91ֱ����Ƶ

The mission of the Medical Education Leadership Program is three-fold:

• Teaching:  To prepare medical and health professionals to grow as educators and leaders in  academic settings.
• Research: To contribute to the knowledge base of the field of medical education and leadership by refining existing knowledge or developing new knowledge.
• Service: To provide technical assistance and professional service to academic sites within Maine and New England.

Program Goals

These programs reflect a vision of the medical education leader as a master teacher and executive leader. The student learning outcomes are adapted from the Educational Leadership Constituent Council (ELCC) standards in educational leadership.

A medical education leader promotes the success of all learners by:

•  Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the health care community
• Advocating, nurturing, and sustaining an institutional culture and an instructional program conducive to student learning and faculty professional growth.
• Ensuring the management of the organization and resources for a safe, efficient, and effective learning environment.
• Collaborating with physicians and health care community members, responding to diverse community interests and needs, and mobilizing community resources.
• Acting with integrity, fairness, and in an ethical manner.
• Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
• Conducting, promoting and mentoring medical education research and scholarship as the profession moves toward evidence-based education.

The Graduate Programs in Medical Education Leadership (MMEL) are a joint project between the College of Osteopathic Medicine at the 91ֱ����Ƶ and the Office of Medical Education at Maine Medical Center. The purpose of these programs is to prepare individuals to assume or enhance educational leadership roles in a variety of medical and health care training programs. The programs are designed to provide advanced education in the areas of curriculum and instruction, leadership and administration, and educational research and evaluation with opportunities for application to each individual’s unique professional environment.

The 91ֱ����Ƶ is accredited through the New England Association of Schools and Colleges. The 91ֱ����ƵBoard of Trustees approved the Master of Science in Medical Education Leadership and graduate certificates on June 1, 2007. The Maine State Board of Education unanimously approved MMEL on May 14, 2008.

ACADEMIC PREREQUISITES    

To be considered for admission, you must have

• Completed a Bachelor’s or higher degree from a regionally accredited college or university related to the health professions or the equivalent for faculty in academic medicine
• For applicants who do not have a graduate degree, the Bachelor’s degree must have been completed with a minimum grade point average of 3.0
• Official transcripts from  ALL colleges and universities attended must be submitted to the Office of Graduate and Professional Admissions

Technology Requirements

• Access to the Internet and a computer with audio capability
• Students must have key computer competencies and the willingness to learn new software applications
  • Create, edit, and save new documents in MS OFFICE programs – WORD, EXCEL, & POWER POINT
  • Create a table in a WORD document
  • Use ‘track changes/review functions
  • Change parameters such as page numbers, paper orientation, margins, proportions, etc.
  • Manage files, folders, and databases on a personal computer
  • Attach/detach documents to/from email messages.

PROCEDURES AND POLICIES

• Applications for admission are submitted through UNE’s .
• Students may start the MMEL program in any semester.  Due dates for applications indicate the date when a completed electronic application and all supporting documentation should be received in the Office of Graduate and Professional Admissions. Applications are not considered complete until all documentation materials have been received.
• Applications are reviewed as they are received.  Admissions are on a rolling basis with decisions being made by the program Admissions Committee as files are completed.  Applications received after the due date for one term will be reviewed on a space available basis or for admissions into the next available term. Applicants are encouraged to complete the application early.
• Official decision letters are sent to candidates from the Office of Graduate and Professional Admissions once a decision is made by the program Admissions Committee.
• Applications are reviewed as they are completed and decisions are made on a rolling basis. 
• International applicants and applicants with international degrees must have transcripts evaluated for degree and grade equivalency to that of a regionally accredited US institution. Foreign medical graduates who are US citizens or permanent US residents may submit a copy of the ECFMG certificate as verification of equivalency of medical degree. See International Admissions
• All applicants to 91ֱ����Ƶmust be able to understand and communicate in English to be admitted to the university.  91ֱ����Ƶaccepts several methods of English Proficiency, see International Admissions. English Proficiency requirement must be completed at the time of application.

For additional information on the admissions process and requirements, please access the Medical Education Leadership website.

