Courses 
The healthcare profession is first and foremost a medically based clinical modality. As such, healthcare practitioners are not typically professionally trained as instructors or educators. Many practitioners "learn to teach" on the job, and similarly to other complimentary health professionals, without benefit of professional instructional training.
West Coast College of Massage Therapy offers the following program consisting of 9 separate online course modules delivered at a self-paced schedule followed by a teaching practicum which must be completed within a year to earn your Teacher Training Diploma.
Scheduling Notes:
Application and Review: Requires completion of courses 1 - 9. Allow approximately 2-3 weeks to complete the Application and Review, which requires arranging 2 on-site instructor observations.
Practicum: Requires completion of courses 1 - 10. Allow 5-6 weeks to complete the Practicum which requires 1-2 weeks for the Practicum placement request; 4-5 weeks to complete the in-class teaching components based on teaching once a week.
Enrollees will be awarded the WCCMT Instructor Development Program Diploma upon successful completion of the program.
Assessments Pass Grade = 70% or above
| Course | Name | Prerequisite |
| Course 1 | Instructional Design | none |
| Course 2 | Instructional Techniques | none |
| Course 3 | Evaluation of Learning | Instructional Design |
| Course 4 | Adult Learning Styles | Instructional Design |
| Course 5 | Selecting and Creating Course Materials |
Instructional Design |
| Course 6 | Classroom Management & Learner Motivation | none |
| Course 7 | Utlizing Emotional Intelligence | none |
| Course 8 | Ethics and Professionalism | Selecting and Creating Course Materials |
| Course 9 | Integrating Research into the Classroom | none |
| Course 10 | Application and Review | All 9 |
| Practicum | Teaching Practicum (On-Site) | All 10 |
Completion of one courses per year is mandatory in order to maintain employment as an instructor at WCCMT or CCMH institutions.
Please click on a course title below to enroll into that course.
Participants are required to verify they meet the Program Admission Requirements by completing this section. Upon completion participants can enroll to any course in the program.
Required for this section:
- Confirm your healthcare education and work experience.
- Provide a digital version of your credential for upload.
Admission Requirement Summary: You must have obtained an appropriate credential applicable in your jurisdiction for your field of practice and have sufficient practice in a clinical setting with patients; or obtained advance degree(s) in your area of expertise. See Admission Requirements for more information.
Select this course if you wish to enroll and pay for all the courses in the Teacher Training for Healthcare Program. After you pay for this course, you will have access to all the courses in the program as long as you meet the entry requirements and have entered your enrollment information and credentials.
You will have 1 year to complete all the courses from the time you pay and enroll.
Please note that you will need approximately 5-6 weeks to complete the Practicum, therefore you will need to complete all your coursework prior to the Practicum. (1-2 weeks for the Practicum placement request; 4-5 weeks to complete the in-class teaching components based on teaching once a week).
Course Length
Time Commitment: 4 Hours
Course Prerequisite:
none
Course Description
This course introduces students to the basic concepts of instructional design and planning for delivering curriculum with particular reference to adult learners enrolled in a complementary alternative health discipline. By completing topics in this course, learners will develop the skills recommended to practice the roles and responsibilities of a professional instructor and the ability to develop a competency based curriculum.
Learning Objectives
- Demonstrate an understanding of the characteristics of adult learners
- Demonstrate an understanding of the roles and responsibilities of healthcare instructors
- Create course and learning objectives
- Create and follow a DACUM
- Review course curriculum and syllabus components
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment |
|
50% |
| Quiz |
|
50% |
Course Length
Time Commitment: 4 Hours
Course Prerequisite:
none
Course Description
This course provides educators with the knowledge and skills needed to prepare effective and engaging lessons using a variety of instructional strategies and methods.
