Outcomes-based Health Management Education: Baseline Findings from a National Curriculum Development Demonstration Project
An overview of 10 graduate health management programs across the U.S. engaged in educational enhancement initiatives based on competency modeling and principles is provided. Baseline findings from this collective endeavor revealed there are a significant number of similarities in relation to competency-based strengths, weaknesses, and career entry performance gaps across these sites. Curriculum mapping results revealed a dominant emphasis on cognitive learning versus affective behavioral characteristics, which are widely acknowledged as key performance discriminators in future work roles. In addition, emerging best practices in teaching, learning, and assessment are not as pervasively employed as by other professions.
Given the changing workplace landscape, employers are demanding a more prepared workforce upon entry to the field. The initial results from this national demonstration endeavor are reported and analyzed to inform educational process enhancement, curriculum planning, and faculty development endeavors. Advancement in all of these activities is requisite for responding to the call for high performing career entrants and future leaders in the field of health management.
Document Type: Research Article
Publication date: 2009-06-01
The Journal of Health Administration Education (JHAE) is a quarterly peer-reviewed journal which chronicles research, case studies, and essays by leading health administration educators and professionals.
The Journal addresses key policy issues in health administration management nationally and internationally and is the foremost authoritative guide on the latest academic and professional developments in the field.
As one of the only professional publications in the field, the Journal sets a standard in health administration education research.
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