- Teaching: All courses are conducted on-line and asynchronously, and the Population Health program utilizes a standardized curriculum taught by experienced Population Health professionals. Readings and lectures are posted throughout each course on a weekly basis.
- Learning: Discussion prompts make up part of every course, and generally the class participates in one to two discussion prompts a week. Journals, reflective documents, case studies, and team projects reinforce the framework in which the students learn. Office hours are available for students to probe their level of understanding. Interaction with alumni and others in the field are available to students to enhance their career planning.
Population Health
Program
Name:
Mary Reich Cooper, JD, MD
Program at a Glance
Who Should Apply
Healthcare professionals with at least three years of experience and an interest in changing population outcomes are the applicants who will most benefit from the program. Our applicants come from many disciplines, including physicians, nurses, data analysts, administrative backgrounds, and public policy roles. We use a holistic review of your experience, academic pursuits, and goals to review your applicant portfolio, and you are subsequently offered an interview before any decision is made. You do not need to have any background in, or knowledge of, population health before you apply.
Mission
We prepare leaders in population health management. With a focus on innovation, value-based care principles, and data-driven strategies, we empower professionals to advance health equity, improve health and financial outcomes, and shape the future of sustainable, patient-centered healthcare.
Vision
To shape the future of healthcare by being the leader in advancing population health through education, innovation, scholarship, and engagement, to enhance the quality of life for individuals and communities.
Teaching, Learning, & Assessment Methods
| Teaching & Learning Method | Definition |
| Readings | Students complete assigned readings in textbook, articles, websites, etc. |
| Lectures with media | Professor does most of the talking, with some sort of media support (e.g. PowerPoint, overheads, video, whiteboards, etc). Students participate via discussion that is primarily characterized by students asking clarifying questions, etc. |
| Guest Speakers | Individual/panel of experts from the field present to students. |
| Online Discussions | Students actively engage in an online discussion, either synchronous or asynchronous, with the professor and with each other. Students can stimulate or respond to discussion. |
| Web-based Modules | Interactive learning is more than searching for information or reading websites. |
| In-Class Presentations | Students formally deliver information to the rest of the class in a well-prepared format that required analysis and preparation. |
| Cases | Students actively engage in analyzing a case study to determine causes, implications, strategies, etc. Case analysis is either shared with the class through open and interactive discussion or debate, or students prepare a written case analysis for review and feedback. |
| Team Activities | Three or more students collaborate as a group to complete one deliverable. |
| Reflective Learning | Students complete structured process (e.g. journaling, one-minute response, assessment instruments, weekly reports) to review, understand, analyze, and evaluate their own learning and/or performance. The evaluation should be based on pre-selected criteria. In addition, the assessment with their peers and/or experts in the field. |
Discussion responses are graded with rubrics to assess class participation and level of analysis in the students' thought process. Papers and quizzes are used to assess the students’ development of understanding about the topics. Over the course of the program, projects and group projects contribute to an assessment of competency and teamwork. The final project is a Capstone at the student’s own organization, mentored and guided by the Population Health faculty, and culminates in a paper and presentation that achieves the program's competencies.
| Assessment Method | Definition |
| Pre/Post Knowledge or Skill Testing | Any formal comparative assessment of the student's knowledge or skills both before and after a learning intervention. |
| Knowledge-Based Exams | Any formal exam that evaluates student knowledge attainment. |
| Paper/Reports | Student generated written work that is part of the learning process or is the final documentation of learning, including research reports, mid-term, and/or final papers. |
| Synthesis & Analysis -Based Exams | Any formal exam that evaluates student synthesis, analysis, and/or evaluation ability. |
| Case Review & Feedback | Utilization of a predetermined set of variables/criteria to evaluate case analysis work, and to provide effective suggestions/recommendations for improvement. |
| Project Review & Feedback | Utilization of a predetermined set of variables/criteria to evaluate case analysis work, and to provide effective suggestions/recommendations for improvement. |
| Team Effectiveness | Criterion-based observational feedback of student behavior (and possibly work products) in team projects. |
| Journals | Collection of reflective writings, either structured or free form, about a topic. |
| Reflective Modeling | Standardized techniques to facilitate awareness and evaluation of one's behavior and to generate plans for improvement, including self, peer, faculty, preceptor, or other expert assessment. |
| Class Participation | Active monitoring, assessment, and feedback focused on the frequency, consistency, and quality of the student's participation during face-to-face online dicussions. |
Quick Facts
- 100% job placement rate post-graduation
- >95% very satisfied with Population Health program
- Diverse and interprofessional
Program Outcomes
| 2022-2023 | 2023-2024 | |
| Total Graduates | 5 | 6 |
| Satisfaction with Program | >95% | >95% |
| Annual Retention Rate (From 1st to 2nd Trimester) | 100% | 100% |
| Graduation Rate | 100% | 100% |
| Average Months to Complete Program | 39 | 45 |
| 2022-2023 | 2023-2024 | |
| Females | 3 | 1 |
| Males | 0 | 2 |
| Unknown or Unreported | 2 | 3 |
| 2022-2023 | 2023-2024 | |
| Executive Office | 1 | 1 |
| Other Executive Management | 1 | 1 |
| Management | 0 | 1 |
| Physician | 1 | 0 |
| Unknown or Unreported | 2 | 3 |
| 2022-2023 | 2023-2024 | |
| Hispanic | 0 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 1 |
| Native Hawaiian or Other Pacific Islander | 0 | 0 |
| White or Caucasian | 3 | 2 |
| Two or More Races | 1 | 0 |
| Unknown or Unreported | 1 | 3 |