Title: A Novel Applied Exercise to Build Competency in Design Thinking and Innovation
Presenter(s):
Wayne Psek, The George Washington University
Description:
Students need to develop a range of problem-solving skills to adapt to uncertainty in the healthcare environment. An orientation towards innovation and entrepreneurship through problem solving approaches such as design thinking may allow students to develop and apply creative solutions along with more traditional problem-solving approaches. Design thinking orients problem solvers towards how people or "users" experience a problem and aligns this experience with development of a solution. The design thinking approach is a structured methodology which directs problem solvers through a series of activities to define the problem, generate ideas to solve the problem, and identify and develop a solution. Empathy, creativity, adaptability, teamwork, and acceptance of risk and failure are foundational principles within the design thinking process. We developed an in-class applied learning session with the goal of building students' knowledge and application of design-thinking in the healthcare innovation and entrepreneurship course.
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Title: Broadening Skills in Health Leadership: Literature Search Strategies for Epidemiology and Informatics
Presenter(s):
Sue Boren, University of Missouri
David Moxley, University of Missouri
Description:
This poster introduces a structured approach to literature searching using electronic databases such as OVID Medline, focusing on the 'building block strategy' and 'pearl growing technique’. The approach is integrated into two key courses - Managerial Epidemiology and Introduction to Health Informatics. Through this method, students learn to identify and analyze relevant literature effectively, enhancing their academic rigor and practical understanding of health administration topics.
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Title: Co-Teaching Reimagined: Policy Solutions for Student and Faculty Satisfaction
Presenter(s):
Lorena Bailey, Army-Baylor University
Dan Wood, Army-Baylor University
Description:
This poster will present an innovative teaching and learning approach focused on the revitalization of co-teaching methods. Highlighting the invaluable lessons learned in resurrecting a policy geared towards elevating student and faculty satisfaction, this poster explores collaborative teaching strategies aimed at fostering a more engaging, inclusive, and effective educational experience within academic environments.
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Title: Data-Driven Engagement: Transforming Organizational Behavior through Student Insights
Presenter(s):
Lorena Bailey, Army-Baylor University
Tiara Walz, Army-Baylor University
Description:
This strategy/project showcases a transformative curriculum approach in the Army-Baylor University Graduate Program in Health and Business Administration's Organizational Behavior and Theory Class. We surveyed 41 students regarding their learning preferences in the first week of the course, and the professor (Dr. Walz) implemented a dynamic curriculum tailored to their diverse learning styles. The teaching methodology encompasses a wide variety of strategies and exercises, to include case studies, practical applications group projects, multimedia integration, peer-to-peer teaching, small group discussions, gamification, discussion boards, and analysis of academic research. Students actively participated in the decision-making process, thereby influencing the course structure. The survey conducted at the beginning of the course was followed by requesting mid-course feedback, and then an end-of-course survey will assess the effectiveness of the tailored teaching methodologies. The ongoing surveys aim to assess the impact of these tailored learning styles on student engagement, satisfaction, and overall learning outcomes. This poster presentation explores an innovative program design and its potential to transform the educational experience for future students.
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Title: Expanding the Benefits of the Curriculum Mapping Process
Presenter(s):
Steve Brown, George Mason University
Description:
Curriculum mapping, a process of connecting courses taught to a program's set of student competencies, is a common component for those programs seeking AUPHA certification or CAHME accreditation. It is also used by internal reviewers in colleges and universities in documenting and assessing their programs for their own purposes. Too often the main focus of this activity is to meet the requirements of the external reviewer. Lost in the process is the opportunity to spend some additional time to make substantive improvements in the teaching and development of a program at a more detailed level. Exploring ways to improve this mapping process, putting these into practice, documenting them, and communicating them to others is the focus of the work behind creating this poster.
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Title: Innovating End-of-Program Competency Assessment through Faculty Collaboration
Presenter(s):
Kurt O'Brien, University of Washington
Robert Malte, University of Washington
Description:
Higher education programs commonly face three challenges in educational design: 1) collaboration among their faculty in course content; 2) transparency and linkages in cross course content; and 3) more meaningful and engaging end of program competency assessment. Rather than relying on a single, traditional Capstone project to assess a subset of competencies, the UW MHA Program addressed all three of these challenges by implementing an innovative end-of-program competency assessment that employs a home-grown, faculty written, case study that fosters faculty collaboration and creates a more engaging and meaningful cumulative learning experience for the students. As a result, we believe we have developed a more effective end of program competency assessment across all our courses, and one that also fosters faculty collaboration, learning, transparency and comradery.
