Education Sessions 8:30am - 9:30am
Best Practices in Decision Making: The Movement toward Evidence-Based Management in Healthcare Organizations
Tracy Farnsworth, EdD, Idaho State University
Steven Berkshire, EdD, Central Michigan University
Ruiling Guo, DHA(c), MPH, Idaho State University Health Sciences Library
Patrick Hermanson, DHA, Idaho State University
Healthcare professionals have come to embrace the truth that getting clinical decisions right requires wide-scale application of the principles of evidence-based medicine (EBM). In more recent years, health care leaders have come to recognize that the systematic use of evidence will also improve the quality of major management decisions throughout their health care organizations. Not surprisingly, the successful implementation of EBM requires the support of evidence-based management (EBMGT).
In this session, presenters will share highlights from a 2013 survey on the use and practice of evidence-based management by senior leaders at Idaho hospitals. Presenters will also share issues, trends, and best practices associated with EBMGT that will enable HCA faculty to better teach this important executive discipline to both graduate and undergraduate HCA students.
Lights, Camera, Population Health!
Forest Kim, PhD, Army-Baylor University
Are you looking for a fun and innovative way for students to learn and communicate about population health? This educational program demonstrates the use of a unique two-part student deliverable that does just that. Students are first asked to identify a population health best practice. They then create a marketing video that showcases this best practice. The result is both educational and entertaining for students and faculty. This program will walk you through the steps of designing this deliverable and provide video clips from previous student work for inspiration and idea generation.
Mapping Learner Competencies for Success in a "New World": Practical Strategies
Sherril Gelmon, DrPH, Portland State University
Jill Rissi, PhD, Portland State University
Tina Smith, MHSc, Univeristy of Toronto
CAHME requires accredited graduate programs to demonstrate a competency-based model that guides curriculum planning, links course content and learning to specific competencies, and provides a framework for graduate students' professional development. Yet few examples of robust assessment models are available. This session will illustrate new strategies from two graduate programs that offer examples of how to create complex yet workable assessment models that provide valuable information to both programs and students. Session participants will have the opportunity to consider these models in their own contexts, and identify useful elements that will be replicable for their own programs.
Where in the World is Middleboro? Two Unique Approaches to Middleboro Integration
Randa Hall, MBA, MSHA, University of Alabama at Birmingham
Laura Erskine, PhD, University of California-Los Angeles
Amy Landry, PhD, University of Alabama at Birmingham
In a time when the healthcare landscape is becoming less hospital-centric, the Middleboro case offers faculty a way to help students more fully understand the other components of the healthcare continuum. Panelists from two universities will present different ways that the Middleboro Casebook may be incorporated – one as a capstone course and the other integrating it throughout the curriculum. The approaches have been deployed in both traditional and executive course formats, and the ideas presented can be adapted for classes at graduate and undergraduate levels. Additionally, activities can be crafted that teach the basic tenants of population health or population medicine.
Education/FishTank Sessions 9:45am - 10:45am
Developing and Assessing Leadership Competencies: Four Approaches from Two Programs
Gouri Gupte, PhD, Boston University
Jeff Canar, PhD, Rush University
Tricia Johnson, PhD, Rush University
Victoria Parker, DBA, EdM, Boston University
How does your graduate program develop and assess leadership competencies at multiple points? How does it address CAHME's requirements for tracking individual student competency attainment? In this session, we will briefly present four different approaches, from in-class teams, practice-based class projects, practicum, and capstone project structures. These brief presentations will highlight the challenges faced and the approaches developed. Then, we will use an open space design to convene four break-out groups (one for each approach) to promote active dialogue about each approach and its potential application in other programs; enabling participants to engage in one or more break-out conversations.
Diversity Matters: Systematically Approaching Cultural Awareness in Curricular Design and Programmatic Outcomes
Dale L. Sanders, DO, MBA, Alma College
Matthew J. Olovson, JD, Ferris State University
Amy Dore, DHA, Metropolitan State University of Denver
This FishTank discussion session will allow the AUPHA membership to reflect on past, present and future challenges in managing healthcare diversity. Moderators from three different universities will facilitate a discussion outlining relevance of a better understanding of diversity issues in an organization’s short and long-term sustainability plan. Attendees will be engaged in a dialogue on how the AUPHA can use a systems thinking approach to integrate discussion of the challenges and opportunities for improved cultural awareness in health management education. The session will conclude with a survey of best practices leveraging diversity to support learning outcomes in education and productivity in other industries.
