Master's Program in Education

About the Master of Arts in Education at UC Berkeley

UCSF has a collaborative relationship with the University of California, Berkeley Graduate School of Education to offer a Master of Arts in Education. The program prepares individuals in the research methodologies needed to undertake research studies in health professions education. Students receive mentoring from faculty in the UC Berkeley Graduate School of Education and the UCSF Center for Faculty Educators. In order to participate in this program, you must be a current UCSF faculty, fellow, or resident.

Goals

  • Develop a basis in cognition and research methods appropriate to health professions education.
  • Develop depth in the educational literature to guide research questions.
More about the Program
  • In order to participate in this program, you must be a current UCSF faculty, fellow, or resident.
  • The application deadline is December 1 of the year preceding enrollment.
  • The GRE is waived for applicants who hold a professional degree.
  • UCSF faculty, fellows, residents, and students can be eligible for reduced-fee tuition at UC Berkeley.
  • Candidates must have completed or be concurrently enrolled in either the Pathway to Discovery in Health Professions Education or the Teaching Scholars Program and may be eligible for 6 credits toward their MA degree.
  • UCSF faculty from the Center for Faculty Educators provide mentoring to MA candidates from UCSF.
  • Pre-application consultation needs to be completed prior to application submission to UC Berkeley.
Current Participants and Graduates
Name Department Thesis Title

Mike Cheng, MD

Mike Cheng, MD

2022 (Anticipated)

Medicine  

Dana Larsen, MD

2022 (Anticipated)

Medicine  

Audrey Nguyen, MD

Audrey Nguyen, MD

2022 (Anticipated)

Surgery  

Sara Sani, MD

Sara Sani, MD

2022 (Anticipated)

Medicine  

Gabriel Sarah

Gabriel Sarah, MD

2022 (Anticipated)

Anesthesia and Perioperative Care  

Tomas Diaz, MD, MA

Tomas Diaz, MD, MDEd

Emergency Medicine Not so Black and White - An Exploration of Gender and Skin Tone in Academic Emergency Physician Evaluations of Medical Students Presentations (2021)

April Edwell, MD

April Edwell, MD, MDEd

Pediatrics Race in Graduate Medical Education (2021)

Stephanie Hsia, PharmD

Stephanie Hsia, PharmD, MDEd

Clinical Pharmacy Program Evaluation of a Health Equity Curriculum for Pharmacy Students (2021)

Margaret Robinson, MD

Margaret Robinson, MD, MDEd

Pediatrics Autonomy and Supervision in Post-Graduate Medical Training (2021)

Julia Shaleh, MD

Julia Shalen, MD, MDEd

Pediatrics EPA Assessments and Self-regulated learning (2021)

Lindsey Haddock, MD

Lindsey Haddock, MD, MDEd

Medicine Co-Learning: How Faculty and Trainees Learn Together in the Workplace (2020)

Nicole Munz, DO

Nicole Munz, DO, MDEd

Emergency Medicine Assessing emergency medicine residents' procedural competency (2020)

Nina Zhao, MD

Nina Zhao, MDEd

Otolaryngology Evidence for Response Process and Consequential Validity of the SIMPL Assessment for Operative Feedback (2020)

Sam Brondfield, MD, MA

Sam Brondfield, MD, MDEd

Medicine Cognitive Load in Inpatient Consult Residents and Fellows: An Explanatory Sequential Mixed Methods Study (2019)

Katharine Gruenberg, PharmD, MA

Katherine Gruenberg, PharmD, MDEd

Clinical Pharmacy A Characterization of Advanced Pharmacy Practice Experience Readiness by Faculty, Preceptors, and Students (2019)

Jillian Mongelluzzo, MD, MA

Jillian Mongelluzzo, MD, MDEd

Emergency Medicine Standardized Letters of Evaluation: Evaluating the Assessment of Performance Based on Gender and Race/Ethnicity of Residency Applicants in Emergency Medicine (2019)

Lekshmi Santhosh, MD, MA

Lekshmi Santhosh, MD, MDEd

Medicine Distributed Cognition in the “Open” Intensive Care Unit: Barriers & Affordances of This Clinical Learning Environment (2019)
Emily Abdoler, MD, MAEd Medicine Therapeutic Reasoning Underlying Antibiotic Choice (2018)
Courtney Green, MD, MAEd Surgery Robotics in the Operating Room: How does this new technology influence skill acquisition and how can educators ensure they keep up? (2018)

Mindy Ju, MD, MA

Mindy Ju, MD, MDEd

Pediatrics Health Professionals' Perception of Leadership Based on Gender and Professional Background (2018)

Brian Gin, MD, PhD, MA

Brian Gin, MD, PhD, MDEd

Pediatrics Item response theory for dyadic data (2016)

Daphne Lo, MD, MAEd

Daphne Lo, MD, MAEd

Medicine Positive Interprofessional Workplace Learning Environments: Psychological safety on an inpatient interprofessional team (2016)

Mark Dellinges

Mark Dellinges, DDS, FACP, MAEd

Preventive and Restorative Dental Sciences Will a Short Training Session Improve In-House Multiple Choice Item-Writing by Dental School Faculty? (2015)

Leslie Floren, PharmD

Leslie Floren, PharmD, MAEd

Bioengineering HealthWISE: Adverse Drug Reaction Basics, Creation and Evaluation of a WISE Learning Module for Pharmacists in Training (2015)

Emily Huang, MD

Emily Huang, MD, MAEd

Surgery From Novice to Master Surgeon: Improving Feedback with a Descriptive Approach to Intraoperative Assessment (2014)

Sandra Oza, MD

Sandra Oza, MD, MDEd

Medicine Medical Students’ Use of Collaborative Communication During an Interprofessional Standardized Patient Encounter (2013)
Natalie Burman, DO, MDEd Pediatrics Lifelong Learning and Self-Directed Learning: The Importance of Cognitive and Metacognitive Skills

Kristie White, MD

Kristie White, MD, MAEd

Pathology Development of an Assessment Tool Using the Web-Based Science Environment (WISE) to Determine Diagnostic Neuropathology Competency: A Practical Model for Pathology Residency Training (2012)
Sarah Wilson, MD, MAEd Obstetrics, Gynecology, and Reproductive Sciences The Development and Evaluation of a Measurement Tool to Assess a Provider's Interprofessional and Intraprofessional Communication Skills (2013)
Additional Resources

For more information contact Program Director Dr. Christy Boscardin, christy.boscardin@ucsf.edu or Program Coordinator Maria Pappas at maria.pappas@ucsf.edu.