Robbins MBA Healthcare Program Administrative Residency Overview

Transcription

1 Robbins MBA Healthcare Program Administrative Residency Overview

2 Table of Contents Faculty and Staff ii Introduction to the Robbins MBA Healthcare Program 1 Purpose of the Residency 1 Roles and Responsibilities 2 Stipend 3 Residency Site and Preceptor Selection 3 Process of Residency Placement 3 Requirements of the Resident 3 Site Visits, Evaluation and Grading of the Resident 4 This document provides a succinct overview of the administrative residency portion of the Robbins MBA Healthcare Program. A much more comprehensive Administrative Residency Manual is available for use by Preceptors and Residents.

3 Robbins MBA Healthcare Program One Bear Place #98003 Waco, TX Scott H. Garner, FACHE Administrative Director Tel: (254) Dr. James W. Henderson Academic Director Tel: (254) Fax: (254) Tom Haines, FACHE Preceptor Coordinator Tel: (254) Karen Johnson Accreditation Coordinator Tel: (254) Shannon Johansen Administrative Associate Tel: (254) WEBSITE : ii

4 Introduction to the Robbins MBA Healthcare Program Healthcare administrators are integral to the management of healthcare organizations ranging from hospitals, ambulatory surgical centers and provider networks to consulting firms, insurance companies and government agencies. Today s healthcare administrators especially those occupying the C suite must be able to lead and manage complex organizations with genuine compassion, a servant heart and strong business acumen. In response to that need, Baylor University s Hankamer School of Business offers the Robbins MBA Healthcare Program. The program is a reliable source of motivated, committed and highly trained executive leaders for service to the healthcare industry. The program is nationally recognized for the value of its academic preparation, the development of knowledge through quality scholarship and a commitment to the highest ethical standards as reflected in Christian values. An integral part of the program is its Administrative Residency. The residency provides seven months of paid, real-world work in the C suite of a progressive healthcare organization. Residents undertake high-level administrative tasks within the organization and then return to campus for a capstone semester in which real-life experience and final coursework converge to deliver a significant level of integrated learning. Purpose of the Residency Healthcare administration is a rapidly changing field and it is vital for a graduate of a healthcare administration program to possess the knowledge and theory necessary to understand and adapt to these rapidly changing times. The role of the academic institution is to provide the fundamental knowledge, theory, and competencies required of a healthcare administrator. Merely possessing knowledge and theory, however, does not ensure that students can successfully translate what they have learned into practice. This translation process is the primary function of the residency. Specific objectives of the residency encompass three broad areas: 1. Mentoring Relationship. Through a mentoring relationship between the Preceptor and the student, the student acquires an in-depth understanding of the Preceptor's attitudes and beliefs concerning quality of patient care, strategic thinking, operations management, interpersonal skills, professional socialization, analysis of political processes, community relationships, and medical ethics, among other topics. 2. Observation / Familiarization. The student develops an understanding of the organization's mission, administrative structure, operation and interrelationship of major units within the organization, and means through which the organization carries out its major functions. The student also develops an understanding of the operations of decision-making bodies and 1

5 processes at various levels including policy making, medical and professional staff, administrative staff, and important external organizations such as regulatory, financing, and professional associations. 3. Application. The student applies and tests administrative theory and tools in a "real world" setting. Through this application process the student will build upon knowledge acquired in the didactic curriculum. Roles and Responsibilities The Preceptor will: Be responsible for the education and development of the Resident during the residency Provide supervision, guidance, and counseling Be an accessible teacher and mentor Assist the Resident in preparing the Residency Plan Provide access to vital internal and external resources that include meetings and projects across various departments of the residency organization Notify the Professor of Record immediately if the student is not meeting expectations Offer continuous feedback to the Resident, including informal and formal evaluation during and at the completion of the residency Through the Preceptor Coordinator, Baylor University will: Assist students in finding and obtaining a suitable residency Prepare students for their residency through a series of seminars and a one-hour course Assign a Professor of Record who will be responsible for overseeing the Resident, performing site visits and assigning the final grade for the Residency Send a faculty member to visit the Preceptor and Resident at least once during the residency Provide ongoing academic and career counseling Maintain confidentiality of all reports and information from the Resident concerning the residency organization The Resident will: Serve as an ambassador representing Baylor University Create a Residency Plan, with the assistance of the Preceptor, and meet the expectations set therein Prepare all projects, reports and evaluations as required and submit them on time to the Professor of Record Organize and coordinate site visits between the Professor of Record and Preceptor 2

