HSED Student Handbook 2016-2017

STUDENT HANDBOOK 2016-2017

Welcome!Welcome to the Health Science Education (HSED) program at McMaster University. We are pleased that you have selected our program to pursue further education.

The HSED program is designed for clinicians in a health sciences fi eld who wish to strengthen their abilities as educators in their area of expertise and to develop profi ciency in education scholarship.

This handbook provides students with resources that will aid in successful completion of a Master’s of Science degree in Health Sciences Education. Please note that this handbook is a compliment to the School of Graduate Studies Calendar. Be sure to also refer to the ‘Current Students” section of the SGS website (http://graduate.mcmaster.ca/graduate-students/current-students) as well as the School of Graduate Studies Calendar for the most up-to-date information regarding sessional dates, deadlines, enrollment information, helpful forms, and more.

We wish you all the best during your time in the program, and again, welcome!

Dr. Kelly DoreDirector(905) 525-9140 ext. 22956 [email protected]

Dr. Lawrence GriersonAssociate Director(905) 525-9140 ext. 22738 [email protected]

Darci HillAdministrative Assistant(905) 525-9140 ext. 23114 [email protected]

School of Graduate Studies Gilmour Hall 212(905) 525-9140 ext. 23679 [email protected]

Graduate Student Association Refectory Rathskeller Building (905) 525-9140 ext. 22043 [email protected]

Office of Academic Integrity MUSC 211(905) 525-9140 ext. 24303 [email protected]

McMaster Research Ethics Board Gilmour Hall 305(905) 525-9140 ext. 23142 [email protected]

Office of Student Financial Aid & ScholarshipsGilmour Hall 120(905)525-9140 ext. 24319 [email protected]@mcmaster.ca

Student Accessibility Services MUSC B107(905)525-9140 ext. [email protected]

Student Success Centre Gilmour Hall 110(905)525-9140 ext. 24254 [email protected]

International Student Services Gilmour Hall 110(905)525-9140 ext. [email protected]

PLEASE NOTE: If there is any discrepancy between a department or program handbook and the School of Graduate Studies Calendar, then the School of Graduate Studies Calendar shall prevail. Thank you.

Dr. Kelly DoreDirector(905) 525-9140 ext. [email protected]

Dr. Lawrence GriersonAssociate Director(905) 525-9140 ext. [email protected]

Darci HillAdministrative Assistant(905) 525-9140 ext. 23114

[email protected]

School of Graduate StudiesGilmour Hall 212(905) 525-9140 ext. [email protected]

Graduate Student AssociationRefectory Rathskeller Building(905) 525-9140 ext. [email protected]

Offi ce of Academic IntegrityMUSC 211(905) 525-9140 ext. [email protected]

McMaster Research Ethics BoardGilmour Hall 305(905) 525-9140 ext. 23142ethicsoffi [email protected]

Offi ce of Student Financial Aid & ScholarshipsGilmour Hall 120(905)525-9140 ext. [email protected]@mcmaster.ca

Student Accessibility ServicesMUSC B107(905)525-9140 ext. [email protected]

Student Success CentreGilmour Hall 110(905)525-9140 ext. [email protected]

International Student ServicesGilmour Hall 110(905)525-9140 ext. [email protected]

Welcome!Welcome to the Health Science Education (HSED) program at McMaster University. We are pleased that you have selected our program to pursue further education.

The HSED program is designed for clinicians in a health sciences field that wish to strengthen their abilities as educators in their area of expertise and to develop proficiency in education scholarship.

This handbook provides students with resources that will aid in successful completion of a Master’s of Science degree in Health Sciences Education. Please note that this handbook is a compliment to the School of Graduate Studies Calendar. Be sure to also refer to the ‘Current Students” section of the SGS website (http://graduate.mcmaster. ca/graduate-students/current-students) as well as the School of Graduate Studies Calendar for the most up-to-date information regarding sessional dates, deadlines, enrollment information, helpful forms, and more.

We wish you all the best during your time in the program, and again, welcome!

PLEASE NOTE: If there is any discrepancy between a department or program handbook and the School of Graduate Studies Calendar, then the School of Graduate Studies Calendar shall prevail. Thank you.

FACULTY NAME HOME UNIT DEGREE & UNIVERSITY AREA OF EXPERTISE

Ilana Bayer Pathology PhD, Toronto Learning Technologies, Pathology

Bruno Borges Anesthesia MD Education in Simulation, Anesthesia

Kelly Dore Medicine PhD, McMaster Research Methods

Lawrence Grierson Family Medicine PhD, McMaster Research Methods

Bonny Jung Rehabilitation Science PhD, Western Interprofessionalism, Rehabilitation

Science

James Lyons Kinesiology PhD, Simon Fraser Visual feedback, Acquisition and Execution of Motor Skills

Lynn Martin Nursing EdD OISE Scholarship of Teaching and Learning, Nursing

Meghan McConnell Clinical Epidemiology and Biostatistics PhD, McMaster Research Methods

Colleen McKey Nursing PhD, Capella Leadership, Nursing

Pat Miller Rehabilitation Science PhD, McMaster Assessment, Professionalism, Clinical

Competence

Sandra MonteiroClinical Epidemiology Biostatistics, Radiology PhD, McMaster Research Methods, Statistics

Alan Neville Oncology MD, AberdeenM.Ed, OISE Leadership, Oncology

Geoff Norman Clinical Epidemiology and Biostatistics PhD, McMaster Research Methods,

Educational Psychology

Joanna Pierazzo Nursing PhD, Western Educational Psychology, Simulation-based Learning

Harold Reiter Oncology MD, TorontoM.Ed, OISE Evaluation

Matthew Sibbald Cardiology MD, Toronto MHPE PhD, Maastricht

System Processing, Cognitive Load Theory

Ranil Sonnadara Surgery PhD, McMasterFeedback, Competency-Based Education and Acquisition of Motor Skills

Walter Tavares Medicine PhD, McMaster Educational Assessment

Ruth Chen Nursing PhD, McMaster Education, Nursing Education and Simulation-based Learning

Meredith Vanstone Clinical Epidemiology & Biostatistics PhD, Western Qualitative Methods, Education Policy

Beth Murray-DavisObstetrics and Gynecology PhD, Sheffield Interprofessionalism, Collaborative

Working, Midwifery Education

TABLE OF CONTENTSPROGRAM REQUIREMENTS 1

COURSES OFFERED BY HSED 3

ELECTIVE COURSES OUTSIDE HSED 5

SCHOLARLY PAPER 8

THESIS 11

FINANCIAL INFORMATION 15

FAQs 16

FACULTY NAME HOME UNIT DEGREE & UNIVERSITY AREA OF EXPERTISE

Ilana Bayer Pathology PhD, Toronto Learning Technologies, Pathology

Bruno Borges Anesthesia MD Education in Simulation, Anesthesia

Kelly Dore Medicine PhD, McMaster Research Methods

Lawrence Grierson Family Medicine PhD, McMaster Research Methods

Bonny Jung Rehabilitation Science PhD, Western Interprofessionalism, Rehabilitation

Science

James Lyons Kinesiology PhD, Simon Fraser Visual feedback, Acquisition and Execution of Motor Skills

Lynn Martin Nursing EdD OISE Scholarship of Teaching and Learning, Nursing

Meghan McConnell Clinical Epidemiology and Biostatistics PhD, McMaster Research Methods

Colleen McKey Nursing PhD, Capella Leadership, Nursing

Pat Miller Rehabilitation Science PhD, McMaster Assessment, Professionalism, Clinical

Competence

Sandra MonteiroClinical Epidemiology and Biostatistics, Radiology

PhD, McMaster Research Methods, Statistics

Alan Neville Oncology MD, AberdeenM.Ed, OISE Leadership, Oncology

Geoff Norman Clinical Epidemiology and Biostatistics PhD, McMaster Research Methods, Educational

Psychology

Joanna Pierazzo Nursing PhD, Western Educational Psychology,Simulation-based Learning

Harold Reiter Oncology MD, TorontoM.Ed, OISE Evaluation

Matthew Sibbald Cardiology MD, TorontoMHPE PhD, Maastricht

System Processing, Cognitive Load Theory

Ranil Sonnadara Surgery PhD, McMasterFeedback, Competency-Based Education and Acquisition of Motor Skills

Walter Tavares Medicine PhD, McMaster Educational Assessment

Ruth Chen Nursing PhD, McMaster Education, Nursing Education and Simulation-based Learning

Meredith Vanstone Clinical Epidemiology & Biostatistics PhD, Western Qualitative Methods, Education Policy

Beth Murray-Davis Ob/Gyn PhD, Sheffi eld Interprofessionalism, Collaborative Working, Midwifery Education

TABLE OF CONTENTS1

3

5

8

11

15

PROGRAM REQUIREMENTS

COURSES OFFERED BY HSED

ELECTIVE COURSES OUTSIDE

HSED SCHOLARL PY APER

THESIS

FINANCIAL INFORMATION

FAQs 16

Applicants to the Masters of Science in Health Sciences Education have the option to select either full-time or part-time completion options. Full and part-time students both have the opportunity to select the thesis-based and course-based streams.

COURSE-BASED OPTION (24 UNITS REQUIRED)• Two mandatory Residency Periods (1½ -units

each)o HS 700 - Health Science Education I: Fundamentals

of Health Science Educationo HS 707 - Health Science Education II: Scholarly

Works

• Two Core Courses (3 units each)o HS 701 - Learning and Curriculumo HS 703 - Assessment and Evaluation

• Three Elective Courses (3 Units Each) from:o HS 702 - Educational Research Methodso HS 704 - Technical and Non-Technical Skillso HS 705 - E-Learningo HS 706 - Leadershipo Elective Course outside HSED

• Scholarly papero Equivalent to 6 units

THESIS-BASED OPTION (24 UNITS REQUIRED)• Two mandatory Residency Periods (1½ -units



Works

• Two Core Courses (3 units each)o HS 701 - Learning and Curriculumo HS 703 - Assessment and Evaluation

• One Elective Course (3 Units Each) from:o HS 702 - Educational Research Methodso HS 704 - Technical and Non-Technical Skillso HS 705 - E-Learningo HS 706 - Leadershipo Elective Course outside HSED

• Thesiso Equivalent to 12 units

Program Requirements

The HSED program is an internet-mediated online learning program. However all students enrolled are required to complete HS 700 (a week long Residency) before beginning any of their course requirements. Students are then required to complete both Core Courses (HS 701 & 703) prior to taking HS 707, the second mandatory week long residency. The two residency periods are run simultaneously in June each year. The residencies (HS 700 & HS 707) and the core courses provide foundational theoretical frameworks and practical knowledge for all students in both the thesis- and course-based streams.

Please note all graduate students at McMaster University are also required to successfully complete SGS 101 (Academic Research, Integrity, and Ethics) and SGS 201 (Accessibility for Ontarians with Disabilities Act [AODA]) during their fi rst year of study. Information regarding registration will be circulated each term by the Office of the Associate Dean of Graduate Studies (Health Sciences).

