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Dr. Larry Chin with students

Microcredentials

About Microcredentials

Microcredentials are short, focused credentials designed to provide in-demand skills, know-how, and experience. They result in a digital badge you can display on your resume, or LinkedIn, to show others proof of your skills and competencies.

Available Microcredentials

Upstate Medical University

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Academic Program Leadership Development

Microcredential Director: Jennifer Vaughn, DNP, RN, NE-BC

Contact Info: johnjenn@upstate.edu

Description: This Academic Program Leadership Development (APLD) microcredential (MC) consists of 6 learning sessions across a 12-week period. The purpose of these sessions is to provide information about the role and responsibilities of an academic faculty member serving in a Program Director (PD). It is intended for clinical or tenured academic professors who are new to the role. However seasoned PD’s are invited to provide additional information into the topics. Each session will last 45 min with 15 minutes at the end for questions/ discussion. They will be offered in a hybrid format. Sessions will also be recorded.

Target Audience:  College of Nursing Faculty

Time Requirement: 6 learning sessions across a 12-week period

Content Delivery:  Online & classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

1.     Apply communication strategies to effectively influence and motivate diverse individuals and groups through the Program Leadership role.

1.     Small group discussion, table discussion and role play

2.     Demonstrate the ability to navigate complex organizational dynamics and communicate expectations with clarity and precision.

2.     Small group discussion and group activity.

3.     Analyze and evaluate the approach to various leadership responsibilities that align with organizational goals and values.

3.     Activity to identify leadership style and reflection upon findings.

4.     Integrate your leadership style and role responsibilities into decision making that foster a culture of integrity and trust in the organization.

4.     Development of 90-day action plan, with feedback.

Registration Open Beyond Upstate Students, Faculty, Staff:  Yes

Fee:  $300 for participants outside Upstate

Contact Director to Register

Advanced Excel for Administrative Professionals

Microcredential Director: Amy Green

Contact Info:  greenamy@upstate.edu

Description: Advanced Microsoft Excel for Administrative Professionals is a microcredential that goes beyond the basics and will bring participants’ Excel skills to the next level. This microcredential will help administrative professionals reduce errors, save hours of time, reduce redundant work, minimize manual data entry, and display data in graphs and charts. This microcredential will do so by teaching how to use Excel’s built-in tools, commands, formulas, functions, and graphs. This microcredential will also teach administrative professionals how to create customized formulas to fit their needs.

Target Audience:  Upstate Staff

Time Requirement:  5 weeks

Content Delivery:  Online & classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Manage Workbooks to include data in cells and ranges; tables and table data; perform calculations using formulas and functions; and creating charts.

·       Students are given a workbook with data at the beginning of each workshop and expected to work along with the instructor in order to achieve proficiency and self-assess their understanding of the skills taught.

·       Once students complete the 10 workshops, the instructor will email the final project.  This will be a workbook with multiple tabs that represents the skills taught within the MC.  Students must successfully complete tasks within the workbook in order to measure competence in advanced excel.

Prepare for collaboration to work together to protect data by setting parameters for consistency in the workbook; add co-authors; manage comments

Create visual heatmaps and 3-D maps using location data on an excel spreadsheet; display demographic data based on zip codes

Create advanced formulas and macros

Create pivot tables and pivot charts

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Anatomy Instruction

Microcredential Director:  Jennette J. Ball, DC

Contact Info: ballj@upstate.edu

Description: The microcredential in Anatomy Instruction is an educational experience that focuses on developing professional teachers in cadaveric-based clinical anatomy. This is a competency-based experience that will include in-person and remote training to acquire skills required for anatomy instruction. Students will be trained in anatomical education best practices for the classroom setting (in-person and remote) as well as the cadaver laboratory. Students will demonstrate their competency by completing the course work and achieving high standards.

Target Audience: Student must hold a Master’s degree in biomedical science or higher professional degree (PhD, MD, DO, DC, DNP, DPT, PA) or have a graduation date of no more than 12 months in the future or complete microcredential course work and higher professional degree simultaneously.

Time Requirement:  One calendar year (June – May); time may be flexible and adaptable to applicant’s degree timeline.

Content Delivery:  Online & classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Upon successful completion of this Microcredential students will demonstrate:

1.     Advanced knowledge of anatomy

2.     Clinical significance of anatomical structures

3.     Ability to design educational sessions

4.     Implementation of educational sessions

5.     Acceptance of feedback from students and faculty

6.     Reflection and quality improvement

1.     Testing of knowledge of anatomy and its clinical significance

2.     Advanced dissections, oral presentations, demonstrations (teaching)

3.     Feedback from team of anatomy faculty

4.     Completion of Teaching Capstone

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Basics of Behavioral Supports

Microcredential Director:  Jason Zeleny, MS, BCBA

Contact Info:  zelenyj@upstate.edu

Description:  The microcredential trains individuals in the rudimentary principles of learning and behavior. Individual’s will obtain a basic understanding of, and skill set in, effectively teaching new skills and reducing challenging forms of behavior (e.g., noncompliance, aggression) with individuals with differing abilities (e.g., diagnoses of intellectual disability, autism, behavior disorders). The microcredential will train individuals how to a) appropriately define, measure, and analyze learning and behavioral data, b) engage in individualized assessment procedures, c) implement evidence-based strategies targeting skill acquisition and behavior reduction, and d) engage in effective communication and professional behaviors while maintaining the dignity of consumers.

Target Audience:  Intended for those who may desire to obtain their certification as a registered behavior technician (i.e., behavior analytic paraprofessional), as well as those who work with populations that may require unique teaching strategies and/or who engage in challenging forms of behavior (e.g., aggression, self-injury).

Time Requirement:  40 hours; ~4 hours across 10 weeks

Content Delivery:  Online & classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Individuals will learn foundational skills and the basics in application of principles of learning and behavior.

Completion of online curriculum modules with embedded self assessments (e.g., quizzes) and

Individuals will demonstrate their understanding of the professional and ethical application of the principles of learning and behavior.

Completion of instructor led comprehension questions.

Individuals will demonstrate their ability to apply the skills learned regarding the principles of learning and behavior.

Adequate completion of each component of the competency-based skills assessment.

Registration Open Beyond Upstate Students, Faculty, Staff:  Yes

Fee:  $700  (free for students)

Contact Director to Register

Clinical Anatomy Instruction

Microcredential Director:  Jennette Ball, DC, MS 

Contact Info: ballj@upstate.edu

Description: The microcredential in Clinical Anatomy Instruction is a personalized educational experience that will advance the anatomical knowledge of future physicians through anatomical dissection skills for their chosen specialty as well as teaching opportunities. This is a competency-based experience that will include in-person and remote training to acquire skills required for clinical anatomy instruction. Students will be trained in anatomical dissection as well as instructional best practices for the classroom setting (in-person and remote) as well as the anatomy laboratory. Students will demonstrate competency by completing course work, achieving high standards, and creating a portfolio of teaching experiences.

