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Program Competencies

Competencies and Documentation of Achievement of Competencies 
Development of the Teaching Portfolio



Teaching and Learning

Identify and Assess One's Teaching Role, Style and Philosophy

Prepare a professional biography to include the following:

  • Assess one's teaching style based on the results of one or more available teaching assessment  tools such as the TPI (Teacher Perspective Index)
  • Write a personal teaching philosophy that includes teaching beliefs and specific teaching strategies that  facilitate teaching/learning based on the philosophy

Plan, design, and implement a teaching unit

Plan, design and implement a teaching unit to include the following:

  • Apply major learning theories to instructional design and lesson planning
  • Select and apply appropriate teaching strategies and unit content according to the goals of instruction and identified learner characteristics
  • Design and implement multiple student-centered learning activities based upon differences in learning styles
  • Utilizing the University's course management system, teach an instructional unit

Assessing Learning and Course Evaluation

Assess student learning

Assess student learning to include the following:

  • Apply standards established by regional accrediting bodies in regard to assessment of student learning
  • Design assessment tools appropriate to anticipated course outcomes
  • Develop an assessment plan that includes the selection of appropriate psychometrics to determine the reliability and validity of the assessment, and at a minimum conduct an item analysis and content validation

Assess course(s)

  • Utilizing best practices, create a course evaluation tool that assesses course structure, organization, level, as well as the instructor's teaching

Teaching in the Clinical or Community Environment

Educate and assess students in the clinical setting

Design and apply teaching and learning strategies in the clinical environment to include the following:  

  • Identify individual clinical education goals,
  • Plan appropriate preceptoring and mentoring strategies to facilitate one-on-one or small group clinical learning
  • Design and implement inter-professional practice scenarios
  • Assess learning in the clinical environment

Design a community education program

Design a community education program to include the following:

  • Analyze community health care needs data
  • Identify the target community
  • Design a community education program, applying teaching and learning strategies based on the needs of the community
  • Assess extent of learning

Curriculum Development

Develop a model curriculum

Design a model curriculum to include the following:

  • Conduct a benchmarking study to include educational and  professional standards
  • Articulate the role of credentialing and accreditation to the development of health professions curricula
  • Design a model curriculum, to include
    • identifying curriculum goals and objectives
    • mapping courses/components to the curriculum
    • strategies to assess curriculum outcomes
  • Formulate an ongoing feedback loop for continuous curriculum quality improvement

Future Plan as an Educator

Develop a Future Forward Plan

Develop a future forward plan as an educator



Research Competencies (Master of Science in Health Sciences Students)

Beyond the education received from the Health Professions Education track, the Master of Science in Health Sciences program provides health professionals with a strong background in health sciences research enabling health professionals to understand, investigate and apply evidence based research to their health care career. Like the courses in the Health Professions Education track, the core research courses for the Master’s program blend online course learning with competency based education. Additional competencies for students enrolled in the Master of Science in Health Sciences program, include the following:


Competency Areas

Master’s Students
Research Competencies

Research and Scholarship Core




Utilize data technologies to develop information from healthcare data to advance both research and evidence-based practice in the educational, clinical, administrative, or policy settings of health care.

Select, apply, and interpret basic statistical tests and procedures for the purpose of successfully implementing the data analysis phase of a quantitative research study, including the presentation and interpretation of findings.

Assess the quality of published studies representing various research designs and propose appropriate research methods to select health care problem.

Apply the process of evidence analysis to include: asking a good question, finding the best evidence, consolidating evidence using a reference manager, extracting and analyzing the evidence, critically appraising the evidence, synthesizing the evidence using meta analysis, integrating the appraisal into a synthesis of the research.

Capstone Project/Research

Plan, implement, and evaluate a applied project or research consistent with the student’s academic or career goals. For students in the health professions education track, the capstone project/research must relate directly to health professions education.


Rutgers School of Health Professions



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