Annual Assessment of Evidence of Learning Cover Page ... · 2015-2016 Academic Year MHA Outcomes...

1

Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Health Administrative Services/ Master of Health Administration (MHA) Academic Year of Report: 2015/16 Date Submitted: Report author: Carla Wiggins, Ph.D., Professor and MHA Program Director Contact Information: Phone: 801.626.7008 Email: [email protected]

2

A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please place an ‘X’ below. No further information is needed.

We will indicate “Last Reviewed: [current date]” on the page.

_X__ Information is current; no changes required.

___ Information is not current; updates below.

B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if

it is current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update: __X_ Information is current; no changes required.


C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as “Last Reviewed

[current date]”. No further information is needed.

If they are not current, please provide an update: _X__ Information is current; no changes required.


http://www.weber.edu/portfolio/departments.html



3

D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if it

is current, please indicate as much; we will mark the web page as “Last Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update:

___ Information is current; no changes required.

_X__ Information is not current; updates below

Curriculum Map

Competency

Required Course

Co

mm

un

icati

on

Rela

tio

nsh

ip

Man

ag

em

en

t

Cri

tical

an

d C

reati

ve

Th

ink

ing

Pro

fess

ion

ali

sm

HC

Lead

ers

hip

Law

, P

oli

cy,

&

Go

vern

an

ce

Co

mm

Aw

are

ness

&

Po

pu

lati

on

Hea

lth

Hu

man

Reso

urc

es

Mg

mt.

Fin

an

cia

l M

gm

t.

Info

rmati

on

Tech

no

log

y

Perf

. Im

pro

vem

en

t an

d

Qu

al.

Mg

mt.

Str

ate

gic

. M

gm

t.

MHA 6000 Health Systems and the Healthcare Economy 2 2 3 4

MHA 6100 Leading and Managing People in Health Care 4 3

MHA 6200 Health Behavior and Managerial Epidemiology 1 3 2

MHA 6240 Human Resources Management in Healthcare 3 4 3 5

MHA 6249 Accounting & Finance Skills for HC Managers 2 3 4

MHA 6250 Health Care Finance 2 4 1 5

MHA 6300 Quality Improvement and Risk Management 5 4 4

MHA 6320 Health Policy and Economics 3 3 3

MHA 6350 Executive Decision Making for HC Leaders 4 5 5

MHA 6400 Strategic Health Planning and Marketing 4 3 3 5

MHA 6440 Health Ethics and Law 3 2 5 4 3

MHA 6450 Managing Health Information 1 5 3 2

MHA 6500 Field Work 5 5 3 5 5

1=Students are expected to develop a minimal skill level for the given competency 2=Students are expected to develop a moderate skill level for the given competency 3=Students are expected to develop a functional skill level for the given competency

4= Students are expected to develop a capable skill level for the given competency 5= Students are expected to develop a skilled level for the given competency


4

E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if the

plan current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.

The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year. Please review the

plan displayed for your department at the above site. The plan should include a list of courses from which data will be gathered and the schedule, as

well as an overview of the assessment strategy the department is using (for example, portfolios, or a combination of Chi assessment data and student

survey information, or industry certification exams, etc.).

Please be sure to include your planned assessment of any general education courses taught within your department. This information will be used to

update the General Education Improvement and Assessment Committee’s planning documentation. Assessment plan: Current and On-going Yearly Assessment 2015-2016 Academic Year MHA Outcomes

Healthcare

managers must

demonstrate the

following skills

and competencies

How Assessed When By

Over-arching

Measurement and

achievement of the

12 competencies

Indirect: Student self-assessment, 5

point scale competency document

Direct: Preceptor assessment, 5 point

scale competency document

Yearly

MHA 6000, (beginning)

MHA 6400, (middle)

MHA 6500 (end of program)

Yearly

Fieldwork

(MHA 6500)

All students

Fieldwork

preceptors


5

Outcome 1.

Communication





Direct: Course embedded assessment of

News Team Presentations

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Fall 2015

MHA 6000:

Health Systems

and the

Healthcare

Economy

All students

Fieldwork

preceptors

MHA 6000

Professor

Outcome 2.

Relationship

Management





Direct: Final Project: Employee

Engagement Strategies

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Fall 2015

MHA 6100:

Leading and

Managing

People in

Healthcare

All students

Fieldwork

preceptors

MHA 6100

Professor

6

Outcome 3.

Critical and

Creative Thinking





Direct: Course embedded assessment

of Discussion Forums

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Fall 2015

MHA 6320:

Health Policy

and Economics

All students

Fieldwork

preceptors

MHA6320

Professor

Outcome 4.

