Goodman Gerald R
Healthcare Administration Program, Texas Woman's University, 1130 John Freeman Blvd, Suite 712, Houston, TX 77030, USA.
J Health Adm Educ. 2003 Summer;20(3):147-65.
There are many questions regarding the education of the healthcare manager. Some would argue that rather than focus on specific issues of core competencies and licensing, the discussion should be directed toward the successful development of healthcare management as a distinct profession. Two elements in defining a profession, education and legal restraints, are particularly relevant to healthcare management. It would be extremely difficult, if not impossible, for healthcare management to achieve recognition as a distinct profession in the traditional sense. There is no unique body of knowledge on which the profession is based, and no mechanism for credentialing to restrict practice. The organizational framework, however, does exist to better position the MHA-prepared graduate as the preferred candidate to manage healthcare organizations. A professional society needs to be identified as the representative society for the generalist healthcare manager. Core competencies should articulate the integration of academics and practice preparation. To accomplish the latter, academic accreditation requirements relating to faculty credentials should encourage practice-based credentials in addition to the current exclusive focus on academic credentials.
关于医疗保健管理人员的教育存在许多问题。有些人会认为，讨论不应聚焦于核心竞争力和执照等具体问题，而应转向将医疗保健管理成功发展成为一个独特的专业领域。定义一个专业领域的两个要素，即教育和法律限制，与医疗保健管理尤为相关。医疗保健管理要在传统意义上被认可为一个独特的专业领域极其困难，甚至几乎不可能。该专业没有独特的知识体系作为基础，也没有限制从业资格的认证机制。然而，现有的组织框架确实能让拥有医疗保健管理硕士学位的毕业生更有优势，成为管理医疗保健组织的首选候选人。需要确定一个专业协会作为通才型医疗保健管理人员的代表协会。核心竞争力应阐明学术与实践准备的融合。为实现后者，除了目前仅专注于学术资质外，与教师资质相关的学术认证要求应鼓励基于实践的资质。
