SELF-STUDY FOR GRADUATE PROGRAMS IN HEALTHCARE MANAGEMENT EDUCATION

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SELF-STUDY

FOR GRADUATE PROGRAMS

IN HEALTHCARE MANAGEMENT EDUCATION

Self-Study Year:

9/2014 – 6/2015

Site Visit Date:

October 28-30, 2015

Submitted electronically on September 2, 2015 to:

The Commission on Accreditation of Health Management Education

in support of an application for re-accreditation by:

Portland State University

Programs in Health Management and Policy; Division of Public Administration

College of Urban & Public Affairs; Mark O. Hatfield School of Government

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The mission, vision, and value statements should define the focus of the healthcare management program in terms of the target audience to be served and the career field(s) for which students will be prepared. A mission statement defines the purpose and direction and any unique aspects of the Program. A vision for the program is a statement that communicates where the Program aspires to be, and serves to motivate the Program to move towards this ideal state. The Program's values are an abstract generalized principle of behavior to which the Program feels a strong emotionally-toned commitment and which provides a standard for judging specific acts and goals.

The mission, vision and values will provide the basis for reviewing the Program and for assessing Program effectiveness. In addition, these statements will provide direction for student selection, curriculum design, and scholarly activity of the faculty and will be considered in relation to the mission of the University regarding graduate education, research and service. Program mission may be

encompassed in those of a larger unit, such as department or center, and the program should describe and demonstrate how the Program mission relates to the mission of the University and of the parent College/School.

Requirement

Provide the Program's mission statement. Response

Program Mission: The Program in Health Management and Policy builds upon the mission of the Division of Public Administration, translating the broader domain of public service into the specific context of health management and policy. The Program prepares current and future health leaders with the knowledge, skills and competencies needed for progressively responsible careers in health systems management across a range of institutional settings including hospitals, health systems, government, research, advocacy, and nonprofit community-based organizations.

Criterion I.A.1.2. Program's Vision

Criterion

Interpretation

The mission, vision, and value statements should define the focus of the healthcare management program in terms of the target audience to be served and the career field(s) for which students will be prepared. A mission statement defines the purpose and direction and any unique aspects of the Program. A vision for the program is a statement that communicates where the Program aspires to be, and serves to motivate the Program to move towards this ideal state. The Program's values are an abstract generalized principle of behavior to which the Program feels a strong emotionally-toned commitment and which provides a standard for judging specific acts and goals. The mission, vision and

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6 values will provide the basis for reviewing the Program and for assessing Program effectiveness. In addition, these statements will provide direction for student selection, curriculum design, and scholarly activity of the faculty and will be considered in relation to the mission of the University regarding graduate education, research and service. Program mission may be encompassed in those of a larger unit, such as department or center, and the program should describe and demonstrate how the Program mission relates to the mission of the University and of the parent College/School. Requirement

Provide the Program's vision statement. Response

The vision of the Division of Public Administration’s Programs in Health Management and Policy is to be a leader in health management and policy education and be widely recognized for our contributions to the health community though a dynamic, innovative and rigorous curriculum; commitment to excellence in scholarship; and collaborative, inclusive and inspirational leadership among our graduates.

Criterion I.A.1.3. Program's Values

Criterion

Interpretation

The mission, vision, and value statements should define the focus of the healthcare management program in terms of the target audience to be served and the career field(s) for which students will be prepared. A mission statement defines the purpose and direction and any unique aspects of the Program. A vision for the program is a statement that communicates where the Program aspires to be, and serves to motivate the Program to move towards this ideal state. The Program's values are an abstract generalized principle of behavior to which the Program feels a strong emotionally-toned commitment and which provides a standard for judging specific acts and goals. The mission, vision and values will provide the basis for reviewing the Program and for assessing Program effectiveness. In addition, these statements will provide direction for student selection, curriculum design, and scholarly activity of the faculty and will be considered in relation to the mission of the University regarding graduate education, research and service. Program mission may be encompassed in those of a larger unit, such as department or center, and the program should describe and demonstrate how the Program mission relates to the mission of the University and of the parent College/School. Requirement

Provide the Program's values statement. Response

We recognize that health management professionals work within a complex set of institutional, socio-cultural, clinical, and legal structures. We are guided by the following values which encompass our

commitment to integrated, rigorous and relevant teaching, learning, and scholarship, all geared toward the compassionate, effective, and efficient use of resources to address individual and population health issues.

