback from students and faculty

6.     Reflection and quality improvement

1.     Testing of knowledge of anatomy and its clinical significance

2.     Advanced dissections, oral presentations, demonstrations (teaching)

3.     Feedback from team of anatomy faculty

4.     Completion of Teaching Capstone

LEARNING OUTCOMES

ASSESSMENT METHODS

Individuals will learn foundational skills and the basics in application of principles of learning and behavior.

Completion of online curriculum modules with embedded self assessments (e.g., quizzes) and

Individuals will demonstrate their understanding of the professional and ethical application of the principles of learning and behavior.

Completion of instructor led comprehension questions.

Individuals will demonstrate their ability to apply the skills learned regarding the principles of learning and behavior.

Adequate completion of each component of the competency-based skills assessment.

LEARNING OUTCOMES

ASSESSMENT METHODS

Upon successful completion of this microcredential students will demonstrate:

1.     Advanced knowledge of clinical anatomy

2.     Ability to design educational sessions

3.     Implementation of educational sessions

4.     Acceptance of feedback from students and faculty

5.     Reflection and quality improvement

1.     Testing of knowledge of clinical anatomy

2.     Advanced dissections, oral presentations, demonstrations (teaching), and capstone project

3.     Feedback from experts in the field (faculty)

4.     Portfolio

LEARNING OUTCOMES

ASSESSMENT METHODS

Participant will develop understanding of EBP.

Participant will complete self-assessment survey at beginning as well as completion of workshops.

Participant will compare and contrast EBP to research and QI.

Participant will identify a problem and develop a draft PICO question.

Participant will create interdisciplinary relationships amongst colleagues within the hospital.

Participant will collaborate with identified stakeholders or project to bring idea to practice.

Participant will prepare from idea development to finalized project.

Participant will disseminate results of project internally (unit or specialty) as well as externally (conference presentation).

LEARNING OUTCOMES

ASSESSMENT METHODS

Demonstrate awareness of key principals of quality improvement, patient safety, and patient-centered care. 

Institute of Health Improvement (IHI) workshop monthly assessment with feedback (flipped classroom).

Satisfactory completion of online quizzes and receipt of IHI Basic Certificate.

Demonstrate ability to identify contributing factors to a patient error or near miss using analytic approach outlined in the IHI certificate course (e.g., fishbone analysis, in-depth root cause analysis).   

Presentation and analysis of a detailed case review to present at the departmental Grand Rounds: Morbidity and Mortality (M&M) Conference with verbal feedback and online anonymous peer and faculty feedback.

Opportunity to be awarded the best M&M presentation of the year.

Demonstrate ability to incorporate principles of QI and patient safety while teaching clinical medicine to medical students.

MedHub evaluation completed for Rotation-X resident by Quality Chief Resident and verbal feedback given on educational skills during bedside Loftus teaching rounds.

Demonstrate knowledge and skills (teamwork, communication, leadership) in patient safety and QI by participating in a quality improvement project.   

Satisfactory completion of a manuscript worthy of publication.

LEARNING OUTCOMES

ASSESSMENT METHODS

UNCONSCIOUS BIAS IN THE HEALTH PROFESSIONS

·       Describe what unconscious bias is and where it comes from.

·       Reflect on how it plays out in our lives and affects decision-

·       making, especially in health care settings.

·       Practice how to mitigate the effects of unconscious bias.

·       Pre- and Post-series quiz

·       Submission of written reflection based on prompts and specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

CONFRONTING DOMINANT CULTURE TO CREATE INCLUSIVE ENVIRONMENTS AND BELONGING

·       Reflect on one’s own identity, power, and privilege.

·       Explore how biases can manifest as microaggressions and create a hostile work environment.

·       Discover elements of dominant culture to practice effective allyship.

·       Explore allyship strategies to create supportive and inclusive environments.