Policy exceptions

The Master of Science in Medical Educational Leadership program and the MMEL Admissions Committee reserve the right to make exceptions to the admissions criteria and to make changes or exceptions to policies and procedures, on a case by case basis, when it deems such a decision is necessary and appropriate.

Upon acceptance to the master'sprogram, students may request to transfer up to two 3-credit graduate level courses (maximum of 6 credits) into the MMEL program.  The courses must meet the following criteria:

• Graduate-level courses taken after the receipt of any other degree
• Completed within the five (5) years before application to MMEL program
• Completed at a regionally accredited college or university
• Completed with a grade of ”B” or higher
• Equivalent to courses required in the MMEL program or used as an elective

To request consideration for transfer credit, students must provide official transcripts, course syllabus and outline, along with a succinct statement justifying the course equivalency of the course (or courses) for which they are requesting transfer credit. Materials will be reviewed by the MEL Director. Transfer credit is awarded at the discretion of the faculty and the Admissions Committee.

Transfer Credit for Harvard Macy Institute Program

UNE’s Master of Science in Medical Education Leadership (MMEL) Program, in accordance with an agreement between the University and Harvard Macy Institute, will accept the following institutes as transfer credit into the MMEL program:

• “Leading Innovations in Health Care and Education” (3 elective credits)
• “A Systems Approach to Assessment in Health Science Education” (3 elective credits)
• “Program for Educators in Health Professions” (6 elective credits)

To request the transfer of credit the applicant will submit a copy of the institute certificate of CME credits and the applicant’s project materials to the MEL Director for review, to assure that student learning and achievement are comparable in breadth, depth, and quality to the results of university provided courses.

Transfer Credit for Society of Teachers of Family Medicine (STFM)

UNE’s Master of Science in Medical Education Leadership (MMEL) Program, in accordance with an agreement between the University and STFM, will accept the following institutes as transfer credit into the MMEL program:

• The Medical Student Educators Development Institute (MSEDI) (3 credits)
• The STFM Emerging Leaders program (3 credits)

To request the transfer of credit, the applicant will submit a copy of the institute certificate of CME credits and the applicant’s project materials to the MMEL Director for review, to assure that student learning and achievement are comparable in breadth, depth, and quality to the results of university provided courses.

Transfer Credit for Center for Medical Simulation institutes

UNE’s Master of Science in Medical Education Leadership (MMEL) Program, in accordance with an agreement between the University and the Centre for Medical Simulation, will accept the following institutes as transfer credit into the MMEL program:

• Comprehensive Instructor Workshop for Simulation Educators (3 credits)
• Host-Site Simulation as a Teaching Tool (3 credits)
• Graduate program for Simulation Educators (3 credits)

The CMS Executive Director or the Director of the Institute for Medical Simulation (IMS) should be asked to write a letter of recommendation for the participant to be used in the application process to MMEL.  In order to receive transfer credits for institutes, applicants to MMEL must submit a copy of the Institute certificate. Applicants will write a description of the impact of the course on their work in simulation education and send to the MEL Director for review to assure that student learning and achievement are at least comparable in breadth, depth, and quality to the results of university-provided courses.

TRANSFER CREDIT FOR AMERICAN COLLEGE OF EMERGENCY PHYSICIANS (ACEP)

UNE’s Master of Science in Medical Education Leadership (MMEL) Program, in accordance with an agreement between the University and the ACEP  will accept the TEACHING FELLOWSHIP as three elective/transfer credit into the MMEL program.

The ACEP Executive Director or the Director of the Teaching Fellowship should be asked to write a letter of recommendation for the participant to be used in the application process to MMEL.  In order to receive transfer credits for institutes, applicants to MMEL must submit a copy of the Fellowship certificate and the applicant’s project materials to the MEL Director for review, to assure that student learning and achievement are comparable in breadth, depth, and quality to the results of university provided courses.

