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Interdisciplinary Teacher Education Program for Health Professionals

Application

Mentor Teacher Guidelines

For further ITEP information: joyce.thompson@wmich.edu

What is it?

An innovative, interdisciplinary teacher education program for health professionals teaching (or desiring to teach) in a university setting or health institution that focuses on the “how” and “why” of teaching adults in both theoretical and clinical areas. The focus is on both academic and clinical teaching.

Who is it for?

Health Professionals who teach others to do what they do and who would like to be a better teacher and/or those who would like to become a teacher. This program is designed to meet the need for faculty preparation in a variety of health disciplines where interaction with patients/clients and groups is a vital component of learning. Professionals supervising interns in practice settings will also benefit from this program.

What are criteria for enrollment?

  • Minimum of a master’s degree in a health field or current enrollment in a graduate health-related program. Professionals with a bachelor’s degree in a health profession will be considered on an individual basis
  • Current or projected employment as a teacher or clinical instructor.
  • Commitment to the teaching role
  • Designated mentor teacher.

Why enroll?  

This program will offer wonderful opportunities to work as an interdisciplinary team on teaching and learning. It is anticipated that such interactions will form the basis of life-long collaboration in promoting health in our communities. In addition, nurse graduates are eligible to sit the National League for Nursing (NLN) certification examination for nurse educators.

What do former participants say about the program?

  • “The ITEP is outstanding! I would encourage novice as well as seasoned faculty to consider participation in the program.” J.M. social worker
  • “This learning experience helped me to truly think outside the ‘box’ we call nursing education and helped me to see through others’ experiences what could be possible.” G.B. nurse
  • “The ITEP has provided a forum for free exchange of ideas, teaching techniques, and values related to interdisciplinary learning.” D.O. occupational therapist
  • “Participating in the ITE program has brought a depth to my role as teacher. I feel as though a struggle is being released. ITEP has given me the tools to teach well – and in a structure that allows me to implement the learning immediately.” B.S. nurse
  • “The class is a fun filled week of opportunities to learn more about the unique dynamics of teaching adult learners.  A great class for anyone in the transition of the expert clinician to the novice teacher!” S.P. nurse
  • “As a speech-language pathologist who teaches in the classroom and the clinic, participating in the ITEP provided validation of techniques I have used with students in the past, and exposure to new, more effective ways of teaching. I gained the most knowledge in methods of encouraging critical thinking in students. I look upon ITEP as an investment in my professional development and those I teach. “ K.H. speech language pathologist
  • “This program has helped me become a better administrator and a competent teacher. I highly recommend it for anyone who supervises or mentors students in field placements. The expertise and passion of the teaching team is truly remarkable.” B.V. social worker

Who are the faculty?

Joyce E. Thompson, RN, CNM, DrPH, FAAN, FACNM

Lacey Professor of Community Health Nursing

facultyDirector ITEP – joyce.thompson@wmich.edu

Rose M. Kershbaumer, RN, CNM, Ed.D

Co-Director, ITEP – rose.kershbaumer@wmich.edu

Adjunct Assistant Professor

Expert faculty from the College of Health & Human Services, WMU, other Universities and the community.

Who are the Advisory Group?

During fall 2005, the core faculty invited an interdisciplinary group of health professional teachers to take an active role in reviewing and updating content in the ITEP, suggesting and participating in recruitment efforts, and teaching in the ITEP.  The members of this Advisory Group from Western Michigan University include: Dr. Ben Atchinson, Occupational Therapy, Dr. Kieran Fogarty, PhD program in Interdisciplinary Health Studies, Ms. Kathryn Hillenbrand, Speech Language Pathology, and Dr. Ineke Way, Social Work.  Ms. Betsy Voshel, Social Work  faculty at the University of Michigan, is the other member of this group.

The composite Advisory Group represent teaching expertise in classroom, clinical, field placement, educational technology, epidemiology, public and international health in addition to their individual health discipline.  Adults taught include community health workers, secondary school students, undergraduate, masters, and doctoral students in both private and public universities, along with international students and clients/families. This wealth of experience and expertise will be available to participants in the ITEP.

What is a mentor teacher?

A mentor teacher is an experienced educator who, in collaboration with the WMU program faculty, works with the participant on the exploration and development of attitudes, philosophy, skills, knowledge, and behavior that enhance one’s ability to teach in a particular health discipline. Core faculty will assist participants to identify an appropriate mentor teacher if needed.

Why is a mentor teacher needed?

The non-traditional approach to the ITEP includes 3 intensive weeks on the WMU campus complemented by selected activities assigned between the first 2 sessions.  A hallmark of this program is the participation of experienced educators who guide the program participants in the completion of assigned activities in their teaching environment. The mentor teacher also provides support and feedback regarding assignments.