Target Audience:

Time Requirement: 3 years

Content Delivery: Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Upon successful completion of this microcredential students will demonstrate:

1.     Advanced knowledge of clinical anatomy

2.     Ability to design educational sessions

3.     Implementation of educational sessions

4.     Acceptance of feedback from students and faculty

5.     Reflection and quality improvement

1.     Testing of knowledge of clinical anatomy

2.     Advanced dissections, oral presentations, demonstrations (teaching), and capstone project

3.     Feedback from experts in the field (faculty)

4.     Portfolio

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Evidence-Based Practice Scholar

Microcredential Director:  Emery House, RN

Contact Info: houseem@upstate.edu

Description:  This microcredential demonstrates competency in evidence-based practice (EBP). It is designed to learn the EBP process at each step of the way through educational content followed by guided active working time during the program so you leave each session having made progress toward your project.  The microcredential would be awarded after completion of an EBP project. The tools required to develop an EBP project would be acquired through an EBP workshop.  Participants will come to workshop with an idea, we will support from idea development through dissemination of final project. Workshops will be offered over four series to be held in person (session 1- intro to EBP/ PICO development, session 2- searching the evidence/evidence appraisal, session 3- evidence synthesis and recommendations, session 4- action planning).  Each series will have approximately 1-2 hours of instruction with 3-4 hours of development time.

Target Audience:  Students and staff

Time Requirement:  2 months

Content Delivery:  Classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Participant will develop understanding of EBP.

Participant will complete self-assessment survey at beginning as well as completion of workshops.

Participant will compare and contrast EBP to research and QI.

Participant will identify a problem and develop a draft PICO question.

Participant will create interdisciplinary relationships amongst colleagues within the hospital.

Participant will collaborate with identified stakeholders or project to bring idea to practice.

Participant will prepare from idea development to finalized project.

Participant will disseminate results of project internally (unit or specialty) as well as externally (conference presentation).

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Excellence in Medical Quality Improvement and Patient Safety

Microcredential Director:  Harvir Singh Gambhir, MD

Contact Info: Gambhirh@upstate.edu

Description:  This microcredential demonstrates competency in evidence-based practice (EBP). It is designed to learn the EBP process an Engaging Internal Medicine Residents in Quality Improvement (QI) activities is essential in improving the health of our population, enriching patient experiences and outcomes, and improving provider experience. This will be achieved through education, which focuses on delivering high-quality care that is safe, timely, equitable, effective, efficient, and patient and family centered. The education will involve a 3-year longitudinal commitment which includes completing a basic certification course, performing an in-depth evaluation and root cause analysis of an adverse event, and completing a 1-week rotation focused on patient safety and quality improvement. Enrollee’s will also participate in a quality improvement project and publish during these 3 years. 

Target Audience: Residents

Time Requirement:  3 years

Content Delivery:  Online and Classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Demonstrate awareness of key principals of quality improvement, patient safety, and patient-centered care. 

Institute of Health Improvement (IHI) workshop monthly assessment with feedback (flipped classroom).

Satisfactory completion of online quizzes and receipt of IHI Basic Certificate.

Demonstrate ability to identify contributing factors to a patient error or near miss using analytic approach outlined in the IHI certificate course (e.g., fishbone analysis, in-depth root cause analysis).   

Presentation and analysis of a detailed case review to present at the departmental Grand Rounds: Morbidity and Mortality (M&M) Conference with verbal feedback and online anonymous peer and faculty feedback.

Opportunity to be awarded the best M&M presentation of the year.

Demonstrate ability to incorporate principles of QI and patient safety while teaching clinical medicine to medical students.

MedHub evaluation completed for Rotation-X resident by Quality Chief Resident and verbal feedback given on educational skills during bedside Loftus teaching rounds.

Demonstrate knowledge and skills (teamwork, communication, leadership) in patient safety and QI by participating in a quality improvement project.   

Satisfactory completion of a manuscript worthy of publication.

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Foundations of Understanding Equity, Inclusion, and Bias in Academic Medicine

Microcredential Director:  Ann Botash, MD

Contact Info: Botasha@upstate.edu

Description:

Participants will participate in a series of 90-minute workshops, provided virtually, presented and facilitated by Diana Lautenberger of the AAMC, will enable attendees (faculty and staff) to

  • Explore foundational concepts related to equity, diversity, and inclusion.
  • Participate in workshops with a self-reflective and interactive approach.
  • Learn about identity, privilege, bias, and allyship as foundational pillars to understanding how to achieve DEI at Upstate.

By the end of the series, participants will be able to:

  • Explain how their various identities carry more or less social capital or power.
  • Describe aspects of dominant culture that advantage some and disadvantage others.
  • Use allyship and bystander intervention strategies that reduce harm to create more respectful and inclusive environments.

In addition to the 4 workshops, 4 debrief discussions (one per workshop) will be offered within 1-2 weeks following each workshop.

Target Audience:  Faculty and staff

Time Requirement:  2 months

Content Delivery:  Online

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

UNCONSCIOUS BIAS IN THE HEALTH PROFESSIONS

·       Describe what unconscious bias is and where it comes from.

·       Reflect on how it plays out in our lives and affects decision-

·       making, especially in health care settings.

·       Practice how to mitigate the effects of unconscious bias.

·       Pre- and Post-series quiz

·       Submission of written reflection based on prompts and specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

CONFRONTING DOMINANT CULTURE TO CREATE INCLUSIVE ENVIRONMENTS AND BELONGING

·       Reflect on one’s own identity, power, and privilege.

·       Explore how biases can manifest as microaggressions and create a hostile work environment.

·       Discover elements of dominant culture to practice effective allyship.

·       Explore allyship strategies to create supportive and inclusive environments.

·       Pre- and Post-series survey and assessment

·       Submission of written reflection specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

ALLYSHIP, BYSTANDER INTERVENTION, AND RESPONDING TO MICROAGGRESSIONS

·       Describe authentic allyship traits and practices through ally frameworks.

·       Explore responding to microaggressions as an ally.

·       Discover bystander intervention strategies to reduce harm.

 

·       Pre- and Post-series survey and assessment

·       Submission of written reflection specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

UNDERSTANDING GENDER BIAS TODAY AND SOLUTIONS TO ADDRESS IT

·       Learn about the current state of women’s representation and experiences in academic medicine

·       Explore and debunk myths about women in the workplace.

·       Explore strategies to shift culture in academic medicine toward respectful environments.