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Title: Innovations in Case-Based Learning
Presenter(s):
John Cantiello, George Mason University
Description:
The primary focus of this poster is to assess and outline current advancements regarding case-based learning in pedagogical settings, paying special attention to case-based learning in healthcare administration programs. Case-based learning has been found to help bridge the gap between theory and practice and enable students to apply what they've learned to real-world scenarios. In addition to promoting critical thinking and problem-solving abilities, case-based learning also encourages creative solutions by providing multiple pathways towards the same goal or outcome. This type of learning allows students to think "outside the box" as it encourages them to consider alternative approaches and novel solutions to challenging scenarios.
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Title: Inter-Professional Healthcare Simulation: Enlightening Students on Healthcare Professionals' Roles from Patient Perspectives
Presenter(s):
Steven Howard, The University of Alabama at Birmingham
Description:
As the healthcare workforce shortage reaches crisis levels, healthcare administrators (and HA students) need to understand their clinical colleagues better and improve the climate of the workplace. This poster will strengthen learners' knowledge of how roles, responsibilities, and effective team communication can enhance employee morale, patient satisfaction, and health outcomes. It will highlight communication gaps witnessed and potential impacts on patient outcomes, and showcase provider and patient perspectives, including how interactions among the inter-professional team can impact provider and patient experiences as well as health outcomes.
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Title: Learning in Action Through Simulation: Optimizing Collaborative Skills of Future Healthcare Leaders
Presenter(s):
Nataliya Ivankova, The University of Alabama at Birmingham
Description:
In times of evidence-based and equitable calls for improvement, it is imperative to equip future healthcare leaders with research skills to identify and evaluate stakeholder-informed, context-specific, and action-focused improvement initiatives, leading to positive changes in healthcare access and delivery. An online graduate-level research methods course on applications of mixed methods in action and community-based participatory research offered at The University of Alabama at Birmingham provides methodological knowledge and practical stills for students to learn how to design and implement patient/stakeholder centered studies in collaboration with community and professional partners using both didactic methods and application activities including simulation.
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Title: Making the Case for Reflective Assessment/Metacognition Strategies
Presenter(s):
Karen Landy, Florida Gulf Coast University
Description:
Most of us can recall a time when we wondered if real learning was taking place. Students often focus on the grade rather than the learning experience. Once an assignment/grade is returned, the student moves on to the next assignment/assessment without taking the time to reflect on the learning experience, content, and skill development. This poster will discuss a reflective learning/metacognition assignment/assessment that was implemented after team case studies to help students bridge the gap between the grade and the learning experience. The reflective learning assessment/metacognition asks the student to reflect on what they learned, what skills they developed, what they perceived as areas of success, how they can apply content to the real-world healthcare profession/delivery system, and areas they can improve upon.
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Title: Moving Students From their Seat to Their Feet
Presenter(s):
Renady Hightower, University of Detroit Mercy
Description:
This poster will highlight how teaching assignments can replace online discussion boards and will target program competencies for the course. The goal is to get students out of their seats (comfort zone) and get them on their feet, engaging in dialogue and discussion with their peers in a public forum. This is a two-part assignment.
Part 1 - Each student will be assigned a class session to be responsible for facilitating and leading Class Discussion and Dialogue. Learners will engage with their peers through an interactive class exercise. The purpose of the assignment format is: 1) to get students engaged by moving them from their seat to their feet; 2) To assist students with acquiring their program competencies; and 3) To help students engage and think critically in a manner that should reflect and demonstrate an understanding of topic, important concepts, and theory.
Part 2 - Students in the audience will be responsible for the following: 1) preparing for class by reading all assigned materials; 2) preparing at least one to two questions for the session; and 3) preparing to give real time feedback to their peers in-person.
The program competencies targeted are: a) improving their ability to communicate and interact with peers, within groups, and in a public forum; b) practice ongoing self-awareness to stay current in their knowledge within field; and c) communicate clearly and concisely: provide and receive constructive feedback in multiple settings.
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Title: On the Road to Cultural Humility: Fostering Student Growth through Intentional Coursework
Presenter(s):
Sarah Kercsmar, University of Kentucky
Description:
This poster will highlight an effort to have our students take a two-course sequence in social determinants of health and cultural competence/cultural humility as healthcare leaders. The cultural competence/cultural humility course was completely redesigned in the 2023-2024 academic year to be more focused on topics relevant to students who want to be healthcare managers/administrators and have less overlap with the social determinants course. The course used active learning, role play, guest speakers, and the creation of a training project as the teaching and learning approaches.
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Title: Optimizing HCMBA Curriculum: Integrating Pre-Entry, Cost-Effective Asynchronous Modules
Presenter(s):
Samantha Larson, Belmont University
Description:
In an endeavor to enhance the educational journey of our Healthcare Management MBA (HCMBA) students, we redesigned our curriculum to introduce asynchronous, modular pre-entry courses on Medical Terminology and the US Healthcare System. This strategic restructuring eliminates the need for basic introductory coursework, previously in the traditional curriculum, and enriches the program with more specialized, advanced content without increasing the credit hour requirement. The asynchronous modules are offered at a reduced cost, allowing students to acquire required, foundational knowledge in a financially accessible manner before entering the formal program. This approach not only prepares students for the complexities of healthcare management but also aligns with contemporary educational needs and preferences.
