2025-2026 M3/M4 Course Syllabi
Internal Medicine
COURSE NUMBER:
28 03 42
TITLE:
Medical Education Theory
The overall goal of this 2-week elective is to ensure medical students truly experience a community of practice with an in-depth review of core MedEd principles such as evidence-based learning strategies, assessment, feedback, philosophies of science, curriculum development, education research, and several other topics. Participants meet from 8AM-12PM Monday-Friday for a two-week block for focused didactics and group discussion. Afternoons are spent with assigned readings and learning tasks.
PREREQUISITES:
26920371 (FAMILY MEDICINE CORE CLKSP), 26931373 (INTERNAL MEDICINE CORE CLKSP), 26940373 (NEUROSCIENCE CORE CLKSP), 26946374 (OBSTETRICS/GYN CORE CLKSP), 26961373 (PEDIATRICS CORE CLKSP), 26963371 (PSYCHIATRY CORE CLKSP), 26980373 (SURGERY CORE CLKSP)

 


Students must have completed all M3 clerkships. Preference for signup will be directed to students enrolled in the medical student scholar’s program (MSSP) in medical education. Any remaining slots available after MSSP student signups, will be offered the rest of the student body.
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
4
CREDIT WEEKS:
2
DOMESTIC VISITING:
NO
INTERNATIONAL VISITING:
NO
GRADED:
Pass/Fail
COURSE QUALIFICATIONS:
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: NO
COURSE LENGTH:
2 weeks daily except weekends
DIRECTOR:
Benjamin Kinnear, MD
kinneabn@ucmail.uc.edu
513-556-3642
CCHMC
Rita Schlanger
SCHLANRV@UCMAIL.UC.EDU

ADMINISTRATIVE SUPPORT PERSON:
Annaliese Daniels
olsiesam@ucmail.uc.edu

SITE(S):
UCMC - Medical Arts Bldg
MAX ENROLL:
4 
ROTATIONS:
Rotation Dates Max
11 02/09/2026 - 02/20/2026 4
12 02/23/2026 - 03/06/2026 4

NOTE: If a rotation is offered in both 2 and 4 week slots, the max capacity is limited to the actual spots offered for the 4 weeks. (ie: the 2 week rotations listed share the max of the 4 week rotation)
WORKING HOURS:
Meets every morning (M-F) until noon, with assignments and readings each afternoon in preparation of
REPORT 1ST DAY:
Aaron Marshall, PhD – 267-229-6040 Ben Kinnear, MD, MEd – 314-541-4667
COMMENTS:
none

INSTRUCTION

LEARNING ACTIVITIES:
  • Discussion-Small Group (Small Group (=12)
  • Journal Club
  • Lecture
  • Reflection
  • Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
LEARNING ENVIRONMENT POLICIES:
UCCOM strives to provide medical students with a learning environment that is conducive to their professional growth. All UCCOM and visiting medical students are encouraged to review the Student Handbook.

The Office of Student Affairs and Admissions is available to all UCCOM and visiting medical students to discuss any concerns/questions related to the learning environment. Please call 558-6796 to access faculty/staff that can assist you.
TEACHING:
70% Attending Physician
20% Research Faculty
10%
FEEDBACK:
ASSESSMENT:

ASSESSMENT METHODS:
Multisource Assessment (a formal assessment of performance by supervisors, peers, patients, and coworkers)
Participation
Self-Assessment
FINAL GRADE:
GRADE ASSIGNED BY:

OBJECTIVES

Curricular Resources :
 


Primary literatures sources utilized for discussion are available through the health science library and/or distributed to the enrollees.
Knowledge/Skills:
 


  • Describe the information processing model
  • Integrate retrieval practice, spacing, interleaving, and elaboration into learning plans
  • Describe the differences between formative and summative assessment
  • Provide feedback to peers and learners
  • Write learning objectives
  • Give small or large group presentations using PowerPoint
  • Teach in clinical situations using one of the following frameworks: OMP, SNAPPS, Bloom’s taxonomy
  • Complete a project map for a medical education scholarly project
  • Describe the strengths and limitations of qualitative research
  • Provide feedback to a colleague on their teaching
  • Develop a teaching philosophy using self-reflection
  • Identify and discuss your predominant paradigm/worldview with regard to medical education
  • Identify ways in which your program’s curriculum could be improved
Main Course Topics :
 


medical education, learning theory, pedagogy, teaching methodology
Procedures:
 none
Remediation Plan:
 


Participants who accumulate a combination of (a) 1-2 uncompleted assignments and/or (b) 1-2 absences from morning discussions will be given a self-directed remediation assignment. Missing a combination of >2 assignments and/or morning discussions will result in receipt of a failing grade.

SAMPLE WEEK

SCHEDULE NOTE:

 

ATTENDANCE AND ABSENCE POLICY

 

Session Attendance for M4 Students

  • Students may miss no more than two days of planned excused absences on a four week rotation without being required to make-up the work, at the discretion of the clerkship/elective/course director or his/her designee.
  • Non-AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the clerkship director to best align with the site schedule. Students may request to schedule 1 or more of these 4 days for planned absences that fall under 1 of the categories listed below for excused absences during non-AI rotations, in consultation with the course/elective director, who may or may not approve such planned absences.
  • AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the course director to best align with the site schedule. Students may request to schedule 1 or 2 of these days for planned absences that fall under 1 of the categories listed below for excused absences during AI rotations, in consultation with the course director, who may or may not approve such planned absences. Students must avoid scheduling Step 2 examinations during an Acting Internship.
  • Excused Absences - The following will be considered excused absences:
    • Diagnostic, preventative, and therapeutic health services (e.g. doctor appointments, physical therapy, counselling, etc).
    • Personal illness, accident or a major catastrophic event
    • Death or serious illness of immediate family members. Immediate family members, as defined by UC, are Grandparents, Brother, Sister, Brother-in law, Sister-in-law, Daughter-in-law, Son-in-law, Father, Mother, Mother-in-law, Father-in-law, Step-sister, Step-brother, Step-mother, Step-father, Spouse or domestic partner, Child, Grandchild, legal Guardian or other person who stands in place of parent (in Loco Parentis)
  • Whenever possible, planned absences should be requested a minimum of six weeks in advance of the start of the clerkship/elective/course in which the absence will occur; this enables the clerkship/course/elective to help plan for educational event scheduling (e.g. a known appointment could be scheduled around with enough notice and the student might not have any required coursework to make up). Absences requested less than 1 week prior to the planned absence may not be considered for a possible excused absence unless extenuating circumstances prevented the student from providing timely notification per the policy. Students should first submit their request for a planned absence to the clerkship/elective/course director using the online MSSF. All planned/excused absences for any reason should be documented on the MSSF.
  • The COM abides by the UC Religious Observance Policy that respects the religious diversity of its students by providing opportunities, where possible, for accommodation in cases where conflicts exist between students’ religious beliefs/practices and educational activities. In clinical settings, such accommodations must honor the primacy of a commitment to patient care and avoid unduly burdening faculty, staff and the general student population involved in the affected educational and/or patient care activity.
  • The following items are explained in detail in the Medical Student Handbook:
    • Excused/unexcused/unplanned absence, religious holidays, jury duty, and make-up work

See Attendance and Absences Policy, Religious Observance Policy, Medical Student Handbook.




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