·       Pre- and Post-series survey and assessment

·       Submission of written reflection specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

ALLYSHIP, BYSTANDER INTERVENTION, AND RESPONDING TO MICROAGGRESSIONS

·       Describe authentic allyship traits and practices through ally frameworks.

·       Explore responding to microaggressions as an ally.

·       Discover bystander intervention strategies to reduce harm.

·       Pre- and Post-series survey and assessment

·       Submission of written reflection specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

UNDERSTANDING GENDER BIAS TODAY AND SOLUTIONS TO ADDRESS IT

·       Learn about the current state of women’s representation and experiences in academic medicine

·       Explore and debunk myths about women in the workplace.

·       Explore strategies to shift culture in academic medicine toward respectful environments.

·       Pre- and Post-series survey and assessment

·       Submission of written reflection specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

LEARNING OUTCOMES

ASSESSMENT METHODS

The following Learning Outcomes will be achieved through MPHP 601:

•    Discuss sentinel events in the history and development of epidemiology and the public health profession and their relevance for practice in the field.

•    Apply the basic terminology and definitions of epidemiology.

•    Describe the relationship between agent, host and environmental factors in disease causation.

•    Explain what causation means, and what criteria should be considered to determine whether a relationship between an exposure and a disease is likely to be causal.

•    Calculate basic epidemiology measures of disease frequency such as prevalence and incidence.

•    Identify key sources of data for epidemiologic purposes.

•    Describe the objectives of surveillance and explain its significance in public health.

•    Describe and differentiate between the levels of prevention (primary, secondary, tertiary) and discuss their application to health promotion and screening programs.

·     Identify the principles and limitations of public health screening programs.

·     Define different epidemiologic study designs, describe their strengths and weaknesses, and identify the type of study design for a given epidemiologic study.

·     Compute measures of association such as odds ratios and relative risks and interpret their confidence intervals and tests of significance.

·     Define different types of bias and identify potential sources of bias and their implications for a given epidemiologic study.

·     Evaluate the strengths and limitations of epidemiologic reports.

·     Read an epidemiologic study in a field familiar to the student from the point of view of an epidemiologist and assess this study in relation to its quality, utility, and impact on public health.

·     Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data.

·     Conduct a literature review to retrieve epidemiological information you need when working in public health.

·     Prepare a scientific presentation using Powerpoint describing the study question and hypothesis, background, methods, results, and conclusion for an epidemiologic report.

Learning outcomes will be assessed through the following:

The 1,000-word micro research report will be the final way for students to display all of the skills and knowledge that they have gained while completing the microcredential.

MPHP 601

1.     Class participation

2.     Homework Assignments

a.     Practice Homework

b.     Ethics Certificate and Responsible Conduct of Research Program

c.      OpenEpi Module

3.     Quizzes: Two quizzes will be given in this course. The format for the quizzes will include objective questions in the form of true/false, multiple choice, and short answer questions. The quizzes are designed to prepare students for the exams.

4.     Examinations: Two examinations (Midterm Exam and Final Exam) will be given in this course. The format for the exams will include objective questions in the form of true/false, multiple choice, and short answer questions. The final exam will be comprehensive.

The following Learning Outcomes will be achieved through MPHP 602:

By the end of this course, the student will be able to:

•    Distinguish between quantitative and qualitative variables.

•    Explain the differences and similarities between nominal, ordinal, interval, and ratio scales of measurement.

•    Perform descriptive statistics to characterize and describe data distributions.

•    Demonstrate understanding of the relationships between relative frequency distributions, probability distributions, sampling distributions and point and interval estimates of means and proportions.

•    Generate confidence intervals and p-values for means and proportions that are based on single samples, explain their meaning, and state underlying assumptions.

•    Generate confidence intervals and p-values for differences in means and proportions between two independent or paired samples, explain their meaning, and state underlying assumptions.

•    Define and identify Type 1 and Type 2 Errors.

•    Describe the effects of an increase or decrease of alpha and beta on precision and inference.