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Title: Post-Pandemic Realties: Internship Engagement and Student Geographic Gaps in Field Placements
Presenter(s):
Nora Goto, California State University Long Beach
Erlyana Erlyana, California State University Long Beach
Description:
The Healthcare Administration/Health Management undergraduate and graduate programs require completion of a healthcare related internship/field placement. Through an ad-hoc process, our university partners with local organizations to provide internship placement, which offers students the opportunity to apply the knowledge learned in the classroom with preceptor guidance and mentoring. Remote learning modalities (asynchronous/synchronous/hybrid), due to the pandemic, have changed the demographics of the students, no longer needing to reside within the general boundaries of the former commuter campus. As a result, many students are requesting placements outside the traditional pre-pandemic service area of the university, resulting in geographic disparities for available internship placement. Subsequently, we are now receiving students who live in areas not supported by current partner organizations causing a dearth of available options in the communities in which students reside. Our hypothesis was, based on anecdotal experience of the faculty Internship Coordinator, there was a notable gap between what the students needed and the lack of availability of internship placements outside of Orange and Los Angeles counties. This created an uncomfortable dynamic for faculty to assist students and complete their required hours within a single semester.
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Title: Providing Early Feedback to Gen Z Students via a First-Year Preliminary Exam
Presenter(s):
Kimberly Enard, Saint Louis University
Marcea Walter, Saint Louis University
Kathleen Gillespie, Saint Louis University
Description:
Providing feedback to Generation Z students requires a thoughtful and dynamic approach that includes specific, constructive feedback, tangible examples, and actionable steps to improve their performance. In 2022, Saint Louis University piloted a preliminary "comprehensive" exam for first-year Master of Health Administration (MHA) students to assess their progress toward competency attainment across all first-year (Y1) courses. The exam serves as a formative learning experience in which the assessments highlight additional learning and skill building opportunities that can help students - and faculty - better understand areas of strength and areas where improvement is needed.
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Title: Providing Mentored Opportunities for Students to Design and Lead Health Systems Change
Presenter(s):
Leonard Friedman, The George Washington University
Andrew Wiss, The George Washington University
Description:
The Organization Research Project (ORP) is one of two culminating program-wide deliverables for the executive format MHA program at The George Washington University (the second being a leadership portfolio). The ORP is a unique opportunity for students to partner with leadership of their organizations to design and lead organizational change - through an applied demonstration of their mastery of a subset of the MHA program's competencies. This poster will take attendees through each of the three parts of the ORP which include crafting of the prospectus, development of the project proposal, and final presentation of the finished product. Specific details on the organization of the ORP will be provided along with recommendations on dealing with obstacles that inevitably appear during the process.
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Title: Social Determinants of Health ICD-10 Z Codes Utilization in the U.S.
Presenter(s):
Jacquelyn Mesenbrink, Georgia Southern University
Katie Mercer, Georgia Southern University
Description:
The American Hospital Association (AHA) introduced the Societal Factors that Influence Health Framework in 2022, underscoring the need to address community ecosystems affecting patients. Z codes (ICD-10-CM) emerged in 2015, enabling the detection of hazardous social, economic, and environmental conditions impacting health outcomes. This study sought to examine most commonly coded ICD-10 Z Codes for SDoH and explore the relationship between patient, hospital, and payer characteristics related to the most commonly coded ICD-10 Z codes for SDoH.
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Title: Strategies and Tools to Create Accessible Learning Environments for Students with Disabilities
Presenter:
DeAnna Rumsey, Rocky Mountain Public Health Training Center
Description:
Join us for this unique opportunity to review technology that will expand your repertoire of accessibility instructional tools. This poster will help you gain a rare glimpse into the real conversations that students and instructional designers are having about enhancing learning opportunities in the classroom. Explore tools and adaptable guidelines that any educator can easily add to make the learning experience more inclusive for students of all ability levels.
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Title: Strategy for Improving Student Proficiency During the Graduate Health Administration Application Process
Presenter(s):
Vanessa Crowther, Florida A&M University
Description:
This poster addresses differences in enrollment growth between general graduate programs and HBCUs and the implications for diversity in leadership positions in healthcare administration. The content is also relevant for addressing challenges and enhancing enrollment in graduate programs in other disciplines. The poster will present a strategy that has demonstrated success in increasing awareness, interest, and application in a Master of Health Administration program, making it practical and actionable. It offers relevance for student retention, thereby contributing to the comprehensive improvement of the student life cycle in the graduate program and the long-term impact on the program.