ADVANCED STANDING

Individuals who have completed one of our graduate certificates (Program Development in Academic Medicine or Leadership Development in Academic Medicine) may apply to the Master's in Medical Education Leadership within five years of completing a single course or within five years of completing the graduate certificate in academic medicine.  All certificate courses will count towards the Master's degree. 

Experiential Learning

No credit will be awarded to students for experiential learning.

The program reflects a vision of the medical education leader as a master teacher and executive leader.  The student outcomes are adapted from the Educational Leadership Constituent Council (ELCC) standards in educational leadership.

A medical education leader promotes the success of all learners by:

• Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the health care community.
• Advocating, nurturing, and sustaining an institutional culture and an instructional program conducive to student learning and faculty professional growth.
• Ensuring the management of the organization and resources for a safe, efficient, and effective learning environment.
• Collaborating with physicians and health care community members, responding to diverse community interests and needs, and mobilizing community resources.
• Acting with integrity, fairness, and in an ethical manner.
• Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
• Conducting, promoting and mentoring medical education research and scholarship as the profession moves toward evidence-based education.

Satisfactory Academic Progress

Students must maintain a cumulative grade-point-average (GPA) of 3.0 (B) or better. Failure to do so will result in academic probation and possible termination from the program. Students receiving a grade below B- (80 pts) in any course will be immediately placed on academic probation in the Medical Education Leadership Program. A student receiving a grade below B- (80 pts) has the option to re-enroll and repeat the course to achieve a grade of B- (80 pts) or better. Any student who fails two or more classes is dismissed from the program.

Program Completion TimelineS

Students must complete the Master’s in Medical Education Leadership within five consecutive years of admission to the program, unless the Dean has approved a specified leave of absence.  Students must complete a certificate within two consecutive years of admission to the certificate program, unless a specified leave of absence has been granted by the Dean.

Students who re-enroll following withdrawal will have their previous coursework evaluated for applicability to the existing academic requirements. Coursework that is more than five years old may not be accepted for credit in the MMEL programs.

Faculty establish their individual grading criteria and grading scale in courses which they teach. Traditionally, UNE’s Quality Points/Scale assigned to grades are as follows:

Note:  Grades below 80 points are considered marginal and a failing grade.

Incomplete Grades

An incomplete 'I’ grade may be given by the faculty to a student who is doing passing work in a course, but who, for reasons beyond his/her control, is not able to complete the work on time. The student must request an incomplete from the faculty (by letter or via e-mail) at least one week prior to the end of the term in which the student has registered for the course. The 'I' grade must be changed within the time limit determined by the faculty. Until changed, the ‘I’ grade defers computation of credits and grade points for the course to which it is assigned. Failure to complete the work before the limitation date, or within the time imposed by the faculty, results in the assignment of an administrative *F grade for the course. Once an 'I' grade is removed, academic standing will be updated according to good standing or probationary standards. The student will be required to retake and repay for the course in order to receive credit when an administrative *F has been given.

Repeated Courses and Grades

Most courses in the Medical Education Leadership Program are offered at least once per year. If a student fails to meet the minimum required grade (B-), the student is allowed to repeat the course; however, the student must wait until the next time that course is offered in the schedule. The student repeating a course must register for the repeated term and must pay full tuition and fees.

Upon completion of a repeated course, a new listing and assigned grade are placed on the student's transcript. The original course listing and grade remain on the student's transcript. All courses are listed chronologically on the transcript by semester and academic period in which they are enrolled. However, only the second or last course taken will receive credit on the student's transcript, and only the second or last grade received will calculate into the cumulative GPA.

Master of Science: Medical Education Leadership (33 credits)

The Master of Science curriculum totals 33 credits. Courses are offered continuously over each 12-month cycle. Students are required to develop an electronic professional portfolio as evidence of their competence in the seven medical educational leadership standards. Students also submit one exhibit from each course. The portfolio exhibits show growth in written and oral communication skills as well as medical education leadership standards. 

Certificate: Program Development (12 credits)

This 12-credit program provides students with the core program development concepts in curriculum, instruction, assessment and evaluation. This set of courses is one of the foundations for the 91ֱ����ƵMaster of Science in Medical Education Leadership.  

