How To Write A Learning Assessment Report For An International Healthcare Management Program

Transcription

1 STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: ALY SAPERSTEIN, DHS, DIRECTOR, HCM DATE: 09 OCT 13 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: ALL DOCUMENTS WILL BE HELD IN A PRIVATE LOCATION FOR FACULTY USE ONLY. EXECUTIVE SUMMARY List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) Learning Outcome Students will defend and articulate a specific healthcare business venture while applying their knowledge of the global healthcare business environment and specifically Ireland s healthcare delivery system, population health status, and healthcare business opportunities. Students will work in teams to propose a business venture for stakeholder investment into the Dublin, Ireland healthcare marketplace. (See Appendix A) Students will apply the main healthcare management program competencies gained throughout the MSHCM curriculum to a graduate management project and applied internship experience. (See Appendix B and C) Students act as managers of an organization: review work of internal coders and allocate a budget to external coders and determine the specific role of external coders. (HCM-520). Additionally, they apply and estimate reimbursements under Medicare to acute care hospitals, long-term care hospitals, nursing homes, and ambulatory surgical centers. (HCM-520). Students had to take an in-class mid-term examination that tested the basic conceptual knowledge of the students in the field of reimbursement (HCM-520). Year of Last Assessment Not Yet Assessed Year of Next Planned Assessment

2 Describe how the program s outcomes support Marymount s Mission, Strategic Plan, and relevant school plan: Healthcare has been defined as one of the pillars of the School of Business, along with the IT Program and the Integrative MBA. The MSHCM is constantly evolving to ensure that we are meeting our goals and objectives within the program and within the SBA. Additionally, we are also seeking ways to maintain a pulse on the changing field of healthcare management. In alignment with the University s efforts to encourage global studies, the MSHCM has offered and assessed its global experiences in We strive to incorporate meaningful service opportunities for students within the classroom and through outside experiential experiences. We have also expanded our internships to include multiple global partners. The program has also made great efforts to offer ongoing service learning opportunities for students to become involved in throughout their curriculum. We have done so successful within the classroom and outside of the classroom. Our students are able to gain exposure to communities and to healthcare through service and engagement. Using the resources of our unique location, the mission of Marymount University s School of Business Administration (SBA) is to prepare and educate students to become ethical business and technical professionals who think critically and communicate effectively in a diverse environment. The competency domains for the MSHCM are: ethics and professional standards, policy, management, and strategy. The MSHCM competencies are reflective of that of the SBA s mission. There is a direct alignment with SBA s mission and the MSHCM mission, curriculum, and competencies. Both aim to draw on participatory learning to optimize educational and professional success for its students. The MSHCM program prides itself of being able to connect students with healthcare organization within the metro DC location and around the world. We strive to connect with our students and provide them with a solid foundation for both personal and professional advancement. Provide a brief description of the assessment process used including strengths, challenges and planned improvements: The outcomes measured pertain to the program competencies. Overall, the program outcomes are strong learning objectives. However, one challenge for assessing the outcomes pertaining to HCM 596, Special Topics: Healthcare Study Abroad in Dublin is that the course instructors do not receive student evaluations for study abroad courses. To compensate for this, the student travel organization does provide the information gathered from their program assessments. In the future, student evaluations for the study abroad courses would be helpful to assess the courses. This is a question for the Office of Institutional Effectiveness. In HCM 520, Healthcare reimbursement systems the existing means of outcomes evaluation is primarily through take-home or inclass assignments, class presentations, writing of short research papers, and in-class exams. Although, these methods are relevant and 2

3 useful for this course, the Instructor plans to adopt activities-based learning methods. For instance, in the Fall 2013, students will be doing a real world contract negotiation exercise for one of their assignments. This scenario will enhance learning, participation, and demonstrate critical analytical skills and provide an opportunity to apply the concepts to a real-life scenario. Describe how the program implemented its planned improvements from last year: In preparation for an upcoming program accreditation audit, the MSHCM has completed an analysis and mapping of all course objectives, learning assessment methods, and program competencies. Furthermore, a review of all syllabi has been completed. These efforts were done to enhance learning outcomes, course clarity, and competency mastery. As part of our continuous process improvement efforts, the program has conducted a competitive analysis. Through this process it was identified that there is a gap in the program in epidemiology and population health analysis. The program now offers HCM 590, Population and Global Health. Also last year, we began a peer review process for all faculty members. Each faculty is observed and peer feedback is provided based on teaching observations made. Faculty members are provided with written feedback from the class observation. The intent of the feedback is to provide guidance for teaching improvements. Peer observations and teaching improvements are shared and discussed with the Program Director. Provide a response to last year s University Assessment Committee review of the program s learning assessment report: (List each recommendation and provide a specific response to each). The program has worked hard on continuous development and improvement. The MSHCM has revised program core competencies, course objectives, and learning out outcome and measures. The program has begun a complete review of all syllabi and activities to ensure that all intended learning outcomes are met successfully. We will continue to monitor and adapt. Each assessment provided has a solid rubric associated. 3