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Title: Student Competencies and Skills: Employability Needs in the Post-Pandemic Era
Presenter(s):
Karen Clancy, University of Kentucky
Description:
Our undergraduate program incorporated an employability competency model into the curriculum in 2020 to promote student development of employable competencies and skills in the areas of communication, thinking and problem-solving, inquiry, collaboration, adaptability, principled and ethical, responsible and professional, and learning. This poster will highlight the model and outcomes from these efforts.
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Title: Student Competency Assessment using Healthcare System Sustainability as a Focus
Presenter(s):
Melinda Merrell, University of South Carolina
Ed Bell, University of South Carolina
Description:
Identifying ways to assess students' competency development across program curricula is critical for ensuring learning across competency domains. Integration of relevant, timely topics related to health system sustainability alongside competency assessment may also help address students' skill development necessary to address future challenges. This poster describes one program's addition of healthcare's adoption of environmental, social, and governance (ESG) frameworks into its curriculum and competency assessment, specifically focusing on environmental aspects related to the global climate emergency.
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Title: Teaching Transformation: Exploring Retail's Impact in Reimagining and Reinventing U.S. Healthcare Delivery
Presenter(s):
Michele McGowan, King's College
Description:
This poster presents an assignment introducing students to emerging retail healthcare delivery models and their role in reimaging and reinventing care delivery. Students research and analyze the business case for retail healthcare. They are then provided the annual report for a retail healthcare company and asked to examine how the company is or is planning to move the needle on healthcare, what are the strengths, weaknesses, opportunities, and threats of the company's model, and how the company plans to affect the cost and quality of healthcare for its participants, presenting their findings. Students then explore the potential impact of retail healthcare on hospitals and health systems, social determinants of health, and the shift from fee-for-service to value-based payment models.
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Title: The Effectiveness of Virtual Service Learning on Ageism and Social Competence
Presenter(s):
Zo Ramamonjiarivelo, Texas State University, zhr3@txstate.edu
Description:
This study is relevant given importance of raising student awareness of social issues and training students to understand those issues as well as change their attitudes towards those issues. The US Census Bureau reported that the overall US population is aging, mostly due to increased life expectancy over the last four decades. By 2060, nearly 25% of the US population will be 65 years or older, compared with 15% in 2016, the number of older adults ages 85+ years will triple, and an additional half-million individuals will be centenarians. As people live longer, they are more likely to need frequent visits to health care providers to treat their multiple comorbidities. Furthermore, as people age, they may have reduced or limited social activities and social connections due to loss of mobility, and/or loss of loved ones and friends, which may lead to social isolation (an objective measure of social connections) and/or loneliness ("a subjective feeling of being alone"). Social isolation and loneliness have been reported as a global pandemic among older adults and found to be associated with adverse physical and mental health outcomes, lower quality of life, high rate of emergency visits, high primary mortality, and depleted perceived social skills or social competence, which is a person's capacity to engage in fulfilling social interactions and relationships. Social competence empowers individuals to obtain social support and increase social networks. As such, individuals with a high level of social competence are more likely to be able to build strong social networks and they are less likely to experience loneliness. Social isolation and loneliness were more prevalent during the COVID-19 pandemic due to several months of mandatory confinement and quarantine, and older adults were the most affected population. Another issue associated with aging is ageism. According to this definition, everyone can be a victim of ageism, regardless of age, but older adults are more prone to experience ageism and the COVID-19 pandemic has played a major factor to the increasing ageism trend worldwide. Since an aging population will impose additional need for healthcare services, healthcare providers and administrators need to be culturally competent regarding their interactions with the older adult population to avoid ageism bias. Therefore, an adequate awareness of ageism bias through training that involves intergenerational interaction between the younger generations of future health administrators and older adults is crucial. A pedagogical tool that enables this intergenerational-based education is service-learning. The purpose of this study is to build on prior studies on intergenerational service-learning by assessing the effectiveness of an intergenerational virtual service-learning intervention on undergraduate students' ageist attitude towards older adults and its impact on older adults' social competence during the COVID-19 pandemic using a pre-post design.
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Title: Transforming Teaching Techniques to Meet the Needs of Today's Students
Presenter(s):
Cory Moss, Weber State University
Miland Palmer, Weber State University
Darcy Carter, Weber State University
Description:
A prior existing lecture series course was redeveloped and redesigned to create a more robust course with learning competencies more deeply focused on student career development, adaptive skills, embracing change and improved communication skills. The course focuses this learning through significantly more alumni engagement methods, alumni to student pairing and mentoring and additional hands-on tools for students with included 360-degree self-assessment and other teaching tools. This poster will showcase the updated course and the outcomes reached from it.
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