·       Pre- and Post-series survey and assessment

·       Submission of written reflection specific to this session

·       Discussion/debrief session (one hour) one week following the session (may choose to participate in a different debrief, only one required).

·       Post series course evaluation.

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Introduction to Biostatistics and Epidemiology

Microcredential Director:  Roger Wong, PhD, MPH, MSW  

Contact Info: wongro@upstate.edu

Description: Biostatistics and Epidemiology are at the core of the field of public health. This microcredential will introduce learners to the major Biostatistics and Epidemiology concepts and how they apply to the fields of public health and medicine. Through examples and practical applications during their classes, students hone skills that they can later apply to the work that they do outside of the classroom. The skills that students gain while completing this can be used to effectively consume and produce research, which can influence research and policy on a local and international level.

Target Audience:  Ideal for both students entering the public health workforce and seasoned practitioners seeking to gain additional public health and research skills.

Time Requirement:  One year

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

The following Learning Outcomes will be achieved through MPHP 601:

•    Discuss sentinel events in the history and development of epidemiology and the public health profession and their relevance for practice in the field.

•    Apply the basic terminology and definitions of epidemiology.

•    Describe the relationship between agent, host and environmental factors in disease causation.

•    Explain what causation means, and what criteria should be considered to determine whether a relationship between an exposure and a disease is likely to be causal.

•    Calculate basic epidemiology measures of disease frequency such as prevalence and incidence.

•    Identify key sources of data for epidemiologic purposes.

•    Describe the objectives of surveillance and explain its significance in public health.

•    Describe and differentiate between the levels of prevention (primary, secondary, tertiary) and discuss their application to health promotion and screening programs.

·     Identify the principles and limitations of public health screening programs.

·     Define different epidemiologic study designs, describe their strengths and weaknesses, and identify the type of study design for a given epidemiologic study.

·     Compute measures of association such as odds ratios and relative risks and interpret their confidence intervals and tests of significance.

·     Define different types of bias and identify potential sources of bias and their implications for a given epidemiologic study.

·     Evaluate the strengths and limitations of epidemiologic reports.

·     Read an epidemiologic study in a field familiar to the student from the point of view of an epidemiologist and assess this study in relation to its quality, utility, and impact on public health.

·     Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data.

·     Conduct a literature review to retrieve epidemiological information you need when working in public health.

·     Prepare a scientific presentation using Powerpoint describing the study question and hypothesis, background, methods, results, and conclusion for an epidemiologic report.

Learning outcomes will be assessed through the following:

 

The 1,000-word micro research report will be the final way for students to display all of the skills and knowledge that they have gained while completing the microcredential.

 

MPHP 601

1.     Class participation

2.     Homework Assignments

a.     Practice Homework

b.     Ethics Certificate and Responsible Conduct of Research Program

c.      OpenEpi Module

3.     Quizzes: Two quizzes will be given in this course. The format for the quizzes will include objective questions in the form of true/false, multiple choice, and short answer questions. The quizzes are designed to prepare students for the exams.

4.     Examinations: Two examinations (Midterm Exam and Final Exam) will be given in this course. The format for the exams will include objective questions in the form of true/false, multiple choice, and short answer questions. The final exam will be comprehensive.

 

The following Learning Outcomes will be achieved through MPHP 602:

By the end of this course, the student will be able to:

•    Distinguish between quantitative and qualitative variables.

•    Explain the differences and similarities between nominal, ordinal, interval, and ratio scales of measurement.

•    Perform descriptive statistics to characterize and describe data distributions.

•    Demonstrate understanding of the relationships between relative frequency distributions, probability distributions, sampling distributions and point and interval estimates of means and proportions.

•    Generate confidence intervals and p-values for means and proportions that are based on single samples, explain their meaning, and state underlying assumptions.

•    Generate confidence intervals and p-values for differences in means and proportions between two independent or paired samples, explain their meaning, and state underlying assumptions.

•    Define and identify Type 1 and Type 2 Errors.

•    Describe the effects of an increase or decrease of alpha and beta on precision and inference.

•    Perform simple linear regression analysis and interpret strength and direction of relationships, assess utility of fitted model, calculate interval estimates of regression coefficients, and test hypotheses about strength of relationships.

•    Test hypotheses of association and goodness of fit for categorical data using chi-square tests, relative risk, and odds ratios.

·    Understand fundamental statistical methods in published literature, independently interpret the analytical results, and assess appropriateness of the inferential procedures used.

MPHP 602

1.     Class Exercises

2.     Class Participation

3.     Problem Sets - Five in total:  Each assignment requires statistical computing, interpretation, and reporting of results to address various questions and tasks. The final Problem Set will be comprehensive.

 

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Leadership Essentials for Academic Development (LEAD)

Microcredential Director:  Ann Botash, MD

Contact Info: BotashA@upstate.edu

Description: Faculty Leadership Essentials for Academic Development (LEAD) is a blended course for mid-career faculty who desire to improve their leadership skills. The purpose is to challenge a cohort of faculty to develop forward thinking

programs, personal and professional leadership goals and skills, and to network and collaborate within the Upstate

community.

 

Faculty LEAD begins in the fall of the academic year and continues through May. There are three, 4-5 hour in-person sessions, 7 homework assignments, and 6 hours of synchronous online sessions for a total of 27 hours of

participation. Participants will develop project management skills, self-reflect on personal leadership styles, network with colleagues, establish mentoring relationships, recognize the value of diversity in team building, create an

elevator pitch and a budget, manage a meeting, develop a mission and vision statement, and draft a project plan to

be reviewed by colleagues and course faculty. * Note, depending on current CDC and Upstate requirements for

safety, in-person sessions may be converted to virtual.

Target Audience:  Faculty

Time Requirement:  3 months

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Understand the dimensions of effective communication,

including good listening; communicate in a persuasive,

non-confrontational manner.

Readings and pre-session review/consideration of

questions to enable participants to engage in meaningful

discussion.

Prepare a mission and vision statement

Small group discussion and feedback; faculty feedback for

revised mission and vision

Create a plan for networking (finding a mentor,

determine areas of expertise that you may seek

networking opportunities, etc.)

Participation in small group discussion about networking

and identify mentoring needs. Reading assignment presession.