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• _{We believe that the integration of theory and practice is essential for successful management and}

leadership in health organizations, and that reflective practice enhances this integration.

• We believe that a health management education that integrates ethics and experience is essential.

• We seek to model in ourselves and develop in our students values of public service and provide mechanisms through which students can explore potential roles for engaging the communities they serve in their work.

• We are committed to addressing the life-long learning needs of our graduates and career health service professionals.

• We value scholarship that is both rigorous and relevant.

• We value Portland State University’s commitment to community-engaged teaching and scholarship.

• We are committed to collaborating with public and nonprofit health system organizations and communities to create rich learning experiences that both assist those organizations and communities, and prepare graduates for productive health management and policy careers.

• We believe that health management professionals must understand the ways in which a multiplicity of interests help to shape, and in turn are shaped by, the underlying values of our health system and by our systems of democratic governance.

• We believe that understanding the dynamic social relationships in diverse communities is essential for health system leaders and managers.

Criterion I.A.1.4. Statements of University and College/School mission

Criterion

Interpretation

Requirement

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8 Response

Each of the three academic divisions within the Mark O. Hatfield School of Government (Public Administration, Political Science, and Criminology and Criminal Justice) has established a mission statement that is unique, while the College of Urban and Public Affairs’ mission and vision statements provide overarching direction for all three schools within the college. Thus the HSOG has not

established its own unique statements of mission or vision.

PA Division Mission: The Division of Public Administration at Portland State University is dedicated to preparing individuals for ethical, competent and effective public service in a range of roles in policy, management and leadership. We seek to improve practice by facilitating learning through community engagement promoting scholarship, and encouraging reflection as we develop and work with leaders representing diverse communities across all domains of public service.

PA Division Vision: The Division of Public Administration’s vision is to be an agent of change to develop and enhance public leadership through education, scholarship and service. Building upon Portland State University’s commitment to community-engaged scholarship and service, the Division of Public

Administration is uniquely placed to prepare current and emergent leaders in local, regional, national and global communities. We recognize that solutions to contemporary problems require innovative approaches and alliances among governments, nonprofits and businesses, and encourage our faculty and students to engage in multidisciplinary and collaborative approaches to advance the public interest. We aim to contribute to the integrity, effectiveness, and transparency of the next generation of trusted public leaders.

College of Urban and Public Affairs Mission: The College of Urban and Public Affairs provides students interested in the study of urban problems and processes with the resources of an urban university. The Oregon approach to land-use planning, transportation, environmental aspects of urban growth,

community policing, low-income housing, solid waste recycling, and community engagement is a model for the nation—and a powerful combination with the college’s groundbreaking work on government, health and urban issues.

College of Urban and Public Affairs Vision: To remain a major force in shaping the future of

cities. Through our research and teaching, we aspire to contribute to a comprehensive understanding of the issues and the challenges facing a rapidly urbanizing world.

Portland State University Mission: To enhance the intellectual, social, cultural and economic qualities of urban life by providing access throughout the life span to a quality liberal education for

undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas. The University conducts research and community service that support a high quality educational environment and reflects issues important to the region. It actively promotes the

development of a network of educational institutions to serve the community. The University’s statements of vision, mission and values may be found at: http://www.pdx.edu/our-mission. Portland State University Vision: To be an internationally recognized urban university known for excellence in student learning, innovative research, and community engagement that contributes to the economic vitality, environmental sustainability, and quality of life in the Portland region and beyond.

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Criterion I.A.1.5. Relation of Program mission to College/School mission

Criterion

Interpretation

Requirement

Comment and demonstrate how the Program mission relates to the mission of the University and of the parent College/School.

Response

PSU’s Programs in Health Management and Policy are administratively housed within the Division of Public Administration. The Division reviewed and updated its mission, vision, and value and belief statements in fall 2011 as part of a strategic planning effort, and to assure consistency with the broader missions of the College and the University, as well as direction from NASPAA, CEPH and CAHME. The Programs' mission, vision and values statements are consistent with the PA Division, College and University statements with regard to student learning that is achieved through community-engaged scholarship, academic and professional integrity, and the application of knowledge to service in the specific context of health. Thus, we ensure that our Program is responsive to these broader missions, while developing skills and knowledge that are relevant to graduate-level academic preparation for positions in health management and policy.