Professionalism






Fieldwork oral and written reports

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Spring 2016

MHA 6500:

Field Work

All students

Fieldwork

preceptors

MHA 6500

Professor

7

Outcome 5.

Healthcare

Leadership





Direct: Course embedded Future Issues

Analysis of Vision, Mission, and

Strategy

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Fall 2015

MHA 6350:

Executive

Decision

Making

All students

Fieldwork

preceptors

MHA 6350

Professor

Outcome 6.

Law, Policy, and

Governance






Comprehensive Final Exam

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Fall 2015

MHA 6440:

Health Ethics

and Law

All students

Fieldwork

preceptors

MHA 6440

Professor

8

Outcome 7.

Community

Awareness and

Population Health






Final Paper

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Fall 2015

MHA 6200:

Health Behavior

and Managerial

Epidemiology

All students

Fieldwork

preceptors

MHA 6200

Professor

Outcome 8.

Human Resources

Management






Human Resource Management Final

Project

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Spring 2016

MHA 6240:

Human

Resource

Management in

Healthcare

All students

Fieldwork

preceptors

MHA 6240

Professor

9

Outcome 9.

Financial

Management





Direct: Course embedded Case Study

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Spring 2016

MHA 6250:

Healthcare

Finance

All students

Fieldwork

preceptors

MHA 6250

Professor

Outcome 10.

Information

Technology






Chapter Analyses

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Spring 2015

MHA 6450:

Managing

Health

Information

All students

Fieldwork

preceptors

MHA 6450

Professor

10

Outcome 11.

Performance

Improvement and

Quality

Management





Direct: Course embedded

“Performance Gap Identification and

Metrics to Measure Success” team

project

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Spring 2016

MHA 6300:

Quality

Improvement

and Risk

Management

All students

Fieldwork

preceptors

MHA6300

Professor

Outcome 12.

Strategic

Management






Strategic Marketing Plan

Yearly

MHA 6000,

MHA 6400,

MHA 6500

Yearly

Fieldwork

(MHA 6500)

Spring 2015

MHA 6400:

Strategic Health

Planning and

Marketing

All students

Fieldwork

preceptors

MHA 6400

Professor

11

F. Report of assessment results for the most previous academic year:

There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.

12

A. Evidence of Learning: Competencies and Courses within the MHA Major. 2014-2015 Academic Year

Evidence of Learning: Courses within the Major

Outcome 1: Communication

Method of Measurement

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Outcome 1:

Students will be able to deliver a professional presentation appropriate to course content and level.

Direct Measure 1: Course embedded student performance level on “Weekly News Reports” in MHA 6000 as graded by professor and classmates.

Measure 1: Average of student’s scores no lower than 85%

Measure 1: Fall 2015 MHA 6000 average student grade =99%

Measure 1: Students successfully demonstrated communication skills

Measure 1: No curricular or pedagogical changes needed at this time


Outcome 2: Relationship Management






Outcome 2:

Students will be able to develop positive collaborative relationships with peers, subordinates, and superiors

Direct Measure 1: Course embedded student performance level on “Final Project: Employee Engagement Strategies” in MHA 6100 as graded by professor.


Measure 1: Fall 2015 MHA 6100 average student grade = 100%

Measure 1: Students successfully demonstrated relationship management skills


13


Outcome 3: Critical and Creative Thinking






Outcome 3: Students must be able to seek information, form conclusions, make recommendations, and see the big picture.

Direct Measure 1: Course embedded student performance level in 3 complex and politically controversial discussion forums over the course of MHA 6320

Measure 1: Average of student’s scores no lower than 85%.

Measure 1: Fall 2015 MHA 6320 average student grade =13.9/15 pts = 92.66%

Measure 1: Students successfully demonstrated critical thinking skills



Outcome 4: Professionalism






Outcome 4: Students must be able to demonstrate a sense of personal accountability and the ability to assume risk and responsibility

Direct Measure 1: Course embedded student performance level for MHA 6500: Field Work written and oral project reports


Measure 1: Spring 2016 MHA 6500 average student grade = 62.2/65= 95.7%

Measure 1: Students successfully demonstrated professionalism


14


Outcome 5: Healthcare Leadership






Outcome 5: Students must demonstrate application of skills such as transparency, decision making, and leading and managing change.