Recognize Upstate leadership roles and responsibilities

Participation; pre-readings

Recognize types of leadership and self-assess

Understand the definition of Emotional Intelligence

Feedback on DISC; participation and pre-readings

Analyze the difference between management and

leadership

Multiple choice questions

Recognize SMART Goals: Specific, Measurable,

Attainable, Relevant and Timely

Peer feedback for draft SMART Goals; table discussion

Identify key aspects of an elevator pitch and

analyze effective (and ineffective) elevator pitch methods

Pitches scored with rubric via PollEv and anonymous feedback provided

Recognize and analyze the need for a diverse group of

advisors and stakeholder

Submit reflection regarding the session (150 words)-

Word cloud shared with participants

Use template to create draft budget

Peer and facilitator feedback on budgets; participation

Enhanced faculty understanding of key components of

Upstate and financial results

Participation

Adopt appropriate meeting management skills

Submit meeting agenda; Discussion and participation

Design a draft project

Participation and feedback on projects

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Leading Others

Microcredential Director:  Renae Rokicki, M.Ed.

Contact Info: rokickir@upstate.edu

Description:  Leading Others is a blended course for individuals currently in supervisor/manager/leadership roles within Upstate Medical University for (2) to five (5) years.   At this level and experience timeframe, the program will focus on providing skills and resources for leadership enhancement with emphasis on leading individuals and teams to create a motivating work environment, optimizing workforce development and fostering leadership development in others.  Microcredential enrollment is expected to begin January 2022, and consists of eleven (11) required classes along with two (2) electives of their choice for an estimated total of thirty-two (32) hours of coursework. In addition, each participant will be matched with a Mentor and expected to meet regularly to review their goals and development plan.   Submission of a final paper reflecting on their experience and growth will also be expected.

Target Audience:  Staff

Time Requirement:  One year

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 10

 

Understand the structure of Upstate Medical University and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q&A, reflection

Awareness of Emotional Intelligence skills

TalentSmartEQ™ online multi-rater assessment followed by conversation of results; group discussion

Understand and appreciate the differences of Diversity, Equity, and Inclusion to build an inclusive work environment

Synchronous learning with discussion to heighten awareness of issues related to diversity, equity and inclusion

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Develop conflict resolution and mediation skills to support others in their conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self and third-party mediation techniques

Understanding basic concepts of Upstate finance administration, including funding sources, budgeting, purchasing, resource allocation and proper fiscal oversight of respective area(s)

Synchronous learning of finance administration overview with budgeting and activities/follow-up as relevant for area(s) of responsibility

Apply the Situational Leadership II® model for developing individuals to their highest level of performance and self-reliance

Includes an online SLII® assessment and asynchronous learning to review the three skills of a Situational Leader – Goal Setting using SMART Goals, Diagnosing competence and commitment on specific tasks, and Matching a variety of leadership styles to provide individuals with what they need; Followed by a multi-part synchronous session to review assessment and practice the three skills

Understand the leader’s role in effective Change Management

Synchronous learning of key concepts for understanding and leading change, and recognizing the leader’s role in developing a culture of effective change management for long-term sustainability and success

Understand the leader’s role in creating optimal Organizational Culture

Synchronous learning to explore the components of workplace cultures, how to assess, and ways to foster optimal workplace engagement

Understand the legal and philosophical Ethics of employment and leadership

Synchronous learning of the Ethics laws and regulations associated with state/Upstate Medical University employment and the behaviors associated with ethical leadership

ELECTIVE CLASSES (choice of at least 2) – May choose from any Professional Development & Learning class offerings; Examples below.

 

Understand one’s own behaviors when faced with conflict

Conflict Dynamic Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

 

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow-up 3 weeks later

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build leadership presence: what you want to be known for and seen as

 

Synchronous learning to develop personal brand and setting action plans to become! Follow-up in 3 weeks to determine progress

Recognize behaviors necessary to be part of a collaborative team

 

The 5 Behaviors Personal Development™ online assessment along with class to discuss concepts and implementation

Conduct effective and efficient meetings

 

Synchronous learning with of ground rules, agendas, and minutes; Video meeting critique of the do’s and don’ts of successful meetings; Identification of skills for facilitators; Practice and debrief

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Leading Self

Microcredential Director:  Tracy Fenner

Contact Info: fennert@upstate.edu

Description: Leading Self is a blended course for individuals in a non-supervisory role who desire to build their communication, relationship, and conflict management skills.  The course design provides a platform to support individuals who desire to always be their best, as well as those who may be considering a future role in leadership.  The purpose is to improve self-awareness and develop personal and professional skills which enhance the Upstate culture.  Microcredential course offerings are expected to begin January 2022, with seven (7) required components inclusive of assessments with synchronous review of results, synchronous learning/role-play, independent study followed by synchronous workshops, and post-tests and post-learning surveys; approximately sixteen (16) hours.  Participants also select five (5) electives from other Professional Development and Learning offerings, approximately ten (10) hours of participation.

Target Audience:  Staff

Time Requirement:  one year

Content Delivery:  online and classroom

Learning Outcomes and Assessment Methods:

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 7

 

Understand the structure of Upstate Medical University and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q & A, reflection

Awareness of Emotional Intelligence skills

TalentSmartEQ™ online self-assessment followed by synchronous conversation of results; group discussion

Identify our intentions and understand the impact that our chosen words and behaviors have on others, relationships, and teams; Identify what listening really is; Desire to give feedback; Acting on feedback received

Synchronous learning; Intent-Behavior-Impact and U-Turn model group discussion followed by independent study/workshop; listening and feedback role-play; group conversations that further utilize the TalentSmartEQ™ Emotional Intelligence, Everything DiSC™, and The 5 Behaviors Personal Development™ results

Develop conflict resolution and mediation skills to support individual conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self-mediation techniques

Understand own personal styles and the style of others

Everything DiSC™ online assessment followed by synchronous discussion of results

Recognize behaviors required to be part of a collaborative team

The Five Behaviors Personal Development™ online assessment followed by synchronous discussion of concepts and implementation

Learn the importance of recognition and appreciation relating to yourself, colleagues, and the act of acknowledging skills, deliverables, or talent of others.  Positive feedback from peers can be just as powerful as from a supervisor!

Synchronous learning to explore the importance of self-motivation and peer recognition

ELECTIVE CLASSES (choice of at least 5) – May choose from any Professional Development & Learning class offerings; Examples below.

 

Understand one’s own behaviors when faced with conflict

Conflict Dynamics Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow-up 3 weeks later

Realize how change effects your actions/reactions

Synchronous learning to understand key concepts for managing change and dealing with emotional reactions to change

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build self-qualities:  what you want to be known for and seen as

Synchronous learning and discussion; developing personal brand and setting action plans to become!  Follow-up in 3 weeks to determine progress

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Learning To Lead

Microcredential Director:  MaryAnn Stark, M.Ed, ODCP

Contact Info: starkm@upstate.edu

Description:  Learning To Lead is a blended course for individuals new to a supervisory/managerial position within Upstate Medical University. This course is designed for those with two (2) years or less experience at this level and will teach the keys to success as supervisor/manager as well as the many fundamentals of managing a team.    This course provides the new supervisor/manager will the skills to lead with confidence, understand the dynamics of managing a group of people toward goals, and increase their capabilities to address difficult and challenging dilemmas along the way. This essential content will better prepare supervisors/managers for their new roles and help avoid many of the common problems typically encountered.   Microcredential course offerings are expected to begin January 2022, and consists of ten (10) required classes along with three (3) electives of their choice from other Professional Development and Learning offerings for an estimated total of twenty-eight (28) hours of coursework. In addition, each participant will also be matched with a Mentor and expected to meet regularly to review their goals and development plan.  Submission of a final paper reflecting on their progress and growth will also be expected.