•    Perform simple linear regression analysis and interpret strength and direction of relationships, assess utility of fitted model, calculate interval estimates of regression coefficients, and test hypotheses about strength of relationships.

•    Test hypotheses of association and goodness of fit for categorical data using chi-square tests, relative risk, and odds ratios.

·    Understand fundamental statistical methods in published literature, independently interpret the analytical results, and assess appropriateness of the inferential procedures used.

MPHP 602

1.     Class Exercises

2.     Class Participation

3.     Problem Sets - Five in total:  Each assignment requires statistical computing, interpretation, and reporting of results to address various questions and tasks. The final Problem Set will be comprehensive.

LEARNING OUTCOMES

ASSESSMENT METHODS

Understand the dimensions of effective communication,

including good listening; communicate in a persuasive,

non-confrontational manner.

Readings and pre-session review/consideration of

questions to enable participants to engage in meaningful

discussion.

Prepare a mission and vision statement

Small group discussion and feedback; faculty feedback for

revised mission and vision

Create a plan for networking (finding a mentor,

determine areas of expertise that you may seek

networking opportunities, etc.)

Participation in small group discussion about networking

and identify mentoring needs. Reading assignment presession.

Recognize Upstate leadership roles and responsibilities

Participation; pre-readings

Recognize types of leadership and self-assess

Understand the definition of Emotional Intelligence

Feedback on DISC; participation and pre-readings

Analyze the difference between management and

leadership

Multiple choice questions

Recognize SMART Goals: Specific, Measurable,

Attainable, Relevant and Timely

Peer feedback for draft SMART Goals; table discussion

Identify key aspects of an elevator pitch and

analyze effective (and ineffective) elevator pitch methods

Pitches scored with rubric via PollEv and anonymous feedback provided

Recognize and analyze the need for a diverse group of

advisors and stakeholder

Submit reflection regarding the session (150 words)-

Word cloud shared with participants

Use template to create draft budget

Peer and facilitator feedback on budgets; participation

Enhanced faculty understanding of key components of

Upstate and financial results

Participation

Adopt appropriate meeting management skills

Submit meeting agenda; Discussion and participation

Design a draft project

Participation and feedback on projects

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 10

Understand the structure of Upstate Medical University and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q&A, reflection

Awareness of Emotional Intelligence skills

TalentSmartEQ™ online multi-rater assessment followed by conversation of results; group discussion

Understand and appreciate the differences of Diversity, Equity, and Inclusion to build an inclusive work environment

Synchronous learning with discussion to heighten awareness of issues related to diversity, equity and inclusion

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Develop conflict resolution and mediation skills to support others in their conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self and third-party mediation techniques

Understanding basic concepts of Upstate finance administration, including funding sources, budgeting, purchasing, resource allocation and proper fiscal oversight of respective area(s)

Synchronous learning of finance administration overview with budgeting and activities/follow-up as relevant for area(s) of responsibility

Apply the Situational Leadership II® model for developing individuals to their highest level of performance and self-reliance

Includes an online SLII® assessment and asynchronous learning to review the three skills of a Situational Leader – Goal Setting using SMART Goals, Diagnosing competence and commitment on specific tasks, and Matching a variety of leadership styles to provide individuals with what they need; Followed by a multi-part synchronous session to review assessment and practice the three skills

Understand the leader’s role in effective Change Management

Synchronous learning of key concepts for understanding and leading change, and recognizing the leader’s role in developing a culture of effective change management for long-term sustainability and success

Understand the leader’s role in creating optimal Organizational Culture

Synchronous learning to explore the components of workplace cultures, how to assess, and ways to foster optimal workplace engagement

Understand the legal and philosophical Ethics of employment and leadership

Synchronous learning of the Ethics laws and regulations associated with state/Upstate Medical University employment and the behaviors associated with ethical leadership

ELECTIVE CLASSES (choice of at least 2) – May choose from any Professional Development & Learning class offerings; Examples below.