Direct Measure 1: Course embedded student performance on MHA 6350 Future Issues Analysis of Vision, Mission, and Strategy


Measure 1: Fall 2015 MHA 6350 average student grade = 94.25%

Measure 1: Students successfully demonstrated Healthcare Leadership



Outcome 6 : Law, Policy, and Governance






Outcome 6: Students must have a working knowledge of healthcare law, ethics, and organization governance

Direct Measure 1: Course embedded student performance on MHA 6440Comprehensive Final Exam


Measure 1: Fall 2015 MHA 6440 average student grade = 179.4/200 = 89.7%

Measure 1: Students successfully demonstrated knowledge of law, ethics, and governance


15


Outcome 7 : Community Awareness and Population Health






Outcome 7: Students must have the ability to investigate population health characteristics and participate in improving the health of the local community

Direct Measure 1: Course embedded student performance on MHA 6200 Case Study: Using Leadership and Managerial Epidemiology to Lead


Measure 1: Fall 2015 MHA 6200 average student grade = 48.2/50 =96.4%

Measure 1: Students successfully demonstrated the use of epidemiology to improve the health of the community



Outcome 8 : Human Resource Management






Outcome 8: Students must have the ability to ethically lead and manage the HR processes needed for effective staffing in a healthcare organization

Direct Measure 1: Course embedded student performance on the MHA 6240 Human Resource Management Final Project


Measure 1: Spring 2016 MHA 6240 average student grade =138.5/150 pts = 92.3%

Measure 1: Students successfully demonstrated ability to lead and manage effective staffing for a healthcare organization


16


Outcome 9: Financial Management






Outcome 9: Students must be able to interpret accounting and financial documents, plan and execute budgets, make investment decisions, and execute fiduciary responsibilities

Direct Measure 1: Course embedded student performance on MHA 6250 Comprehensive Final Exam


Measure 1: Spring 2016 MHA 6250 average student grade =185.4/200 pts = 92.7%

Measure 1: Students successfully demonstrated financial management skills



Outcome 10: Information Technology






Outcome 10: Students must be able to participate in the management of IT systems and use IT for decision support

Direct Measure 1: Course embedded student performance level for MHA 6450: IT News Presentations and Analysis


Measure 1: Spring 2016 MHA 6450 average student grade = 17.5/18 pts = 97.4%

Measure 1: Students successfully demonstrated ability to manage IT and use IT for decision support


17


Outcome 11 : Performance Improvement and Quality Management






Outcome 4: Students must have the ability to measure, promote and implement quality improvement initiatives

Direct Measure 1: Course embedded student performance in MHA 6300 in a discussion of high reliability organizations in healthcare


Measure 1: Spring 2015 MHA 6300 average student grade = 19.1/20= 95%

Measure 1: Students successfully demonstrated quality improvement skills



Outcome 12 : Strategic Management






Outcome 12: Students must have the ability to create and implement a strategic plan

Direct Measure 1: Course embedded student performance on the MHA 6400 Final Written Strategic and Marketing Plan


Measure 1: Spring 2016 MHA 6400 average student grade = 94%

Measure 1: Students successfully demonstrated ability create and implement a strategic plan


18

Evidence of Learning: Competencies and Courses within the Major

Outcome 13: Overarching Achievement of Competencies






Students and Fieldwork Preceptors will evaluate themselves and their protégés on each of the 12 competencies.

Indirect Measure 1: Pretest Student self -assessment upon entering program

Measure 1: Average student score for Fall 2014 entering class

Measure 1: 2.75/5.00

Measure 1: baseline measure


Indirect Measure 2: Student self-assessment in MHA 6400

Measure 2: Average student score no less than 2.5 on a 5 point scale for Spring 2015 MHA 6400

Measure 2: 3.17/5.00

Measure 2: students successfully demonstrate competency self-assessment


Indirect Measure 3: Posttest Student self- assessment at end of program MHA 6500

Measure 3: Average student score no less than 3.5 on a 5 point scale for Spring 2016 MHA 6500

Measure 3: 4.04/5.00

Measure 3: : students demonstrate appropriate levels of competency self-assessment

Measure 3: : No curricular or pedagogical changes needed at this time

Direct Measure 4: MHA 6500: Field Work Preceptor assessment of student competencies

Measure 4: Average score assessed by preceptors no less than 4 on a 5 point scale for MHA 6500 in Spring 2016

Measure 4: 4.3/5.00

Measure 4: Preceptors assess students as having appropriate levels of competencies

Measure 4: : No curricular or pedagogical changes needed at this time

19

b. Evidence of Learning: High Impact or Service Learning

This is an optional section. If you provide students with high impact or service learning opportunities you may briefly describe those opportunities and explain how you assess their impact on student learning. This excerpt from George D. Kuh provides a brief overview of high-impact practices. N/A.