Target Audience:  Faculty

Time Requirement:  One year

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 10

 

Understand the structure of Upstate Medical University and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q&A, reflection

Understanding the fundamentals of supervisory success

Synchronous learning with participation in discussion, development of action plan with follow up to assess implementation

Learning of group development theory and able to properly incorporate and facilitate team building activities accordingly

Synchronous learning with discussion and activities, assessment of where one’s group is currently; development of action plan to advance group to higher stages of performance; follow-up 3 weeks later to determine success and next steps

The importance of engagement, recognition and valuing team members

Synchronous learning with discussion, development of an action plan and follow up to assess implementation

Knowledge and awareness of HR processes related to hiring, performance management, coaching for improvement, and how and when to properly use counseling and formal discipline procedures

Asynchronous learning with multi-part Blackboard class followed by a synchronous discussion and question/answer session with subject matter experts

Understanding the basics of Upstate finance administration, including funding sources, budgeting, purchasing, resource allocation and proper fiscal oversight of respective area(s)

Synchronous learning of finance administration overview with budgeting and activities/follow-up as relevant for area(s) of responsibility

Awareness of Emotional Intelligence skills 

TalentSmartEQ™ online self-assessment followed by conversation of results; group discussion

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Develop conflict resolution and mediation skills to support others in their conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self and third-party mediation techniques

Understand and appreciate the differences of Diversity, Equity and Inclusion to build an inclusive work environment

Synchronous learning with discussion to heighten awareness of issues related to diversity, equity and inclusion

ELECTIVE CLASSES (choice of at least 3) – May choose from any Professional Development & Learning class offerings; Examples below.

 

Apply the Situational Leadership II® model for developing individuals to their highest level of performance and self-reliance

Includes an online SLII® assessment and asynchronous learning to review the three skills of a Situational Leader – Goal Setting using SMART Goals, Diagnosing competence and commitment on specific tasks, and Matching a variety of leadership styles to provide individuals with what they need; Followed by a multi-part synchronous session to review assessment and practice the three skills

Understand one’s own behaviors when faced with conflict

Conflict Dynamic Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive 

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

Strengthen resiliency

 

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow-up 3 weeks later

Realize how change effects your actions/reactions

Synchronous learning to understand key concepts for managing change and dealing with emotional reactions to change

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build leadership presence: what you want to be known for and seen as

 

Synchronous learning to develop personal brand and setting action plans to become! Follow-up in 3 weeks to determine progress

Recognize behaviors necessary to be part of a collaborative team

The 5 Behaviors Personal Development™ online assessment along with class to discuss concepts and implementation

Conduct effective and efficient meetings

 

Synchronous learning with of ground rules, agendas, and minutes; Video meeting critique of the do’s and don’ts of successful meetings; Identification of skills for facilitators; Practice and debrief

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Learning To Lead For Nurse Manager Succession

Microcredential Director:  MaryAnn Stark, M.Ed., ODCP

Contact Info: starkm@upstate.edu

Description:  Learning to Lead for Nurse Manager Succession is a blended course for individuals new to a supervisory/managerial position within Upstate Medical University. This course is designed for those with two (2) years or less experience at this level and will teach the keys to success as supervisor/manager as well as the many fundamentals of managing a team. This course provides the new supervisor/manager will the skills to lead with confidence, understand the dynamics of managing a group of people toward goals, and increase their capabilities to address difficult and challenging dilemmas along the way. This essential content will better prepare supervisors/managers for their new roles and help avoid many of the common problems typically encountered. The core of this Micro credential consists of ten (10) required classes already being offered in the current Learning to Lead track through the Office of Professional Development & Learning along with three (3) required Nursing specific related topics taught by Directors within the Department of Nursing for an estimated total of twenty-eight (28) hours of coursework. Participants may choose from a wide variety of electives to complement their course experience. In addition, each participant will also be matched with a Mentor and expected to meet regularly to review their goals and development plan. Submission of a final paper reflecting on their progress and growth will also be expected.

Target Audience:  Nurses

Time Requirement:  One year

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

Provide learning outcomes. *

Provide assessment methods. *

REQUIRED CLASSES = 13

 

Understand the structure of Upstate Medical University

and the many roles and impact everyone has at Upstate

Synchronous learning with panel of University Leaders, discussion, Q&A, reflection

Understanding the fundamentals of supervisory success

Synchronous learning with participation in discussion, development of action plan with follow up to assess implementation

Learning of group development theory and able to properly incorporate and facilitate team building activities accordingly

Synchronous learning with discussion and activities, assessment of where one’s group is currently; development of action plan to advance group to higher stages of performance; follow-up 3 weeks later to determine success and next steps

The importance of engagement, recognition and valuing team members

Synchronous learning with discussion, development of an action plan and follow up to assess implementation

Knowledge and awareness of HR processes related to hiring, performance management, coaching for improvement, and how and when to properly use counseling and formal discipline procedures

Asynchronous learning with multi-part Blackboard class followed by a synchronous discussion and question/answer session with subject matter experts

Understanding the basics of Upstate finance administration, including funding sources, budgeting, purchasing, resource allocation and proper fiscal oversight of respective area(s)

Synchronous learning of finance administration overview with budgeting and activities/follow-up as relevant for area(s) of responsibility

Awareness of Emotional Intelligence skills

TalentSmartEQ™ online self-assessment followed by conversation of results; group discussion

How to communicate assertively and with confidence

Synchronous learning with structured exercises to increase self-awareness, clarity and recognition, interactive role plays, debrief and processing feedback; Follow-up 3 weeks later

Develop conflict resolution and mediation skills to support others in their conflict resolution

Synchronous learning and skills practice of ©Mediation Training Institute at Eckerd College self and third-party mediation techniques

Understand and appreciate the differences of Diversity, Equity and Inclusion to build an inclusive work environment

Synchronous learning with discussion to heighten awareness of issues related to diversity, equity and inclusion

How to effectively lead Nurses within a Magnet Organization

Synchronous learning of the Magnet Model and components, Nursing Sensitive Quality Indicators, Patient Experience & Nursing Experience inclusive of Well-being.