HOW LONG IS THE MSC HSED PROGRAM?Where full-time students are required to complete studies in two years, part-time students have a limitation of 9 units allowed each academic year such that they complete their studies in 3-5 years. As such, this may mean that during certain school terms, part-time students are not completing any courses and have increased variation in their timeline for program completion. This variation has been summarized as “year ranges” in the table below to highlight the variable times within the course a part-time student may complete the courses/content.

Part-Time Students

Year Range Month Course-based Streams Thesis-based Streams

1-2 June HS 700: Residency I HS 700: Residency I

September CoreHS 701: Learning & Curriculum

CoreHS 701: Learning & Curriculum

January CoreHS 703: Assessment & Evaluation

CoreHS 703: Assessment & Evaluation

2-5 June HS 707: Residency II HS 707: Residency II

September and/or January

ElectivesThree of: HS 702, HS 704, HS 705, HS 706

ElectivesOne of: HS 702, HS 704, HS 705, HS 706

3-5 September and/or January

Scholarly Paper Thesis

FACULTY SUPERVISOR-STUDENT RELATIONSHIPThe faculty supervisor is the initial contact person and acts as the student’s primary representative to the rest of the HSED faculty in all aspects of the student’s goals in taking the HSED Program. The faculty supervisor should be aware of the student’s interests, goals, and progress and should offer ongoing advice to facilitate student success.

The objectives of the supervisor-student relationship include the following:

• The supervisor will ensure, from the beginning of a student’s enrolment in the HSED Program that the student feels welcome in the program.

• The supervisor and the student will meet regularly at least once per academic year to discuss progress through the program and evaluations that have been received.

• The student will keep the supervisor informed about project activities and research courses. It is the student’s responsibility to keep his/her supervisor informed about their direction and progress in the program.

• The supervisor can assist the student in the selection of appropriate courses to optimize his/her education in the elective parts of the program.

• The supervisor will assist the student in determining appropriate mentors for his/her thesis or scholarly paper. In the case of thesis students, this means the Supervisor will help the Student form an appropriate Thesis Supervisory Committee. For Course-based students, the Supervisor will assume one of the reader roles for the scholarly paper and help the student determine an appropriate 2nd reader.

It is encouraged that students avail themselves of a variety of opportunities during their HSED Program. The Supervisor should assist the student in contacting other faculty members who might act as resources for HSED activities, such as course projects. The initiative should usually come from the student in specifying the type of resources required; yet input from the Supervisor is helpful in identifying faculty members with the most appropriate skills and interests.

A change of Supervisor may be negotiated with or without involvement of the program office. In the (hopefully unlikely) circumstance of a breakdown because of supervisor-student incompatibility, the program office may be consulted in order to select a new supervisor. Where information about the change is required simply for administrative or academic requirements, the program offi ce should be notified after the change has occurred.

Students should work to identify the most appropriate faculty member for this role given their particular interests as early into their studies as possible.

Thesis Students are required to have a commitment from a Supervisor at the initiation of the Program.

Course-based Students are not required to have identifi ed a Supervisor until the academic year in which they intend to initiate their Scholarly Paper. At the outset of the Program, and in the interim, the Program Curriculum Committee will act in supervisory capacity for all Course-based Students. Accordingly, the Program will ask Students once annually (typically in April) for a report on their progress. The completion of this report is mandatory.

The Program Assistant maintains an up-to-date list of students and their Supervisor.

STUDENT HANDBOOK

Applicants to the Masters of Science in Health Sciences Education have the option to select either full-time or part-time completion options. Full and part-time students both have the opportunity to select the thesis-based and course-based streams.

COURSE-BASED OPTION (24 UNITS REQUIRED)• Two mandatory Residency Periods (1½ -units



Works

• Two Core Courses (3 units each)o HS 701 - Learning and Curriculum o HS 703 - Assessment and Evaluation

• Three Elective Courses (3 Units Each) from:o HS 702 - Educational Research Methodso HS 704 - Technical and Non-Technical Skillso HS 705 - E-Learningo HS 706 - Leadershipo Elective Course outside HSED

• Scholarly papero Equivalent to 6 units

THESIS-BASED OPTION (24 UNITS REQUIRED)• Two mandatory Residency Periods (1½ -units



Works

• Two Core Courses (3 units each)o HS 701 - Learning and Curriculum o HS 703 - Assessment and Evaluation

• One Elective Course (3 Units Each) from:o HS 702 - Educational Research Methodso HS 704 - Technical and Non-Technical Skillso HS 705 - E-Learningo HS 706 - Leadershipo Elective Course outside HSED

• Thesiso Equivalent to 12 units

Program Requirements

The HSED program is an internet-mediated online learning program. However all students enrolled are required to complete HS 700 (a week long Residency) before beginning any of their course requirements. Students are then required to complete both Core Courses (HS 701 & 703) prior to taking HS 707, the second mandatory week long residency. The two residency periods are run simultaneously in June each year. The residencies (HS 700 & HS 707) and the core courses provide foundational theoretical frameworks and practical knowledge for all students in both the thesis- and course-based streams.

Please note all graduate students at McMaster University are also required to successfully complete SGS 101 (Academic Research, Integrity, and Ethics) and SGS 201 (Accessibility for Ontarians with Disabilities Act [AODA]) during their fi rst year of study. Information regarding registration will be circulated each term by the Offi ce of the Associate Dean of Graduate Studies (Health Sciences).

HOW LONG IS THE MSC HSED PROGRAM?Where full-time students are required to complete studies in two years, part-time students have a limitation of 9 units allowed each academic year such that they complete their studies in 3-5 years. As such, this may mean that during certain school terms, part-time students are not completing any courses and have increased variation in their timeline for program completion. This variation has been summarized as “year ranges” in the table below to highlight the variable times within the course a part-time student may complete the courses/content.

Part-Time Students

Year Range Month Course-based Streams Thesis-based Streams

1-2 June HS 700: Residency I HS 700: Residency I

September CoreHS 701: Learning & Curriculum


January CoreHS 703: Assessment & Evaluation


2-5 June HS 707: Residency II HS 707: Residency II

September and/or January

ElectivesThree of: HS 702, HS 704, HS 705, HS 706

ElectivesOne of: HS 702, HS 704, HS 705, HS 706

3-5 September and/or January

Scholarly Paper Thesis

SUPERVISOR-STUDENT RELATIONSHIPThe faculty supervisor is the initial contact person and acts as the student’s primary representative to the rest of the HSED faculty in all aspects of the student’s goals in taking the HSED Program. The faculty supervisor should be aware of the student’s interests, goals, and progress and should offer ongoing advice to facilitate student success.

The objectives of the supervisor-student relationship include the following:

• The supervisor will ensure, from the beginning of a student’senrollment in the HSED Program that the student feelswelcome in the program.

• The supervisor and the student will meet regularly at leastonce per academic year to discuss progress through theprogram and evaluations that have been received.

• The student will keep the supervisor informed about projectactivities and research courses. It is the student’s responsibilityto keep his/her supervisor informed about their direction andprogress in the program.

• The supervisor can assist the student in the selection ofappropriate courses to optimize his/her education in theelective parts of the program.

• The supervisor will assist the student in determiningappropriate mentors for his/her thesis or scholarly paper. Inthe case of thesis students, this means the Supervisor willhelp the Student form an appropriate Thesis SupervisoryCommittee. For Course-based students, the Supervisor willassume one of the reader roles for the scholarly paper andhelp the student determine an appropriate 2nd reader.

It is encouraged that students avail themselves of a variety of opportunities during their HSED Program. The Supervisor should assist the student in contacting other faculty members who might act as resources for HSED activities, such as course projects. The initiative should usually come from the student in specifying the type of resources required; yet input from the Supervisor is helpful in identifying faculty members with the most appropriate skills and interests.

A change of Supervisor may be negotiated with or without involvement of the program office. In the (hopefully unlikely) circumstance of a breakdown because of supervisor-student incompatibility, the program office may be consulted in order to select a new supervisor. Where information about the change is required simply for administrative or academic requirements, the program office should be notified after the change has occurred.

Students should work to identify the most appropriate faculty member for this role given their particular interests as early into their studies as possible.

Thesis Students are required to have a commitment from a Supervisor at the initiation of the Program.

Course-based Students are not required to have identified a Supervisor until the academic year in which they intend to initiate their Scholarly Paper. At the outset of the Program, and in the interim, the Program Curriculum Committee will act in supervisory capacity for all Course-based Students. Accordingly, the Program will ask Students once annually (typically in April) for a report on their progress. The completion of this report is mandatory.

The Program Administrative Assistant maintains an up-to-date list of students and their Supervisors.

STUDENT HANDBOOK

Courses Offered by HSED

This course offers an overview of the program, including the over-arching goals, learning outcomes, instructional methods, content, resources, and assessment methods. This required course is designed for graduate students from a wide range of health science disciplines and is offered in an intensive on-campus format during a four-day residency period.

This course explores the science of memory, thinking, learning and its application to teaching and curriculum design in health science education. Students will relate and apply epistemological and theoretical frameworks from cognitive and educational psychology, teaching strategies and methods, such as PBL, concept-based learning, simulation-based learning, etc. to their teaching practice area. This course is offered online.

This course explores scholarship and the process of writing and preparing a manuscript for journal submission. Students will present works in progress and provide feedback to their peers. This course is offered in an intensive in person, on- campus format in June.

Students will explore theories and concepts of underlying assessment, assessment strategies and evaluation planning for Health Sciences Education at the course and program level. Characteristics of clinical performance assessment (including cognitive and motor skills) as well as professionalism and inter-professional assessment will be explored in both written examination formats, such as multiple choice and performance measures (i.e. the Objective Structured Clinical Exam). Students will develop a basic knowledge of the conceptual frameworks, instrumentation, data collection and data sources, and reporting results of program evaluation. Students will learn the skills needed to critically appraise assessment measures. This course is offered online.

Please consult the School of Graduate Studies for further information regarding course add/drop dates, sessional dates for each term, for grades, and other important information (please click on the link here: http://graduate.mcmaster.ca/

graduate-students/current-students/graduate-calendar.html).

ELECTIVE COURSESHS EDUC 702: Educational Research MethodsCourse Coordinators – Dr. Meghan McConnell and Dr. Sandra MonteiroIn this course students are introduced to a range of research methods used to investigate learning and education in the health sciences. The course will introduce the major traditions including psychometrics, experimentation, quantitative, and qualitative methods. General research issues such as ethical research, sampling, and data collection will also be covered. Students will be asked to integrate the course material as well as their preferred or chosen tradition into existing research projects or research questions. This course is offered online.

HS EDUC 704: The Fundamentals of Skill Acquisition: Implications for Simulation-based EducationCourse Coordinator – Dr. Lawrence GriersonThis course explores the basic theories of motor, procedural, and team-based learning and their application to simulation-based learning and assessment. Students will apply these frameworks in a way that promotes an evidence-based approach to the many questions that surround clinical skill learning including: appropriate assessment, the role of the instructor in self-directed pedagogy, and choosing the right simulator, among others; and the implications for simulation-based teaching. This course is offered online.