Learning Objectives
- Review theories of learning
- Examine the characteristics of adult learners
- Identify instructional techniques
- Introduction - Compose a lesson plan
- Identify classroom facilitation strategies, methods and resources
- Identify instructional technology, use and considerations
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Quiz |
|
50% |
| Quiz |
|
50% |
Course Length
Time Commitment: 5 Hours
Course Prerequisite:
Instructional Design
Course Description
Instructors have a profound responsibility to their students, to the profession and to the public at large to ensure that students are properly assessed and their knowledge and professionalism is fully evaluated. This course will examine current theories of assessment in health care professions in general and in massage therapy and spas in particular. Furthermore, this course will examine the practical methods typically used to measure students’ knowledge and skill acquisition, as well as to assess their abilities to provide proper care in clinical settings.
Learning Objectives
- Explain the importance and usefulness of formal assessment
- Understand the purpose of formative instructional evaluations
- Identify the importance of formal and informal assessment
- Identify the components of properly constructed cognitive tests
- Identify the components of properly constructed skills tests
- Identify the types of performance based questions
- Select performance measurement tools
- Match objectives with appropriate evaluation methods and activities
- Incorporate assessment or evaluation into a course or lesson
- Develop a course curriculum with weighted or graded assessments
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment |
|
40% |
| Assignment |
|
40% |
| Quiz |
|
20% |
Course Length
Time Commitment: 4 Hours
Course Prerequisite:
Instructional Design
Course Description
This course will provide educators with the basic concepts of adult learning styles. Educators will enhance their knowledge of adult learning principles and the specialized needs of adult learners by determining their own learning style and multiple intelligences. Educators will develop strategies and techniques for immediate practical application in the classroom environment and thus, will improve their teaching effectiveness and their students’ learning potential.
Learning Objectives
- Recognize the basic principles of adult learning theory
- Identify your preferred learning style
- Identify your multiple intelligence(s)
- Assess the learning styles of adult learners and analyze their implications on teaching
- Integrate learning styles into instructional planning, delivery and assessment
- Compose a lesson plan that follows a course outline or syllabus, including objectives, adult learning theory, technology considerations and assessment
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment |
|
70% |
| Quiz |
|
30% |
Course Length
Time Commitment: 5 Hours
Course Prerequisite:
Instructional Design
Evaluation of Learning
Course Description
Instructors and educators need to use critical judgment in selecting, using and creating course materials in the classroom. This course will review the selection of media and technology as well as examine basic copyright issues and considerations when selecting classroom materials. A framework will be established for the creation of and components of properly constructed assignments and tests, which is fundamental in the teaching-learning process. Specific to performance-based or task-based assessments, instructors will learn how to properly construct grading and marking schemes for a rubric, rating scale and checklist. Upon completion of the course content, instructors will apply these conceptual frameworks immediately into the creation of a written assessment and a task-based assessment for a course.
Learning Objectives
- Examine and identify copyright laws pertaining to the use and selection of classroom materials, instructional technology or media.
- Use critical judgment in selecting and using technology or media in the classroom.
- Identify the components of reliable, valid and fair tests.
- Identify the components and grading of properly constructed written and skills-based assessments.
- Identify the components and marking of skills-based assessments using a rubric, rating scale or checklist.
- Create a written assessment or test.
- Create a task-based assessment or test
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment |
|
40% |
| Assignment |
|
40% |
| Quiz |
|
20% |
Course Length
Time Commitment: 4 Hours
Course Prerequisite:
None
Course Description
This course will provide educators with good classroom management strategies and techniques. We will examine the characteristics of instructors, the importance of being proactive, well-organized and well-prepared. We will also examine the importance of using your personality type to establish a safe and welcoming environment in your classroom.
