国际学生入学条件
Applicants should hold an M.D. degree and must have performed satisfactorily on the Medical College Admission Test (MCAT). Basic sciences applicants without an M.D. must hold an equivalent degree and must have performed satisfactorily on an admission test equivalent to the MCAT.
Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or the Duolingo English Test (DET).
Application materials must include an official transcript showing medical coursework and medical degree, or equivalent for basic sciences applicants (current and former University of Iowa students do not need to request a UI transcript or transcripts previously submitted to the University), a letter of reference from the applicant's department chair and one additional letter of reference, and a 300-500 word essay describing the applicant's interest in medical education and in the Master in Medical Education program.
TOEFL iBT - Total score 81
TOEFL PBT - 550
IELTS - Overall score of 7 with no subscore less than 6
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雅思考试总分
7.0
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雅思考试指南
- 雅思总分:7
- 托福网考总分:81
- 托福笔试总分:550
- 其他语言考试:DuoLingo (DET) - Score of 105+
CRICOS代码:
申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
医学教育硕士课程为医疗保健教育教师提供了专门研究课程设计,有效教学,评估以及医学教育其他方面的理论和实践的机会。该计划的毕业生将能够:设计适当范围,顺序和针对预期学习者的循证教育计划和材料,为教室,实验室或临床环境中的个人和小组提供有效的指导,评估使用形成性和总结性方法进行教学的有效性,了解教育测量的基本原理,并能够将其应用于医学教育,使用评估来促进学习并评估学习进度和状态,了解其中的基本原理,并能够进行解释和使用,教育研究,将程序评估的基本理论,设计和方法应用于医学教育环境。医学教育硕士课程要求至少30
The Master in Medical Education program gives health care education faculty members the opportunity to specialize in theory and practice of curriculum design, effective teaching, assessment, and other aspects of medical education. Graduates of the program will be able to: design evidence-based education programs and materials with appropriate scope, sequence, and focus for intended learners, deliver effective instruction to individuals and small or large groups in classroom, laboratory, or clinical settings, evaluate the effectiveness of educational instruction, using formative and summative methods, understand basic principles of educational measurement and be able to apply them to medical education, use assessments to promote learning and to assess learning progress and status, understand basic principles of, and be able to interpret and use, educational research, apply the fundamental theories, designs, and methods of program evaluation to the medical education environment, identify current issues in medical education and resources available for monitoring developments in the field, develop skills in reflection on past experience, including skills of self-awareness, self-analysis, and self-evaluation, that results in the ability to generate a new perspective or plan of action, and identify the evolving role of technology in medical education and research.
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