HS EDUC 705: Educational Technologies in Higher EducationCourse Coordinator – Dr. Ilana BayerIn this course students will explore pedagogical approaches and considerations for using educational technologies in higher education learning environments. Students will also explore course design and development as well as select topics relating to the use of educational technologies for teaching and learning (e.g. evaluating learners, facilitation). Students will learn to critically appraise the use of technology in an educational context. Students will also have hands-on experience with technologies used in higher education. This course is designed for graduate students from a wide range of health science disciplines and is offered as an online course.

HS EDUC 706: Management and Leadership in Health Professions EducationCourse Coordinator – Dr. Colleen McKeyIn this course, an inter-professional team facilitates discussions as students relate the theoretical and conceptual fundamentals of educational leadership in academic health sciences and community practice contexts to their own current or desired practice environments. Leadership, planning, mentorship, communication and safety, motivation, and the change process are highlighted through online asynchronous learning, discussions, and student assessment. Synchronous course orientation will provide an opportunity for students to immerse themselves in the course requirements.

2015/2016 Course Schedule

Season Courses Offered

Summer HS 700: Residency IHS 707: Residency II

Fall


ElectiveHS 702: Research MethodsHS 705: E-Learning

Winter


ElectiveHS 704: Technical and Non-Technical SkillsHS 706: Leadership

Courses are offered primarily via online delivery. The courses will be available through the Avenue to Learn (A2L) electronic learning platform. During the term, A2L will be the central location for you to find course content, learning objectives, assigned readings, course-related dates, schedules and announcements. You will participate in online discussions and submit your assignments via A2L. You will notice some similarities and some differences between instructors as they lay out their course on A2L. A letter grade is awarded for all course work, and ultimately the course. The grades of “A” and “A+” are reserved for exceptional levels of achievement by students who, by definition, cannot represent more than a small minority of the graduate student population or of the students registered in our courses. Please note that final grades are posted on Mosaic, not A2L.

STUDENT HANDBOOK

COURSE WORK

MANDATORY RESIDENCY PERIODSHS EDUC 700: Health Science Education: Residency I

CORE COURSESHS EDUC 701: Learning & CurriculumCourse Coordinator – Dr. Sandra Monteiro

HS EDUC 707: Health Science Education: Residency II

HS EDUC 703: Assessment & Evaluation Course Coordinators – Dr. Kelly Dore and Dr. Pat Miller

MANDATORY RESIDENCY PERIODSHS EDUC 700: Health Science Education: Residency IThis course offers an overview of the program, including the over-arching goals, learning outcomes, instructional methods, content, resources, and assessment methods. This required course is designed for graduate students from a wide range of health science disciplines and is offered in an intensive on-campus format during a four-day residency period.

HS EDUC 707: Health Science Education: Residency IIThis course explores scholarship and the process of writing and preparing a manuscript for journal submission. Students will present works in progress and provide feedback to their peers. This course is offered in an intensive in person, on-campus format in June.

Courses Offered by HSED

CORE COURSESHS EDUC 701: Learning & CurriculumCourse Coordinator – Dr. Sandra MonteiroThis course explores the science of memory, thinking, learning and its application to teaching and curriculum design in health science education. Students will relate and apply epistemologies and theoretical frameworks from cognitive and educational psychology, teaching strategies and methods, such as PBL, concept-based learning, simulation-based learning, etc. to their teaching practice area. This course is offered online.

HS EDUC 703: Assessment & EvaluationCourse Coordinators – Dr. Kelly Dore and Dr. Pat MillerStudents will explore theories and concepts of underlying assessment, assessment strategies and evaluation planning for Health Sciences Education at the course and program level. Characteristics of clinical performance assessment (including cognitive and motor skills) as well as professionalism and interprofessional assessment will be explored in both written examination formats, such as multiple choice and performance measures (i.e. the Objective Structured Clinical Exam). Students will develop a basic knowledge of the conceptual frameworks, instrumentation, data collection and data sources, and reporting results of program evaluation. Students will learn the skills needed to critically appraise assessment measures. This course is offered online.

Please consult the School of Graduate Studies for further information regarding course add/drop dates, sessional dates for each term, for grades, and other important information (please click on the link here: http://graduate.mcmaster.ca/

graduate-students/current-students/graduate-calendar.html).

In this course students are introduced to a range of research methods used to investigate learning and education in the health sciences. The course will introduce the major traditions including psychometrics, experimentation, quantitative, and qualitative methods. General research issues such as ethical research, sampling, and data collection will also be covered. Students will be asked to integrate the course material as well as their preferred or chosen tradition into existing research projects or research questions. This course is offered online.

This course explores the basic theories of motor, procedural, and team-based learning and their application to simulation-based learning and assessment. Students will apply these frameworks in a way that promotes an evidence-based approach to the many questions that surround clinical skill learning including: appropriate assessment, the role of the instructor in self-directed pedagogy, and choosing the right simulator, among others; and the implications for simulation-based teaching. This course is offered online.

In this course students will explore pedagogical approaches and considerations for using educational technologies in higher education learning environments. Students will also explore course design and development as well as select topics relating to the use of educational technologies for teaching and learning (e.g. evaluating learners, facilitation). Students will learn to critically appraise the use of technology in an educational context. Students will also have hands-on experience with technologies used in higher education. This course is designed for graduate students from a wide range of health science disciplines and is offered as an online course.

In this course, an inter-professional team facilitates discussions as students relate the theoretical and conceptual fundamentals of educational leadership in academic health sciences and community practice contexts to their own current or desired practice environments. Leadership, planning, mentorship, communication and safety, motivation, and the change process are highlighted through online asynchronous learning, discussions, and student assessment. Synchronous course orientation will provide an opportunity for students to immerse themselves.

course requirements.

2015/2016 Course Schedule

Season Courses Offered

Summer HS 700: Residency I HS 707: Residency II

Fall


ElectiveHS 702: Research Methods HS 705: E-Learning

Winter


ElectiveHS 704: Technical and Non-Technical Skills HS 706: Leadership

COURSE WORKCourses are offered primarily via online delivery. The courses will be available through the Avenue to Learn (A2L) electronic learning platform. During the term, A2L will be the central location for you to fi nd course content, learning objectives, assigned readings, course-related dates, schedule and announcements. You will participate in online discussions and submit your assignments via A2L. You will notice some similarities and some differences between instructors as they lay out their course on A2L. A letter grade is awarded for all course work, and ultimately the course. The grades of “A” and “A+” are reserved for exceptional levels of achievement by students who, by defi nition, cannot represent more than a small minority of the graduate student population or of the students registered in our courses. Please note that fi nal grades are posted on Mosaic, not A2L.

STUDENT HANDBOOK

ELECTIVE COURSESHS EDUC 702: Educational Research MethodsCourse Coordinators – Dr. Meghan McConnell and Dr. Sandra Monteiro

HS EDUC 704: The Fundamentals of Skill Acquisition: Implications for Simulation-based EducationCourse Coordinator – Dr. Lawrence Grierson

HS EDUC 705: Educational Technologies in Higher EducationCourse Coordinator – Dr. Ilana Bayer

HS EDUC 706: Management and Leadership in Health Professions EducationCourse Coordinator – Dr. Colleen McKey

HSED students are allowed to take one elective course outside of the HSED program. Students must seek approval from the Director of the HSED program if they wish to take an elective course. It is important to note that all Programs reserve class spaces for their own students first. This means that there are rarely guarantees that an HSED student will be admitted into a course of HSED until space in the class has been confi rmed.

This is a list of courses in other Programs that have been pre-approved by the HSED program:

The course is designed to introduce students to the basic concepts and methods used in observational (non-experimental) studies to conduct needs assessments (e.g., prevalence of disease or order), to understand the determinants of health (e.g., association between independent/exposure variables and dependent/outcome variables in analytic research) and to emphasize concepts that are essential to the conduct of epidemiological studies including internal and external validity, random variability, bias, effect modifi cation, causality, and generalizability. The topics will focus on three broad areas: i) the formulation of research questions and use of theory to explicate the relationships among key variables; ii) study design options, sampling, measurement and analysis; and iii) the control of error.

This course will introduce students to the major concepts and methods involved in program evaluation and will examine different methodologist’s approaches to evaluation of programs. A framework for thinking about evaluation theory will be developed that allows students to explore how different theorists attempt to tackle fundamental problems in the field. A wide range of quantitative and qualitative design options will be discussed. The course will provide students with knowledge of the current controversies and major challenges facing this field.

Elective Courses Outside HSED

STUDENT HANDBOOK

NURS 745: Introduction to Qualitative Research This course introduces learners to theoretical traditions and corresponding methods of qualitative research using health and health care research as examples. Specifi c topics covered include: theoretical paradigms of qualitative research, types of research questions best answered by qualitative methods, sampling objectives and procedures, methods of data collection, methods of analysis and interpretation, and ethical issues and responsibilities of qualitative researchers. Criteria for evaluating qualitative research will be discussed and applied to specific research studies. Learners will gain “hands on” experience using qualitative methods through in-class and take-home exercises.

NURS 770: Mixed Methods Research Designs for Health Services and Policy Research This course introduces students to the major concepts and issues involved in mixed methods approaches to tackle important questions in the fi eld of health services and policy. LearnLink is used as the mode of instruction. A framework for thinking about mixed methods will be developed that provides guidance to decision-making about when and how to use mixed methods and models to study health services and policy problems. The course will provide students with knowledge of the current controversies and major challenges in the use of mixed methods and models of research. Students are expected to design a mixed method study as part of the course and critically evaluate the design options chosen by a classmate.

EDUC 750: Principles and Practices of University Teaching Principles and Practices of University Teaching is a graduate level credit course offered three times a year. The focus is on honing essential pedagogical and practical teaching skills. This includes sessions on curriculum design, teaching strategies (e.g., Inquiry and Problem-Based Learning), assessment strategies, developing a teaching dossier, and research on teaching and learning.

HRM 702: Introduction to Biostatistics Basic statistical concepts and techniques as they apply to analysis and presentation of data in biostatistical and epidemiology practice. The course covers: graphical presentation of data, elementary probability, descriptive statistics, probability distributions, and introduces hypothesis testing using parametric and non-parametric methods. Specifi c techniques covered include z-tests, t-tests, ANOVA, contingency tables, regression and correlation.

Principles of subjective assessment in topic areas ranging from educational evaluation to patient-based measurement of health attitudes or health status. Discussion includes: principles and methods of constructing rating scales and approaches to assessing the measurement properties of such scales. Special emphasis on assessment of reliability and validity—various forms of reliability (test-re-test, interobserver, split-halves), distinction between reliability and agreement, and indirect methods to assess validity of an instrument in the absence of a “gold standard.” Advanced topics in generalizability theory will be introduced. Format is that of lecture, plus small group discussion.

