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Teaching organization theory for healthcare management: three applied learning methods. 医疗管理组织理论教学:三种应用学习方法。
The Journal of health administration education Pub Date : 2006-01-01
Peter C Olden
{"title":"Teaching organization theory for healthcare management: three applied learning methods.","authors":"Peter C Olden","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Organization theory (OT) provides a way of seeing, describing, analyzing, understanding, and improving organizations based on patterns of organizational design and behavior (Daft 2004). It gives managers models, principles, and methods with which to diagnose and fix organization structure, design, and process problems. Health care organizations (HCOs) face serious problems such as fatal medical errors, harmful treatment delays, misuse of scarce nurses, costly inefficiency, and service failures. Some of health care managers' most critical work involves designing and structuring their organizations so their missions, visions, and goals can be achieved-and in some cases so their organizations can survive. Thus, it is imperative that graduate healthcare management programs develop effective approaches for teaching OT to students who will manage HCOs. Guided by principles of education, three applied teaching/learning activities/assignments were created to teach OT in a graduate healthcare management program. These educationalmethods develop students' competency with OT applied to HCOs. The teaching techniques in this article may be useful to faculty teaching graduate courses in organization theory and related subjects such as leadership, quality, and operation management.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 1","pages":"39-52"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25931164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
E-service learning: A pedagogic innovation for healthcare management education. 电子服务学习:医疗管理教育的教学创新。
The Journal of health administration education Pub Date : 2006-01-01
Donna M Malvey, Eileen F Hamby, Myron D Fottler
{"title":"E-service learning: A pedagogic innovation for healthcare management education.","authors":"Donna M Malvey,&nbsp;Eileen F Hamby,&nbsp;Myron D Fottler","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This paper proposes an innovation in service learning that we identify as e-service learning. By adding the \"e\" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 2","pages":"181-98"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26025310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pattullo Lecture 2006. Crossing the educational chasm: preparing healthcare leaders for interprofessional practice. Pattullo讲座2006。跨越教育鸿沟:为跨专业实践准备医疗保健领导者。
The Journal of health administration education Pub Date : 2006-01-01
Kenneth H Cohn
{"title":"Pattullo Lecture 2006. Crossing the educational chasm: preparing healthcare leaders for interprofessional practice.","authors":"Kenneth H Cohn","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Despite marked differences in training and professional interests, physicians and hospital administrators face similar problems: failure of reimbursement to keep pace with rising costs, new therapeutic modalities, critical workforce shortages, increasing government and managed care regulation, heightened consumerism, & an aging patient population. In the face of these mounting challenges, both physicians and hospital administrators could benefit significantly from a climate of collaboration and interdependence to optimize interprofessional practice. Teaching people to work with other healthcare professionals who play key roles in healthcare delivery is an important educational mission for the Association of University Programs in Health Administration (AUPHA) and for society in general.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 4","pages":"315-30"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26724469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cultivating next generation leadership: preceptors' rating of competencies in post-graduate administrative residents and fellows. 培养下一代领导能力:导师对研究生行政住院医师和研究员能力的评价。
The Journal of health administration education Pub Date : 2006-01-01
Emily Cherlin, Brad Helfand, Brian Elbel, Susan H Busch, Elizabeth H Bradley
{"title":"Cultivating next generation leadership: preceptors' rating of competencies in post-graduate administrative residents and fellows.","authors":"Emily Cherlin,&nbsp;Brad Helfand,&nbsp;Brian Elbel,&nbsp;Susan H Busch,&nbsp;Elizabeth H Bradley","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Substantial national attention is being directed at enhancing the competency levels of early careerists in healthcare management. In this study, we examined preceptors' ratings of administrative resident/fellow competencies in multiple domains, and we compared those to our previous results of self-rated competency by residents/fellows. In this national sample of preceptors (n=61) of administrative residency/fellowship program listed with the American College of Healthcare Executives, competency in the information management domain was ranked highest, with more than half of preceptors (55.7%) giving their residents/fellows an \"A\" rating. Fewer preceptors (between 30.0% and 39.2%) gave their residents/fellows an \"A\" rating in domains of interpersonal and emotional intelligence, analytic and conceptual reasoning, and clinical operations. Less than 20% of preceptors rated competencies as \"A\" level in the domains of human resources/marketing/public affairs, financial management, fund raising, and facilities management. There were significant differences in preceptor ratings compared with resident/fellow self-ratings, with preceptors often providing lower ratings than provided by resident/fellows. The findings highlight the need not only to enhance competency levels of graduates but also to address the potential mismatch in early careerists' and preceptors' views about required and attained competency levels.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 4","pages":"351-65"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26724472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Active engagement in health services administration survey courses through problem-based learning. 通过基于问题的学习积极参与卫生服务管理调查课程。
The Journal of health administration education Pub Date : 2006-01-01
Kevin J Valadares
{"title":"Active engagement in health services administration survey courses through problem-based learning.","authors":"Kevin J Valadares","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Problem-based learning (PBL) seeks to engage students in an active process of individual and cooperative learning of interrelated themes. As applied, it has been shown to develop better reasoning processes, critical thinking, communication skills, and an increased motivation to learn. A PBL learning modality, with a unique content approach, was incorporated into an introductory healthcare delivery systems course geared toward freshman and sophomore students. The students were engaged in groups to work on real-world problems faced by the healthcare system under conditions that assure both positive interdependence and individual accountability.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 3","pages":"269-80"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26566404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evidence-based healthcare management competency evaluation: alumni perceptions. 基于证据的医疗保健管理能力评估:校友的看法。
The Journal of health administration education Pub Date : 2006-01-01
Kenneth R White, Dolores G Clement, Preethy Nayar