Financial Operations for Nursing Leaders

Synchronous learning of Nursing budget processes, Nursing Staffing Plans, Capital planning and the Position Control Committee

Developing expertise, resilience, and wellbeing within the Nursing leadership role through discussion with Nursing Executive leaders

Synchronous learning with discussion with Executive Nursing Directors to learn key skills and techniques to master challenges, gain resilience, expertise and wellbeing in the Nursing leadership role

ELECTIVE CLASSES (optional) – May choose from any Professional Development & Learning class offerings, Examples below.

 

Apply the Situational Leadership II® model for developing individuals to their highest level of performance and self-reliance

Includes an online SLII® assessment and asynchronous learning to review the three skills of a Situational Leader

Goal Setting using SMART Goals, diagnosing competence and commitment on specific tasks, and matching a variety of leadership styles to provide individuals with what they need; Followed by a multi-part synchronous session to review assessment and practice the three skills

Understand one’s own behaviors when faced with

conflict

Conflict Dynamic Profile® online assessment followed by synchronous review of results; group discussion

The value of journaling

Synchronous learning with experiential activities, writing prompts, discussion, and follow-up 3 weeks later

Incorporate effective time management and organization skills to be more efficient and productive

Synchronous learning with completion of time study, utilization of a priority matrix, and follow-up 3 weeks later

Consider generational differences when communicating and with relationships on a team

Synchronous learning to explore working with people from all generations across the workforce

 

Strengthen resiliency

Synchronous learning with development of personal action plan to strengthen the main components necessary for resiliency; Individual coaching and follow- up 3 weeks later

 

Realize how change effects your actions/reactions

Synchronous learning to understand key concepts for managing change and dealing with emotional reactions to change

 

How to set goals and put them in action; identification of growth activities for personal and professional development

Asynchronous learning to create Individual Development Plan to match short- and long-term goal attainment; For use with ongoing professional development opportunities, coaching and/or mentoring as applicable

Discover and build leadership presence: what you want to be known for and seen as

Synchronous learning to develop personal brand and setting action plans to become! Follow-up in 3 weeks to determine progress

 

Recognize behaviors necessary to be part of a

collaborative team

The 5 Behaviors Personal Development™ online assessment along with class to discuss concepts and implementation

 

Conduct effective and efficient meetings

Synchronous learning with of ground rules, agendas, and minutes; Video meeting critique of the dos and don’ts of successful meetings; Identification of skills for facilitators; Practice and debrief

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Medical Student Research

Microcredential Director:  Dimitra Bourboulia, PhD

Contact Info: bourmpod@upstate.edu

Description: The purpose of this microcredential is to recognize medical students who gain research experience, or

participate in research with a faculty member during medical school. Students are expected to produce a final report summarizing their research. Students are required to produce a scholarly work and must apply to present their research at an annual institutional, national, or international meeting.  Research activities the student will undertake are essential for meaningful and successful completions of their research project including hands-on research as well as participation in departmental, mentor-student meetings or courses.

Courses and associated credits that will be used towards this microcredential:

  • FAMP1646 Introduction to Rural Health, Part 1 (1.5 credits)
  • FAMP1651 Rural Immersion, FAMP1653 RMED Lite or FAMP1656 Curriculum Design (1 credit)
  • FAMP1646 Introduction to Rural Health, Part 2 (1.5 credits)
  • FAMP1650 Rural Medical Education Program (RMED) (4 credits)

 

Target Audience:  Medical Students

Time Requirement:  Expect an average of 40 hours per week (minimum of 6 weeks of continuous research) up to an average minimum effort of 4 hours per week for 12 months during the period of 1-2 years).

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Students will demonstrate understanding of the research process (including, description of project background,

hypothesis, gaps in knowledge, research aims, research goals, different scientific methodologies used to answer the research questions, analyses of data, significance of

findings).

Faculty/mentor assessment. We already have a system where Faculty who mentor the students evaluate them in

MedHub; we have already a set of questions that require students to describe their research projects. They require to write a summary of the work done (abstract/M&M /results and conclusions). This is part of student evaluation on Departmental and Faculty

mentorship, own participation and productivity.

Students will be proficient in presenting research findings to both lay people and their peers.

Final project may be a poster, publication or

presentation.

Students will demonstrate ability to ask appropriate research questions, troubleshoot and provide a list of

approaches to address questions experimentally.

Faculty assessment and self-reflection. Through MedHub,

mentors will also be able to evaluate the student’s

performance and learning experience.

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

 

Neuroanatomy/Neuroscience Instruction

Microcredential Director:  Dana M. Mihaila , MD, PhD

Contact Info: mihailda@upstate.edu

Description: The microcredential in Neuroanatomy Instruction is an educational experience that focuses on developing future physicians as teachers in clinical neuroanatomy/neuroscience. This is a competency-based experience (time variable) that will include in-person and remote training to acquire skills required for neuroanatomy/neuroscience instruction. Students will be trained in neurological science education best practices for the classroom setting (in-person and remote) as well as the neuroanatomy laboratory. Students will demonstrate competency by completing course work, achieving high standards and successfully teaching.

Target Audience:  Medical students

Time Requirement:  2-3 years

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

Provide learning outcomes. *

Provide assessment methods. *

Upon successful completion of this microcredential students will demonstrate:

1.     Advanced knowledge of neuroanatomy

2.     Ability to design educational sessions

3.     Implementation of educational sessions

4.     Acceptance of feedback from learners and faculty

5.     Reflection and quality improvement

1.     Testing of knowledge of neuroanatomy

2.     Advanced dissections, oral presentations, demonstrations (teaching), and capstone project

3.     Feedback from experts in the field (faculty)

4.     4. Portfolio

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Nursing Research Workshop Series

Microcredential Director:  Emery House, RN

Contact Info: houseem@upstate.edu

Description: This workshop is designed to actively guide nurses through a research project through a 4 + session workshop series.  In each session participants can expect 1 hour of didactic content followed by 3 hours of active, supportive working time with mentoring by the Nurse Scientist.  Participants should expect to leave each session with a portion of their project completed.  Session 1 will have 2 parts.  Part 1 will discuss the differences and similarities between evidence-based practice, research, and quality improvement.  Part 2 will focus on topic selection and question development.  Session 2 will focus on searching the evidence and evidence appraisal.  Session 3 will cover research design.  Session 4 will review IRB procedures.  Ongoing open sessions will be available for ongoing assistance with IRB, data analysis, participant recruitment etc during their projects until completion. 

