Article
Innovations in Teaching Population Health: Trends Mandate Increased Coverage in Graduate Curricula
Journal of Health Administration Education
(2023)
Abstract
The authors examine the implications of important trends that require new or enriched topics essential for training healthcare administrators. A rationale for changes, examples of content easily incorporated into existing graduate curricula, and proposed methods for innovative teaching are included. Recent health and societal events have led to increased complexity and scrutiny of healthcare organizations and how they should articulate their goals with regard to the communities they serve and what students should learn about the community in which a healthcare organization resides. Healthcare administration programs must incorporate a solid understanding of public health, community health, social determinants of health, equity of access, and the importance of diversity. Alternative payment systems are more likely to succeed when based on engagement of the broader community, inclusion of social norms, and equitable distribution of resources. The article demonstrates the use of resources drawn from the fields of community health, public health, population health, and other sources that are helpful to healthcare administration faculty in enhancing their curricula to reflect societal trends and population healthcare management imperatives. As faculty who teach healthcare administration students to assert leadership, manage change, and engage in continuous performance evaluation, we must apply the same principles to our instruction and curricula.
Disciplines
Publication Date
Summer 2023
Citation Information
Rosemary M. Caron, Connie Evashwick, Anne Hewitt, Edmond A. Hooker, et al.. "Innovations in Teaching Population Health: Trends Mandate Increased Coverage in Graduate Curricula" Journal of Health Administration Education Vol. 39 Iss. 4 (2023) p. 595 - 614 ISSN: 0735-6722 Available at: http://works.bepress.com/anne-hewitt/28/
Creative Commons license
This work is licensed under a Creative Commons CC_BY International License.