c. Evidence of Learning: General Education Courses The MHA does not offer GE courses.

http://apps.weber.edu/wsuimages/oie/Support%20Documents/Kuh_HighImpactActivities.pdf

20

G. Summary of Artifact Collection Procedure

Artifact Learning Outcome When/How Collected? Where Stored? Outcome 1 Weekly News Reports in MHA 6000

Communication

Weekly during the semester

Professor’s files or computer and in Canvas

Outcome 2 Employee Engagement Strategies in MHA 6100

Relationship Management

Once during the semester


Outcome 3 Three complex and politically controversial discussion forums

Critical and Creative Thinking

Three times over the semester


Outcome 4 Field Work Written and Oral Reports

Professionalism

Near end of semester


Outcome 5 Future Issues Analysis of Vision, Mission, and Strategy

Healthcare Leadership

Near end of semester


Outcome 6 Comprehensive Law and Ethics Final Exam

Law, Policy, and Governance

End of semester


Outcome 7 Case Study: Using Leadership and Managerial Epidemiology to Lead

Community Awareness and Population Health

Middle of semester


Outcome 8 Human Resources Management Final Project

Human Resources Management

End of semester


Outcome 9 Comprehensive Finance Final Exam

Healthcare Finance

End of semester


Outcome 10 IT News Presentations and Analyses

Information Technology

Weekly throughout the semester


21

Outcome 11 Discussion of High Reliability Healthcare Organizations

Performance Improvement and Quality Management

Middle of semester


Outcome 12 Final Written Strategic and Marketing Plan

Strategic Management

End of semester


Outcome 13 MHA Competency Assessment document

Overarching Achievement of MHA Competencies

Beginning, mid, and end of program by students and by MHA 6500 preceptors

Program Director’s computer and in Chi Tester

22

Appendix A Our CAHME site visit in Fall 2015 resulted in 4 partially met criteria. Below find a list of these 4 partially-met, their recommendations, and our action plans. CAHME “Partially Mets,” Site Team Recommendations, and MHA Action Plans II.A.3 Concern: While the program does have a formal process for academic advising, there is no formal process for career advising. While the program does have various ad hoc methods for career advising, the program does not have a comprehensive, proactive process that ensures career advising for all students. Recommendation: The program must design and implement a formal process for career advising. Action Plan: As our Mission clearly states, the students in our MHA programs are primarily working healthcare professionals, thus the vast majority of our students are already currently in healthcare careers. This does not, of course, preclude their need for career advice. While we do not believe that all of our students need a comprehensive career advising process, we can improve our efforts for those students who do desire this service. To that end we are pursuing a number of career advising and enhancing activities. -Our home department of Health Administrative Services is exploring the option of Executive in Residence. Among the expected duties of an Executive in Residence would be the creation and maintenance of career building activities for MHA students, including, but not limited to, orientations, workshops, and assistance with resumes, cover letters, interviews, and job searches. -Our MHA students have recently begun to apply for, and to be chosen for, the highly competitive Administrative Fellowships that are available in our field. We encourage our students to apply for fellowships and work to facilitate these fellowships by weekly emails to all 2nd year MHA and eMHA students containing fellowship information and application details, as well as writing letters of recommendation and support. As our students are placed in fellowships we anticipate that they will return to speak to current students about their fellowship experiences and work as mentors and role models for existing students applying for fellowships. -We continue to work with the Weber State University Career Services office, encouraging students to avail themselves of the services and opportunities that exist here on campus. -Our MHA Alumni Association provides a number of educational and networking events throughout the year that include both current students and past graduates. In addition, in conjunction with the Utah Healthcare Executives (UHE) there are mentoring opportunities for any and all students who wish to participate. All of these events are well publicized and strongly encouraged.

