Master of Academic Medicine
The Master of Academic Medicine is offered through the Keck School of Medicine of the University of Southern California. Our program employs a blended model of synchronous online learning and annual on-campus face-to-face sessions for one week each February. This model allows professionals to continue to work full-time throughout the program, while being part of a cohort of educators from around the world.
A Master’s Program for Today’s Challenges
The Master of Academic Medicine was established in 2007 as part of a nearly 60-year tradition of faculty development in medical education at USC. Participants will join a vigorous online community of learners growing together as leaders. What participants learn during weekly online classes can be applied immediately in their work settings.
Our aim is to cultivate leaders who will develop and advance programs in health professions education. The program focuses on four roles faculty and other leaders may play: teacher, leader, scholar, and mentor. Graduates will be well prepared to guide future generations of health professionals toward better meeting the health needs of our global society and promoting the wellbeing of future providers.
Program Level Objectives
Graduates will be able to demonstrate skills within academic medicine related to each of the four roles, including:
a) Model character and skills
b) Inspire others through use of learning principles and evidence-based teaching techniques
c) Create curricula, sessions, and tools
d) Teach and assess learners
a) Lead self and others
b) Enhance learning and work environments
c) Create positive change
d) Turn policy and accreditation challenges into opportunities
a) Integrate knowledge and share insights
b) Design, implement, track, analyze, and disseminate innovations
a) Model life-long learning
b) Promote wellbeing of self and others
c) Guide growth of others
d) Fulfill roles of advisor, coach, mentor, and sponsor
Learner Outcome Objectives
Master of Academic Medicine (MACM) graduates will be able to:
- Model use of learning principles and evidence-based teaching techniques within all relevant course assignments and in any relevant entries within their MACM portfolio. (Teacher)
- Promote learning a) for leaners at each level of development (i.e., Dreyfus levels); b) at all levels of the Cognitive Domain, c) for all four types of knowledge, d) in the Affective Domain; and e) if relevant in the Psychomotor Domain; as documented in relevant course assignments and any relevant entries within their MACM portfolio. (Teacher)
- Create educational materials including: a) a plan for a curricular unit; b) a plan to evaluate an educational program or program element; c) a faculty development workshop; d) classroom teaching sessions; e) tools for assessment of learners; and f) plans to help learners in difficulty; as documented in relevant course assignments and any relevant entries within their MACM portfolio. (Teacher)
- Promote learning and assess learner performance in relation to mandated competencies (e.g., ACMGE competencies and milestones), within relevant settings in their health care profession and specialty; as documented in relevant course assignments and in any relevant entries within their MACM portfolio. (Teacher)
- Analyze personal strengths and weaknesses through completion of self-assessment tools; and demonstrate usage of 21st century mindset concepts and leadership principles in their own career as documented in relevant course assignments and in any relevant entries within their MACM portfolio. (Leader)
- Prioritize issues within Academic medicine, their specialty or health profession, their institution and their own unit/program; and develop a change plan to address a current need; as documented in relevant course assignments and in any relevant entries within their MACM portfolio. (Leader)
- Demonstrate leaderships skills including; a) conduct of a mock negotiation; b) diagnosis of a teaching, administrative or care team; c) creation of a plan for a crucial conversation; d) assessment of own conflict management styles; and e) self-assessment of skills in relation to resonant and servant leadership; as documented through completion of relevant course assignments. (Leader)
- Develop scholarly products that include: a) at least one peer reviewed presentation (oral or poster); b) a cool idea abstract; c) a research plan; d) a plan to analyze data from a curricular intervention or research study; and e) an educator’s portfolio; as documented in relevant course assignments and in submission of their MACM portfolio. (Scholar)
- Guide the development of others through coaching or mentoring; plan for own continuous learning; and propose a small change to enhance wellbeing for those within their local environment; as documented in relevant course assignments and in any relevant entries within their MACM portfolio. (Mentor)
As a potential applicant, you might want to click here to Meet Our Graduates.
Who Should Apply?
Medical and health professions faculty or prospective faculty who are focused on education of health professionals at the undergraduate, graduate, or continuing education levels should apply.
Graduate Program Information Request Form