Perceived effectiveness of teaching methods for heath services administration education.
This article brings to the forefront the challenges of establishing an empirical link between teaching methods and education outcomes in the classroom. In the health administration education field, precious little empirical data exist on the effectiveness of various teaching methods and approaches on achieving education outcomes. Results are reported from the 1998 National Survey of program directors of the AUPHA graduate programs on the perceived effectiveness of a wide range of teaching methods, using a Likert scale, ranging from very effective to not very effective. The authors elaborate on the highest- and lowest-ranked teaching methods, and propose a research agenda for measuring education outcomes in the classroom.
Hilberman
D W
DW
Department of Health Services, University of California, Los Angeles (UCLA) School of Public Health 90095-1772, USA. hilberma@ucla.edu
Davidson
P L
PL
Andersen
R M
RM
Nakazono
T T
TT
D001291:Attitude of Health Personnel; D003625:Data Collection; D004517:Education, Professional / Q000379:methods*; D005178:Faculty; D006298:Health Services Administration; D015397:Program Evaluation / Q000379:methods*; D012106:Research; D013663:Teaching / Q000379:methods*; D014481:United States