Understand one’s own behaviors when faced with conflict

Conflict Dynamic Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow-up 3 weeks later

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build leadership presence: what you want to be known for and seen as

Synchronous learning to develop personal brand and setting action plans to become! Follow-up in 3 weeks to determine progress

Recognize behaviors necessary to be part of a collaborative team

The 5 Behaviors Personal Development™ online assessment along with class to discuss concepts and implementation

Conduct effective and efficient meetings

Synchronous learning with of ground rules, agendas, and minutes; Video meeting critique of the do’s and don’ts of successful meetings; Identification of skills for facilitators; Practice and debrief

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 7

Understand the structure of Upstate Medical University and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q & A, reflection

Awareness of Emotional Intelligence skills

TalentSmartEQ™ online self-assessment followed by synchronous conversation of results; group discussion

Identify our intentions and understand the impact that our chosen words and behaviors have on others, relationships, and teams; Identify what listening really is; Desire to give feedback; Acting on feedback received

Synchronous learning; Intent-Behavior-Impact and U-Turn model group discussion followed by independent study/workshop; listening and feedback role-play; group conversations that further utilize the TalentSmartEQ™ Emotional Intelligence, Everything DiSC™, and The 5 Behaviors Personal Development™ results

Develop conflict resolution and mediation skills to support individual conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self-mediation techniques

Understand own personal styles and the style of others

Everything DiSC™ online assessment followed by synchronous discussion of results

Recognize behaviors required to be part of a collaborative team

The Five Behaviors Personal Development™ online assessment followed by synchronous discussion of concepts and implementation

Learn the importance of recognition and appreciation relating to yourself, colleagues, and the act of acknowledging skills, deliverables, or talent of others.  Positive feedback from peers can be just as powerful as from a supervisor!

Synchronous learning to explore the importance of self-motivation and peer recognition

ELECTIVE CLASSES (choice of at least 5) – May choose from any Professional Development & Learning class offerings; Examples below.

Understand one’s own behaviors when faced with conflict

Conflict Dynamics Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow-up 3 weeks later

Realize how change effects your actions/reactions

Synchronous learning to understand key concepts for managing change and dealing with emotional reactions to change

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build self-qualities:  what you want to be known for and seen as

Synchronous learning and discussion; developing personal brand and setting action plans to become!  Follow-up in 3 weeks to determine progress

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 10

Understand the structure of Upstate Medical University and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q&A, reflection

Understanding the fundamentals of supervisory success

Synchronous learning with participation in discussion, development of action plan with follow up to assess implementation

Learning of group development theory and able to properly incorporate and facilitate team building activities accordingly

Synchronous learning with discussion and activities, assessment of where one’s group is currently; development of action plan to advance group to higher stages of performance; follow-up 3 weeks later to determine success and next steps

The importance of engagement, recognition and valuing team members

Synchronous learning with discussion, development of an action plan and follow up to assess implementation

Knowledge and awareness of HR processes related to hiring, performance management, coaching for improvement, and how and when to properly use counseling and formal discipline procedures

Asynchronous learning with multi-part Blackboard class followed by a synchronous discussion and question/answer session with subject matter experts

Understanding the basics of Upstate finance administration, including funding sources, budgeting, purchasing, resource allocation and proper fiscal oversight of respective area(s)

Synchronous learning of finance administration overview with budgeting and activities/follow-up as relevant for area(s) of responsibility

Awareness of Emotional Intelligence skills 

TalentSmartEQ™ online self-assessment followed by conversation of results; group discussion

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Develop conflict resolution and mediation skills to support others in their conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self and third-party mediation techniques

Understand and appreciate the differences of Diversity, Equity and Inclusion to build an inclusive work environment

Synchronous learning with discussion to heighten awareness of issues related to diversity, equity and inclusion

ELECTIVE CLASSES (choice of at least 3) – May choose from any Professional Development & Learning class offerings; Examples below.