HRM 727: Theory and Practice of Measurement

HRM 751: Observational and Analytic Research Methods

HRM 762: Program Evaluation

HSED students are allowed to take one elective course outside of the HSED program. Students must seek approval from the Director of the HSED program if they wish to take an elective course. It is important to note that all Programs reserve class spaces for their own students first. This means that there are rarely guarantees that an HSED student will be admitted into a course of HSED until space in the class has been confi rmed.

This is a list of courses in other Programs that have been pre-approved by the HSED program:

EDUC 750: Principles and Practices of University Teaching Principles and Practices of University Teaching is a graduate level credit course offered three times a year. The focus is on honing essential pedagogical and practical teaching skills. This includes sessions on curriculum design, teaching strategies (e.g., Inquiry and Problem-Based Learning), assessment strategies, developing a teaching dossier, and research on teaching and learning.

HRM 702: Introduction to Biostatistics Basic statistical concepts and techniques as they apply to analysis and presentation of data in biostatistical and epidemiology practice. The course covers: graphical presentation of data, elementary probability, descriptive statistics, probability distributions, and introduces hypothesis testing using parametric and non-parametric methods. Specifi c techniques covered include z-tests, t-tests, ANOVA, contingency tables, regression and correlation.

HRM 727: Theory and Practice of Measurement Principles of subjective assessment in topic areas ranging from educational evaluation to patient-based measurement of health attitudes or health status. Discussion includes: principles and methods of constructing rating scales and approaches to assessing the measurement properties of such scales. Special emphasis on assessment of reliability and validity—various forms of reliability (test-re-test, interobserver, split-halves), distinction between reliability and agreement, and indirect methods to assess validity of an instrument in the absence of a “gold standard.” Advanced topics in generalizability theory will be introduced. Format is that of lecture, plus small group discussion.

HRM 751: Observational and Analytic Research Methods The course is designed to introduce students to the basic concepts and methods used in observational (non-experimental) studies to conduct needs assessments (e.g., prevalence of disease or order), to understand the determinants of health (e.g., association between independent/exposure variables and dependent/outcome variables in analytic research) and to emphasize concepts that are essential to the conduct of epidemiologic studies including internal and external validity, random variability, bias, effect modifi cation, causality, and generalizability. The topics will focus on three broad areas: i) the formulation of research questions and use of theory to explicate the relationships among key variables; ii) study design options, sampling, measurement and analysis; and iii) the control of error.

HRM 762: Program Evaluation This course will introduce students to the major concepts and methods involved in program evaluation and will examine different methodologist’s approaches to evaluation of programs. A framework for thinking about evaluation theory will be developed that allows students to explore how different theorists attempt to tackle fundamental problems in the fi eld. A wide range of quantitative and qualitative design options will be discussed. The course will provide students with knowledge of the current controversies and major challenges facing this fi eld.

Elective Courses Outside HSED

STUDENT HANDBOOK

NURS 745: Introduction to Qualitative Research This course introduces learners to theoretical traditions and corresponding methods of qualitative research using health and health care research as examples. Specifi c topics covered include: theoretical paradigms of qualitative research, types of research questions best answered by qualitative methods, sampling objectives and procedures, methods of data collection, methods of analysis and interpretation, and ethical issues and responsibilities of qualitative researchers. Criteria for evaluating qualitative research will be discussed and applied to specifi c research studies. Learners will gain “hands on” experience using qualitative methods through in-class and take-home exercises.

This course introduces students to the major concepts and issues involved in mixed methods approaches to tackle important questions in the field of health services and policy. LearnLink is used as the mode of instruction. A framework for thinking about mixed methods will be developed that provides guidance to decision-making about when and how to use mixed methods and models to study health services and policy problems. The course will provide students with knowledge of the current controversies and major challenges in the use of mixed methods and models of research. Students are expected to design a mixed method study as part of the course and critically evaluate the design options chosen by a classmate.

NURS 770: Mixed Methods Research Designs for Health Services and Policy Research

FORMATThe paper must be 15 to 20 pages, excluding references and appendices, double-spaced using 12 point type and one inch margins. There is no reason that your paper cannot be used for another purpose afterwards (e.g., publication of a paper on the topic or integrated into the introduction of a new research grant that you plan to write).

Examples

• Review a small area of research (e.g., the integration of 360° feedback assessment into a clinical practice environment), write a critique of the methods used and suggest what needs to be done to develop better information in this area

• Compare and contrast the methods involved in several papers that have disparate findings about the same topic of interest to you. Discuss the differences and similarities in methods and their likely impact on the fi ndings. Briefl y describe the kind(s) of research that would need to be done to resolve the current controversy.

• Discuss such methodological issues as confounding or blinding and how they can best be managed in the research area in which you are interested (e.g., the issues related to blinding in the evaluation of particular surgical interventions).

• Write a research proposal which could be used as the framework for a future study or application for funding. Students that choose the latter option should pick a grant competition, irrespective of any real deadlines or application cycle, and generate a document that meets those requirements.

• Discuss a current methodological controversy(ies) in your particular fi eld of interest, the origins and the views of leading proponents of each side of the controversy, drawing your own conclusions.

Scholarly Paper

The Scholarly Paper is the fi nal degree requirement for the course-based HSED program. The paper should refl ect the student’s ability to integrate ideas that reflect their analysis and use of knowledge in areas of health science teaching and learning, research, and leadership in a scholarly way as well as the ability to apply and discuss these concepts in a concise, critical, and coherent manner. The paper will demonstrate integrative thinking and focus on a topic selected by the student in consultation with their Supervisor and one other faculty member and submitted to the MSc HSED Administrative Assistant prior to commencement. Students will develop a proposal individualized to the student’s area of interest that addresses the MSc Health Science Education’s Guidelines for Scholarly Papers.

The purpose of the Scholarly Paper is to demonstrate integration of learning across the courses that you have taken in the MSc HSED Program. Your paper should refl ect your understanding of educational issues and concepts and your ability to independently apply and discuss these issues and concepts in a concise, critical and coherent manner. The paper need not involve the collection or analysis of primary data or the conduct of research with subjects. It is a scholarly essay, not a thesis.

Some components of the paper maybe started in a preliminary form by the student during their program. Students will be encouraged to present part of their paper during the Health Science Education II course. Depending on the specifi c topic, some students may need to conduct fi eldwork to collect necessary data and in such cases appropriate ethics approval may be required.

If the student chooses to do a fi nal Scholarly Paper, the Supervisor may help the student select an appropriate topic, although the topic chosen is the student’s responsibility. The Supervisor and one other faculty member (the 2nd

Reader) will read the fi nal scholarly paper and evaluate it. Supervisory feedback will be provided on an on-going basis online, by telephone, videoconference, and/or in person.

STUDENT HANDBOOK

FORMATThe paper must be 15 to 20 pages, excluding references and appendices, double-spaced using 12 point type and one inch margins. There is no reason that your paper cannot be used for another purpose afterwards (e.g., publication of a paper on the topic or integrated into the introduction of a new research grant that you plan to write).

Examples • Review a small area of research (e.g., the integration

of 360° feedback assessment into a clinical practice environment), write a critique of the methods used and suggest what needs to be done to develop better information in this area

• Compare and contrast the methods involved in several papers that have disparate findings about the same topic of interest to you. Discuss the differences and similarities in methods and their likely impact on the findings. Briefly describe the kind(s) of research that would need to be done to resolve the current controversy.

• Write a research proposal which could be used as the framework for a future study or application for funding. Pick a grant competition, irrespective of any real deadlines or application cycle, and generate a document that meets those requirements.

• Discuss a current methodological controversy in your particular field of interest, the origins and the views of leading proponents of each side of the controversy, drawing your own conclusions.

Scholarly Paper

The Scholarly Paper is the final degree requirement for the course-based HSED program. The paper should refl ect the student’s ability to integrate ideas that reflect their analysis and use of knowledge in areas of health science teaching and learning, research, and leadership in a scholarly way as well as the ability to apply and discuss these concepts in a concise, critical, and coherent manner. The paper will demonstrate integrative thinking and focus on a topic selected by the student in consultation with their Supervisor and one other faculty member and submitted to the MSc. HSED Administrative Assistant prior to commencement. Students will develop a proposal individualized to the student’s area of interest that addresses the MSc. Health Science Education’s Guidelines for Scholarly Papers.

The purpose of the Scholarly Paper is to demonstrate integration of learning across the courses that you have taken in the MSc. HSED Program. Your paper should reflect your understanding of educational issues and concepts and your ability to independently apply and discuss these issues and concepts in a concise, critical and coherent manner. The paper need not involve the collection or analysis of primary data or the conduct of research with subjects. It is a scholarly essay, not a thesis.

Some components of the paper may be started in a preliminary form by the student during their program. Students will be encouraged to present part of their paper during their second residency. Depending on the specifi c topic, some students may need to conduct fieldwork to collect necessary data and in such cases appropriate ethics approval may be required.

If the student chooses to do a final Scholarly Paper, the Supervisor may help the student select an appropriate topic, although the topic chosen is the student’s responsibility. The Supervisor and one other faculty member (the 2nd Reader) will read the final scholarly paper and evaluate it. Supervisory feedback will be provided on an on-going basis online, by telephone, videoconference, and/or in person.

STUDENT HANDBOOK

Note: Revised Scholarly Paper format will be coming Summer 2016 for the application in September 2016.

TIMING The final scholarly paper may be written during the term that you are completing your last course, if you are only taking once course that term. Otherwise, the paper is usually written after you complete all your course work.

Students hoping to make ‘last-chance’ timelines for graduation with the School of Graduate Studies must submit their paper at least 5 weeks before the SGS ‘last-chance’ deadline. There is a mechanism for Special Permissions for facilitated timelines. In certain terms, the 16-week window may not apply (i.e., it’s too short).

STUDENT HANDBOOK

STEPS FOR COMPLETING THE SCHOLARLY PAPER REQUIREMENT1. Course based students are encouraged to seek a faculty member to be their Supervisor for their Scholarly Paper.

Supervisors maybe also be assigned to certain individuals where necessary. When ready, notify the HSED administrative assistant ([email protected]) that you are interested in beginning the approval process for a Scholarly Paper topic. He/she will send you an electronic copy of the Scholarly Paper Topic Approval Form.

2. Complete the Scholarly Paper Topic Approval Form with your Supervisor and email it back to the HSED administrative assistant. An electronic copy of the Scholarly Paper Topic Approval Form will then be circulated to members of the HSED Curriculum Committee. Please refer to the Program Website (hsed.mcmaster.ca) for important dates for submitting Requests for Topic Approval forms.

3. Acknowledge the due date of your paper. Once the Curriculum Committee approves your topic, you will have 8 weeks to complete your Scholarly Paper following notifi cation that it is approved. The final paper is evaluated by your Scholarly Paper Committee, who will be required to provide feedback to the student by the specifi ed due date.

