Several trends converge around the teaching of entry level managers for healthcare provider organizations (HCOs): Competencies: Most of the accrediting agencies for professional degrees have moved to “competencies”
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And RLOs should meet 3 criteria: Realism: The object should reflect real problems faced by HCO managers. Excellent response or solution : The recommended responses should be those an excellent professional would pursue
In entry #7, I argued: There is no ethical way a faculty member can ignore the Baldrige phenomenon. Just as medicine, economics, and public health must teach the latest documented evidence, AUPHA members must teach the Baldrige model. … Our graduates need to be able to apply the model,...
The only rigorous, audited description of excellence in healthcare delivery beyond the level of case studies is the set of “applications” of the 19 healthcare organizations (HCOs) that have won the Baldrige Quality Award
We have 300 questions graded “moderate,” “advanced,” and “challenging,” organized around the chapters of The Well-Managed Healthcare Organization , (WMHO) but available to all AUPHA faculty
2 Comments - AMCQ also would seem to be useful for another component of entry-level management learning: basic healthcare management vocabulary
As an instructor teaching a class of future healthcare managers works systematically through the required competencies, RLOs open new opportunities: Timesaving: Selecting an object is easier than creating one
That they can explain why all documented high performing HCOs expect managers to have the skills indicated in questions a through d?
An additional bibliography is not hard to accumulate, with help from sources like IOM’s Best Care at Lower Cost, AHA’s Hospital Research and Education Trust, and the Institute for Healthcare Improvement
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