Learning Objectives
- Establish and maintain standards for student behavior
- Identify and manage your personality type appropriate to classroom situations
- Use practical and theoretical framework for understanding and managing social interactions in the classroom
- Incorporate general motivation strategies and ideas in the classroom to enhance learning
- Apply principles of motivation to lesson planning and stimulate learner interest and enthusiasm
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment |
|
50% |
| Quiz |
|
50% |
Course Length
Time Commitment: 4 Hours
Course Prerequisite:
None
Course Description
This course discusses various definitions and models of emotional intelligence and explores practical ways in which learners can develop a culture of emotional intelligence in the classroom. It also investigates strategies to promote emotional intelligence in the classroom.
Learning Objectives
- Define emotional intelligence
- Recognize the different models of emotional intelligence
- Understand and be able to use emotionally intelligent skills
- Enhance the classroom setting for an emotional intelligent culture
- Recognize and understand the features of being emotionally intelligent
- Demonstrate the practical applications of emotional intelligence in teaching excellence
- Evaluate your own emotional intelligence through different models
- Manage your own emotions
- Identify the habits of high IQ people
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Questionnaire |
|
25% |
| Questionnaire |
|
25% |
| Quiz |
|
50% |
Course Length
Time Commitment: 6 Hours
Course Prerequisite:
Selecting and Creating Course Materials
Course Description
This course will explore why we need to study professional ethics as professional educators, identify the fiduciary role of professional educators in Private Post-Secondary education institutions and define the characteristics of professional educators. After which we will review the College Code of Ethics for Professional Educators and the specific professional attitudes and dispositions required of professional educators in private post-secondary educational institutions. We will also examine instructor, course and program evaluations and the ethical implications involved in administering them.
Learning Objectives
- Demonstrate an understanding of why professional educators need to study professional ethics
- Demonstrate an understanding of the fiduciary role and duties of professional educators in Private Post-Secondary educational institutions
- Define the characteristics of professional educators
- Identify and apply the College Code of Ethics for Professional Educators
- Identify in concrete terms the attitudes and dispositions of professional educators in private post-secondary educational institutions
- Identify topics and/or criteria for instructor, course and program evaluation
- Identify ethical factors in instructor, course and program evaluation
- Create a course or program evaluation form, implement it, summarize findings and make recommendations
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment / Questionnaire |
|
25% |
| Assignment / Questionnaire |
|
25% |
| Assignment / Project |
|
30% |
| Quiz |
|
20% |
Course Length
Time Commitment: 4 Hours
Course Prerequisite:
None
Course Description
Research literacy is a valuable tool that can improve the quality of care that practitioners are able to offer their clients. This course introduces the learners to the foundations of research for application in professional practice. It will assist instructors in exploring why research literacy is important, as well as develop basic and effective strategies to access, understand, critically evaluate and apply research evidence to practice.
Learning Objectives
- Gain an appreciation of research literacy
- Conduct effective searches for articles
- Judge the quality and accuracy of research materials
- Describe the strengths and limitations of evidence-based practice
- Demonstrate an understanding of qualitative and quantitative research methods
- Critically evaluate case study materials (practice critical evaluation skills)
- Develop strategies for life-long learning (apply research skills to your practice)
- Integrate research into the classroom
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Assignment / Questionnaire |
|
30% |
| Assignment / Quiz |
|
40% |
| Quiz |
|
30% |
Course Length
Time Commitment: 20 Hours
Recommended Course Prerequisite:
All 9 Courses
Course Description
As a final theoretical component of the program, this course brings together the content of many of the courses to become a review and application. This will be beneficial prior to beginning the teaching practicum. Based on the course materials, you will reflect on your own personal teaching style and personal considerations you need to be aware of when teaching.
You will also go on-site to observe two instructors in class to see how the theory of adult learning is applied. This will give you an opportunity to critically analyze classroom management, instructional strategies, media and/or technology use, learning styles, and assessment.
In your interactions, you will apply the College Code of Ethics for professional educators, and use professional and polite communication skills when interacting with staff and students.
Note: Please allow from 1-2 weeks for your request to be processed for in-class observations, as observations depend on instructor availability. You may wish to complete the request form prior to beginning your work in this course.
