Table 1
HEALZ Content.
| Week | Topics |
|---|---|
| 1 |
|
| 2 |
|
| 3 |
|
Table 2
HEALZ Participation and Completion.
| Cohort | # Applicants | # Scholars selected | # Graduates | # Mentors |
|---|---|---|---|---|
| One | 21 | 14* | 14 (100%) | 11 |
| Two | 20 | 14 | 14 (100%) | 42 |
| Three | 18 | 14 | 12 (86%) | 38 |
[i] *Plus 2 committee members who audited the program.
Table 3
Summary of Changes in Content Knowledge.
| Increase | Decrease | No Change | |||||
|---|---|---|---|---|---|---|---|
| One | Principles of curriculum development | 39 | 34 | 0 | 5 | 5.19* | .83 |
| Conducting a curriculum needs assessment | 39 | 38 | 0 | 1 | 5.47* | .88 | |
| Preparing quality surveys | 39 | 34 | 0 | 5 | 5.28* | .85 | |
| Conducting quality interviews | 40 | 34 | 0 | 6 | 5.35* | .85 | |
| Two | Analyzing quantitative data | 36 | 23 | 1 | 12 | 4.26* | .71 |
| Analyzing qualitative data | 35 | 30 | 0 | 5 | 4.90* | .72 | |
| Writing goals and objectives | 34 | 22 | 0 | 12 | 4.28* | .73 | |
| Choosing educational methods | 36 | 32 | 0 | 4 | 5.10* | .85 | |
| Assessing learners | 36 | 24 | 0 | 12 | 4.67* | .78 | |
| Developing plan for curriculum and evaluation | 35 | 31 | 0 | 4 | 4.98* | .84 | |
| Three | Evaluating a curriculum project | 42 | 33 | 1 | 8 | 5.03* | .78 |
| Writing about curriculum development for publication | 42 | 35 | 2 | 5 | 5.14* | .79 |
[i] * p < .001.
Table 4
Cohort Two and Three – Curriculum Summary Rating Averages.
| Cohort 2 | Cohort 3 | |
|---|---|---|
| Evidence-based | 2.0 | 3.4 |
| Important/relevant to student learning | 2.33 | 3.7 |
| Important/relevant to institutional goals, status, resources | 2.67 | 3.5 |
| Quality of stated program goals & objectives | 3.33 | 3.7 |
| Pedagogically sound | 2.89 | 2.7 |
| Educational strategies | 2.67 | 3.1 |
| Appropriate learner assessment | 2.33 | 3.0 |
| Program evaluation | 2.44 | 3.3 |
Table 5
HEALZ Scholars’ Curricula Topics.
| Cohort One | Cohort Two | Cohort Three |
|---|---|---|
| Physiology | Community preventive dentistry | Cardiovascular skills |
| Neonatology | Communication skills | Cerebral palsy caregiver training |
| Occupational safety and health | Community occupational therapy | Clinical supervisor training |
| Forensic psychiatry | Biostatistics | Community caregivers’ mental health |
| Genetics | Cardiac life support | Dentistry patient safety |
| Point of care tests | Ethical professionalism | Maternity patient safety |
| Professionalism and ethics | Hypertensive disorders of pregnancy | Pharmacology |
| Minimal access surgery | Child/adolescent mental health | Researcher skills |
| Stroke patient caregivers training | Gastroenterology | Upper GI endoscopy |
| Reproductive health/disease | Infection prevention/control | Urology |
| Rural field experiences | Neonatology | |
| Neuroscience | ||
| Ophthalmology |