Apply the Situational Leadership II® model for developing individuals to their highest level of performance and self-reliance

Includes an online SLII® assessment and asynchronous learning to review the three skills of a Situational Leader – Goal Setting using SMART Goals, Diagnosing competence and commitment on specific tasks, and Matching a variety of leadership styles to provide individuals with what they need; Followed by a multi-part synchronous session to review assessment and practice the three skills

Understand one’s own behaviors when faced with conflict

Conflict Dynamic Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive 

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow-up 3 weeks later

Realize how change effects your actions/reactions

Synchronous learning to understand key concepts for managing change and dealing with emotional reactions to change

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build leadership presence: what you want to be known for and seen as

Synchronous learning to develop personal brand and setting action plans to become! Follow-up in 3 weeks to determine progress

Recognize behaviors necessary to be part of a collaborative team

The 5 Behaviors Personal Development™ online assessment along with class to discuss concepts and implementation

Conduct effective and efficient meetings

Synchronous learning with of ground rules, agendas, and minutes; Video meeting critique of the do’s and don’ts of successful meetings; Identification of skills for facilitators; Practice and debrief

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 13

Understand the structure of Upstate Medical University

and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q&A, reflection

Understanding the fundamentals of supervisory success

Synchronous learning with participation in discussion, development of action plan with follow up to assess implementation

Learning of group development theory and able to properly incorporate and facilitate team building activities accordingly

Synchronous learning with discussion and activities, assessment of where one’s group is currently; development of action plan to advance group to higher stages of performance; follow-up 3 weeks later to determine success and next steps

The importance of engagement, recognition and valuing team members

Synchronous learning with discussion, development of an action plan and follow up to assess implementation

Knowledge and awareness of HR processes related to hiring, performance management, coaching for improvement, and how and when to properly use counseling and formal discipline procedures

Asynchronous learning with multi-part Blackboard class followed by a synchronous discussion and question/answer session with subject matter experts

Understanding the basics of Upstate finance administration, including funding sources, budgeting, purchasing, resource allocation and proper fiscal oversight of respective area(s)

Synchronous learning of finance administration overview with budgeting and activities/follow-up as relevant for area(s) of responsibility

Awareness of Emotional Intelligence skills

TalentSmartEQ™ online self-assessment followed by conversation of results; group discussion

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Develop conflict resolution and mediation skills to support others in their conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self and third-party mediation techniques

Understand and appreciate the differences of Diversity, Equity and Inclusion to build an inclusive work environment

Synchronous learning with discussion to heighten awareness of issues related to diversity, equity and inclusion

How to effectively lead Nurses within a Magnet Organization

Synchronous learning of the Magnet Model and components, Nursing Sensitive Quality Indicators, Patient Experience & Nursing Experience inclusive of Well-being.

Financial Operations for Nursing Leaders

Synchronous learning of Nursing budget processes, Nursing Staffing Plans, Capital planning and the Position Control Committee

Developing expertise, resilience, and wellbeing within the Nursing leadership role through discussion with Nursing Executive leaders

Synchronous learning with discussion with Executive Nursing Directors to learn key skills and techniques to master challenges, gain resilience, expertise and wellbeing in the Nursing leadership role

ELECTIVE CLASSES (optional) – May choose from any Professional Development & Learning class offerings, Examples below.

Apply the Situational Leadership II® model for developing individuals to their highest level of performance and self-reliance

Includes an online SLII® assessment and asynchronous learning to review the three skills of a Situational Leader

– Goal Setting using SMART Goals, diagnosing competence and commitment on specific tasks, and matching a variety of leadership styles to provide individuals with what they need; Followed by a multi-part synchronous session to review assessment and practice the three skills

Understand one’s own behaviors when faced with

conflict

Conflict Dynamic Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion, and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow- up 3 weeks later

Realize how change effects your actions/reactions

Synchronous learning to understand key concepts for managing change and dealing with emotional reactions to change

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build leadership presence: what you want to be known for and seen as

Synchronous learning to develop personal brand and setting action plans to become! Follow-up in 3 weeks to determine progress