The mission, vision and values of the Division of Public Administration are consistent with, and complementary to, the mission, vision and values of both CUPA and PSU. At every level, these statements embody the PSU motto: “Let knowledge serve the city.” This motto resonates with our students, the majority of whom seek to build careers in nonprofit, health services delivery and public health sectors. Also inherent in this motto is the concept of community engagement, which is further evident in the mission, vision and values of the University, College and Division. PSU’s programs in health management and policy are proud of the extensive network and collaborative relationships we have developed with health programs and service providers across all of these sectors. In fact, it is our culture of collaboration and community engagement that attracts many of our students.

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10 A unique vision statement was developed for the Health Management and Policy Programs in response to a CAHME site visit team recommendation in fall 2012. The new vision statement reflects the

Program's shared commitment to community engagement, a rigorous curriculum, relevant research and inspirational leadership. In addition, the Program adapted the PA Division Value and Belief statements to further define and clarify Program goals.

Criterion I.A.2.1. Ongoing evaluation of the program

Criterion

The Program will establish goals, objectives and performance outcomes that are action-based, observable, and measurable.

Interpretation

CAHME will seek evidence that specified goals and objectives and expected performance outcomes provide direction and criteria for evaluating ongoing program and curriculum enhancement. Goals must support the mission, vision and values statement by identifying specific areas of emphasis within the Program. Objectives serve to operationalize the goals and should include separate educational, research, service, and other appropriate subcategories of goals and objectives.

Requirement

Prepare a narrative describing how the on-going evaluation of the Program is carried out in light of its mission, goals and objectives. The narrative should demonstrate how the various constituencies of the Program, e.g., students, graduates, faculty, preceptors, and advisory groups, relate to this process. Briefly describe the results of the ongoing evaluations in the last two years and note what

improvements, if any, have resulted from the evaluation results. Response

The Program utilizes multiple modes of formal and informal evaluation of its mission, goals and objectives. Stemming from the Program faculty’s extensive professional relationships, informal modes include ongoing contact and feedback from the leadership of community-based organizations, including many who are graduates of PSU. The Program also seeks advice about specific strategic and operational issues through periodic interviews, structured reflection sessions and/or focus groups with alumni, field supervisors, local health leaders and other stakeholders. Information gleaned from these efforts regularly results in program changes. Oregon is in the midst of substantial health systems

transformation, and it is essential that our students understand the evolving current context of health services delivery. As a result, we have enhanced the content in a number of classes to ensure coverage of examples such as Oregon’s Coordinated Care Organizations (CCOs); Patient Centered Primary Care Home Program (PCPCH); and changes in health care reimbursement through Medicare, Medicaid, and the Oregon Health Plan. Based on feedback suggesting an unmet demand for applied health outcomes research, the Program has hired a recent UC Berkeley graduate. The new faculty member has a strong background in quantitative methods and applied population health outcomes research.

The Program also seeks informal assessment of strengths and opportunities from students. Division faculty regularly attend informal events hosted by the Public Administration Students’ Association (PASA), the PSU & OHSU Chapter of the IHI Open School, and other student groups to share information

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11 about proposed Program enhancements, changes and opportunities. A particular strength of these regularly scheduled meetings, which occur weekly to monthly during most of the academic year, is the opportunity for students to share information about applied projects, internships and field placement projects and receive on-the-spot advice from faculty about these projects.

More formal evaluations of the Program are conducted through course evaluations, student surveys, and student representation on standing and ad hoc administrative committees. Student representatives attend monthly faculty meetings during which proposed changes to the curriculum, competency

assessment methods and other program planning and evaluation issues are discussed. Student feedback on course evaluations plays an important role in the development of teaching methods that facilitate attainment, retention and integration of knowledge, skills and competencies. In addition, both formal and informal student feedback is used in the evaluation of faculty effectiveness and the identification of situations that warrant further professional development or counseling of faculty. A student is a voting member of every formal faculty tenure and promotion committee, as well as search committees for new faculty.