{"title":"Evidence-based healthcare management competency evaluation: alumni perceptions.","authors":"Kenneth R White,&nbsp;Dolores G Clement,&nbsp;Preethy Nayar","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>An ongoing concern of healthcare educators is how well students are prepared for practice after they are graduated. Curriculum design and pedagogical methods are central components for developing healthcare management and leadership competencies. Various stakeholders have identified competency domains and typologies that outline the requisite skills and expertise to manage and lead healthcare organizations. This study analyzes survey data over a ten-year period from alumni one-year post graduation to compare self-reported assessment of competency development. Trends across two graduate professional programs tailored to different students of healthcare administration are compared. A total of 302 alumni responded to the survey. A factor analysis is performed to evaluate how the skills, knowledge, and abilities of graduates fit into identified competency domains. Fourteen competencies on the survey load into four factor domains: leadership, communication, business skills, and technology.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 4","pages":"335-49"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26724471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Competency-based healthcare management education: the Saint Louis University experience. 基于能力的医疗保健管理教育:圣路易斯大学的经验。
The Journal of health administration education Pub Date : 2006-01-01
Claudia R Campbell, Ana Maria Turner Lomperis, Kathleen N Gillespie, Barbara Arrington
{"title":"Competency-based healthcare management education: the Saint Louis University experience.","authors":"Claudia R Campbell,&nbsp;Ana Maria Turner Lomperis,&nbsp;Kathleen N Gillespie,&nbsp;Barbara Arrington","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>As a follow up to a school-wide initiative to create a common set of competencies for all degree programs in the Saint Louis University School of Public Health, in January 2000 the Department of Health Management and Policy (HMP, renamed from the Department of Health Administration in 2002) began a process to develop a competency-based curriculum for its Master of Health Administration (MHA) degree program with the goal of establishing a foundation for systematically measuring the learning outcomes of its students as they progressed through the program. This article describes how the department developed a set of competencies most appropriate for graduate training in healthcare management, how it incorporated these into its overall MHA program curriculum and content, and how effective this approach has been in measuring student progress in mastering these competencies over the first two years of this initiative. The problems and challenges encountered during this process are discussed, as are the next steps for effectively using competencies to assess healthcare management program learning outcomes. Our experience provides a model for other healthcare management programs considering using an outcomes approach for curriculum development and assessment.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 2","pages":"135-68"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26025969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading One Flew Over the Cuckoo's Nest in an undergraduate, US healthcare course. 《飞越疯人院》是美国一所本科医疗保健课程。
The Journal of health administration education Pub Date : 2006-01-01
James Metcalf
{"title":"Reading One Flew Over the Cuckoo's Nest in an undergraduate, US healthcare course.","authors":"James Metcalf","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>One Flew Over the Cuckoo's Nest, a modern classic in American literature by Ken Kesey, was used to complement conventional assignments in Healthcare USA, an undergraduate survey of the American healthcare system at George Mason University. The book contrasts perceptions of reality between a group of psychiatric patients and the institutional staff. It also depicts a power struggle between patients and staff and illustrates how patients can be enslaved by the healthcare system itself. The purpose of the assignment was to prompt student reflection upon both the contrasting realities and the power conflicts between patients and staff. Several examples of student responses are presented.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"23 3","pages":"303-7"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26566406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Healthcare administration education in the 21st century: the case for entrepreneurship. 21世纪的医疗管理教育:创业案例。
The Journal of health administration education Pub Date : 2005-01-01
David R Williams, W Jack Duncan, Peter M Ginter
{"title":"Healthcare administration education in the 21st century: the case for entrepreneurship.","authors":"David R Williams,&nbsp;W Jack Duncan,&nbsp;Peter M Ginter","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This paper recommends the broadening of the course content in several of the current required courses within the core curriculum of healthcare management education to include entrepreneurship topics and the inclusion of a separate entrepreneurship course. The current state of entrepreneurship within healthcare is described through the discussion of a healthcare entrepreneurship continuum. Because of the evolution of the healthcare industry in the past ten years, healthcare administration programs must also evolve to make our curriculum more relevant and increase student placement options. The current healthcare administration education shortcomings are discussed and recommendations for curriculum change are presented. Finally, a readings and resources list is provided as a basis for further curriculum development.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"22 3","pages":"283-98"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25619425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gender differences in career progression and career satisfaction among graduates of a midwestern M.H.S.A. program. 中西部M.H.S.A.项目毕业生职业发展和职业满意度的性别差异。
The Journal of health administration education Pub Date : 2005-01-01
Justin C Matus, N Martin MacDowell
{"title":"Gender differences in career progression and career satisfaction among graduates of a midwestern M.H.S.A. program.","authors":"Justin C Matus,&nbsp;N Martin MacDowell","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This article compares factors influencing career success among male and female health services manager alumni. A sample of 833 M.H.S.A. graduates received a mail out 27 item questionnaire. Response rate was 48 percent. Factor analysis using Varimax rotation indicated three variables defined as effort, environment and perception, each accounting for 18.18 percent, 16.23 percent, and 10.95 percent of the variance respectively. Independent sample t-tests comparing male versus female scores for factors effort, environment, and perception indicated no statistically significant difference for effort; however there were statistically significant differences for environment and perception. Using a list-wise selection procedure, a sub-sample of 166 cases was further analyzed. Factor scores for effort, environment, and perception were calculated and entered into a regression model to predict career satisfaction. All three factors entered the model at a significance level .05 or less. The authors indicate that because males and females see the influence of these factors differently, there are implications for academic programs and the profession. Academic programs need to discuss concerns about the environment and perceptions and their effect on career progression. Likewise leaders of healthcare organizations should take note of the role that workplace environment and perceptions have in one's career progression.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"22 1","pages":"119-35"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25277962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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