23

II.A.5 Concern: While the program conducted one (1) alumni survey, it was not comprehensive to include all alumni nor focus on career progression. The program does not have a formal, systematic plan for monitoring and tracking the careers of graduates for at least three (3) years after graduation. Recommendation: The program must establish a formal, systematic process for tracking career progression for at least three (3) years and use the information for program improvement. The program must formalize a process for tracking this information outside of alumni surveys (for example, LinkedIn groups, alumni database updates, or other formalized ways of tracking alumni career development and progression). Action Plan: We have systematically tracked and monitored our graduates’ careers via the use of an alumni survey that explored their career progress and asked them to offer their opinions about their MHA experience here at Weber State and advice for the future of the program. All alumni were included in the survey with an approximate 60% response rate. Going forward, each summer, 3 year alumni (those students who graduated from the MHA and eMHA program 3 years previously) will be surveyed. In addition, in partnership with our MHA alumni association we maintain contact with program alumni and graduates via LinkedIn. We additionally work with Weber State University’s department of Alumni Relations to track program alumni’s contact information and send them relevant program updates and information, inviting them to maintain contact with the program and to keep the program updated with their career progress. Finally, through our MHA Alumni Association Speaker series, we continue to reach out to our program graduates with opportunities for networking, the discussion of current topics, and social interactions. By maintaining close contact with those alumni who wish to remain active, we track alumni career development and progression. The data and information that we gather from the above activities is analyzed and discussed at MHA Faculty and MHA Advisory Board meetings, and compared to proposed and desired program outcomes and goals. Particularly the information offered regarding our graduates’ MHA experiences and advice for the future is used in planning and continuous improvement of our program. III.A.1 Concern: While the program has adopted a set of competencies that form the basis of the curriculum, the program has not clearly articulated the levels of competency attainment. The preceptor and student evaluations use a different leveling scale than what is articulated within the courses. Recommendation: The program must adopt one (1) set of clearly defined levels of competency attainment and ensure that these levels are consistently applied throughout the program.

24

Action Plan: There is a discrepancy between our Competency Coverage Matrix, which evaluates the teaching of competencies in our courses on a scale of 1-3, and our Competency Assessments (both student self-evaluations and those conducted by the students’ preceptors) which evaluate competencies on a 1-5 point scale. To more clearly and uniformly define the level of competency expected and attained by students, both the course scale and the assessment scale have been fine-tuned and will now use the same 1-5 point scale of:

1: minimal 2: moderate 3: functional 4: capable 5: skilled.

This 5 point scale will be incorporated in our Competency Coverage Matrix, all course syllabi, and all competency assessment documents. III.C.3 Concern: While the program has implemented a number of methods to measure competency attainment, the program does not have a comprehensive process that regularly evaluates the student attainment of competencies at the course or program level. The program has implemented program competencies within the courses, however, not all courses adequately assess student attainment of competencies. Additionally, while the program has established a process to measure student attainment at the program level, primarily through student self-assessments and preceptor assessment, the process is not comprehensive to address all students across all competencies. Recommendation: The program must implement a process that comprehensively evaluates student attainment of all competencies at both the course and program level and use the evaluation for continuous improvement. The program must ensure that all syllabi have consistent linking of course objectives to competency attainment. The program must ensure that there is a process to provide feedback on competency assessment outside of assignments or course grades. Action Plan: We comprehensively evaluate student attainment of the competencies at both the course and program level annually. The information gathered from this assessment is analyzed and discussed at MHA Faculty and Advisory Board meetings and compared to proposed and desired program outcomes and goals. It is used for planning, growth, and continuous improvement of the program. At the program level, our annual Weber State Assessment measures and assesses our overarching achievement of the 12 competencies that our program is built upon with both direct and indirect measures. At the course level, each syllabus is tied directly to the competencies, the level at which those competencies are taught, and the level at which those competencies are assessed. Our annual Weber State Assessment measures and assesses each competency, using direct and indirect measures.

25

Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty 2015-16 Headcount 20 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

8

Full-time Tenured 4 Full-time Non-Tenured (includes tenure-track) 2 Part-time and adjunct 2 With Master’s Degrees 12 Full-time Tenured Full-time Non-Tenured 1 Part-time and adjunct 11 With Bachelor’s Degrees Full-time Tenured Full-time Non-tenured Part-time and adjunct Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 20 Full-time Tenured 4 Full-time Non-tenured 3 Part-time 13

26

Please respond to the following questions.

1) Based on your program’s assessment findings, what subsequent action will your program take?

We will continue to work to meet all of our assessment goals. In addition, we will include assessment of our new MHA 6249 course and our eMHA courses in upcoming yearly assessments.

2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.

We are a graduate program and so we do not have graduating seniors. However, we ask our Field Work preceptors to evaluate their protégés on all competencies, we ask all students to self-evaluate on all competencies, we perform an exit interview upon completion of the MHA program, and we survey all 3 year alumni of the program on career progress and reflections of the MHA program, its curriculum, and their experiences in it.

Annual Assessment of Evidence of Learning Cover Page ... · 2015-2016 Academic Year MHA Outcomes...

Documents

Transcript of Annual Assessment of Evidence of Learning Cover Page ... · 2015-2016 Academic Year MHA Outcomes...