Program alumni also provide a valuable contribution to ongoing Program assessment and

improvements. A substantial number of alumni have established careers in health management and policy positions throughout the greater Portland metropolitan area and in Oregon state government, and regularly serve as points of contact for introducing students to a wide variety of practitioner settings, as well as attending classes and student events as guest speakers. Informal feedback and formal surveys of alumni are used to assess curriculum relevance and applicability, as well as

information about competencies and professional development needs. The 2015 Alumni Survey found that 72% of graduates remained in the Portland area, most commonly in supervisory/managerial positions (38%), professional/research positions (25%), or clinical positions (11%). Increased interest in applied research and policy among our students reflects the dynamic health system reform environment in Oregon, and was a salient factor in our decision to seek a new faculty member with these skills. Organizational Experience (PAH 509) preceptors also provide an important dimension of the overall assessment of student competencies. Preceptors complete an assessment of the student who has worked with them, and a survey of their satisfaction with the experience of being a preceptor. Survey results are used to identify needed improvements, such as the creation of a Field Supervisor Guidebook that is now provided to all site-based preceptors. Preceptor assessments of professionalism, work quality, and competency attainment are factored into final grades for student’s PAH 509 projects and, in the aggregate, also provide useful information about program strengths and areas for improvement. We have had mixed success over the years with a formal external advisory group as a source of input for program assessment. A Division of Public Administration Advisory Council was reactivated in May 2012, and served in an advisory capacity for all four of the Division’s master’s level programs. However, the Council did not meet formally in AY 2014-2015. In lieu of the broad input from the PA Division Advisory Council, the Program utilized the OMPH Advisory Committee. This health-focused group does meet regularly, and we receive feedback relevant to both degree programs from this group. Given the work during 2014-2015 on the School of Public Health, as well as evolving plans within the College of Urban and Public Affairs which may affect the structure of the Division and the Hatfield School, our faculty chose not to convene an external advisory group during the self-study year since developments were in process and we wanted to be sure we could present correct information about future directions. Once CUPA solidifies its plans, we will convene our advisors in order to share plans with them and seek their advice on future directions.

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12 The SPH Initiative convenes its External Advisory Committee (EAC) regularly, and input from that group is offered to the program through SPH Executive Leadership Council (Dr. Gelmon is a member) and the Academic Program and Priorities Committee (Dr. Wallace and Dr. Gelmon are members). The SPH-EAC serves as a source of information about external trends and provides relevant feedback on the broad scope of public health, including health management and policy, issues. It is comprised of approximately 20 public health professionals representing various geographic regions and specific populations of Oregon, and provides a valuable perspective on public health practice to the Program. The EAC will be an important group for providing input to the developing SPH and MPH:HMP degree, and also provides a useful perspective for the MPA:HA program.

Attachments: 2015 Student Survey Report 2015 Student Survey Instrument 2015 Alumni Survey Report 2015 Alumni Survey Instrument

Criterion I.A.2.2. Goals, objectives and expected performance outcomes

Criterion

Interpretation

Requirement

Program response is not required for this Criterion. An attachment should be uploaded as support. Supporting Material

Use attached template to illustrate goals, objectives, benchmarks, and outcome assessments used routinely by the Program. Evaluate the extent to which each Program objective is met. Indicate actual performance against set targets.

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13 Criterion I.A.2.2 – Program Goals, Objectives and Performance Measures

GOAL 1: EDUCATION: THE PROGRAMS WILL PROVIDE COMPREHENSIVE EDUCATION, PROFESSIONAL DEVELOPMENT AND EXPERIENTIAL OPPORTUNITIES THAT PREPARE

STUDENTS FOR PROGRESSIVELY RESPONSIBLE MANAGEMENT AND POLICY POSITIONS IN A VARIETY OF HEALTH SERVICE SETTINGS.

Benchmark Measurement

Source

Recent

Assessment Status Measurement Results Actions Taken

Objective 1.1: The programs will admit students who are well-qualified for graduate studies. At least 80% of admitted students will

achieve combined quant/verbal score of 299 on the GRE. GRE scores AY 2014-15 and Fall 2015 Not Met MPH: AY15 = 68%; Fall15 = 63% MPA: AY15 = 38%; Fall15 = 64%

Standard met for verbal, not met for quantitative, mixed for analytic. (Conditional admit &/or stats course required.) Continue to monitor.

At least 90% of admitted students have minimum undergraduate GPA of 3.0

Review of transcripts

AY 2014-15

and Fall 2015 Met

MPH: AY15 = 91%; Fall15 = 86%

MPA: AY15 = 100%; Fall15 = 92% Continue to monitor.

At least 30% of admitted students will have substantive health system experience.

Application files AY 2014-15 Met MPH: 90% w/experience

MPA: 75% w/experience Continue to monitor.