4. Submit your completed paper 8 weeks after the Curriculum Committee has approved topic. On the day your scholarly paper is due, submit an electronic version via email to the HSED administrative assistant ([email protected]). Once the final scholarly paper is handed in, it will be sent electronically by the administrative assistant to your two readers.

5. Address feedback from your two readers. Feedback to the student in the form of a formal assessment will usually occur within one week of receipt of the paper. If the paper is deemed unsatisfactory, one rewrite will be allowed within a two-week period, after formal written notifi cation to the student from the Chair of the MSc. HSEd Curriculum Committee. A decision on the rewrite will be made and feedback given within one week.

6. Complete the School of Graduate Studies paperwork . Once you pass the fi nal scholarly paper requirement, the Notifi cation of Completion of HSED Requirements Course-based Option form must be completed to permit graduation. The completed form is submitted to the HSED administrative assistant ([email protected]).

The scholarly paper, like fi nal papers for courses, is to be written solely by the student. Make sure that your references are made appropriately and avoid any suggestion of plagiarism. The Supervisor and 2nd Reader should not be directly involved in the writing process. They may suggest key references and provide the student with feedback and writing direction.

All Scholarly Paper topics require approval from the HSED Program before the student can proceed with her/his independent work. The approval of Scholarly Paper topics ensures that the student has appropriate supervision but also that the chosen topic and breadth of the proposed essay are befitting graduate studies. Notifi cation of Approval will be delivered to the student via the Program Office. It is anticipated that the Program Director and Associate Program Director and/or the Curriculum Committee will have some feedback for the Student and Supervisor. This feedback will accompany the notifi cation. In cases of minor concerns, it is not expected that the Student and Supervisor respond to the feedback. However, if there are major concerns then the Notifi cation of Approval will be delayed until the Program can take the matter up with the Student and Supervisor.

A Curriculum Committee meeting will be scheduled each term during the approval review period. Faculty members of the Committee will appraise requests at that meeting. In the case of a large number of Requests for Approval, reviews will be distributed across Faculty members of the Committee. Student representatives will be excused from this part of the meeting.

SELECTION OF A SCHOLARLY PAPER TOPIC AND COMMITTEEA scholarly paper assessment is performed by the student’s Supervisor and a student-identifi ed 2nd Reader.

Course based students are encouraged to seek a faculty member to be their Supervisor for their Scholarly Paper. Supervisors will be assigned to students where necessary. The policy of the HSED Program is that students should also choose a 2nd Reader that will be helpful to them in the preparation of their scholarly papers. This individual should be chosen in consultation with the Supervisor, and be capable of providing direction to the student about literature sources, and potential avenues of approach to the paper. The Supervisor serves as the first assessor of the student’s work. The student’s nominated 2nd Reader will serve as the second assessor of the scholarly paper. The 2nd Reader will from time to time be an individual that may not be a member of the HSED program or the McMaster University Health Sciences Graduate Programs faculty. For example, a student may ask a leader in their professional practice to serve as his/her 2nd Reader. In these instances, the Program will nominate a second assessor that will provide an assessment as a supplement to that of the 2nd Reader.

GUIDELINES AND RUBRIC FOR SCHOLARLY REVIEW PAPERComponents of a successful Scholarly Paper include:1. The Paper Identifies an Appropriate Topic or

Problem – Students are expected to state clearly their topic area and to highlight the pertinent nuances and complexities within that topic.

2. The Coverage of the Topic – Students should strive for excellence in systematically searching for the appropriate and relevant literature sources. The student will submit a bibliography (15 item minimum that excludes any courseware papers) when the Request for Scholarly Paper Topic is submitted.

3. The Synthesis of the State of Relevant Knowledge – Students are expected to perform in depth analysis of the literature and to provide the relevant details that link the literature to the proposed scholarly topic. The literature review should justify the importance of the topic.

4. A Demonstration of Integrative Critical Thinking – Students should demonstrate clear critical thinking as it considers perspectives on the issue, concern, debate, or contention and explores assumptions.

5. The Conclusion – Students should provide succinct and precise conclusions based on their review. The Student’s insights should be strongly supported in the report.

6. The Writing Mechanics – Students are expected to use appropriate spelling, grammar, prose, and citation formatting.

Scholarly Papers will receive one of Four Assessments:Pass with Distinction – The paper demonstrates the highest standard for each of the above criteria. This assessment is concomitant with an (A+) letter grade.

Pass with Minor Revisions Needed – The paper is strong but would benefit as an academic piece with some revisions. The Evaluators agree that the paper passes and the student may proceed to graduate. Revisions are completed on the ‘Honour System’. This assessment is concomitant with an (A) letter grade.

Major Revisions Necessary – The paper is not to academic standard in many respects. The Evaluators and the Student will work together to establish the parameters for a revised paper to be re-submitted. This assessment is concomitant with a (C+) letter grade. The, revised document must be reassessed at a letter grade of at least (B-) to be acceptable for the student to pass the course. A (B+) grade is the highest achievable mark for a submitted paper that was initially assessed as “major revisions necessary”.

Unsatisfactory – The paper is far below academic standard. This assessment is concomitant with an (F) letter grade.

Task Fall ‘15 Winter ‘16 Summer ‘16

Submit Request for Approval 21 Sept 4 Jan 9 May

Students notifi ed of approval 5 Oct 18 Jan 23 May

Papers are due 16 Nov 29 Feb 4 July

Assessments are delivered 30 Nov 14 Mar 18 July

Revisions if necessary 8 Dec 28 Mar 1 Aug

HSED SCHOLARLY PAPER APPROVAL PROCESS

TIMING The final scholarly paper may be written during the term that you are completing your last course, if you are only taking once course that term. Otherwise, the paper is usually written after you complete all your course work.

Students hoping to make ‘last-chance’ time-lines for graduation with the School of Graduate Studies must submit their paper at least 5 weeks before the SGS ‘last-chance’ deadline. There is a mechanism for Special Permissions for facilitated time-lines. In certain terms, the 16-week window may not apply (i.e., it’s too short).

STUDENT HANDBOOK

STEPS FOR COMPLETING THE SCHOLARLY PAPER REQUIREMENT1. Course based students are encouraged to seek a faculty member to be their Supervisor for their Scholarly Paper.

Supervisors maybe also be assigned to certain individuals where necessary. When ready, notify the HSED administrative assistant ([email protected]) that you are interested in beginning the approval process for a Scholarly Paper topic. He/she will send you an electronic copy of the Scholarly Paper Topic Approval Form.

2. Complete the Scholarly Paper Topic Approval Form with your Supervisor and email it back to the HSED administrative assistant. An electronic copy of the Scholarly Paper Topic Approval Form will then be circulated to members of the HSED Curriculum Committee. Please refer to the Program Website (hsed.mcmaster.ca) for important dates for submitting Requests for Topic Approval forms.

3. Acknowledge the due date of your paper. Once the Curriculum Committee approves your topic, you will have 8 weeks to complete your Scholarly Paper following notifi cation that it is approved. The final paper is evaluated by your Scholarly Paper Committee, who will be required to provide feedback to the student by the specifi ed due date.

4. Submit your completed paper 8 weeks after the Curriculum Committee has approved topic. On the day your scholarly paper is due, submit an electronic version via email to the HSED administrative assistant ([email protected]). Once the fi nal scholarly paper is handed in, it will be sent electronically by the administrative assistant to your two readers.

5. Address feedback from your two readers. Feedback to the student in the form of a formal assessment will usually occur within one week of receipt of the paper. If the paper is deemed unsatisfactory, one rewrite will be allowed within a two-week period, after formal written notifi cation to the student from the Chair of the MSc HSEd Curriculum Committee. A decision on the rewrite will be made and feedback given within one week.

6. Complete the School of Graduate Studies paperwork . Once you pass the final scholarly paper requirement, the Notifi cation of Completion of HSED Requirements Course-based Option form must be completed to permit graduation. The completed form is submitted to the HSED administrative assistant ([email protected]).

The scholarly paper, like final papers for courses, is to be written solely by the student. Make sure that your references are made appropriately and avoid any suggestion of plagiarism. The Supervisor and 2nd Reader should not be directly involved in the writing process. They may suggest key references and provide the student with feedback and writing direction.

HSED SCHOLARLY PAPER APPROVAL PROCESS All Scholarly Paper topics require approval from the HSED Program before the student can proceed with her/his independent work. The approval of Scholarly Paper topics ensures that the student has appropriate supervision but also that the chosen topic and breadth of the proposed essay are befi tting graduate studies. Notification of Approval will be delivered to the student via the Program Offi ce. It is anticipated that the Program Director and Associate Program Director and/or the Curriculum Committee will have some feedback for the Student and Supervisor. This feedback will accompany the notifi cation. In cases of minor concerns, it is not expected that the Student and Supervisor respond to the feedback. However, if there are major concerns then the Notifi cation of Approval will be delayed until the Program can take the matter up with the Student and Supervisor.

A Curriculum Committee meeting will be scheduled each term during the approval review period. Faculty members of the Committee will appraise requests at that meeting. In the case of a large number of Requests for Approval, reviews will be distributed across Faculty members of the Committee. Student representatives will be excused from this part of the meeting.

SELECTION OF A SCHOLARLY PAPER TOPIC AND COMMITTEEA scholarly paper assessment is performed by the student’s Supervisor and a student-identifi ed 2nd Reader.

Course based students are encouraged to seek a faculty member to be their Supervisor for their Scholarly Paper. Supervisors will be assigned to students where necessary. The policy of the HSED Program is that students should also choose a 2nd Reader that will be helpful to them in the preparation of their scholarly papers. This individual should be chosen in consultation with the Supervisor, and be capable of providing direction to the student about data sources, and potential avenues of approach to the paper. The Supervisor serves as the first assessor of the student’s work. The student’s nominated 2nd Reader will serve as the second assessor of the scholarly paper. The 2nd Reader will from time to time be an individual that may not be a member of the HSED program or the McMaster University Health Sciences Graduate Programs faculty. For example, a student may ask a leader in their professional practice to serve as his/her 2nd Reader. In these instances, the Program will nominate a second assessor that will provide an assessment as a supplement to that of the 2nd

Reader.

GUIDELINES AND RUBRIC FOR SCHOLARLY REVIEW PAPER Components of a successful Scholarly Paper include:

1.

2.

The Paper Identifi es an Appropriate Topic or Problem: Students are expected to state clearly their topic area and to highlight the pertinent nuances and complexities within that topic.The Coverage of the Topic: Students should strive for excellence in systematically searching for the appropriate and relevant literature sources. The student will submit a bibliography (15 item minimum that excludes any courseware papers) when the Request for Scholarly Paper Topic is submitted.

3. The Synthesis of the State of Relevant Knowledge: Students are expected to perform in depth analysis of the literature and to provide the relevant details that link the literature to the proposed scholarly topic. The literature review should justify the importance of the topic.

4. A Demonstration of Integrative Critical Thinking: Students should demonstrate clear critical thinking as it considers perspectives on the issue, concern, debate, or contention and explores assumptions.