What is the approach to the course of study?

The program was offered for the first time in Fall 2003. It includes 3 separate weeks of immersion into the content of each of 3 sessions. Session 1 focuses on the theoretical foundations of learning, teaching and evaluation. Session 2 focuses on the application of Session 1 content to clinical learning environments. Session 3 focuses on the scholarship of teaching as well as selected criteria for teaching in an academic or clinical setting. The one-week immersion on the WMU campus per semester requires total concentration on one’s teaching and learning about teaching.  Support from family, employers, clients, and friends is important. Home-based activities

What do I receive upon completion of the program of study?

Upon completion of the sequence of study and requirements, the participant receives a Certificate in Teaching. All three sessions must be taken in sequence to fulfill requirements for this Certificate. The course is offered as a Continuing Education program or for academic credit (3-course sequence of 9 graduate credits). It is offered in a non-traditional format of 3-1 week sessions, 8:30 am to 5 pm, on the WMU campus – Fall, Spring, and Summer semesters. 

Projected Dates for 2009-2010

May 11-14, 2009

September 29-October 3, 2009

January 26-30, 2010

May 3-6, 2010

What is the cost of the program?

The cost of the program if taken for Continuing Education (CE) is $3000 for the nine months. This CE fee can be paid in installments with prior agreement of the Program Director.  If taken for graduate course credit, the cost is the prevailing graduate credit hour tuition plus fees for nine credits. A Graduate PTG Form must be completed and submitted to Dr. Thompson with the $25 application fee if not currently enrolled at WMU. The current AAUP guidelines for tuition discount for full-time faculty/staff are applicable.

What is the deadline for applications?

Applications for 2008-2009 are now being accepted. The application deadline is July 1, 2008.  An application is needed for everyone; i.e., for those desiring to take the program for continuing education or for graduate credits.

Program Outcomes:            

The overall outcomes of the program are to:

  • Develop and strengthen teachers and teaching in health professional education; and
  • Increase the number of faculty and clinical instructors prepared to teach others to provide for the health care needs of individuals, groups, and communities.

Philosophy of Teaching and Learning:

The basic foundation for teaching and learning in health professional education is the recognition that all learners are adults who have chosen a particular health role and that this role has a profound accountability dimension.  The basic foundation of the Interdisciplinary Teacher Education Program is Knowles’ theory of andragogy (adult learning) along with the core faculty’s recognition that as we know and think, we practice, and as we teach, we must always be mindful of the relationship among knowing, thinking and practice (doing). The faculty believe that understanding how adults learn along with in depth knowledge of the self as teacher are the best foundations for effective teaching. 

The core of teaching others how to teach includes helping individuals acquire the skills to teach critical thinking, clinical judgment, and accountability for decisions made in their professional disciplines.  It is also essential that each teacher be a role model of these essential skills and able to teach both the art and science of professional practice.       

For more information on the ITEP contact: joyce.thompson@wmich.edu

OVERVIEW OF SESSION CONTENT

SESSION I:  NUR 6600: Curriculum & Teaching of Theory in Health Disciplines

  1. The self as teacher: beliefs, values, & learning experiences
  1. Theoretical foundations of teaching & learning in adults
  1. Curriculum development processes
  1. Teaching methods/strategies for acquisition of theory
  1. Critical thinking strategies
  1. Methods/strategies for evaluation of learning
  1. Micro-teaching and peer evaluation

SESSION II:  NUR 6610: Clinical Teaching & Evaluation in Health Disciplines

  1. Teaching methods/strategies for application of theory to clinical care of individuals/groups/communities
  1. Boundaries of relationships between teacher, learner and client
  1. Levels of evidence needed for informed practice
  1. Demands of clinical education: beyond grades to performance
  1. Common learning difficulties and timely interventions
  1. Strategies for evaluating clinical performance
  1. Establishing and maintaining clinical learning sites
  1. Micro-teaching and peer evaluation

SESSION III:  NUR 6620: The Scholarship of Teaching In A Clinical Discipline

  1. History, trends & future needs of health discipline education
  1. Ethical framework for teaching, learning, and clinical practice
  1. Evidenced-based curricula and teaching methodologies
  1. Creating a teaching dossier
  1. Academic responsibilities of teachers in health disciplines
  1. Legal responsibilities of teachers in university settings
  1. Interdisciplinary collaboration and sharing
  1. Other topics chosen by participants
 

College of Health and Human Services
Western Michigan University
Kalamazoo MI 49008-5243 USA
(269) 387-7367 | (269) 387-2683 Fax
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