Exploring Progressive Program Design and Course Delivery Approaches for Executive Level Masters of Health Administration Students

Concurrent Session 7

Session Materials

Brief Abstract

Over its 8-year history, the online Masters of Health Administration Program at GWU has implemented and continuously improved upon numerous progressive program and course level design/delivery innovations. This session will explore the program’s: integrated curricular model, small class size, focus on reflective practice, immersions, and continuous development of professional competencies.

Presenters

Lead Presenter: Andrew Wiss, The George Washington University

Andrew C. Wiss, PhD, EdM is Assistant Dean for Academic Innovation and a Professorial Lecturer of Health Policy and Management in the Milken Institute School of Public Health at the George Washington University. He has extensive experience designing, developing, implementing and evaluating the effectiveness of technology-enhanced, situated and organizational learning solutions across a broad range of industries and knowledge domains. In his current role at GW, Dr. Wiss leads the development and delivery of the Milken Institute School of Public Health’s continuously growing portfolio of online and hybrid programs and courses. Andrew’s teaching and research focuses on: adult learning, organizational learning, gamification and learner motivation, faculty motivation and development, the learning and performance of experts in practice and the use of emerging technologies (including simulation mediums such as AR and VR) to support learning in authentic contexts.

Additional Authors

Leonard Friedman, George Washington University

Leonard H. Friedman, PhD, MPH, FACHE Leonard H. Friedman is Professor in the Department of Health Policy and Management and is Director of the Executive Master of Health Services Administration (MHA@GW) program. Dr. Friedman is a Fellow in the American College of Healthcare Executives. In 2015, he was inducted into the Studer Group's Fire Starter Hall of Fame. In 2019, Dr. Friedman was named editor of the Journal of Health Administration Education. Dr. Leonard Friedman is an expert on the mechanisms of organizational change and strategic decision-making in health service organizations. He joined GW SPH in 2008 from Oregon State University, where he was professor in the Department of Public Health and coordinator of the school's health management and policy programs. In his years in academia, Dr. Friedman's scholarly interests have evolved from the mechanisms by which hospitals decide to adopt certain technological innovations in clinical settings, to the underperformance of integrated health systems, to developing a model of organizational change practices. He has also explored organizational responses to cataclysmic events, such as public health disasters, and is currently studying system approaches to reducing medical errors and the roots of organizational excellence in health care.

Extended Abstract

Over its 8-year history, the online Executive Masters of Health Administration Program at The George Washington University’s Milken Institute School of Public Health has implemented and continuously improved a number of progressive program design and course level delivery innovations. This session will explore the program’s:

  • Integrated curricular model: Over 20 discreet 2-credit and 3-credit courses in the residential MHA program were synthesized into eight discreet 5-credit modules, which were designed for students already working in the health sector and are taken in sequence over a two-year period.
  • Small class size:  Sections of each module are capped at 15 students, allowing for a great deal of personalized attention, more frequent and customized feedback for each student, additional group project work grounded in real-world healthcare delivery problems/solutions. This takes place during regularly scheduled synchronous class meetings with the instructor.
  • ePortfolio/reflective practice: The small section size noted above also increases the discussion and focus on the issues students are currently encountering in their own health service organizations. Students maintain an ePortfolio throughout their time in the program, and maintained for the purposed of reflecting on their current work/practice and how they will put the knowledge and skills acquired in each module to work as they further develop in their careers.
  • Immersions, and continuously developing professional competencies: In addition to online coursework and class meetings, students attend four face-to-face immersions during their time in the program, including a Health Systems Analysis where students explore various healthcare organizations in one city/region to gain a big picture understanding of the service delivery environment/ecosystem. Student conclude the program by performing an Organizational Research Project within their own healthcare workplace.