On December 13, 2017, authors Donna K. Hammaker and Thomas M. Knadig will be conducting a special breakfast talk on health care management and the law. Hammaker and Knadig, who serve on the faculty at Saint Joseph's University in Philadelphia, are co-authors of two Jones & Bartlett Learning texts, including Health Care Management and the Law, Second Edition and Health Care Ethics and the Law.
The buzz in health care management education is all competencies, all the time. Your program, whether at the undergraduate or graduate level, must be anchored in a competency based framework. The framework selected must be based on your program’s mission, vision, and values, your target students and the outcomes, i.e., where do you expect these students to go. Every meeting you attend will touch upon competencies and the dreaded assessments. Some may ask, “Why the big push?” Others may say, “What was wrong with the old fashioned way?”
When we think about mass casualty events, we usually think about natural disasters, such as tornadoes, hurricanes, wildfires, and earthquakes. As noted in my blog on bioterrorism, we healthcare management educators tend not to dwell on or prepare for these and other disasters, such as chemical, biological, radiological, nuclear, and civil unrest. Living in Baltimore, Maryland, recent events have brought the matter home to our healthcare organizations in a way we have not seen since 1968. Peaceful marches and protests simmered in rage and boiled over into violence and fires. Currently, all the players—politicians, gang leaders, pastors, and community members are struggling to pull together to keep our beloved city calm and to support community members who are suffering from mental health issues associated with this tumult. As it became evident that mass casualties could occur, local hospitals were put on alert to receive injured protestors and police officers. But were they prepared?
As spring and graduation approach, the focus for many of us in academia is on helping students to prepare for their careers and finding a new job. Two years ago, I blogged about employability. In that post, I took the perspective of the needs of the employer and what they are looking for in candidates. In this post, I will be talking about job searches from the other side of the desk, that of the candidate and how to help your students avoid going into a house of horrors.
With the return of Ebola to center stage in world health and the much heralded and anticipated start of vaccine trials for this disease in West Africa, it is easy to forget old diseases and debates. Vaccinations created by man, not by natural disease processes, have historically engendered controversy. According to Link (2005, p. 38), "vaccines are counterintuitive. What sense does it make to inject a well baby with a potent, biologically active vaccine that contains elements of the very disease it is supposed to prevent?"
Ask a faculty member about how the customers are doing in her course and you are likely to receive the following responses: confusion, disbelief, and annoyance. Much like waving a red flag at a bull, calling students customers in front of faculty can induce raised voices and anger. Often when this term is used, faculty members will expound on student entitlement and demands for unearned grades. In their minds, student expectations have outstripped reality in higher education. Sometimes it can be difficult to step back and recall our own educational choices.
Four years ago, I posted a blog asking the question, "Are health care professionals prepared for disasters?" and closed with the following:
Each fall, as we return to classes we have an opportunity to reflect on previous successes--and failures. One of the more persistent failures we seem to have with our students is instilling a sense of integrity in their academic work. The same students who would be mortified if you accused them of shoplifting have been known to lift entire works from other authors and other students. Sometimes, their boldness can leave you breathless and scratching your head, wondering if they had only put that much effort into their work, they would have passed the course without cheating. The following is an example of such audacity.
As part of the capstone experience in our graduate program, students are required to interview a minimum of three executives or healthcare managers using a structured interview format published in Career Opportunities in Health Care Management. At the completion of the interview, the student identifies and indicates the healthcare management leadership competencies the executive noted during the interview and the competencies needed to conduct the interview. In addition, the student reflects upon what insights the interview provided about his or her own career development and continuing education plans.
Many years ago when I was an Intravenous (IV) Therapist in training at a major teaching hospital, I sat down to a thirty minute dinner break with my fellow IV team members in the hospital cafeteria. One of our team mates was late. She rushed to the table with her tray, and raced to tell us why she was delayed. Not only did she provide the team with chapter and verse of the patient she last saw, but also told us the patient's diagnosis, the tragedy surrounding the patient, the little boy she was leaving behind, and her youth.