Course Descriptions


Semester (1)

§  Course 1: MEED711: Problem-Based Education & Community-Based Education

This course provides an overview of the major issues in health professions education and the core principles and theories of learning and their relation with Problem-Based Education (PBL) and Community-based education (CBE). Some study skills are discussed during this course. Students will build their experience through assignments and workshops.

Course 2: MEED712 Learning and Cognition

Course Description

Students deepen their insight into historical foundations and modern principles and concepts of knowledge and learning. Current theory and practice rooted in behaviorist, cognitivist, and constructivist perspectives are comparatively studied. Issues such as self-directed learning, contextual learning, collaborative learning, learning styles, memory, transfer, problem-solving, development of expertise, and meta-cognition are keywords for this course.


Course (3): MEED713 Organization, Management & leadership

This course addresses different organizational structures and corporate and educational cultures, management strategies and various leadership styles and their respective contextual fit. The concepts of educational management and budgeting, knowledge management, and human resource management are included, emphasizing decision-based evaluation linked to leadership responsibilities.



Course 4: MEED714 Curriculum and Instruction

Course Descriptions

It is a modern practice in curriculum designing and teaching skills to provide the participants with the knowledge and skills, enabling him/her to plan, design, implement and evaluate relevant curriculum/course and relevant teaching/learning experiences on educationally sound basis.




Semester 2

Course 5: MEED721: Assessment & Evaluation

Basic evaluation and assessment concepts, principles, and evaluation standards are introduced, studied, and applied in this course. Actual evaluation plans are developed by each student, including inquiry methodologies, data sources, collection strategies, timetables and budgetary plans, along with analysis, interpretation, and reporting strategies. Follow up procedures are also included. All is set against the Program and/or Personnel Evaluation Standards.

Basic principles of test construction, blueprinting, assessment methods, standards setting, and systems management are covered in this course. Methods examined in depth include MCQ, Extended Multiple Choice, OSCE, OSPE, and Short Answer. Issues of reliability, validity, and difficulty level, are also examined.


Course 6: MEED722: Professional Development of Teachers

This block presents a variety of strategies for faculty development, both remedial and enhancing. Formative analysis, feedback, treatment and enhancement programs, follow-up, and documentation of educational contribution and progress are discussed.  Particular emphasis is given to work related to the student’s work environment and responsibilities, as well as to latest innovative educational methodologies.  Workshop planning, seminar series, portfolio development, and individual needs assessment all constitute relevant areas related to faculty development.  Students’ real-life scenarios are used to identify individual priorities.

Course 7: MEED723: Research in Education: Methods and Techniques

This course addresses the empirical cycle, and discusses various types of qualitative and quantitative research (including quasi-experimental and descriptive). Students formulate a research question and make a critical appraisal of the relevant literature. Comparative research designs are considered, with classic reliability and validity theory. In statistics, descriptive data are dealt with via sample distributions and frequency tables. Analytical methods such as t-test, correlation coefficients, chi-square, and, where relevant to student projects, analysis of variance, simple regression analysis, and exploratory factor analysis are introduced and applied. Ethical issues, research review boards and clinical trials are covered. Individual work is tempered to exploration and discussion of initial plans for the Master Thesis.

MEED731: Thesis

All students must complete a thesis as part of their Masters Program. The thesis must be presented with strong rationale, a professional reference base, and a structure befitting the type of thesis undertaken.  Thus, the project may entail conducting a research project utilizing experimental, quasi experimental or qualitative designs.  Theoretical theses examine a concept, principle, theory, or paradigm of justifiable and timely relevance, in significant depth to comprise a contribution to the field. 

Research in Education: Methods and Techniques is pre requisite to start the student thesis.