Objective 1.2: The programs will admit students who represent a range of demographics. At least 20% of admitted students will

be male. Review of admissions files AY 2014-15 Partially Met MPH: 19% male

MPA: 25% male Continue to monitor.

At least 20%of admitted students will

identify as racial/ethnic minority.

Review of admissions files AY 2014-15 Partially Met MPH: 14% minority MPA: 27% minority

Results discussed with PA Division EDI Committee; developing action plan. Objective 1.3: Students will be able to access multiple sources of information to progress through the programs.

At least 60% of newly admitted students

will attend new student orientation. Log of Attendance Fall 2014 Met 61% attendance Continue to monitor.

At least 80% of students will have at

least one advising session each year. Student Survey AY 2014-15 Met 86% met with advisor Continue to monitor.

The Program’s website will be updated at least twice per year.

Records of

Updates AY 2014-15 Met

Numerous updates and ongoing

revision of website. Continue to monitor.

At least 80% of students will report that the website provides easy access to relevant information.

Student Survey Spring 2015 Partially

Met

81% accessed information on the website; satisfaction not measured.

Add satisfaction with website to future student surveys. Objective 1.4: The programs will provide students with didactic learning opportunities appropriate to progressively responsible health

management and policy positions. At least 90% of overall course

evaluations for health courses with scores 3.5 on average. (5-pt scale)

Review of course evaluations

Each quarter

2014-15 Met

Fall14 – met for all but one MPA:HA course (not taken by any HA students) Winter15 – met for all courses Spring15 – met for all courses

Continue to monitor. 80% of graduating students who are

seeking employment will accept positions within 3 months of graduation.

Alumni survey Annually

(Summer Term) Partially Met 2014 = 92%; 4-6 mos = 96% 2013 = 77%; 4-6 most = 92 2012 = 73%; 4-6 mos = 86%

Continue to monitor; consider effort to increase visibility of and expand career advising

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Source

Recent

Objective 1.5: Students will achieve competence in health management and policy through didactic and experiential learning experiences. Students’ competency self-assessment

scores by number of credits completed will progress to score of 7+ (9 pt. scale) upon completion of 48 credits.

Competency evaluations (survey report) Each quarter 2014-15 Partially Met

Progression evident; all but competency #8 (6.9 average) meet or exceed target.

Continue to monitor.

Total average competency score for all

courses will be at least 3.5 (5 pt. scale). Course evaluations Quarterly Unsure

Data analysis ongoing; available

onsite during site visit. N/A

Student ratings of course contributions to competency attainment are aligned with competency/curriculum matrix.

Competency

attainment surveys Quarterly Unsure

Data analysis ongoing; available

onsite during site visit. N/A

85% of students’ program competency self-evaluations score at least 7 (9 pt. scale) on each competency upon completion of PAH 509/512

Competency self-assessment

Each quarter

2014-15 Met

PAH 509 student self-assessments

range from 7.5 – 8.6; 90% at 7+. Continue to monitor.

Total average for PAH 509 preceptors’ evaluations of student competency scores at least 2.5 (3 point scale)

Preceptor evaluation of students Each quarter 2014-15 Met For AY2014-15: • PADCs 4 & 5 = 2.5 • PADCs 1, 2, 3, 8, 9 & 10 = 2.8 • PADCs 6 & 7 = 3.0 Continue to monitor.

85% of alumni will be report being prepared for careers based on

attainment of PA Division competencies.

Alumni survey Every three

years Met

90-100% of alumni reported competency-based career preparation.

Objective 1.6: The program will engage alumni and key stakeholders in program review and development. The Advisory Board will meet at least

once per year.

Log of board

meetings Spring 2015

Not Met

The PA Division Advisory Board did not meet during AY 2014-15.

Utilized SPH Advisory Group, alumni, and formal/ informal feedback from preceptors and community partners.

Alumni will be surveyed at least once

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GOAL 2: RESEARCHANDSCHOLARSHIP: THE PROGRAMS WILL PROMOTE AND SUPPORT COLLABORATIVE AND APPLIED RESEARCH AND SCHOLARSHIP

AMONG FACULTY, STUDENTS, PRACTITIONERS AND COMMUNITIES.

Source

Recent

Objective 2.1: Core faculty will develop, conduct, and communicate an active research and scholarship agenda. 80% of core faculty receive external

funding for research/ scholarship related activities each year.

Review of faculty CVs AY 2014-15 Met 100% of core faculty received external

funding for research activities. Continue to monitor.

