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The practitioner-teacher model revisited.

L D Montgomery1, L R Enzbrenner, W M Lerner

  • 1Rush University, Chicago, IL 60612.

The Journal of Health Administration Education
|December 5, 1991
PubMed
Summary
This summary is machine-generated.

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Health administration education can integrate practitioners into formal roles. A faculty time study shows practitioners can contribute to graduate program development and administration while managing operational duties.

Area of Science:

  • Health Administration Education
  • Healthcare Management
  • Medical Education

Background:

  • Literature emphasizes integrating practitioners into health administration education programs.
  • Formal roles for practitioners can strengthen program linkages and relevance.

Purpose of the Study:

  • To describe the implementation of the practitioner-teacher model at Rush University.
  • To assess the feasibility of practitioners contributing to graduate health care management programs.

Main Methods:

  • Described the process of implementing the practitioner-teacher model.
  • Conducted a faculty time commitment study.

Main Results:

  • Practitioners can effectively contribute to graduate program development and administration.

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  • Practitioners can maintain their operational responsibilities alongside academic roles.

    • Conclusions:

    • The practitioner-teacher model is viable for health care management programs.
    • The model's components may be transferable to other graduate education settings.