Certificate: Leadership Development (12 credits) This 12-credit program provides students with the core leadership development concepts in personnel development, organization development, business/finance, and leadership skill training. This set of courses is one of the foundations for the 91ֱ����ƵMaster of Science in Medical Education Leadership. 

MEL 604 Curriculum Design and Program Development (3 cr)

Curriculum work is a complex and sophisticated endeavor. Students will come to understand the curriculum and program planning process by working through experiences that will promote the cognitive, personal and social development of curriculum planners. The course challenges curriculum planners to be inquirers and to critically examine the practices of medical and other clinical educational programs. Students  explore questions both in theory and in practice by examining the foundations and principles of curriculum development. Students also consider the institutional context and the collaborative nature of much of curriculum work. The course provides numerous practical ideas for engaging in the work of curriculum development and implementation.

MEL 605 Improving Instructional Effectiveness (3 cr) 

This course introduces key concepts in theories of learning, adult learning principles, and their application to instructional design and improved teaching and learning. Theoretical and practical approaches to organizing learning experiences in a variety of settings [large group, small group, teams, ambulatory, bedside, Operating Room, simulations, and technology] will be examined. Students will be asked to describe the application of these approaches to their own learning environment.

MEL 606 Learner Assessment in Medical Education (3 cr)

Assessing learner outcomes is an essential component of any educational activity and applies to individual sessions as much as to multi-year curricula. Such assessment is critical to making decisions – decisions about improving the curriculum, advancing students, competence attainment, program evaluation and numerous others. This course addresses the procedures and practices that produce high-quality assessment information that can support these decisions. Students closely examine the learning goals of a curriculum and how they can be translated into measureable outcomes. Students also probe the nuances of different types of outcomes and how these differences link to preferred assessment methods. These activities are structured around the development of an Assessment Blueprint that each course participant will design.

MEL 610 Leadership Skills in Medical Education (3 cr)

This course introduces multiple concepts and theories regarding leadership approaches and skills, and student apply such concepts for medical education leaders. The course will focus on differences between leadership vs. management and specific areas necessary for a successful leader [e.g., meeting management, communications, negotiation techniques, marketing]. Students explore their own preferred leadership styles.  As much as possible, students will describe application of this new knowledge and/or skills to their own current situations.

MEL 611 Professional Development: Developing a Culture of Life-long Learning (3 cr)

This interactive course is designed to provide students with a comprehensive introduction to human resource issues important to leaders in medical education. The content includes team building, communication styles, conflict resolution, hiring, engaging and retaining staff, development of professional portfolios, and recognition of contributions to educational programs. Participants will bring a human resource case study for analysis at the outset, and throughout the course, they will collaborate with classmates to identify best practice solutions.

MEL 612 Organizational Development: Fostering a Learning Environment (3 cr)

This course introduces multiple concepts and theories regarding organizational development, and students apply these concepts to medical education leadership. The course focuses on differences between types of organizations, smaller components within organizations, meeting management, succession planning, and politics. Students explore their own role within organizations as they foster a learning environment.  As much as possible, students will describe application of this new knowledge and/or skills to their own current situations.

MEL 615 Business and Finance in Academic Medicine

This course provides the essential foundation for understanding the business and financial operations of business entities especially academic medical institutions. The curriculum is designed for medical students, physicians, and other medical professionals. Special emphasis will be placed on the business operations and financial management of academic institutions. A thorough understanding of the concepts will be learned through the assignment of problem sets and cases. Students will be equipped to take an active role and provide leadership in the various aspects of business and financial decision making within any medical organization.

MEL 620 Research Methods in Medical Education (3 cr)

The central focus of the course is the study of the concepts, principles, and methods of research and program evaluation in medical education. The course emphasizes the principles of research and evaluation design, how to access current research in medical education and write a research review, sampling procedures, tools of data collection and data analysis, and the scientific method of problem solving.  The goals of the course are: (1) to strengthen the skills of critical thinking and reasoning that are necessary to become better consumers and producers of research and evaluation in medical education, (2) to strengthen skills necessary to be competent communicators of findings from research and evaluation in medical education, (3) to build capacity for reflective practice and habits of mind as a leader in medical education research and evaluation, and (4) to prepare students for an applied research project.

