The practitioner-teacher model revisited.

Much of the recent literature on the future of health administration education notes the importance of strengthening linkages with practitioners by incorporating them into more formal roles within programs. This article describes the Rush University Department of Health Systems Management's process of implementing the practitioner-teacher model. The results of a faculty time commitment study support the conclusion that practitioners can play a key role in the development and administration of a graduate health care management program while maintaining their operational responsibilities. The implications of operating a fully integrated practitioner-teacher model and those aspects transferable to other graduate education settings are discussed.