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.
- 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.
|Grad Year||Name||Department||Thesis Title||Entry Year|
|2021 (Anticipated)||Tomas Diaz, MD||Emergency Medicine||Skin tone and gender differences in medical student emergency medicine evaluations||2020|
|2021 (Anticipated)||April Edwell, MD||Pediatrics||Race in Graduate Medical Education||2020|
|2021 (Anticipated)||Stephanie Hsia, PharmD||Clinical Pharmacy||Program Evaluation of a Health Equity Curriculum for Pharmacy Students||2020|
|2021 (Anticipated)||Margaret Robinson, MD||Pediatrics||Autonomy and Supervision in Post-Graduate Medical Training||2020|
|2021 (Anticipated)||Julia Shalen, MD||Pediatrics||EPA Assessments and Self-regulated learning||2020|
|2020 (Anticipated)||Lindsey Haddock, MD||Medicine||Co-Learning: How Faculty and Trainees Learn Together in the Workplace||2019|
|2020 (Anticipated)||Nicole Munz, DO||Emergency Medicine||Assessing emergency medicine residents' procedural competency||2019|
|2020 (Anticipated)||Nina Zhao, MD||Otolaryngology||Evidence for Response Process and Consequential Validity of the SIMPL Assessment for Operative Feedback||2019|
|2019||Sam Brondfield, MD, MA||Medicine||Cognitive Load in Inpatient Consult Residents and Fellows: An Explanatory Sequential Mixed Methods Study||2018|
|2019||Katherine Gruenberg, PharmD, MA||Clinical Pharmacy||A Characterization of Advanced Pharmacy Practice Experience Readiness by Faculty, Preceptors, and Students||2018|
|2019||Jillian Mongelluzzo, MD, MA||Emergency Medicine||Standardized Letters of Evaluation: Evaluating the Assessment of Performance Based on Gender and Race/Ethnicity of Residency Applicants in Emergency Medicine||2018|
|2019||Lekshmi Santhosh, MD, MA||Medicine||Distributed Cognition in the “Open” Intensive Care Unit: Barriers & Affordances of This Clinical Learning Environment||2017|
|2018||Emily Abdoler, MD, MAEd||Medicine||Therapeutic Reasoning Underlying Antibiotic Choice||2017|
|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?||2016|
|2018||Mindy Ju, MD, MA||Pediatrics||Health Professionals' Perception of Leadership Based on Gender and Professional Background||2017|
|2016||Brian Gin, MD, PhD, MA||Pediatrics||Item response theory for dyadic data||2015|
|2016||Daphne Lo, MD, MAEd||Medicine||Positive Interprofessional Workplace Learning Environments: Psychological safety on an inpatient interprofessional team||2015|
|2015||Mark Dellinges, DDS, FACP, MA||Preventive and Restorative Dental Sciences||Will a Short Training Session Improve In-House Multiple Choice Item-Writing by Dental School Faculty?||2013|
|2015||Leslie Floren, PharmD, MA||Bioengineering||HealthWISE: Adverse Drug Reaction Basics, Creation and Evaluation of a WISE Learning Module for Pharmacists in Training||2013|
|2014||Emily Huang, MD, MA||Surgery||From Novice to Master Surgeon: Improving Feedback with a Descriptive Approach to Intraoperative Assessment||2012|
|2013||Sandra Oza, MD, MA||Medicine||Medical Students’ Use of Collaborative Communication During an Interprofessional Standardized Patient Encounter||2012|
|2012||Natalie Burman, DO, MA||Pediatrics||Lifelong Learning and Self-Directed Learning: The Importance of Cognitive and Metacognitive Skills||2011|
|2012||Kristie White, MD, MA||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||2011|
|2012||Sarah Wilson, MD, MA||Obstetrics, Gynecology, and Reproductive Sciences||The Development and Evaluation of a Measurement Tool to Assess a Provider's Interprofessional and Intraprofessional Communication Skills||2010|