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Master of Education in Health Professions

Master of Education in Health Professions

A.T. Still University’s College of Graduate Health Studies’ (ATSU-CGHS) online Master of Education in Health Professions (MEd) program consists of 30 credit-hours of study. The mission of the MEd is to prepare health professions educators by advancing their knowledge and skills in teaching and learning, curriculum development, assessment and evaluation, research methods, and leadership and management so that they may contribute to improving overall population health and further the osteopathic traditions of whole person health care through educating the next generation of healthcare professionals.

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  • College of Graduate Health Studies, ATSU | Don Altman, Dean
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  • Career Advancement+

    • This program helps to prepare students to function as highly skilled health professions educators in academic, clinical, and community-based health professions education environments. Graduates are effective educators with knowledge and skills in five domains of health professions education: teaching and learning, curriculum development, assessment and evaluation, research methods, and leadership and management.

Master of Education in Health Professions Degree Faculty

The ATSU-CGHS faculty and staff are dedicated to the success of each MEd degree student.Most ATSU-CGHS instructors hold doctorate degrees, with diverse academic and professional backgrounds in education, public health, and health education.

Their academic areas of interest include curriculum and instruction, adult education, health professions education, program evaluation, allied health and health sciences education, online learning, and innovative teaching methodologies.

Offering a challenging educational experience, the MEd program enables professional and intellectual advancement with the resources that support you throughout your journey. Comprehensive student services are available, including advising, technical support, and career services.

  • Dean +

      • Don Altman, DDS, DHSc, EdD, MPH, MBA, MA,<br />Dean Don Altman, DDS, DHSc, EdD, MPH, MBA, MA,
        Dean

        Don Altman, DDS, DHSc, EdD, MPH, MBA, MA,<br />Dean  LinkedIn

        Don Altman, DDS, DHSc, EdD, MPH, MBA, MA, is the Dean of the College of Graduate Health Studies (CGHS) at A.T. Still University (ATSU). He also serves as director of public health at ATSU’s Arizona School of Dentistry & Oral Health (ATSU-ASDOH). Dr. Altman has been with ATSU since October 2006.

        Dr. Altman graduated from the University of Texas Dental Branch (DDS) in 1983. He completed his Master of Public Health degree at the University of Texas School of Public Health in 1989 and became Board Certified in Dental Public Health in 1999. Dr. Altman completed his MBA at the University of Phoenix (2002) and a MA in Bioethics from Midwestern University (2004). He graduated with a Doctor in Health Science (DHSc) degree in March 2012 from the Arizona School of Health Sciences at A.T. Still University (ATSU-ASHS) and his EdD from Southern New Hampshire University in March 2016.

        Dr. Altman has worked for The City of Houston, the State of Texas, the State of Arizona, as well as The Principal Financial Group. Dr. Altman’s public health experience includes: serving as President of the Arizona State Board Dental Examiners; serving as President of the Arizona Public Health Association; volunteering with Health Volunteers Overseas (Cambodia and Vietnam); Director of the National Oral Health Leadership Institute; and serving as the Consumer Representative to the Dental Products Panel for the Food and Drug Administration. On May 1, 2012 he was appointed as a Director to The American Board of Dental Public Health and is currently the president.

        Dr. Altman’s research interests are currently centered on public health and higher education. He has published articles in the Journal of Dental Education, Journal of the American Dental Association, Public Health Reports, Special Care in Dentistry, and Community Dentistry and Oral Epidemiology.

  • Associate Dean Academics and Assessment +

      • Jim Farris, PT, PhD Jim Farris, PT, PhD

        Jim Farris, PT, PhD, is the associate dean for academics and assessment in A.T. Still University’s College of Graduate Health Studies (ATSU-CGHS). Dr. Farris earned his bachelor’s degree in physical education in 1987, and master’s degree in exercise science in 1989, both from California State University, Fresno; as well as a bachelor’s degree in physical therapying 1999 from Arkansas State University. His doctoral degree was conferred by The Ohio State University in 1995, where his studies focused on exercise physiology and nutrition. His current scholarship efforts are aimed at cardiopulmonary fitness throughout the lifespan.

        He joined ATSU in 2009, started his associate dean role in 2020, and is now in his 25th year of higher education and administration. Dr. Farris has over a decade of academic administration and assessment experience as a department chair and has strived for overall educational excellence in that role. He completed the American Physical Therapy Association’s Education Leadership Institute Fellowship, is an Educational Leadership Institute Fellow, and has served on the board of directors for the American Council of Academic Physical Therapy before joining ATSU-CGHS.

        He enjoys serving the community, and one our nation’s most underserved populations, through his role as a clinical director for the FUNfitness program that is part of the Special Olympics Healthy Athlete’s program. His home is in the west where outdoor activity and sunshine is abundant. Work-life integration is a goal and he “sharpens the saw” through golfing, cycling, fishing, hiking, cooking, brewing, and yardwork.

  • Chair and Associate Professor +

      • Erin Breitenbach, PhD<br />Chair Erin Breitenbach, PhD
        Chair

        Erin Breitenbach, PhD<br />Chair  LinkedIn

        Dr. Erin Breitenbach is program chair of the health education program at ATSU’s College of Graduate Health Studies. She holds a MA and PhD in health education from The University of Texas at Austin, and a MEd in curriculum and instruction from the University of Houston. Dr. Breitenbach’s research interests include factors influencing doctorate program completion, innovative online teaching strategies, interprofessional education, and scholarly writing development.