80% of core faculty create and disseminate at least one product of research or scholarship each year (e.g. publications, reports, manuscripts, curricular innovations, or other academic products)

Review of faculty CVs AY 2014-15 Met 100% of core faculty produced

peer-reviewed scholarly works. Continue to monitor.

80% of core faculty participate in at least one collaborative or community-engaged scholarship project each year.

Review of faculty CVs AY 2014-15 Met

100% of core faculty engaged in community-based and/or collaborative projects.

Continue to monitor. 80% of core faculty participate in at least

one professional development activity each year.

100% of core faculty engaged in one or more professional development activities.

Continue to monitor. Objective 2.2: Students will develop an appreciation for, and engage in, applied research & scholarship to advance health management & policy. 100% of students will participate in at

least three applied health management or policy projects during their program of study.

Review of GO-12’s against inventory of applied projects

AY 2014-15 Met 100% of students participated in three

or more course-related applied projects. Continue to monitor.

75% of core/required courses will require students to participate in a collaborative problem-solving project.

Inventory of applied

projects in courses AY 2014-15 Met

Percent of courses requiring

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GOAL 3: SERVICE:THE PROGRAMS WILL PROVIDE, ENHANCE AND SUPPORT SERVICE ACTIVITIES AMONG FACULTY AND STUDENTS.

Source

Recent

Assessment Measurement Results Actions Taken

Objective 3.1: Faculty will engage in service activities that benefit the Division, School, College, University, community, and/or profession. 75% of core health faculty participate in

two or more service activities within the University each year.

100% of core faculty engaged in four or more institutional committees, including serving in leadership roles.

75% of core health faculty participate in two or more community and/or

professional service activities each year.

Review of faculty CVs AY 2014-15 Not

Met

75% of core (PSU health program) and 63% of participating (all PSU & OHSU) faculty participated in 2 community/ professional service activities.

Continue to monitor; explore support and/or re-consider metric for non-tenured faculty mix.

Objective 3.2: Students will engage in service activities that benefit academic and/or external communities. The Program or affiliated student

organizations will offer at least three opportunities for students to participate in a service activity.

Review of student service opportunities

(PASA, IHI, OMPH)

AY 2014-15 Met A combined total of five community

engagement opportunities were offered. Continue to monitor.

50% of students participate in at least

one service activity prior to graduation. Student survey AY 2014-15 Met

86% of graduates participated in at

least one service activity. Continue to monitor.

GOAL 4: LEADERSHIP: THE PROGRAMS WILL PROVIDE LEADERSHIP AND SERVE AS A RESOURCE FOR ADDRESSING HEALTH MANAGEMENT AND POLICY

ISSUES.

Objective 4.1: Faculty will demonstrate leadership intended to improve the health of communities. 75% of core faculty annually serve on

relevant committees, commissions and/or boards.

Review of faculty CVs AY 2014-15 Met 100% of core PSU health faculty

serve in community leadership roles.

Continue to monitor. Consider roles for other participating/junior faculty. 75% of core faculty conduct two or more

seminars, workshops or presentations on health and public management-related topics each year.

75% of core PSU health faculty, 60% of participating PSU faculty, and 75% of all participating faculty presented.

Assess level of support for faculty travel; continue to monitor.

75% of core faculty provide professional consultation or technical assistance to education, government and health service organizations each year.

Review of faculty CVs AY 2014-15 Not Met 50% of core health faculty provided

professional consultation.

Continue to monitor; assess allocation of faculty

responsibilities. Objective 4.2: The programs will facilitate student opportunities to develop and demonstrate leadership skills.

50% of students participate in one or more relevant professional activities or student organizations. Inventory of student activities (survey and/or CV/resume) AY 2014-15 Partially Met

76% of alumni reported participation; not asked in 2014-15 student survey

Continue to monitor; add question to student survey.