4 Outcome and Past Assessment Learning Outcome 1: Students will defend and articulate a specific healthcare business venture while applying their knowledge of the global healthcare business environment and specifically Ireland s healthcare delivery system, population health status, and healthcare business opportunities. Students will work in teams to propose a business venture for stakeholder investment into the Dublin, Ireland healthcare marketplace. Is this outcome being reexamined? Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. In HCM 596, students worked in teams as healthcare consultants. Teams chose to represent a healthcare company/organization that was currently in Ireland or had potential to expand business there. The teams took the role of consultants working for the company on achieving a global health healthcare/business presence. Each team presented a well-developed argument and presentation to convince the company stakeholders to either enter or not to enter Irish healthcare market. Students presented to the stakeholders (professors, classmates, and the Director of Global Studies) for discussion and feedback on the potential investment. Each venture was either supported or denied based on: innovation, evidence, feasibility, and presentation. Oral feedback was provided along with the associated assessment rubric. The feedback sessions were Performance Standard Define and explain acceptable level of student performance. Students must score at least 80% on assignment outlined in Appendix A. Students were assessed based on the outline provided. Data Collection Discuss the data collected and student population Oral presentation rubric Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. Out of 13 students 100%, received an 85% or higher. 4

5 an indirect measure. The assessment is a direct measure. Students in HCM 596, provided 3 self-reflection papers, demonstrating understanding and analysis of the content and topic presented and chosen to discuss. Students reflected on the significance of the content and topic and Applied this analysis to the current and future healthcare perspective. During each reflection, students discussed the significance of the content and the impact and application of the content within healthcare abroad and within the US. This is an indirect measure. (See Appendix B) 100% of student self-assessments were consistent with improved knowledge, critical analysis, and application of the knowledge gained. Students feedback and Reflection papers 13 out of 13 students reflected that the experience helped them grow both professional and personally. Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): 100% of students assessed earned a grade of a B or higher on the assessments discussed above. The majority of students appropriately achieved the objective and goal outlined and discussed above. From student feedback and course assessment, it is apparent that almost all students accomplished the learning objective set for them in this course. Review of the program surveys provided further evidence of the course objectives being successfully met. Program strengths and opportunities for improvement relative to assessment of outcome: The MSHCM Program provides solid assessments and activities related to the outcome discussed within a global healthcare business environment. The study abroad course has been successful in meeting this objective. Students also strengthen this skill in HCM 590, Global and Population Health. Discuss planned curricular or program improvements for this year based on assessment of outcome: From student feedback, there is an opportunity to provide greater exposure to diverse populations and cultures prior to the travel portion of the study abroad course. This is something that will be incorporated in the future sections of HCM

6 Outcome and Past Assessment Learning Outcome 2: Students will apply the main healthcare management program competencies gained throughout the MSHCM curriculum to a graduate management project and applied internship experience. Is this outcome being reexamined?? Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. The evaluations completed by the preceptor have been altered to include a more comprehensive examination of the students competency mastery and application. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. Students in HCM 565, Cases and Project are required to complete a Graduate Management Project. The GMP demonstrates a student s ability to synthesize and integrate the fundamental concepts and principles of healthcare administration. The GMP is directly linked to the experiences derived from an internship or real world experience. In a written paper and presentation students demonstrate how their ability to draw on the core disciplines and competencies taught throughout the MSHCM. Through the GMP students are expected to assess healthcare management problems, create sound, practical alternatives, and evaluate the effectiveness of programs and policies. Students identify a project at an existing organization that is suitable for both the organization and the student, as approved by the MSHCM Director. This is a direct measure. Performance Standard Define and explain acceptable level of student performance. All students will earn a 80% or better according to the project objectives outlined in Appendix C. Data Collection Discuss the data collected and student population Written Graduate Management Project and presentation Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. From a total of 15 student, 12 earned a 90% or better. 3 student earned an 80% or better 6