  • Faculty +

      • Erin Breitenbach, PhD Erin Breitenbach, PhD
        Associate Professor and Chair
        Read Bio Erin Breitenbach, PhD LinkedIn
      • Joshua Bernstein PhD, CHES Joshua Bernstein PhD, CHES
        Associate Professor
        Read Bio Joshua Bernstein PhD, CHES LinkedIn
      • Candace Ayars, PhD Candace Ayars, PhD
        Assistant Professor
        Read Bio Candace Ayars, PhD  LinkedIn
      • Lynda Konecny, DHEd, MS, MCHES, CGHS Lynda Konecny, DHEd, MS, MCHES, CGHS
        Associate Professor
        Read Bio Lynda Konecny, DHEd, MS, MCHES, CGHS LinkedIn

Master of Education in Health Professions Degree Admissions

ATSU’s Master of Education in Health Professions online program will admit professionals who have a master’s or doctorate degree.

MEd in Health Professions degree students are selected by an admission committee that considers the overall qualities of the applicant through application content, academic record, prior experience, letters of evaluation, and personal motivation.

  • Requirements +

    • The new Master of Education in Health Professions degree program prepares individuals to be leaders in the field of teaching. Candidates applying for admission must have the following:

      1. Application:
        • Completed and signed admissions application along with a nonrefundable application fee.

      2. Academic:

        • An accredited degree from a university recognized by the Council for Higher Education Accreditation (bachelor’s degree for masters programs and a master’s degree for doctoral programs). Applicants who graduated from a university outside the United States may have to provide a degree equivalency evaluation.*
        • Official transcript from the qualifying degree-granting institution. For students using VA benefits transcripts for all institutions attended are required.
        • Minimum Cumulative Grade Point Average (CGPA) of 2.5 (on a 4.0 scale) at the qualifying degree institution.
        • Some degree programs may require experience or credentialing relevant to the field.

      3. Elements of Success:

        • A current resume.
        • Completion of an essay.
        • English Proficiency **
        • Meet technology requirements.***

      *Applicants who have graduated from a foreign college or university should submit acceptable evidence of U.S. degree/course equivalency. All course work taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:

      **Applicants are required to demonstrate proficiency in English when applying to A.T. Still University’s College of Graduate Studies. Written and spoken proficiency in the English language may be demonstrated by one of the following options:

      • Option 1 - English is your first language.
      • Option 2 - Graduated from a regionally accredited four year college/university in the United States with a BA/BS or graduate degree.
      • Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL).

      Acceptable minimal scores for CGHS applications are: The Computer Based Test (CBT), Internet Based Test (iBT), or the Paper Based Test (PBT) are accepted. The following are the minimum required score based on test type:

      • CBT - minimum total score of 213 Minimum of 22/Reading Skills section | Minimum of 26/Writing Skills section
      • iBT - minimum total score of 80 Minimum of 22/Reading Skills section | Minimum of 24/Writing Skills section
      • PBT - minimum total score of 550 Minimum of 57/Reading Skills section | Minimum of 61/Writing Skills section

      The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151, 609.771.7100 ***ATSU technology requirements

  • Tuition+

    • Review tuition and fees for the Master of Education in Health Professions program. Please note tuition and fees are subject to change.

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Master of Education in Health Professions Curriculum Overview

ATSU-CGHS’s MEd program will be 30 credits and will include the following courses (all courses are 3 credits):

    • Students will explore current issues that affect teaching and learning related to health professions education. Topics may include theoretically-based practices, new educational models, collaborative learning environments, virtual learning communities, cultural concerns in education, and interprofessionalism.

  • Innovative Teaching Strategies in the Health Professions+

    • Students will learn about traditional and emerging learning theories in pedagogy and andragogy. Topics discussed include student-centered learning, heutagogy, Pedagogy 2.0 and 3.0, problem-based learning, and transformative learning. Emphasis will be placed on teaching and learning in the face-to-face, hybrid, and online learning environments.

  • Instructional Design and Program Planning+

    • Students will examine the use of a systematic process-based on learning theory to plan, design, and implement effective instruction for health professions education. Students will use educational taxonomies for the creation of instructional objectives for traditional and competency-based programs, and they will learn techniques for mapping curriculum.

  • Student Assessment+

    • Students will learn how to create authentic assessments within a health professions curriculum. Best practices in assessment will be discussed, and students will create problem-based, competency-based, and transformative assessments that provide them with critical thinking and career-specific skills to facilitate training and education in the workplace.

  • Educational Program Evaluation+

    • Students will be introduced to educational program assessment and evaluation. Topics include meeting health programmatic accreditation requirements, creating academic institutional effectiveness plans, program creation and revision, curricular evaluation, and strategic program assessment at the college and university level. Other topics discussed include evaluating certification and licensure pass rates, retention and attrition statistics, and integrating advisory board guidance into educational programs.

  • Designing Instructional Presentation+

    • Students will explore effective teaching and learning strategies through the use of presentations. Topics include effective speaking, use of technology in the classroom, creation of presentations, creating dynamic learning environments, and adapting presentations to interprofessional groups of students.

  • Teaching with Simulation+

    • Students will examine the use of simulation as an instructional and assessment tool in health professions education. Students will explore the learning effectiveness of simulation, evaluate simulation methodologies, and conduct critical reviews of research related to simulation-based education and assessment. Students will develop a simulation teaching and/or assessment project.

  • Introduction to Research Methods+

    • Students will learn the fundamentals of research design for education including identifying research problems, forming research questions, and reviewing, critiquing, and synthesizing literature. Students will explore the fundamentals of quantitative, qualitative, and mixed methods research and how to interpret and present data, adhere to ethical principles that guide educational research, and develop a small-scale research proposal.

  • Capstone+

    • This course requires the student to develop a health professions education research proposal. The topic of the Capstone is determined by the student, and a faculty member approves the topic.