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Theresa Burkhart, DrPH, MHA, MS

Loyola University Chicago

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Loyola University Chicago
Chicago, IL

Theresa Burkhart, DrPH, MHA, MS


Loyola University Chicago

Bio

I am happy to have joined the faculty at Loyola University Chicago in January of 2022, teaching Undergraduate Healthcare Administration students and students in the Master of Health Administration program. This comes after over 25 years working in healthcare management and executive roles, and 20 of those years as a teacher-practitioner in the Rush University Master of Health Systems Management program.  It is an honor to train the next generation to succeed in this complex and ever-changing profession. 

My work experience includes developing and implementing programs in managed care at the health network level to support the transition to value-based payment models. This included setting up accountable care organizations, direct-to-employer contracts, bundled payment models, clinical centers of excellence, and innovation programs through the Centers for Medicare and Medicaid Services. I also spent 10 years overseeing the development of an enterprise data warehouse and analytics for the clinically integrated network.

Experiencing the shift in healthcare payment models to support more focus on population health and social determinants led me to pursue my doctorate in public health at University of Illinois Chicago, earning  my DrPH in public health leadership.  My research interests are related to understanding the utilization of healthcare services as it relates to value-based care, using implementation science, action research and mixed qualitative methods (so far!). Specific topics of interest are utilization of mental health care and utilization of healthcare services at end-of-life. I also have an emerging interest in the scholarship of teaching and learning, including use of flipped classroom, hybrid designs, and use of role-play in healthcare administration. It is exciting to work in higher education during this pivotal time of re-designing and re-assessing pedagogies – including the role of technology-- to make education more accessible, effective, and equitable.