White Kenneth R, Clement Dolores G, Nayar Preethy
Graduate Program in Health Administration, Virginia Commonwealth University, P.O. Box 980203, Richmond, VA 23298-0203, USA.
J Health Adm Educ. 2006 Fall;23(4):335-49.
An ongoing concern of healthcare educators is how well students are prepared for practice after they are graduated. Curriculum design and pedagogical methods are central components for developing healthcare management and leadership competencies. Various stakeholders have identified competency domains and typologies that outline the requisite skills and expertise to manage and lead healthcare organizations. This study analyzes survey data over a ten-year period from alumni one-year post graduation to compare self-reported assessment of competency development. Trends across two graduate professional programs tailored to different students of healthcare administration are compared. A total of 302 alumni responded to the survey. A factor analysis is performed to evaluate how the skills, knowledge, and abilities of graduates fit into identified competency domains. Fourteen competencies on the survey load into four factor domains: leadership, communication, business skills, and technology.
医疗保健教育工作者一直关注的问题是，学生毕业后为实践做好准备的程度如何。课程设计和教学方法是培养医疗保健管理和领导能力的核心要素。不同的利益相关者已经确定了能力领域和类型，概述了管理和领导医疗保健组织所需的技能和专业知识。本研究分析了毕业生毕业后一年为期十年的调查数据，以比较自我报告的能力发展评估。比较了针对不同医疗保健管理专业学生的两个研究生专业课程的趋势。共有302名校友回复了调查。进行了因子分析，以评估毕业生的技能、知识和能力如何融入已确定的能力领域。调查中的14项能力归入四个因子领域：领导力、沟通能力、商业技能和技术能力。