Learning Objectives
- Formulate a personal philosophy of education
- Recognize and reflect on personal teaching style and teaching considerations
- apply the College Code of Ethics for professional educators
- Observe and make reflections on the teaching of others
- Use professional and polite communication skills in interacting with staff and students
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Paper |
|
25% |
| Paper |
|
25% |
| Assignment |
|
50% |
Course Length
Time Commitment: 32 Hours
Course Prerequisite:
All 10 Courses
Course Description
A practicum is an integral part of any teacher training program. It allows students to have practical experience integrating what they have learned theoretically in their studies into actual practice. A practicum links educational theory, practice and reflection into the learning process. This practicum is 32 hours in length, and includes 9 hours of in-class teaching.
Depending on the time scheduling of the course and day(s) offered for the Practicum, the average time commitment to complete the in-class teaching portion of the practicum is based on 1 lesson per week (approximately 4 weeks in total).
You will begin a teaching plan, work with an existing instructor on-campus, and will create and deliver a set of four lessons which will integrate and apply the knowledge and theory you have learned throughout the program. Two of the lessons will be 1 ½ hours, and two of the lessons will be 3 hours in length. In creating and delivering the lessons, you will integrate adult learning theory, assessment, learning styles, positive learning environment, media and/or technology motivational techniques and classroom management skills. After each lesson, you will reflect on how the lesson went, in some cases write a reflective essay, and discuss your insights with the overseeing Coordinator. Two of the lessons will be observed by the Coordinator, and 1 hour of the final lesson will be videotaped and uploaded online for submission. Upon the completion of the practicum, you will self-reflect and create a plan for strengthening or improving teaching.
The Coordinator will evaluate and mark your teaching and assignments, and give a pass/fail grade at the end of the practicum. It is mandatory to pass this Practicum in order to receive the College of Massage Therapy Teacher Training Certificate.
Learning Objectives
- Begin a teaching plan
- Create and deliver lessons with learning objectives, integrating adult learning theory, assessment, learning styles, positive learning environment, media and/or technology
- Apply the College Code of Ethics for professional educators
- Use professional and polite communication skills in interacting with staff and students
- Reflect on teaching philosophy
- Use instructional strategies, emotional intelligences, motivation techniques and classroom management skills effectively
- Reflect on teaching experience
- Create and deliver lessons incorporating formal assessment and grading
- Make reflective observations, analyze and suggest ways of improving instruction
- Create a plan for strengthening or improving teaching
Equipment Required:
- Basic video recording device to record two 1.5 hour sessions of practicum teaching
- 32GM memory card or flash drive for recording practicum and for submission
(to be mailed to the Coordinator for marking and retained by the Coordinator for records)
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
|
Assignment Lesson Plan #1 90 Minutes |
|
20% |
|
Assignment Lesson Plan #2 90 Minutes |
|
20% |
|
Assignment Lesson Plan #3 3 Hours |
|
25% |
| Assignment
Lesson Plan #4 3 Hours |
|
25% |
| Project
Improvement Plan Essay/Paper |
|
10% |
You must complete Course 1 - 10 prior to acceptance into the practicum.
Please email support@teachertrainingforhealthcare.com to initiate the acceptance process.
Course Length
Time Commitment: 4 Hours
Course Description
Understanding accreditation is an important process for administrators as well as instructors. It is a process by which faculty, learners and administrators can work together in advancing the educational institute’s mission. This course introduces the learners to the basic concepts of accreditation and will assist them in recognizing why it is an integral part of private post-secondary education.
Learning Objectives
- Define accreditation
- Demonstrate an understanding of why professional educators need to study about accreditation
- Recognize the different types and sources of accreditation
- Identify the steps for achieving quality standards
- Identify the procedures for becoming accredited
Assessments Pass Grade = 70% or above
| Assessment Type | Description and Details | Weight |
| Quiz |
|
100% |