6 Stipend It is customary for management of the residency organization to provide the Resident with a stipend and such fringe benefits as are possible and appropriate. Participation in the administrative residency program is not predicated on a residency stipend of any minimum amount. However, it is recognized that unless reasonable financial support is given to the Resident, Baylor s ability to attract the best students for graduate study will be seriously impaired. Residency Site & Preceptor Selection Site and preceptor selection are vital to a successful residency. To ensure that every student is placed in an appropriate learning environment, the Robbins MBA Healthcare Program has established the following guidelines that every site must meet: Accreditation(s) by appropriate, recognized accrediting organization(s) A Preceptor who is interested in providing time for teaching the Resident and who is accessible, committed, knowledgeable, skillful, and professionally mature A leadership staff willing to contribute to the administrative residency experience Opportunities which provide productive and varied experiences for the Resident and assist the Resident in developing marketable skills A Preceptor and other key officials willing to support the educational policies, requirements, and standards of the Robbins MBA Healthcare Program and Baylor University Process of Residency Placement All students admitted to the Robbins MBA Healthcare Program are required to complete the residency. During the first semester of the didactic portion of the program, students will meet several times with the Administrative Director and Preceptor Coordinator. These meetings will serve to develop a professional resume and, more importantly, assess the students professional goals, personal desires and other factors. A preliminary residency placement will be made with the final decision made through an interview process with prospective residency sites and preceptors. Requirements of the Resident Residency Plan. Residents are responsible for submitting to the Professor of Record a Residency Plan. The Residency Plan will be developed between the Resident and the Preceptor, and should be designed to meet the educational needs of the Resident for his or her residency period. While the residency is considered primarily an educational experience, each Resident will be expected to make worthwhile contributions to the institution/organization during this 3

7 period. By requiring the Resident and Preceptor to identify specific learning objectives, the educational focus of the residency is sharpened. Monthly Activity Reports. Residents are required to submit a monthly report of the activities in which they are engaged. The Resident s Preceptor may review each monthly report before submission. Readings. Residents are required to engage in professional reading on healthcare or other related topics. In each monthly report, residents identify readings (books and articles) completed during the month with a short comment on lessons or competencies addressed by each reading. Preceptors offer advice and direction for book and article selections. Competitive Paper. Each resident will submit a high quality essay with a focus on a current health management topic. The essay format will follow the published rules of the American College of Healthcare Executives for the annual ACHE Student Essay Competition in Healthcare Management. One essay is selected by the Program Director to be submitted to the annual ACHE competition. Major Project. Each resident is required to complete one major management/problem solving project, and present an oral report, during the residency. The purpose of this project is to test the Resident s ability to utilize the skills and competencies gained during the academic portion of the program. The project should benefit both the organization and the Resident. Site Visits, Evaluation and Grading of the Resident The Professor of Record will make at least one visit during the residency period. In addition, during the final stages of the residency a Baylor faculty member and the Professor of Record will visit to receive the oral project report with the Preceptor and selected staff. The Preceptor will prepare an initial evaluation in early August and a final core competency assessment at the conclusion of the residency. The core competencies, developed by industry leaders and Baylor faculty, are used to guide teaching and learning throughout the program and include the following domains: knowledge of the healthcare environment; critical thinking and analysis; business and management knowledge; political and community development; communication; and leadership. The residency course grade will be given by the Professor of Record and is determined by the quality of the deliverables with primary emphasis on the major project. 4