MEL 651-652 Applied Project in Academic Medicine I & II (6 cr)

Each student will consult with the assigned course advisor to identify an educational issue of professional importance in his or her unit or institution. The applied project provides an opportunity to show the integration of knowledge and skills from multiple core courses and synthesize the formal knowledge into field-based applications. Within the applied project, the learner observes the nature, scope, and function of medical education leadership in the natural setting.  Students can choose to continue with the research plan from Mel 620 or start a new project.

Electives: Must be approved by MEL Director

MMEL espouses a belief in student choice by offering six credits of electives.  The program also allows for two electives (six credits) that may be selected as MEL 615 Business and Finance in Academic Medicine, MEL 639 Independent Study, an approved course selected from the UNE Master’s in Public Health Curriculum,  an academic course transferred from another institution, or an approved external fellowship program or institute.

MEL 615 Business and Finance in Academic Medicine

This course provides the essential foundation for understanding the business and financial operations of business entities especially academic medical institutions. The curriculum is designed for medical students, physicians, and other medical professionals. Special emphasis will be placed on the business operations and financial management of academic institutions. A thorough understanding of the concepts will be learned through the assignment of problem sets and cases. Students will be equipped to take an active role and provide leadership in the various aspects of business and financial decision making within any medical organization.

MEL 639 - Independent Study in Medical Education (3-6 cr)

Each student can chose to meet this requirement in part through an independent study, completed with little or no supervision. Independent studies provide students the opportunity to explore their interests deeper and make important decisions about how and where they will direct their time and effort. Each student will consult with the Program Director to design an independent study as elective credits in an area that is not addressed by the core courses of the Master’s degree. The work for an independent study should be comparable to a core course in breadth, depth, and quality.  Below is an outline of the process that students follow to set up an independent study:

• Discuss with program director the possibility of conducting an independent study.
• Generate a basic idea: a topic for deeper study or a creative endeavor.
• Complete and submit the Independent Study Proposal form for review and approval by the Director.
• The proposal lists the Topic, Learning Outcomes/Performance Indicators, Learning Activities, Learning Resources, Learner Assessments, and Timeline. After approval, the proposal is attached to the 91ֱ����ƵIndependent Study Registration form.
• After registration, the student completes the independent study with little to no supervision

MEL 655 – Professional Portfolio (0 cr, no tuition)

During the two-year program, students will fill an electronic portfolio with evidence of growing competency as a medical education leader.  Upon graduation, the student will have a robust electronic document that will focus on medical education leadership, but also be part of a professional record for current and future professional positions.  A portfolio is a record of growth, achievement, and professional attributes.  It illustrates progression to competence over time.  The portfolio itself is the product of, and cannot be separated from, the reflection and assessment processes required to produce it. The Exhibits will demonstrate evidence of competence for each of the seven (7) MMEL outcomes: educational vision, program development/staff development, organizational management, collaboration skills, ethics, educational context, and research capacity.  In addition, a set of exhibits is selected from course projects.  The portfolio will be presented at the end of the program for review.  The Portfolio serves several purposes: a record and display of professional goals, growth, and achievement; a collection of materials that demonstrate competency; an exhibit of work that supports self-marketing upon graduation; a foundation for career-long self-directed professional growth.

Student outcomes are adapted from the Educational Leadership Constituent Council (ELCC) standards in educational leadership.

A medical education leader promotes the success of all learners by:

• Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the health care community.
• Advocating, nurturing, and sustaining an institutional culture and an instructional program conducive to student learning and faculty professional growth.
• Ensuring the management of the organization and resources for a safe, efficient, and effective learning environment.
• Collaborating with physicians and health care community members, responding to diverse community interests and needs, and mobilizing community resources.
• Acting with integrity, fairness, and in an ethical manner.
• Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
• Conducting, promoting and mentoring medical education research and scholarship as the profession moves toward evidence-based education.

