Popular Searches
Skip to content

Licensing of Health Professions Curriculum

More institutions are looking to program management to super-charge their programmatic offerings and stimulate enrollment growth. But unlike program managers who simply market on-line courses to stimulate enrollment, CHO actually develops entire health education programs and provides proven delivery models CHO’s activities include

  • Assessment of faculty readiness
  • Curriculum and course design 
  • Obtaining all internal curriculum approvals
  • Content conversion
  • Ensuring availability and access to subject-matter experts (SME)
  • Providing of instructional technology design support
  • Advance funding for faculty SMEs
  • Building and testing synchronous course components, developing and producing asynchronous course content

In this manner, institutions are not required to front much of the cost normally associated with initiating a new program and the risk of failure or financial loss is low. The program infrastructure is licensed to the institution by CHO.

On-Shore and Off-shore Medical Training

CHO licenses its innovative method for the delivery of medical education. By way of illustration, an institution associated with the CUNY system approached CHO to license certain medical curriculum and coursework.

CHO’s academic delivery model allows for rapid portability of new programs. Additionally these programs can be offered to areas where the standards of medical education are difficult to maintain. This delivery system uses, among other methods, pre-recorded lectures to students. The value of pre-recorded lectures is that CHO can reach these students anywhere in the world. This is the lecture component of the education, and the students watch these stimulating videos on their own. After viewing the lectures, the students then review the material with the professor in the classroom and answer questions based on the lecture material. The students work collaboratively to answer these questions, helping foster teamwork and critical thinking skills. As the students answer questions in class based on the lecture material, they are monitored and assessed from a central location and their results are compared to a standard metric. At the end of each unit, the students are given a secure exam on their own computers and their scores are assessed with a normative set of students and predictive measures are calculated to determine the students’ understanding of the lectures’ objectives.

This model is called the LEA method, which stands for Lecture, Exams, and Assessment in healthcare. Prerecording the lectures allows CHO to hire “Master Teachers” to create the content for the medical education. This is often the most difficult aspect of delivering a medical curriculum in areas where top faculty are in short supply. The students watch these Master Lectures and learn from the best. The student then enters the classroom to discuss the objectives presented in the lectures with a facilitator or professors, depending on availability. The facilitator is a physician who is based in the local community. The purpose of the facilitator is to engage the students to answer clinical cases regarding the lectures and to run the classroom session. These facilitators will also provide examples of how these clinical cases are relevant to the local community. As the students work through the problems in class with the facilitator, their answers to the questions presented in class will be monitored in real time from our central location. Their scores will be compared with cadres of previous medical students to ensure that the objectives being taught in the video lectures are learned in the classroom. This system allows the students to receive an education from the best lecturers the United States has to offer to maintain the “gold standard” of medical education for which the United States is known.

Benefits of CHO’s Medical Education Model

The LEA system reduces mandatory class time and increases discussion time, which is required in areas with limited access to education and resources. The students work together to determine the answers. The system reduces faculty ration for lectures, which is imperative in areas where access to highly qualified medical education is difficult. The monitoring of students in the classroom allows for real time assessment and assists the facilitator to engage in areas where the students are having difficulty in real time. And finally, the system allows for a comparison of each student’s performance to a “gold standard” predictive outcome measure. This ensures that the student is sufficiently qualified to move forward in the curriculum.