Recognize behaviors necessary to be part of a

collaborative team

The 5 Behaviors Personal Development™ online assessment along with class to discuss concepts and implementation

Conduct effective and efficient meetings

Synchronous learning with of ground rules, agendas, and minutes; Video meeting critique of the dos and don’ts of successful meetings; Identification of skills for facilitators; Practice and debrief

LEARNING OUTCOMES

ASSESSMENT METHODS

Students will demonstrate understanding of the research process (including, description of project background,

hypothesis, gaps in knowledge, research aims, research goals, different scientific methodologies used to answer the research questions, analyses of data, significance of

findings).

Faculty/mentor assessment. We already have a system where Faculty who mentor the students evaluate them in

MedHub; we have already a set of questions that require students to describe their research projects. They require to write a summary of the work done (abstract/M&M /results and conclusions). This is part of student evaluation on Departmental and Faculty

mentorship, own participation and productivity.

Students will be proficient in presenting research findings to both lay people and their peers.

Final project may be a poster, publication or

presentation.

Students will demonstrate ability to ask appropriate research questions, troubleshoot and provide a list of

approaches to address questions experimentally.

Faculty assessment and self-reflection. Through MedHub,

mentors will also be able to evaluate the student’s

performance and learning experience.

Provide learning outcomes. *

Provide assessment methods. *

Upon successful completion of this microcredential students will demonstrate:

1.     Advanced knowledge of neuroanatomy

2.     Ability to design educational sessions

3.     Implementation of educational sessions

4.     Acceptance of feedback from learners and faculty

5.     Reflection and quality improvement

1.     Testing of knowledge of neuroanatomy

2.     Advanced dissections, oral presentations, demonstrations (teaching), and capstone project

3.     Feedback from experts in the field (faculty)

4.     4. Portfolio

LEARNING OUTCOMES

ASSESSMENT METHODS

Compare and contrast research, EBP, and quality improvement

Participant will create a research proposal design follows the scientific method

Develop a research design and protocol

Participant will submit IRB package

Compose a product for research dissemination

Participant will create a manuscript, poster, or presentation of study findings

LEARNING OUTCOMES

ASSESSMENT METHODS

GOAL 1: Demonstrate ability to manage formulary and medication-use processes, as applicable to the organization. OBJECTIVE: Participate in a medication-use evaluation.

Participation

GOAL 2: Demonstrate ability to evaluate and investigate practice, review data, and assimilate scientific evidence to improve patient care and/or the medication-use system. OBJECTIVES:

1.      Identify changes needed to improve patient care and/or the medication use system.

2.      Develop a plan to improve patient care and/or the medication-use system.

3.      Implement changes to improve patient care and/or the medication-use system.

4.      Effectively develop and present, orally and in writing, a final report.

Oral and written final report

GOAL 3: Demonstrate ability to manage formulary and medication-use processes for geriatric patients, as applicable to the organization. OBJECTIVE: Participate in a medication-use evaluation.

Participation

GOAL 4: Demonstrate ability to conduct a quality improvement or research project. OBJECTIVES:

1.     Identify and/or demonstrate understanding of a specific project topic to improve care of patients or a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

2.     Develop a plan or research protocol for a practice quality improvement or research project for the care of patients or a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

3.     Collect and evaluate data for a practice quality improvement or research project for the care of patients or for a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

4.     Implement a quality improvement or research project to improve care of patients or for a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

5.     Effectively develop and present, orally and in writing, a final project or research report suitable for publication related to care for patients or for a topic related to advancing the pharmacy profession or a clinical pharmacy specialty at a local, regional, or national conference.

Submit a written manuscript of at least one research project for peer review and possible publication.

GOAL 5: Conduct effective peer review of materials for publication or presentation. OBJECTIVE: Contribute to the peer review of a pharmacotherapy professional’s article submitted for publication or presentation

Submit a written manuscript of at least one research project for peer review and possible publication.