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Criterion I.A.2.3. Strengths and weaknesses of evaluation process

Criterion

Interpretation

Requirement

Assess the Program's evaluation process highlighting strengths and/or problems. Suggest desired changes in the process and identify steps and a timeframe for making changes

Response

The Program’s evaluation process is comprehensive, deriving information through a variety of sources and modes. At the operational and strategic levels, recommendations are incorporated into the Program’s design and operations and contribute to their interdisciplinary, cooperative nature. The effectiveness of these efforts is reflected in the growing national reputation of the Programs over the past several years and successful initial CAHME accreditation in 2013. At the same time, we have recognized the need to augment and systematize formal data collection efforts. For example, tracking of students’ job placement and career progression following graduation remains an ongoing challenge due to the number of students who work while attending classes then transition to new roles upon graduation, as well as the fact that the university de-activates “psu.edu” email addresses after graduation. Although the PA Division maintains a detailed longitudinal database to track the career progression of students and graduates that staff have utilize to develop

customized reports for the CAHME accreditation self-study, as well as for responding to periodic requests for data from AUPHA, CEPH and NASPAA, these tracking efforts require significant staff time.

During the self-study year and ad hoc committee of faculty, students, and administrative support staff reviewed and recommended minor changes to data tracking activities reflected in the Program’s Goals and Objectives (See Supporting Materials in Criterion I.A.2.2.) The modifications were subsequently accepted by the Program faculty. Changes included establishment of higher benchmarks for several measures, elimination of measures that consistently and substantially exceeded the established benchmark, the addition of measures related to student diversity and satisfaction with the program, and refinement of measures related to faculty scholarship. Because the modifications were made during the course of the self-study year and required new data collections strategies, data analysis for several of the new measures will not be completed in time for inclusion in this self-study report, however the results will be available for review during the site visit.

A final point of evaluation and potential modification is related to the evaluation metrics themselves. We have established a rigorous model that varies slightly from the CAHME template, but which addresses all four (teaching, service, research, and engagement) dimensions of our mission. While robust, the data collection and analysis effort to support programmatic evaluation is considerable. Given the resource constraints we face, the data collection and analysis timeline for several measures has been modified from a quarterly to an annual basis. Although the longer interval raises the possibility that issues requiring corrective action will not be identified as quickly, given the program’s long history and seasoned faculty, we believe the risk for such an occurrence is relatively low.

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Criterion I.A.3.1. Monitoring and review process for health systems & University environments

Criterion

The Program will monitor changes in the health system, the University environment, and management theory and practice and adjust its mission, vision, goals, objectives and competency model as necessary.

Interpretation

Utilization of market research of the health system and strategic planning assessment tools will enable the Program to identify the changing needs for essential competencies in graduates. This should include appropriate strategic plans, five year academic plans and evidence of external stakeholder input into the curriculum. Programs will be expected to demonstrate a big picture examination of the market, including population served and demonstrate changes effected in response.

Requirement

Describe the process for monitoring the health system and University environments, such as strategic plans, and the process for incorporating this information into the process of Program review and change.

Response

The core Program faculty and collaborating OHSU faculty are an important source of information for monitoring the health system through their various committee and board appointments, and through their research and consulting activities. All faculty are actively involved in the Oregon Health Research and Evaluation Collaborative (OHREC) and work regularly with the Office for Oregon Health Policy and Research (OHPR), both within the Oregon Health Authority, and regularly provide consultation and conduct contracted research on the system-level health services environment and state health policy developments. Core faculty are also actively engaged with professional associations (AUPHA, APHA, AcademyHealth, Oregon Public Health Association, Academy of Management, etc.) at the local, state and/or national levels. All of these activities contribute to the Program’s ability to monitor both the University and broader health system environments. Program students also provide valuable insights and information about the University, health system and local environment. Many students work in health service organizations and are astute observers of the factors that affect service delivery, system change, policy, innovation, and the fiscal, social and political factors that contribute to dynamic academic, health, and social service environments. They bring these experiences into class discussions, and frequently identify opportunities for student and/or faculty participation through postings to the program listservs.

Adjunct faculty members are also a key source of information about the health services environment. As working professionals, these colleagues bring salient expertise and perspectives to the classroom and the programs. Many adjunct faculty have been affiliated with the Program for a number of years and in some cases are Program alumni, offering a stable and insightful resource for program and curriculum development and evaluation. Finally, we draw frequently upon health system practitioners as guest speakers and preceptors, and invite their input into Program activities where they share information and insights regarding current issues in health services management directly with students and faculty.

To complement the extensive informal monitoring, formal mechanisms such as the Advisory Council, alumni surveys, and student and preceptor evaluations are used to solicit feedback about the Program. Because all PAH 509 preceptors are working professionals, their assessments of student competency and professional performance provide useful information for evaluation of course-level competencies and the overall curriculum. The PA Division and OMPH Advisory Councils include members from the health, public, and nonprofit sectors, thus provide a broad perspective on the value that Program graduates bring to the

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19 cycle of informal information-seeking, planning and decision-making that characterize the Program. In turn, these informal and formal sources of information are incorporated into the Program through faculty discussions and votes during monthly meetings, an annual faculty retreat, and through the more formal School, College, and University hierarchies.

