Abstract
Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.
TopIntroduction
Cassuto (2015) calls for a reform of graduate education, citing that traditionally narrow curricula can limit student preparedness for the demands of the field they will eventually join. The issues of student readiness and unyielding curricula are generally associated with the quality of the education provided by a program of study and the ability to offer additional or supplemental instruction to meet the needs of students and employers. Together, these challenges prompt a need for new, progressive paradigms that enable education to take place in multiple formal and informal learning spaces. Micro-credentialing is at the forefront of this paradigm shift with significant implications for graduate education, specifically professional degree programs and competency-based programs of study.
This chapter provides a critical understanding of the processes of creating and offering micro-credentials for health care professional degree programs, specifically in undergraduate medical education (UME), using a centralized system developed and maintained through the main, central operations of a university. In this chapter, the authors outline the following objectives:
- 1.
Evaluate gaps in professional degree programs, specifically in UME, that can be addressed through a micro-credentialing program
- 2.
Identify how the implementation of micro-credentials can strengthen and support education programs through competency-based learning
- 3.
Identify institutional goals that can be achieved through micro-credentialing
- 4.
Discuss essential internal structures and policies for a micro-credential program for a college within a central university system that aligns with the broad institutional values and goals
- 5.
Establish actions to engage stakeholders in the implementation of a new micro-credential program for optimum impact
- 6.
Provide methods of assessment and evaluation to ensure proper program implementation and quality improvement, in addition to reporting programmatic outcomes and progress to maintain engagement of key stakeholders
The chapter highlights a case to illustrate an example of challenges identified within health care professional degree programs and how Florida International University’s (FIU) Herbert Wertheim College of Medicine (HWCOM) addressed them using micro-credentials. First, background information emphasizes the role of micro-credentials in higher education to help illustrate the planning and implementation stages of a formalized micro-credential program. Next, an overview of FIU’s centralized micro-credentialing system provides a foundation to demonstrate how HWCOM leveraged this resource to develop a micro-credentialing program to meet identified skill gaps in the medical education curriculum paradigm. Recognizing that micro-credentials are a structure for innovation, an examination of medical education in the framework of a professional degree provides context for the use and value of micro-credentials to external stakeholders post-graduation. Finally, a discussion of the future development of HWCOM’s micro-credential program and the potential impact of micro-credentials in medical education offers ideas for future research.
Key Terms in this Chapter
Undergraduate Medical Education (UME): The first four years of medical school in pursuit of an MD. Some students may take longer in their UME training depending on their academic performance or dual degree completion.
Residency: A stage of graduate medical education that begins after graduating from an accredited medical school. Residency training is done in a medical facility under the supervision of a senior clinician. Completion of a residency is required to obtain an unrestricted license to practice medicine and to practice in a specialty. Depending on the specialty, a residency can take three to five years to complete.
Academic Medicine: Individuals who work in medical education, either through teaching or research, and engage in the contribution or advancement of knowledge in the areas of teaching, research, or patient care.
Student as Teacher: Programs or courses outside of formal education programs related to teaching and learning that are offered to students who may be interested in utilizing skills learned in either undergraduate or postgraduate teaching opportunities.