LEARNING OUTCOMES

ASSESSMENT METHODS

Students will see how responsibilities as physicians extend from caring for individual patients to caring about institutional, social, and political contexts.

Physicians and Social Responsibility I – presentation and participation grades

Students will develop advocacy skills required to bring about meaningful change at the community and policy level.

Physicians and Social Responsibility II – advocacy project documentation and participation grades

Students will identify opportunities for the provision of more equitable and compassionate health care at the bedside.

Physicians and Social Responsibility III / CHANGE Scholarship – microproject documentation and participation grades

Students will engage in critical self-reflection on their learning and the implications of their experiences in this elective for their future medical careers.

PSR1-3 – reflective writing exercises throughout

Provide learning outcomes. *

Provide assessment methods. *

Participants will demonstrate knowledge of methods used to improve patient outcomes in post-acute care, including patient education, pulmonary rehabilitation, and home respiratory care.

Standard written examinations

Participation in discussion groups.

Review of literature.

Video and/or teleconference demonstration of teaching in a variety of patient care settings, including both preparation and delivery.

Participants will demonstrate in depth knowledge of pathophysiology, diagnosis, prevention, treatment, assessment, and outcomes measures for patients with chronic pulmonary disease, including but not limited to COPD and bronchiectasis.

Standard written examinations.

Case study review and completion of care plans

Review of literature

Participation in discussion groups.

Participants will demonstrate skills necessary for effective communication with patients, families, and other members of the health care team.

Video and/or teleconference demonstration of communication skills in multiple settings.

LEARNING OUTCOMES

ASSESSMENT METHODS

Participants will take a real local quality improvement project and develop it into a scholarly work

Project presentation to peers

Utilize the SQUIRE 2.0 framework for quality improvement publication

Final draft manuscript at completion of course, article report

Build a broader and deeper network of improvement leaders and improvement capability at Upstate through peer support and skill development

Self assessment of project progress at the start and completion of the course, book report

LEARNING OUTCOMES

ASSESSMENT METHODS

Upon successful completion of this microcredential students will demonstrate:

1.   Obtaining a problem focused history and problem focused physical examination and formulating a diagnosis and treatment plan for common, outpatient acute problems (PC-1, 3)

2.   Recognize normal structure and function followed by identifying the mechanisms of disease and their corresponding effects on the human body (MK-1, 2)

3.   Develop an appreciation for the rural health practice models including how physicians and their team accomplish patient care in small town settings; followed by participation as a team member in small town practice setting (IICS-1, 4)

4.     Recognize how physicians are accountable to patients and their communities (PR-4)

5.     Identify gaps in knowledge and demonstrate ability for self-directed learning (LI-2, 3b)

6.     Identify opportunities and challenges of medical, economic and human resources for small town physicians and their health systems (PH 2)

1.     Clinical evaluations from community preceptors; formative feedback provided during MS2 (summer immersion) and summative feedback as MS3 (RMED)

2.     Presentations and discussion of patients for IRH, Part 2; case discussions during MS3 (RMED)

3.     Reflection and interviews during MS2 (summer immersion) and preceptor feedback on clinical evaluations as MS3 (RMED)

4.     Reflection and interviews during MS2 (summer immersion) and monthly reflections as MS3 (RMED)

5.     Capstone proposal and presentation

6.     Capstone proposal and presentation

LEARNING OUTCOMES

ASSESSMENT METHODS

Review the evidence regarding the science of learning and the effectiveness of active learning approaches

Participation

Identify opportunities in teaching for supplementing and/or replacing strategies with active learning techniques, including question implementation, reflection, TBL and other methods

Change and update current courses with active learning strategies

Use the bias checklist in presentations

Review of submitted draft teaching session

Identify key components of effective written Questions

Submit one written student assessment question for

feedback

Design learning objectives

Submit draft teaching session with learning objectives

Update or generate new presentations utilizing active learning strategies

As above and submit for feedback a revised presentation/outline of teaching session with identified teaching strategies