Audit Policy
A student may, with prior consent of the instructor and the Medical Education Leadership director or designee, enroll in a course for an audit grade (AU). This must be requested at the time of registration for the course and must be accompanied by signed approval of the instructor and program director or designee. This applies to both matriculated and non-matriculated students. Reversal or change of an audit grade is not possible. Once enrolled for AU the grade becomes permanent on a student's academic record. The student who wishes later to be graded for such a course must re-enroll in the course and pay for graded credit. In auditing a course, the student is expected to complete all lectures and discussion boards, but is not permitted to submit course work for evaluation, take examinations, receive grades, or earn credit. Auditing a course does not count toward enrollment status (i.e., part-time, full-time, etc.) and therefore cannot be considered for financial aid purposes, or veteran's benefits.

Probation/Dismissal

Students must maintain a cumulative grade-point-average (GPA) of 3.0 (B) or better. Failure to do so will result in academic probation and possible termination from the program. Students receiving a grade below B- (80 pts) in any course will be immediately placed on academic probation in the Medical Education Program. A student receiving a grade below B- (80 pts) has the option to re-enroll and repeat the course to achieve a grade of B- (80 pts) or better. Any student who fails two or more classes is dismissed from the program.  The Program Director may make modifications to the process described above because of extenuating circumstances. 

Course withdrawal

Students may withdraw from a course prior to the course start date by notifying the program office in writing. As all courses officially begin on a Saturday, students must notify the program office  during business hours no later than the Friday prior to the start date. A student may withdraw from a course without academic penalty with a grade of W at any time during the first two-thirds of the semester as specified in the current academic calendar. If withdrawal occurs after that date, the grade of WP (withdrew passing) or WF (withdrew failing) will be entered. The grade of WF is computed in the grade point average. Course withdrawals will result in tuition refunds based on the short-term courses refund schedule noted in the Financial Information for Graduate Programs.  Non-matriculated students will forfeit their registration fee. Not logging into a course does not constitute a withdrawal.

Leave of Absence

Students must enroll and successfully complete at least one course per semester.  A leave of absence (LOA) for a specified period of time, not to exceed one (1) academic year, may be granted to a matriculated student with the authorization of the academic dean, program/school director or designate and upon completion of the required Request for Leave of Absence form from the respective program/school director, or Registration Services.  Application for readmission is not necessary if the student returns as planned; however, the student who does not return at the specified time will be administratively withdrawn and will be subject to readmission procedures.  Policy on leave of absence tuition credit is found in respective Financial Information sections of this catalog.  This LOA period is considered part of the five years to complete the MMEL program or two years to complete the certificate.

University/ Program Withdrawal

All matriculated students who wish to withdraw from the University must complete a University Withdrawal form available from Registration Services. Documentation must be signed by designated academic and administrative authorities. Student responsibilities include: (a) knowledge of the University's policies regarding refund of tuition and/or fees as stated in respective catalog; and (b) return of University identification (ID) card to the Office of Student Affairs. The University reserves the right to withhold the issuance of refunds and transcripts until the process has been completed. Following withdrawal, any student wishing to re-enroll at the 91ֱ����Ƶ must apply through the Office of Graduate and Professional Admissions.

Academic Dishonesty

The 91ֱ����Ƶ regards academic integrity as an essential component to the educational process. Charges of academic dishonesty will be handled through the dean of the appropriate College. Academic dishonesty includes, but is not limited to:

• Cheating, copying, or the offering or receiving of unauthorized assistance or information.
• Fabrication or falsification of data, results, or sources for papers or reports.
• Action that destroys or alters the work of another student.
• Multiple submission of the same paper or report for assignments in more than one course without permission of each instructor.
• Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Students With Disabilities

Students with disabilities who require accommodations or modifications should communicate their needs to the Director, Office of Students With Disabilities, 91ֱ����Ƶ, 11 Hills Beach Road, Biddeford, ME 04005. (207) 602-2815. Please allow time for course modifications to occur. Ideally, students should contact the Office on the same date that they register for a course.  Timely accommodations are dependent on early registration with Disability Services.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.