Target Audience:  Students and staff

Time Requirement:  2 months

Content Delivery:  Classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Compare and contrast research, EBP, and quality improvement

Participant will create a research proposal design follows the scientific method

Develop a research design and protocol

Participant will submit IRB package

Compose a product for research dissemination

Participant will create a manuscript, poster, or presentation of study findings

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Pharmacy Clinical Research

Microcredential Director:  William Darko, PharmD

Contact Info: darkow@upstate.edu

Description: The Pharmacy Clinical Research Microcredential is designed to train pharmacists including pharmacy residents, and other healthcare professionals to develop an in-depth understanding of basic translational research knowledge and skills, including the interpretation, dissemination and application of biomedical literature to daily patient care. Graduates will successfully be able to complete a clinical research project, prepare a manuscript and submit for peer review and possibly publication.

Target Audience:  Pharmacy Residents

Time Requirement:  One Year

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

GOAL 1: Demonstrate ability to manage formulary and medication-use processes, as applicable to the organization. OBJECTIVE: Participate in a medication-use evaluation.

Participation

 

GOAL 2: Demonstrate ability to evaluate and investigate practice, review data, and assimilate scientific evidence to improve patient care and/or the medication-use system. OBJECTIVES:

1.      Identify changes needed to improve patient care and/or the medication use system.

2.      Develop a plan to improve patient care and/or the medication-use system.

3.      Implement changes to improve patient care and/or the medication-use system.

4.      Effectively develop and present, orally and in writing, a final report.

Oral and written final report

GOAL 3: Demonstrate ability to manage formulary and medication-use processes for geriatric patients, as applicable to the organization. OBJECTIVE: Participate in a medication-use evaluation.

Participation

GOAL 4: Demonstrate ability to conduct a quality improvement or research project. OBJECTIVES:

1.     Identify and/or demonstrate understanding of a specific project topic to improve care of patients or a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

2.     Develop a plan or research protocol for a practice quality improvement or research project for the care of patients or a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

3.     Collect and evaluate data for a practice quality improvement or research project for the care of patients or for a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

4.     Implement a quality improvement or research project to improve care of patients or for a topic for advancing the pharmacy profession or a clinical pharmacy specialty.

5.     Effectively develop and present, orally and in writing, a final project or research report suitable for publication related to care for patients or for a topic related to advancing the pharmacy profession or a clinical pharmacy specialty at a local, regional, or national conference.

Submit a written manuscript of at least one research project for peer review and possible publication.

GOAL 5: Conduct effective peer review of materials for publication or presentation. OBJECTIVE: Contribute to the peer review of a pharmacotherapy professional’s article submitted for publication or presentation

Submit a written manuscript of at least one research project for peer review and possible publication.

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Physician Advocacy

Microcredential Director:  Rachel Fabi, PhD

Contact Info: fabir@upstate.edu

Description:  This microcredential will recognize the advocacy skills gained by students who completed the Physicians

and Social Responsibility elective course sequence.

  • Complete Physicians and Social Responsibility I (MS1)
  • Complete Physicians and Social Responsibility II (MS2)
  • Complete CHANGE Scholarship requirements (MS3) [Note: I am concurrently submitting an elective

application to turn this into an MS3 course called Physicians and Social Responsibility III)

  • Present an advocacy project at a conference or meeting (e.g. AAMC, Health Justice Conference, ASBH, etc.)
  • Create advocacy portfolio documenting all of the above with reflections on learning

Target Audience:  Medical Students

Time Requirement:  3 years

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Students will see how responsibilities as physicians extend from caring for individual patients to caring about institutional, social, and political contexts.

Physicians and Social Responsibility I – presentation and participation grades

Students will develop advocacy skills required to bring about meaningful change at the community and policy level.

 

Physicians and Social Responsibility II – advocacy project documentation and participation grades

Students will identify opportunities for the provision of more equitable and compassionate health care at the bedside.

Physicians and Social Responsibility III / CHANGE Scholarship – microproject documentation and participation grades

Students will engage in critical self-reflection on their learning and the implications of their experiences in this elective for their future medical careers.

PSR1-3 – reflective writing exercises throughout

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Post-Acute Respiratory Care

Microcredential Director:  Claire Aloan, MS, RT, RRT-NPS, FAARC

Contact Info: aloanc@upstate.edu

Description:  The post-acute respiratory care microcredential will offer respiratory therapists who have completed an entry level program (AAS or BS) or are currently practicing as a therapist, coursework to enhance skills in caring for patients outside of the acute care setting, with a primary focus on adults with chronic respiratory disease, especially COPD.  The program is designed to be offered to any current student in the BSRT program at Upstate, any graduate of an RT program, or any practicing licensed/credentialed therapist.  Students currently enrolled in the BSRT program will take two of the courses as part of their standard program of study and may add the remaining two courses to obtain the microcredential.

Courses and associated credits that will be used towards this microcredential:

Participants will be required to complete four academic courses including two existing courses that are part of the current program and two new courses focusing on advanced disease management and patient communication.  Each course is 2 credit hours. 

  • RESP 339 Global Teaching
  • RESP 431 CP Rehabilitation and Home Care (2 cr)
  • RESP 441 Effective Communication through Dynamic Dialogues (2 cr)
  • RESP 442 Advanced Studies in Disease Management (2 cr)RESP 339 Global Teaching
  • RESP 431 CP Rehabilitation and Home Care (2 cr)
  • RESP 441 Effective Communication through Dynamic Dialogues (2 cr)
  • RESP 442 Advanced Studies in Disease Management (2 cr)

 

Target Audience:  Current student in the BSRT program at Upstate, any graduate of an RT program, or any practicing licensed/credentialed therapist

Time Requirement

Content Delivery:  Online

Learning Outcomes and Assessment Methods:

Provide learning outcomes. *

Provide assessment methods. *

Participants will demonstrate knowledge of methods used to improve patient outcomes in post-acute care, including patient education, pulmonary rehabilitation, and home respiratory care.

Standard written examinations

Participation in discussion groups.

Review of literature.

Video and/or teleconference demonstration of teaching in a variety of patient care settings, including both preparation and delivery.

Participants will demonstrate in depth knowledge of pathophysiology, diagnosis, prevention, treatment, assessment, and outcomes measures for patients with chronic pulmonary disease, including but not limited to COPD and bronchiectasis.

Standard written examinations.

Case study review and completion of care plans

Review of literature

Participation in discussion groups.

Participants will demonstrate skills necessary for effective communication with patients, families, and other members of the health care team.

Video and/or teleconference demonstration of communication skills in multiple settings.

