Advocating for healthcare education
Developing educators through a structured framework
Acquire competencies in accredited stackable programmes
Cultivating a culture of educational scholarship
Join like-minded educators and learners to discuss and evaluate educational articles
As technology increasingly intersects with education, there is a need to provide more training opportunities that support and enhance Technology Enhanced Learning (TEL) among health professionals.
The Executive Certificate (EC) will be an added incentive to health professions educators as the formal qualification will serve as a further statement of their commitment to educational excellence. The sense of achievement in acquiring an Executive Certificate will also encourage them to pursue lifelong learning.
Digital and online technology can fundamentally redefine the nature of the classroom. Blended, online, extended reality (XR) and simulated learning environments can stimulate, enhance, and amplify interactive and participative learning. Courses that blend pedagogically-sound learning technologies can be highly effective if delivered appropriately and to a high standard, with participating students deriving high levels of satisfaction. Availability of high-quality materials delivered through a range of media (online, mobile, XR) helps create an inclusive educational experience. At the same time, more interactive teaching methods allow students to actively participate in shaping their learning, involving them in their own learning journey, and empowering them to develop practical and transferable skills.
TEL has surged in prominence with the current pandemic. However, many health professions educators struggle with the available educational technologies, not just with the technical details, but also understanding when and how best to use them, as well as the underpinning educational principles that support their use. Thus, there is a need and desire for a more formal course that will provide health professions educators with the necessary educational frameworks, understanding and practical skills to critically evaluate and incorporate existing educational technologies in their own teaching practice to promote and encourage learning.
The programme consists of two core modules and five electives*:
*You will only need to choose two out of the five electives to complete this EC.
GMS5301 Principles of Learning and Teaching in the Professions (Core)
This module will give you a framework to develop the skills necessary for course design, teaching, learning, assessments, and facilitating learning within your professional context. You will have opportunities to build your confidence in teaching practice through reflection and participation in a community of practice. With your peers, you will be exploring learning theories, course design and good instructional practices. Finally, this module will provide you with opportunities to put theory into practice in the form of a microteaching activity or portfolio where you will receive feedback from your peers and experts.
By the end of the course, participants will be able to:
GMS5302 Principles and Applications of Technology Enhanced Learning (Core)
This module aims to introduce participants to the principles of teaching and learning when using technology. You will have the opportunity to explore, evaluate and incorporate existing technologies in your own teaching practice to promote and encourage learning. This module will provide the theoretical foundation for those who wish to further explore advance topics in using technology to enhance learning.
GMS5311 Fundamentals of Simulation-based Education in Health Professions Education (Elective)
This module will expose participants to the fundamentals of simulation-based education (SBE) in healthcare. The module will explore the educational theories applied to SBE, scenario design, creating safe learning environments, and facilitating immersive simulation, touching on feedback and debriefing. You will have to opportunity to design, develop and implement a simulation-based educational activity specific to your healthcare setting.
GMS5312 Immersive Learning (Elective)
This course will provide an introduction to immersive learning, an approach that makes use of Extended Reality (XR) technologies to create a highly interactive virtual or simulated environment where learners can be fully immersed in the learning process. During the course, you will learn about the principles of immersive learning and key XR enabling technologies. You will also learn to recognise the opportunities and challenges presented by immersive learning, as well as evaluate their use in healthcare education.
This course aims to introduce you to the world of using games for learning. Games are usually associated with entertainment, but “serious games” are designed with a specific intent and purpose. You will learn about the principles of designing games and be able to evaluate the use of serious games for learning and patient care.
By the end of the course, participants will be able to:
In learning analytics, educators use technology to improve learning by capturing course delivery and student learning data to report on the student’s performance. Through learning analytics, we can obtain objective traces of data to understand student learning and do a faster iteration to close the loop of teaching, learning and feedback to improve students’ learning experience. During this module, you will learn to design and identify student learning data collection, handle, clean and curate data, visualise and analyse student performance data, formulate the possibilities of providing real-time feedback and be equipped with skills for decision making.
This module is designed to introduce healthcare professionals to the fundamental principles in medical education assessment practice. Participants will explore the foundations of evidenced based assessment theories and practice that are most suitable for use in the healthcare sector. A special focus of this module will be the implementation of authentic and valid online assessments. Formative and summative online assessments will be explored, in addition to the appropriate delivery of actionable feedback.
The award of the
NUS Executive Certificate requires the successful completion of four one modular credit (1MC) modules in the programme with at least a “C” grade in each of the modules. Participants may repeat the modules (with fees) to obtain a “C” grade or higher, as long as they have not exceeded the maximum candidature period. Participants who do not obtain at least a “C” grade in any of the modules within the maximum candidature will be issued a Certificate of Participation for the module.
There is no minimum candidature period for the Executive Certificate programme. The maximum period is 24 months.