As undergraduate and graduate healthcare management education programs move to a competency based framework for curricula, one of a program’s hurdles is assessment of student achievement of those competencies. The basis for this assessment begins in the very building block of our curricula, the syllabus, which many faculty (and some lawyers) call “our contract with the student.” To that end our syllabi should be specific to the course topic, but also address the rest of the program and how this particular course fits into the bigger picture of the competency framework.