5. The Conclusion: Students should provide succinct and precise conclusions based on their review. The Student’s insights should be strongly supported in the report.

6. The Writing Mechanics: Students are expectedto use appropriate spelling, grammar, prose, andcitation formatting.

Scholarly Papers will receive one of Four Assessments:

Pass with Distinction – The paper demonstrates the highest standard for each of the above criteria. This assessment is concomitant with an (A+) letter grade.

Pass with Minor Revisions Needed – The paper is strong but would benefit as an academic piece with some revisions. The Evaluators agree that the paper passes and the student may proceed to graduate. Revisions are completed on the ‘Honour System’. This assessment is concomitant with an (A) letter grade.

Major Revisions Necessary – The paper is not to academic standard in many respects. The Evaluators and the Student will work together to establish the parameters for a revised paper to be re-submitted. This assessment is concomitant with a (C+) letter grade. The, revised document must be reassessed at a letter grade of at least (B-) to be acceptable for the student to pass the course. A (B+) grade is the highest achievable mark for a submitted paper that was initially assessed as “major revisions necessary”.

Unsatisfactory – The paper is far below academic standard. This assessment is concomitant with an (F) letter grade.

Task Winter ‘17 Summer ‘17

Submit Request for Approval 3 Jan 5 May

Students notified of approval 17 Jan 19 May

Papers are due 14 Mar 14 July

Assessments are delivered 28 Mar 28 July

Revisions if necessary 11 Apr 11 Aug

ThesisFor the thesis option, students will complete a formal written research proposal that outlines their project plan prior to commencing research and submit it for approval to their Thesis Committee within six months of entry into the program for full time students and within one year of entry for part-time students. The thesis will demonstrate integrative thinking, an understanding of the relevant literature, and involve the conduct of original research focusing on a health science education topic that is selected by the student in consultation with their thesis Supervisor. The proposal will be individualized to the student’s area of interest.

THESIS PROPOSAL INSTRUCTIONS AND APPROVAL PROCESSOnce a student has identifi ed a thesis supervisor and two internal committee members, he or she must complete a formal written research proposal that outlines their project prior to commencing research and submit it for approval to their Thesis Committee within six months of entry into the program for full time students and within one year of entry for part-time students. The student may choose to give the Thesis Proposal to his/her thesis supervisor for comments prior to distributing it to the remainder of the committee. Alternatively, the student may choose to distribute the proposal to all internal supervisory committee members at the same time. Please note that the external member of the committee is not involved in approving the proposal.

Once the final draft of the proposal is ready, the student distributes it to his/her committee. Within one month of distributing the thesis proposal, a committee meeting should be held and should be attended by the student, thesis supervisor, and internal faculty readers. This meeting serves to orient the Thesis Committee to the overall purpose of the proposed research – each committee member is made aware of exactly what the other members of the committee expect of the student, and have the opportunity to becomes involved in the whole process at the onset. Questions and contentious issues can be answered and sorted out to everyone’s satisfaction. Also, it is a time that the committee

negotiates how it will work together and assists the student during the development of the thesis.

Once the committee and student accept the fi nal proposal, all must sign the MSc HSED Thesis Proposal form. The student must also sign a statement indicating that the thesis does no present a signifi cant overlap with other papers written during any MSc HSED courses. The thesis proposal is now ready to be reviewed by the HSED Program.

After obtaining approval from his/her Thesis Committee, along with the necessary signatures, the student will submit a MSc HSED Thesis Proposal form to the HSED offi ce. This approval serves to ensure that the Student has an appropriate Thesis Supervisory Committee in terms of School of Graduate Studies (SGS) status, and relevant expertise as it pertains to the chosen thesis topic.

The process for Thesis Approvals:• The Program Director and Associate Program Director

will review and approve thesis topic requests. • Only in the case that the PD and APD disagree will

the request be brought forward for full Curriculum Committee input.

• Submission of Thesis Approval can happen at any time (i.e., no in-term deadlines), but must be submitted prior to, or in concert with, the Student’s fi rst Committee meeting.

STUDENT HANDBOOK

The student’s Thesis Committee must approve the topic that he or she wishes to research. Although the advisor may help, it is ultimately the student’s responsibility to identify a suitable thesis committee, usually consisting of three internal readers and one external reader. The committee should be balanced in terms of background or expertise and include obvious content experts from the Program. The name and position of the proposed external reviewer (usually an expert in the fi eld) should be sent to the HSED Director. External reviewers may be involved throughout the development of the thesis or only at the end of the process, to review the final written document after the internal committee has approved it for defense.

The policy of the HSED Program is that students should choose supervisors and two committee members who will be most helpful to them in the preparation of their thesis. The roles of the various members of the committee are described in detail below. While the supervisor takes on the main task of directing progress, it is important that committee members have the opportunity to react early to major methodological decisions. This can be achieved through a supervisory committee meeting when the main approach is clear and the student has written the fi rst draft of the key methodological chapters of the thesis. An oral defense can only be contemplated when the committee agrees that the written thesis is acceptable.

Remember that the external reviewer must be approved by the Associate Dean of Graduate Studies (Health Sciences). Please let the Director of the HSED Program know who this person is at least 10 weeks before you plan to have your defense, so their approval can be obtained. The external reader must be given a written copy of the thesis at least one month before the oral defense.

The supervisor (or first reader) of an HSED thesis must be an approved member of Graduate Faculty in HSED to act in this capacity. If in doubt, please consult the Administrative Assistant at [email protected]. The supervisor assumes the role of the student advisor and the responsibility for the management of the thesis. Specifically, s/he is responsible for providing direction to the student, advice on data sources and potential avenues of approach, instructions on the proper content and form of the thesis, review of the student’s progress, and serving as the first reader of the thesis. It is the responsibility of the supervisor to help the student think through methodological issues and to raise questions about possible methodological decisions faced/taken by the student. The supervisor will chair the thesis defense examination.

THE COMMITTEEThe non-supervisor members of the Thesis Committee must be selected from faculty with graduate faculty status in HSED. These faculty members should be chosen in consultation with the supervisor and are responsible for providing methodological advice and criticisms to the student during the preparation of the thesis. Either one of these committee members may serve as the chair of the oral defense examination.

In addition to the members of the thesis committee described above, an external reviewer is required. The external reviewer is an individual with appropriate status within Health Sciences Graduate Studies at McMaster University but who is external to the Student’s thesis committee. This person will be contacted directly by the thesis supervisor and must be approved by the Program Director of the MSc. Health Sciences Education Program. Permission for the external reviewer is obtained in writing by the Director of the HSED program; generally speaking, the recommendation of the HSED Program is taken into account when selecting an appropriate external reviewer. The external reviewer should be appointed at least two months before the thesis is to be defended; the final draft of the thesis must be in the hands of the external reviewer at least one month before the defense. The external reviewer will generally be knowledgeable about some aspects of the clinical, health care, or methodology of the thesis topic (e.g. acts as a content expert).

The final evaluation for thesis-based MSc. students is the written and oral defense of a thesis before an examination committee. Both components, oral and written, have to be successfully completed. If a student fails either part of the thesis, the curriculum and thesis examination committees will decide if the student may retry the defense.

TIMELINES FOR THESIS PROJECTSIt is important to emphasize that students are writing a Master’s thesis, not a PhD dissertation. The program expects that, on average, three to six months of full-time intensive work is required to complete the thesis, following the selection of a topic and successful acquisition of data. While the efforts and endeavours of individual students will vary, and while some students may choose not to devote their full time to the thesis, the program does not expect the cumulative work for a thesis to extend for more than a year.

If students enrolled in thesis programs have completed all of the degree requirements (including but not limited to their fi nal thesis submission) and have completed all paperwork and other requirements by the September deadline in the graduate calendar, they will not be required to pay tuition or supplemental fees for September and their clear-to-graduate date will be August 31.

THE SUPERVISOR THE EXTERNAL REVIEWER

ThesisFor the thesis option, students will complete a formal written research proposal that outlines their project plan prior to commencing research and submit it for approval to their Thesis Committee within six months of entry into the program for full time students and within one year of entry for part-time students. The thesis will demonstrate integrative thinking, an understanding of the relevant literature, and involve the conduct of original research focusing on a health science education topic that is selected by the student in consultation with their thesis Supervisor. The proposal will be individualized to the student’s area of interest.

Also, it is a time that the committee negotiates how it will work together and assists the student during the development of the thesis.

Once the committee and student accept the final proposal, all must sign the MSc. HSED Thesis Proposal form. The student must also sign a statement indicating that the thesis does no present a significant overlap with other papers written during any MSc. HSED courses. The thesis proposal is now ready to be reviewed by the HSED Program.

After obtaining approval from his/her Thesis Committee, along with the necessary signatures, the student will submit a MSc. HSED Thesis Proposal form to the HSED office. This approval serves to ensure that the Student has an appropriate Thesis Supervisory Committee in terms of School of Graduate Studies (SGS) status, and relevant expertise as it pertains to the chosen thesis topic.

The process for Thesis Approvals:

• The Program Director and Associate Program Directorwill review and approve thesis topic requests.

• Only in the case that the PD and APD disagreewill the request be brought forward for fullCurriculum Committee input.

• Submission of Thesis Approval can happen at any time(i.e., no in-term deadlines), but must be submitted priorto, or in concert with, the Student’s first Committeemeeting.

STUDENT HANDBOOK

The student’s Thesis Committee must approve the topic that he or she wishes to research. Although the advisor may help, it is ultimately the student’s responsibility to identify a suitable thesis committee, usually consisting of three internal readers and one external reader. The committee should be balanced in terms of background or expertise and include obvious content experts from the Program. The name and position of the proposed external reviewer (usually an expert in the fi eld) should be sent to the HSED Director. External reviewers may be involved throughout the development of the thesis or only at the end of the process, to review the fi nal written document after the internal committee has approved it for defense.

The policy of the HSED Program is that students should choose supervisors and two committee members who will be most helpful to them in the preparation of their thesis. The roles of the various members of the committee are described in detail below. While the supervisor takes on the main task of directing progress, it is important that committee members have the opportunity to react early to major methodological decisions. This can be achieved through a supervisory committee meeting when the main approach is clear and the student has written the fi rst draft of the key methodological chapters of the thesis. An oral defense can only be contemplated when the committee agrees that the written thesis is acceptable.

Remember that the external reviewer must be approved by the Associate Dean of Graduate Studies (Health Sciences). Please let the Director of the HSED Program know who this person is at least 10 weeks before you plan to have your defense, so their approval can be obtained. The external reader must be given a written copy of the thesis at least one month before the oral defense.

THE SUPERVISOR The supervisor (or fi rst reader) of an HSED thesis must be an approved member of Graduate Faculty in HSED to act in this capacity. If in doubt, please consult the Administrative Assistant at [email protected]. The supervisor assumes the role of the student advisor and the responsibility for the management of the thesis. Specifi cally, s/he is responsible for providing direction to the student, advice on data sources and potential avenues of approach, instructions on the proper content and form of the thesis, review of the student’s progress, and serving as the fi rst reader of the thesis. It is the responsibility of the supervisor to help the student think through methodological issues and to raise questions about possible methodological decisions faced/taken by the student. The supervisor will chair the thesis defense examination.