7 Appendix C and D, GMP Outline and Presentation Rubric. Students in HCM 565, Cases and Projects, At the completion of HCM 565, all students participate in a feedback session with the Program Director. Students are asked to discuss the experience in the course and their experience conducting the GMP. The Program Director assesses the overall experience and the value of the project towards the goal of program competency application. This is an indirect measure. 100% of students will self-report a valuable learning experience and the ability to apply the core program competencies within the GMP. Post-Course Feedback Session 100% of students selfreported that they were able to apply the core program competencies within the GMP and that the experience was valuable in solidifying what they learned through the MSHCM program. Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): All of the students demonstrated the achievement of this learning outcome as assessed through the GMP Paper and presentation. Program strengths and opportunities for improvement relative to assessment of outcome: In alignment with the MSHCM program competency mastery the HCM 565, Cases and Projects in meant to be a forum for application of program competencies. These competencies are introduced and built on throughout the curriculum as students move towards graduate and competency mastery. The MSHCM has mandated that students enrolled in the Intro to Healthcare Management course attend the final presentations of HMC 565 students. This has assisted in better preparation for the GMP experience. Discuss planned curricular or program improvements for this year based on assessment of outcome: The program will continue to evaluate competency mastery and make improvements accordingly. The MSHMC Director will conduct more thorough cumulative analysis of the preceptor evaluations submitted. 7

8 Outcome and Past Assessment Learning Outcome 3: Students act as managers of an organization: review work of internal coders and allocate a budget to external coders and determine the specific role of external coders. (HCM-520). Additionally, they apply and estimate reimbursements under Medicare to acute care hospitals, long-term care hospitals, nursing homes, and ambulatory surgical centers. (HCM-520). Is this outcome being reexamined? Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. Students successfully completed these in-class assignments. They worked in groups and came up with some interesting ideas and incentives to motivate their co-workers to perform better. There were no changes made to this assignment in the following year, as it served as a great learning and application exercise for students. The problems sets that involved estimation of Medicare to different types of facilities helped students understand how the different payment models worked. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. Students work in groups of 3-4 to discuss the in-class assignments given to them. They are required to solve the problem sets or any other activity-based exercises with the help of some inputs from the professor. While the instructor guides the students, it is their responsibility to come up with the final solution (Please see Appendix D for a sample of the problem sets). Performance Standard Define and explain acceptable level of student performance. All students in class will participate and successfully complete the assignments and receive a completion grade for it. Data Collection Discuss the data collected and student population Performance on 19 students on two of the assignments was collected. Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. Out of a group of 19 students, 9 students received an 90% (A- or higher). Six students received 80% (B or higher). The remaining 4 students failed to complete the assignments on time and did not meet the required standard. 8

9 Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): Not all students were successful in achieving the desired learning outcome. Program strengths and opportunities for improvement relative to assessment of outcome: The program has integrated a strong quantitative component in some of their courses including Health care Economics, and Health care Data Analysis that students are advised to take before Reimbursement health systems course. Discuss planned curricular or program improvements for this year based on assessment of outcome: While it is believed that problem solving is one of the competencies focused in this program, the goal is to put these problems in perspective with the real-life scenarios. Therefore, along with problem solving, there should be sufficient emphasis put on the relevance/shortcomings of some of these payment models in practice. 9

10 Outcome and Past Assessment Learning Outcome 4: Students had to take an in-class mid-term examination that tested the basic conceptual knowledge of the students in the field of reimbursement (HCM-520). Is this outcome being reexamined? Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. The mid-term exam comprised of short problems and multiple-choice questions. These were analytical in nature and did not require students to memorize any definitions or facts. Performance Standard Define and explain acceptable level of student performance. All students in class will receive 80% (B) or higher. Data Collection Discuss the data collected and student population Performance of the 19 students on the mid-term exam was collected. Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. Out of 19 students, 6 of them received 90% or higher (A- or higher). Four students received 80% or higher (B or higher). The remaining students did not meet the required standards. Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): Not all students were successful in achieving the desired learning outcome. Program strengths and opportunities for improvement relative to assessment of outcome: The course has integrated several activity-based exercises in the curriculum. For instance, students will be doing a real world contract negotiation as one of their assignments. Discuss planned curricular or program improvements for this year based on assessment of outcome: 10

11 The program will integrate more activity-based learning methods into the curriculum, in addition to periodic tests to gauge the understanding of fundamental concepts in the subject area. 11