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Integrating a curriculum: the role and function of a capstone course
L F Seidel1, R D Gorsky, J B Lewis
1School of Health and Human Services, University of New Hampshire, Durham 03824.
The Journal of Health Administration Education
|January 3, 1993
Summary
This study explores integrating learning in health administration curricula, evaluating six models and proposing a hybrid capstone course. It offers faculty guidance for developing effective capstone experiences in health management.
Area of Science:
- Health Administration Education
- Curriculum Development
- Higher Education Pedagogy
Background:
- Effective integration of learning is crucial for health administration programs.
- Existing models for curriculum integration present distinct advantages and disadvantages.
- A need exists for innovative pedagogical approaches in health management education.
Purpose of the Study:
- To present a rationale for integrating learning within health administration curricula.
- To critically evaluate six distinct models of curriculum integration.
- To introduce and examine the design of a hybrid capstone course.
Main Methods:
- Review and analysis of six established curriculum integration models.
- Conceptual examination of a hybrid capstone course.
- Case study of a capstone course in a health management and policy program.
Main Results:
- Identified strengths and weaknesses of student, market, internship/practicum, case course, thesis/major paper, and self-integrating models.
- The capstone course emerges as a hybrid model with a unique educational philosophy.
- Specific design parameters for a capstone course at the University of New Hampshire are detailed.
Conclusions:
- The capstone course offers a flexible and effective approach to integrating learning in health administration.
- Faculty require careful consideration of design parameters when developing capstone courses.
- This work provides a framework for enhancing health administration curriculum integration.