Professional Development for Healthcare Management Students: Results from a Survey of Programs
Michael Meacham, JD, Medical University of South Carolina
Jon Thompson, PhD, James Madison University
Find out about the survey results on AUPHA-member programs regarding how professional development is handled by their program. Undergraduate and graduate programs are represented in the survey. Of interest is to understand the mix of curricular and co-curricular methodologies employed by various programs. Are there any noteworthy trends? Is there a consensus around what is -- or should be -- included in the term professional development? Is there a relationship between the type of professional development activity and the defining program characteristics, such as where the program is housed, or the format of the program? Attend this session to get the answers to these important questions.
Translational Quality & Process Improvement: Closing Gaps between Classrooms and Industry Best Practices
Steven Howard, PhD, Saint Louis University
Mark Gaynor, PhD, Saint Louis University
Leah Vriesman, PhD, Univeristy of California-Los Angeles
Daniel Zismer, PhD, University of Minnesota
As the healthcare system undergoes it most seismic transition in 30 years, our approaches to teaching Quality Improvement/Process Improvement (QI/PI) must change. In this session, four faculty members will describe their universities' current initiatives to tailor how they teach QI/PI, better meeting the needs of our industry stakeholders and community. These universities' pedagogical innovations include using technology to realign content delivery, and to connect students with industry stakeholders and alumni in practice-based, integrative collaborations. The presenters have assessed outcomes from implementing these approaches in traditional-resident, weekend, and blended-distance programs.
Workshops 1:45pm - 3:00pm
Mindfulness Skills for Interdisciplinary Collaboration
Brenda Freshman, PhD, California State University, Long Beach
Carol Molinari, PhD, University of Baltimore
Discover the importance and value of emotional intelligence skills to interdisciplinary collaboration. The activity of mindfulness training will be used to facilitate skill development in this key competency area. The misunderstandings that arise from different values and perspectives are a common challenge when working across disciplines. Promoting self-awareness can increase one's ability to understand others and ‘walk a mile’ in their shoes. This competency can be developed and assessed in both on-line and face to face courses. A mindfulness training assignment that includes quantitative and qualitative assessments will be conducted during the session. The intent of the session is to provide faculty with an approach and methodology to facilitate the development of self-awareness and "people competencies (e.g. interpersonal understanding, relationship building) that comprise emotional intelligence (EQ) among our learner populations that promote their ability to collaborate across different disciplines.
Population Health: Opportunities to Enhance Competencies and Better Integrate the Curriculum
Brian Hilligoss, PhD, The Ohio State University
Jonathan DeShazo, PhD, Virginia Commonwealth University
Amy Landry, PhD, University of Alabama at Birmingham
Julie Robbins, PhD, The Ohio State University
The aim of this interactive workshop is to explore the challenges and opportunities for health care administration education that arise from the growing focus on population health management (PHM) and the shift from volume-based approaches to health care to value-based approaches, including accountable care organizations (ACOs). Just as health systems are struggling to reduce fragmentation and improve integration, programs in health administration face opportunities to reduce knowledge fragmentation through better integration across the functional areas of management. PHM offers an ideal opportunity to do this.
The Way Forward: Leading for Diversity and Inclusion in Healthcare Management Education
Daniel Gentry, PhD, University of Memphis
Jose Capriles-Quiros, MD, University of Puerto Rico
Diane Howard, PhD, Rush University
By 2043, minority communities will constitute the majority of the U.S. population. However, education and the talent-management pipeline for healthcare management practice and the academy continue to lag behind. AUPHA, CAHME and partner organizations have leadership opportunities given their missions to promote excellence in healthcare management education. Session organizers propose these missions cannot be realized without strong emphasis on student, faculty and practitioner diversity; and a greater appreciation for culture and community. This workshop will allow a broad representation of the healthcare management academy to share ideas and develop recommendations regarding AUPHA and CAHME's future efforts regarding diversity and inclusion.