THE COMMITTEEThe non-supervisor members of the Thesis Committee must be selected from faculty with graduate faculty status in HSED. These faculty members should be chosen in consultation with the supervisor and are responsible for providing methodological advice and criticisms to the student during the preparation of the thesis. Either one of these committee members may serve as the chair of the oral defense examination.

THE EXTERNAL REVIEWER In addition to the members of the thesis committee described above, an external reviewer is required. The external reviewer is an individual with appropriate status within Health Sciences Graduate Studies at McMaster University but who is external to the Student’s thesis committee. This person will be contacted directly by the thesis supervisor and must be approved by the Program Director of the MSc Health Sciences Education Program. Permission for the external reviewer is obtained in writing by the Director of the HSED program; generally speaking, the recommendation of the HSED Program is taken into account when selecting an appropriate external reviewer. The external reviewer should be appointed at least two months before the thesis is to be defended; the final draft of the thesis must be in the hands of the external reviewer at least one month before the defense. The external reviewer will generally be knowledgeable about some aspects of the clinical, health care, or methodology of the thesis topic (e.g. acts as a content expert).

The fi nal evaluation for thesis-based MSc students is the written and oral defense of a thesis before an examination committee. Both components, oral and written, have to be successfully completed. If a student fails either part of the thesis, the curriculum and thesis examination committees will decide if the student may retry the defense.

Once a student has identifi ed a thesis supervisor and two internal committee members, he or she must complete a formal written research proposal that outlines their project prior to commencing research and submit it for approval to their Thesis Committee within six months of entry into the program for full time students and within one year of entry for part-time students. The student may choose to give the Thesis Proposal to his/her thesis supervisor for comments prior to distributing it to the remainder of the committee. Alternatively, the student may choose to distribute the proposal to all internal supervisory committee members at the same time. Please note that the external member of the committee is not involved in approving the proposal.

thesis supervisor, and internal faculty readers. This meeting serves to orient the Thesis Committee to the overall purpose of the proposed research – each committee member is made aware of exactly what the other members of the committee expect of the student, and have the opportunity to becomes involved in the whole process at the onset. Questions and contentious issues can be answered and sorted out to everyone’s satisfaction.

TIMELINES FOR THESIS PROJECTSIt is important to emphasize that students are writing a Master’s thesis, not a PhD dissertation. The program expects that, on average, three to six months of full-time intensive work is required to complete the thesis, following the selection of a topic and successful acquisition of data. While the efforts and endeavours of individual students will vary, and while some students may choose not to devote their full time to the thesis, the program does not expect the cumulative work for a thesis to extend for more than a year.

If students enrolled in the thesis program have completed all of the degree requirements (including but not limited to their final thesis submission) and have completed all paperwork and other requirements by the September deadline in the graduate calendar, they will not be required to pay tuition or supplemental fees for September and their clear-to-graduate date will be August 31.

Once the final draft of the proposal is ready, the student distributes it to his/her committee. Within one month of distributing the thesis proposal, a committee meeting should be held and should be attended by the student,

THESIS PROPOSAL INSTRUCTIONS AND APPROVAL PROCESS

STUDENT HANDBOOK

To meet the requirements for a Master’s degree, the thesis must be submitted in electronic form prior to the defense by the student. It must be delivered to the HSED Administrative Assistant no later than the date specifi ed in the Sessional Dates for the degree to be recognized at the appropriate convocation. Sessional Dates are found here: http://graduate.mcmaster.ca/graduate-students/current-students/graduate-calendar.

It is also the responsibility of the candidate and supervisor to schedule the defence date and time. The oral defence will normally be scheduled at least two weeks after submission of the document and must be scheduled no later than two months after submission. The candidate should inform the HSED Administrative Assistant of the intended defence date and time in order to book a defence room and prepare the paperwork.

The defence consists of a short (15-20 minutes) presentation by the student of the rationale, fi ndings and contributions of the research. This presentation is followed by questions from all members of the Committee based on the thesis research. The examination should last no more than two hours. The defence is a public examination and audience members are welcome to observe the oral presentation and questioning, however they may be asked to leave the examination room after the initial presentation. The defence details will be circulated by email and posted on the MSc. HSED website. Questions from the public audience may be allowed at the end of the examination, time permitting.

Your School of Graduate Studies degree requirements are considered complete when one electronic copy of the thesis, revised as directed by your defense examining committee, is submitted to the School of Graduate Studies through the E-Thesis Submission module in MacSphere. There is a $40 library and archiving fee for Master’s electronic theses. You must pay your $40 fee before your thesis is considered submitted. You can use a credit card to pay the fee online.

HOW TO SUBMIT A THESIS TO MACSPHERE:Check the latest instructions from the School of Graduate Studies in case the instructions have changed.

• Go to MacSphere.• On top/right corner click on Sign onto My MacSphere

and log in with your MAC ID.• Click on Start a New Submission.• Select Collection: Open Access Dissertations and

Theses, and click on NEXT to being submitting your dissertation.

• Complete the submission screens as prompted. Once you click on I Grant The License your dissertation will be submitted to SGS for processing.

For your e-thesis to be published via MacSphere, the fi nal version of your thesis should be named using the following fi le naming convention:

FAMILYNAME_FIRSTNAME_MIDDLEINITIAL_FINALSUBMISSIONYEARMONTH_DEGREE

Your fi nal submission will not be considered complete without the submission of the forms found at http://graduate.mcmaster.ca/graduate-students/current-students/forms/thesis-forms to the School of Graduate Studies, Gilmour Hall Room 212, attention Thesis Coordinator. You may also have to attach a Copyright Permission Form where applicable.

The Defence Examination Committee will usually consist of the supervisory committee of the candidate and will be chaired by the candidate’s supervisor. Some students, especially those who do projects off-campus, may have supervisory committee members who are not McMaster faculty members. In these cases, the Department Chair or designate will appoint a faculty member from the department who will be the student’s internal supervisor of record, and as many additional faculty members from the department in order to have at least three McMaster faculty members on the committee.

The fi nal evaluation for thesis-based MSc students is the written and oral defense of a thesis before an examination committee. Both components, oral and written, have to be successfully completed. At the end of the oral defence the candidate and the audience will leave the examination room. The Committee will make separate judgements on the written thesis or project and the oral defence by majority vote. In the event that either the re-submitted thesis or project or the second oral defence are judged unsatisfactory, the student fails.

After a successful defense, the Chair of the examination committee will inform the student of thesis changes required by the examiners. The Chair will initial and give the student a form [entitled Final Thesis Submission Sheet] indicating whether minor or major changes are required to the thesis. After all changes have been made, the student must submit this completed form to the School of Graduate Studies for his Final Submission to be published to Digital Commons.

Your first step regarding any questions with respect to writing your thesis is to consult the School of Graduate Studies’ Guide for the Preparation of Master’s and Doctoral Theses. All graduate theses must conform to the style and form requirements as detailed in the Guide.

Please consult the latest version of the Guide found here:

http://graduate.mcmaster.ca/images/Thesis_Defence/Guide_for_the_Preparation_of_Masters_and_Doctoral_ Theses-_December_2014.pdf

FORMATStudents should note that the text of the standard graduate thesis consists of an Introduction section or chapter, followed by several well-defined sections or chapters, which contain the research results, finishing with a Discussion and Conclusion section or chapter, or a summary statement of the results of the investigation. The List of References section (or bibliography) follows the text, and any appendices follow this.

If some of the research undertaken expressly for the degree has previously been published or prepared by the student as one or more journal articles, or parts of books, those items may be included within the thesis subject to the School of Graduate Studies’ regulations and to obtaining permission from the supervisory committee.

Ensure that your thesis meets the following format guidelines:• A standard 10-12 point font has been used• TOP and LEFT margins should be 3.8 cm, and RIGHT

and BOTTOM margins should be 2.5 cm• Title Page• Half-title Page• Descriptive Note• Abstract of 300 words or less• All preliminary pages are numbered in lower case

Roman numerals• All pages must be numbered. The main body of

the thesis, including text, bibliography andappendices, must be numbered continuously usingArabic numerals.

STUDENT HANDBOOK

To meet the requirements for a Master’s degree, the thesis must be submitted in electronic form prior to the defense by the student. It must be delivered to the HSED Administrative Assistant no later than the date specifi ed in the Sessional Dates for the degree to be recognized at the appropriate convocation. Sessional Dates are found here: http://graduate.mcmaster.ca/graduate-students/current-students/graduate-calendar.

It is also the responsibility of the candidate and supervisor to schedule the defence date and time. The oral defence will normally be scheduled at least two weeks after submission of the document and must be scheduled no later than two months after submission. The candidate should inform the HSED Administrative Assistant of the intended defence date and time in order to book a defence room and prepare the paperwork.

The defence consists of a short (15-20 minutes) presentation by the student of the rationale, findings and contributions of the research. This presentation is followed by questions from all members of the Committee based on the thesis research. The examination should last no more than two hours. The defence is a public examination and audience members are welcome to observe the oral presentation and questioning, however they may be asked to leave the examination room after the initial presentation. The defence details will be circulated by email and posted on the MScHSED website. Questions from the public audience may be allowed at the end of the examination, time permitting.

Your School of Graduate Studies degree requirements are considered complete when one electronic copy of the thesis, revised as directed by your defense examining committee, is submitted to the School of Graduate Studies through the E-Thesis Submission module in MacSphere. There is a $40 library and archiving fee for Master’s electronic theses. You must pay your $40 fee before your thesis is considered submitted. You can use a credit card to pay the fee online.

HOW TO SUBMIT A THESIS TO MACSPHERE: Check the latest instructions from the School of Graduate Studies in case the instructions have changed.• Go to MacSphere.• On top/right corner click on Sign onto My

MacSphere and log in with your MAC ID.• Click on Start a New Submission.• Select Collection: Open Access Dissertations

and Theses, and click on NEXT to beingsubmitting your dissertation.

• Complete the submission screens as prompted.Once you click on I Grant The License your dissertationwill be submitted to SGS for processing.

For your e-thesis to be published via MacSphere, the final version of your thesis should be named using the following file naming convention:

FAMILYNAME_FIRSTNAME_MIDDLEINITIAL_ FINALSUBMISSIONYEARMONTH_DEGREE

Your fi nal submission will not be considered complete without the submission of the forms found at http://graduate.mcmaster.ca/graduate-students/current-students/forms/thesis-forms to the School of Graduate Studies, Gilmour Hall Room 212, attention Thesis Coordinator. You may also have to attach a Copyright Permission Form where applicable.

