The Development of a New Innovative Online Undergraduate Health Sciences Program: A Case Study
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| Title: | The Development of a New Innovative Online Undergraduate Health Sciences Program: A Case Study |
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| Language: | English |
| Authors: | Egan, Rylan, Dalgarno, Nancy, Reid, Mary-Anne, Coderre-Ball, Angela, Fahey, Caryn, Kelley, Leah, Kinderman, Laura, Adams, Michael |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. Dec 2020 11(3). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Development, Program Effectiveness, Educational Innovation, Online Courses, Health Sciences, Professional Education, Competency Based Education, Bachelors Degrees, Honors Curriculum, Undergraduate Students, Student Diversity, Access to Education, Administrator Attitudes, Expectation, Stakeholders, Leadership Effectiveness, Program Implementation, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 1918-2902 |
| Abstract: | In September 2016, Queen's University launched the first, fully online, 4-year Bachelor of Health Science degree program in Canada. This paper reports on the developmental structure, implementation philosophy, and challenges in the development of this competency-based program. All stakeholders directly involved in program development were invited to participate in this qualitative case study. Thirty-five interviews and three focus groups (n=14) were conducted. Interviews and focus groups were transcribed verbatim and data were analyzed using thematic design. Themes included: program vision; desired program outcomes; administrative processes for funding and recruitment; uniqueness of the program; local, regional and international impact of the program; communication and collaborations for program development; and uncertainty in long term outcomes. Findings suggest that during program development, an explicit vision of program goals encouraged buy-in at most levels of the university. There was consensus that the overarching outcome should be to provide a rigorous, high quality program with pathways to professional, basic science, global health and advocacy-based health professions. The online modality was expected to improve accessibility to degree programs, as well as address diverse student learning needs. Innovation played a vital role in the program's development and was founded in educational theory and curriculum development practices. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1282623 |
| Database: | ERIC |
| Abstract: | In September 2016, Queen's University launched the first, fully online, 4-year Bachelor of Health Science degree program in Canada. This paper reports on the developmental structure, implementation philosophy, and challenges in the development of this competency-based program. All stakeholders directly involved in program development were invited to participate in this qualitative case study. Thirty-five interviews and three focus groups (n=14) were conducted. Interviews and focus groups were transcribed verbatim and data were analyzed using thematic design. Themes included: program vision; desired program outcomes; administrative processes for funding and recruitment; uniqueness of the program; local, regional and international impact of the program; communication and collaborations for program development; and uncertainty in long term outcomes. Findings suggest that during program development, an explicit vision of program goals encouraged buy-in at most levels of the university. There was consensus that the overarching outcome should be to provide a rigorous, high quality program with pathways to professional, basic science, global health and advocacy-based health professions. The online modality was expected to improve accessibility to degree programs, as well as address diverse student learning needs. Innovation played a vital role in the program's development and was founded in educational theory and curriculum development practices. |
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| ISSN: | 1918-2902 |