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register:  Not currently accepting applications

Quality Scholars

Microcredential Director:  Melissa Schafer, MD

Contact Info: Schaferm@upstate.edu

Description:  This microcredential demonstrates skill in quality improvement beyond usual medical/healthcare training and expertise as a scholar in quality improvement. The microcredential will be awarded at the completion of a six-month faculty and staff development course. The course is aimed at people interested in improvement science so we may grow a community promoting scholarly work in quality improvement and create opportunities for peer mentoring. We will take real projects and develop them for publication using the SQUIRE 2.0 framework. Classes will be monthly in person, with additional reading, project time and project coaching to total 4-6 hours per month.

Course and associated credits that will be used towards this microcredential: School of nursing participants will be eligible for three credits as an independent study course.  Participants are asked to come in with basic quality improvement training which may include but does not need to be the Institute for Healthcare Improvement Basic Course, currently offered as part of a quality improvement elective through the college of medicine.

Target Audience:  Staff and students

Time Requirement:  6 months

Content Delivery:  Classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Participants will take a real local quality improvement project and develop it into a scholarly work

Project presentation to peers

Utilize the SQUIRE 2.0 framework for quality improvement publication

Final draft manuscript at completion of course, article report

Build a broader and deeper network of improvement leaders and improvement capability at Upstate through peer support and skill development

Self assessment of project progress at the start and completion of the course, book report

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Rural Medicine

Microcredential Director:  Lauren Meyer, PhD

Contact Info: meyerl@upstate.edu

Description: The microcredential in Rural Medicine is an educational experience that focuses on developing medical students interested in examining the opportunities and challenges related to rural or small-town practice. Medical students who enter the College of Medicine as Rural Medical Scholar Program (RMSP) matriculants are eligible for the credential upon competition of four core rural medicine courses and a signature capstone project.

 

Core Rural Medicine Courses Include:

  • FAMP1646 Introduction to Rural Health, Part 1 (Year 1)
  • FAMP1651 Rural Immersion, FAMP1653 RMED Lite or FAMP1656 Curriculum Design (Summer after Year 1)
  • FAMP1646 Introduction to Rural Health, Part 2 (Year 2)
  • FAMP1650 Rural Medical Education Program (RMED) (Year 3)

 

In Year 4, student will submit a proposal and ultimately a final Capstone Project related to one of four rural health focus areas. Students will present their Capstone Project to Program and University leaders.

  • Clinical Capstone: May include a quality improvement project
  • Cultural Capstone: May include an artistic approach, or personal reflection on rural life and populations
  • Advocacy Capstone: May include a policy brief or presentation to legislature
  • Mentorship Capstone: May include curriculum design and teaching

Target Audience:  Medical students

Time Requirement:  The length of the microcredential will be four years: including 3 years of coursework and 1 year fulfilling the Capstone requirement. There will be no prerequisites required (other than the core rural health courses).

Content Delivery:  Online and classroom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Upon successful completion of this microcredential students will demonstrate:

1.   Obtaining a problem focused history and problem focused physical examination and formulating a diagnosis and treatment plan for common, outpatient acute problems (PC-1, 3)

2.   Recognize normal structure and function followed by identifying the mechanisms of disease and their corresponding effects on the human body (MK-1, 2)

3.   Develop an appreciation for the rural health practice models including how physicians and their team accomplish patient care in small town settings; followed by participation as a team member in small town practice setting (IICS-1, 4)

4.     Recognize how physicians are accountable to patients and their communities (PR-4)

5.     Identify gaps in knowledge and demonstrate ability for self-directed learning (LI-2, 3b)

6.     Identify opportunities and challenges of medical, economic and human resources for small town physicians and their health systems (PH 2)

1.     Clinical evaluations from community preceptors; formative feedback provided during MS2 (summer immersion) and summative feedback as MS3 (RMED)

2.     Presentations and discussion of patients for IRH, Part 2; case discussions during MS3 (RMED)

3.     Reflection and interviews during MS2 (summer immersion) and preceptor feedback on clinical evaluations as MS3 (RMED)

4.     Reflection and interviews during MS2 (summer immersion) and monthly reflections as MS3 (RMED)

5.     Capstone proposal and presentation

6.     Capstone proposal and presentation

 

 

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Teaching Strategies and Skills for Upstate Faculty

Microcredential Director:  Ann Botash, MD

Contact Info: Botasha@upstate.edu

Description:  Faculty will participate in a series of workshops designed to assist in development and implementation of unbiased content, active learning strategies, question writing, and other teaching strategies to apply to their current teachingpresentations.7 workshops, each 1 to 1.5 hours, will be offered in late spring, with opportunities to analyze, reflect, and update individual presentations. Each participant will be expected to update course materials and introduce active learning in their course(s).

Target Audience:  Faculty

Time Requirement:  6 months

Content Delivery:  Online and classrooom

Learning Outcomes and Assessment Methods:

LEARNING OUTCOMES

ASSESSMENT METHODS

Review the evidence regarding the science of learning and the effectiveness of active learning approaches

Participation

Identify opportunities in teaching for supplementing and/or replacing strategies with active learning techniques, including question implementation, reflection, TBL and other methods

Change and update current courses with active learning strategies

Use the bias checklist in presentations

Review of submitted draft teaching session

Identify key components of effective written Questions

Submit one written student assessment question for

feedback

Design learning objectives

Submit draft teaching session with learning objectives

Update or generate new presentations utilizing active learning strategies

As above and submit for feedback a revised presentation/outline of teaching session with identified teaching strategies

Registration Open Beyond Upstate Students, Faculty, Staff:  No

Fee:  None

Contact Director to Register

Frequent Questions

Expand all

What is a microcredential?

Microcredentials are short, focused credentials designed to provide in-demand skills, know-how and experience. Stackable microcredentials can also provide a pathway to a certificate or full degree, now or when you are ready.

Who can earn a microcredential?

Students, faculty, staff, anyone seeking to advance their career or increase their earning potential, those needing to upskill or make a career change, and those looking for fun and engaging learning. Earners have access to academic supports and campus resources. Our microcredentials are taught online or in the classroom, or even at your work or job site with support from your supervisor.

How does a microcredential work?

Microcredentials often combine courses from our registered degree programs, innovative applied learning experiences, preparation for industry certifications, and/or non-credit coursework. A microcredential could be coursework alone, a series of workshops, or a combination of coursework and an applied learning experience or certification preparation.

What is a digital badge?

A digital badge is a type of credential that allows you to show validated skills and competencies that you have gained through learning experiences.  Badges represent your skills as a badge gives you a way to share your abilities online in a way that is simple, trusted and can be easily verified in real time. Badges provide employers and peers concrete evidence of what you had to do to earn your credential and what you’re now capable of. Upstate Medical University uses Credly, Inc. to issue digital badges.


Contact Us

Lynn Cleary, MD
Vice President for Academic Affairs
ClearyL@upstate.edu

Lisa Phelan
Academic Affairs Project Manager
PhelanLA@upstate.edu

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