The Defence Examination Committee will usually consist of the supervisory committee of the candidate and will be chaired by the candidate’s supervisor. Some students, especially those who do projects off-campus, may have supervisory committee members who are not McMaster faculty members. In these cases, the Department Chair or designate will appoint a faculty member from the department who will be the student’s internal supervisor of record, and as many additional faculty members from the department in order to have at least three McMaster faculty members on the committee.

The final evaluation for thesis-based MSc. students is the written and oral defense of a thesis before an examination committee. Both components, oral and written, have to be successfully completed. At the end of the oral defence the candidate and the audience will leave the examination room. The Committee will make separate judgments on the written thesis or project and the oral defence by majority vote. In the event that either the re-submitted thesis or project or the second oral defence are judged unsatisfactory, the student fails.

After a successful defense, the Chair of the examination committee will inform the student of thesis changes required by the examiners. The Chair will initial and give the student a form [entitled Final Thesis Submission Sheet] indicating whether minor or major changes are required to the thesis. After all changes have been made, the student must submit this completed form to the School of Graduate Studies for his Final Submission to be published to Digital Commons.

Note: It is the student's responsibility to obtain signatures on both the Defence Committee Report and the Final Submission Sheet. Copies of both completed forms and final thesis are the be sent to the HSED office.

Also note: All supervisors must have supervisory status within the MSc. HSED program. All committee members must have at least Non-Supervisory Status within the MSc. HSED program.

Your fi rst step regarding any questions with respect to writing your thesis is to consult the School of Graduate Studies’ Guide for the Preparation of Master’s and Doctoral Theses. All graduate theses must conform to the style and form requirements as detailed in the Guide.

Please consult the latest version of the Guide found here:

http://graduate.mcmaster.ca/images/Thesis_Defence/Guide_for_the_Preparation_of_Masters_and_Doctoral_Theses-_December_2014.pdf

FORMATStudents should note that the text of the standard graduate thesis consists of an Introduction section or chapter, followed by several well-defined sections or chapters, which contain the research results, fi nishing with a Discussion and Conclusion section or chapter, or a summary statement of the results of the investigation. The List of References section (or bibliography) follows the text, and any appendices follow this.

If some of the research undertaken expressly for the degree has previously been published or prepared by the student as one or more journal articles, or parts of books, those items may be included within the thesis subject to the School of Graduate Studies’ regulations and to obtaining permission from the supervisory committee.

Ensure that your thesis meets the following format guidelines:• A standard 10-12 point font has been used• TOP and LEFT margins should be 3.8 cm, and RIGHT and

BOTTOM margins should be 2.5 cm• Title Page• Half-title Page• Descriptive Note• Abstract of 300 words or less• All preliminary pages are numbered in lower case

Roman numerals• All pages must be numbered. The main body of the

thesis, including text, bibliography and appendices, must be numbered continuously using Arabic numerals.

STUDENT HANDBOOK

Financial Information

$ 7 560.00

MSC. HEALTH SCIENCE EDUCATION PROGRAM FEESFull-Time Studies:MSc Health Science Education (Full Time, Annual) Year 1

MSc Health Science Education (Full Time, Annual) Subsequent Years

$ 7 423.00

**Please note that if you are Full Time McMaster Faculty or Staff you are not eligible for the Full Time option**

$ 5 040.00

$ 4 948.00

Part-Time Studies:MSc Health Science Education (Part Time, Annual) Year 1

MSc Health Science Education (Part Time, Annual) Subsequent Years

International Fees:

Part-Time Fees

Full-Time Fees

Per Course

SCHOLARSHIPS AND AWARDSPlease visit the school of Graduate Studies to access a list of internal and external awards and scholarships to assist in funding.

**Please note that funding options are provided only to full-time students**

**Please also note funding is not provided to working McMaster clinicians**

FAQs

HOW/WHERE WOULD I TAKE MY COURSES?All courses of the MScHSEd program run online through Avenue to Learn. For descriptions of all core and elective courses offered by the program, please see the Courses section of the Handbook. In addition it is mandatory for students to complete a residency period consisting of two independent on-campus courses Health Science Education I and Health Science Education II.

HOW MUCH TIME DO I HAVE TO COMMIT TO THE PROGRAM EACH WEEK?Of course, it varies from student to student. The core faculty of the HSED program agree that students should allot approximately 5-10 hours per course, per week. This includes watching lectures, completing the readings, participating in discussion forums, and working on assignments.

HOW ARE THE LECTURES SET UP ONLINE? DO WE HAVE TO LOG IN AT A SPECIFIC TIME EACH WEEK?Most lectures are pre-recorded and uploaded at the beginning of the week. Students can watch each lecture at their leisure. Assignments are typically due at 11:59 PM of the date assigned.

I SEE THAT I HAVE TO ENTER THE COURSE-BASED OR THESIS-BASED STREAM. WHICH ONE SHOULD I CHOOSE? This depends on your interests, career goals, etc. If you are focused on developing your career with the knowledge and skills you have learned from the HSED program, it may be best to pursue the course-based stream. If you are interested in conducting research and expanding your knowledge on the academic side of health science education, than taking the thesis-based stream will be a better option.

WHAT IF I’M UNABLE TO FULFILL MY PROGRAM REQUIREMENTS DUE TO EXTREME CIRCUMSTANCES?If a student is unable to fulfill his or her requirements in the HSED program because of extreme circumstances, please contact the HSED Administrative Assistant ([email protected]) immediately. You will have to fi ll out an Accommodation Request Form outlining your reasons for taking a Leave Of Absence. The Director of the HSED program will then review the request. This policy is in line with Section 2.4.5 of the School of Graduate Studies’ Graduate Calendar.

HOW CAN I CONTRIBUTE TO THE PEDAGOGY OF THE PROGRAM AS A STUDENT?It is important to the HSED program to have student representation. As such, we will have three (3) student representatives - one (1) student representative from the incoming student cohort, and two (2) student representatives from the remaining student population. Each cohort will elect their student representatives for the year at the beginning of the academic year. Student representatives are non-voting members of the Curriculum Committee.

DO I HAVE TO FIND A SUPERVISOR BEFORE I START THE PROGRAM? Thesis students are required to have identifi ed a Supervisor at the beginning of the program. This is not a requirement for Course based students. Course based students should have an idea of who they wish to become their supervisor near the end of their first year of studies so that they have time to find their research interests and to carefully select the appropriate faculty member. Supervisors will be assigned to Course based students where necessary.

WHAT ARE THE TUITION FEES? WHAT DOES IT MEAN BY “YEAR 1” AND “YEAR 2?” For part-time students, tuition is $5 040 for the fi rst year, and $4 948 for all subsequent years. For full-time students, tuition is $7 560 for the fi rst year, and $7 423 for the second year. For international students, tuition is $8 833 for part-time students and $17 213 for full-time students. (Side note: the difference in tuition costs for a full-time student over two years, compared to a part-time student over 3 years, is less than $50).

$ 8 833.00

$ 17 213.00

$ 2 968.00

STUDENT HANDBOOK

Financial Information

MSC. HEALTH SCIENCE EDUCATION PROGRAM FEESFull-Time Studies:MSc Health Science Education (Full Time, Annual) Year 1 $ 7 560.00

MSc Health Science Education (Full Time, Annual) Subsequent Years $ 7 423.00

**Please note that if you are Full Time McMaster Faculty or Staff you are not eligible for the Full Time option**

Part-Time Studies:MSc Health Science Education (Part Time, Annual) Year 1 $ 5 040.00

MSc Health Science Education (Part Time, Annual) Subsequent Years $ 4 948.00

International Fees:Part-Time Fees $ 8 833.00

Full-Time Fees $ 17 213.00

Per Course $ 2 968.00

SCHOLARSHIPS AND AWARDSPlease visit the School of Graduate Studies website for a list of available internal and external awards and scholarships to assist in funding.

**Please note that funding options are provided only to full-time students**

**Please also note funding is not provided to working McMaster clinicians**

FAQs

HOW/WHERE WOULD I TAKE MY COURSES?All courses of the MSc. HSED program run online through Avenue to Learn. For descriptions of all core and elective courses offered by the program, please see the Courses section of the Handbook. In addition it is mandatory for students to complete a residency period consisting of two independent on-campus courses Health Science Education I and Health Science Education II.

HOW MUCH TIME DO I HAVE TO COMMIT TO THE PROGRAM EACH WEEK?Of course, it varies from student to student. The core faculty of the HSED program agree that students should allot approximately 5-10 hours per course, per week. This includes watching lectures, completing the readings, participating in discussion forums, and working on assignments.

HOW ARE THE LECTURES SET UP ONLINE? DO WE HAVE TO LOG IN AT A SPECIFIC TIME EACH WEEK?Most lectures are pre-recorded and uploaded at the beginning of the week. Students can watch each lecture at their leisure. Assignments are typically due at 11:59 PM of the date assigned.

I SEE THAT I HAVE TO ENTER THE COURSE-BASED OR THESIS-BASED STREAM. WHICH ONE SHOULD I CHOOSE? This depends on your interests, career goals, etc. If you are focused on developing your career with the knowledge and skills you have learned from the HSED program, it may be best to pursue the course-based stream. If you are interested in conducting research and expanding your knowledge on the academic side of health science education, than taking the thesis-based stream will be a better option.

WHAT IF I’M UNABLE TO FULFILL MY PROGRAM REQUIREMENTS DUE TO EXTREME CIRCUMSTANCES?If a student is unable to fulfill his or her requirements in the HSED program because of extreme circumstances, please contact the HSED Administrative Assistant ([email protected]) immediately. You will have to fi ll out an Accommodation Request Form outlining your reasons for taking a Leave Of Absence. The Director of the HSED program will then review the request. This policy is in line with Section 2.4.5 of the School of Graduate Studies’ Graduate Calendar.

HOW CAN I CONTRIBUTE TO THE PEDAGOGY OF THE PROGRAM AS A STUDENT?It is important to the HSED program to have student representation. As such, we will have three (3) student representatives - one (1) student representative from the incoming student cohort, and two (2) student representatives from the remaining student population. Each cohort will elect their student representatives for the year at the beginning of the academic year. Student representatives are non-voting members of the Curriculum Committee.

DO I HAVE TO FIND A SUPERVISOR BEFORE I START THE PROGRAM? Thesis students are required to have identifi ed a Supervisor at the beginning of the program. This is not a requirement for Course based students. Course based students should have an idea of who they wish to become their supervisor near the end of their fi rst year of studies so that they have time to find their research interests and to carefully select the appropriate faculty member. Supervisors will be assigned to Course based students where necessary.

WHAT ARE THE TUITION FEES? WHAT DOES IT MEAN BY “YEAR 1” AND “YEAR 2?” For part-time students, tuition is $5 040 for the first year, and $4 948 for all subsequent years. For full-time students, tuition is $7 560 for the first year, and $7 423 for the second year. For international students, tuition is $8 833 for part-time students and $17 213 for full-time students. (Side note: the difference in tuition costs for a full-time student over two years, compared to a part-time student over 3 years, is less than $50).

HSED Student Handbook 2016-2017

Documents

Transcript of HSED Student Handbook 2016-2017