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Perceived effectiveness of teaching methods for heath services administration education
D W Hilberman1, P L Davidson, R M Andersen
1Department of Health Services, University of California, Los Angeles (UCLA) School of Public Health 90095-1772, USA. hilberma@ucla.edu
The Journal of Health Administration Education
|September 30, 2000
Summary
Establishing a clear link between teaching methods and student success in health administration education is challenging due to limited empirical data. This study surveyed program directors on teaching effectiveness to inform future research on educational outcomes.
Area of Science:
- Health Administration Education
- Educational Research Methodology
Background:
- Limited empirical data exists on the effectiveness of teaching methods in health administration education.
- Understanding the impact of various pedagogical approaches on student outcomes is crucial for program improvement.
Purpose of the Study:
- To investigate the perceived effectiveness of different teaching methods in health administration graduate programs.
- To identify highly and poorly ranked teaching strategies based on program director feedback.
- To propose a research agenda for empirically measuring education outcomes.
Main Methods:
- A national survey of program directors from Association of University Programs in Health Administration (AUPHA) graduate programs was conducted in 1998.
- Participants rated the effectiveness of various teaching methods using a Likert scale (very effective to not very effective).
Main Results:
- The survey identified specific teaching methods perceived as most and least effective by program directors.
- Analysis revealed a range of pedagogical approaches with varying levels of perceived success in achieving educational outcomes.
Conclusions:
- There is a need for more rigorous empirical research to validate the perceived effectiveness of teaching methods in health administration.
- Developing and implementing a research agenda focused on measurable education outcomes is essential for advancing the field.