2016 Annual Conference

Using a constructivist lens and drawing on Cervero & Wilson’s (2006) framework, this presentation provides insights and lessons-learned from a partnership between a State University and a top-tier Medical School during the co-development a Master’s of Health Professions Education program.

The target audience for this presentation are Professors of Adult Education, Medical Professionals, Program Developers, Program Administrators

Given rising number of adult education programs focused on medical education, this presentation provides insights and lessons-learned from a partnership between a State University and a top-tier Medical School during the co-development a Master’s of Health Professions Education program. Partnerships and the co-development of programming requires effective working relationships and shared understandings of organizational processes, course content, participant identifiers, and program outcomes. We argue our medical partners were situated in an evidence-based, quantitative, positivist paradigm and drew upon particular approaches in respect to program development, educational approaches, and outcomes, which at times, conflicted with our approaches. The collaboration process required substantive discussions and negotiations to create shared understandings of adult education more broadly. Drawing upon the experiences of two professors in a Department of Adult Education, we discuss this process of program development. Reflecting on the ten year long process of development, we utilize a constructivist lens to interpret the construction of shared mental models in respect to university and medical school parameters, course content, outcomes, and theoretical approaches. We use Cervero & Wilson’s (2006) framework to examine the navigation of power relationships. This presentation is relevant to professors and health professionals and will provide guidelines for potential program developers.