Criterion I.A.3.2. Examples from monitoring process

Criterion

The Program will monitor changes in the health system, the University environment, and management theory and practice and adjust its mission, vision, goals, objectives and competency model as necessary.

Interpretation

Utilization of market research of the health system and strategic planning assessment tools will enable the Program to identify the changing needs for essential competencies in graduates. This should include appropriate strategic plans, five year academic plans and evidence of external stakeholder input into the curriculum. Programs will be expected to demonstrate a big picture examination of the market, including population served and demonstrate changes effected in response.

Requirement

Provide examples of findings from the monitoring process, and how these findings have been utilized for planning programmatic changes.

Response

We use findings from ongoing engagement with, and monitoring of, the academic and health services delivery environments in all aspects of program improvement, including development of new courses, revision of existing courses, revision of curricular sequencing and requirements, student support, faculty evaluation, program promotion, and external program networking. Several examples are offered below.

Student input received through academic advising, student-led organizations and student representation in faculty meetings led to identification of several challenges faced by students. During our initial accreditation self-study, students expressed concern about their ability to plan a two- or three-year program of study when the course schedule was released on a term-by-term basis. The full academic year schedule is now posted on the Division’s website and updated each spring. During new student orientation we also provide a two-year projected schedule for health program students in order to guide students' planning for their program of study and faculty advising regarding course selection. The annual schedule is posted on the PA Division website (http://www.pdx.edu/hatfieldschool/course-planning), along with other academic schedules and calendars. The updating process includes review of enrollment as well as course evaluations and faculty observations, resulting in modifications of the frequency of offerings and hiring of adjunct faculty. A similar concern was expressed by MPH students regarding coordination of core MPH courses, some of which are offered by other PSU divisions or by OHSU. This concern was addressed during the 2014-15 self-study year through planning and coordination of days and times when core courses are now (and will be) offered.

More generally, over the past several years, Oregon embarked on an ambitious process of health system transformation. Subsequently, government health officials and community stakeholders began noting the need for additional curricular content in innovation and change management, applied statistical analysis, and evaluation of individual and population health outcomes. This information was utilized to develop the

preferred qualifications in the hiring of additional adjunct faculty with expertise in HIT/HIS, updates of existing courses, and the hiring of a new tenure-track assistant professor. More recently, feedback from the alumni and student surveys, as well as student assessments of competency attainment, have confirmed the development

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20 of student competencies in analytic and critical thinking skills, and the application of management theory to practical situations. PAH 509 Field Supervisors have noted these knowledge, skills, and abilities, stating for example: “xx was prepared and professional. She was creative with a project that was fairly open-ended and required thinking outside the box. I appreciated her clear communication and thoughtfulness throughout the project.”

Another example in which feedback from community stakeholders has led to program enhancement is in the areas of collaboration, community engagement, cultural sensitivity, and professionalism. Noting that

knowledge and analytic skills are a given, alumni and practitioners commented on the importance of “soft” skills such as communication, collaboration, creative thinking/innovation, and overall professionalism. These areas are reflected in the Program’s competencies and in Field Supervisor ratings of student competency attainment as part of the PAH 509 Organizational Experience. As one Field Supervisor noted: “xx is a remarkable person who exudes professionalism, has excellent, communication, collaboration and organizational skills, and brings new ideas to projects.”

Our monitoring efforts indicate that the major curricular review and subsequent revisions undertaken just prior to our initial accreditation (2012) have been successful, thus we have made minor modifications to our goals and objectives, but have not made further changes to our mission, vision or competency model. Rather, our efforts over the past three years have been focused on developing systematic data collection and

evaluation of the Program's success.

Criterion I.B.1.1. Special resources available to the Program and barriers to utilization

Criterion

The Program will have sufficient financial and administrative support to ensure that its mission, goals and objectives can be achieved.

Interpretation

As guided by the framework of the University's rules and regulations, Program faculty and administration should have sufficient prerogatives to assure the integrity of the Program and facilitate achievement of the Program's mission goal and objectives. Program faculty should have formal opportunities for input in decisions affecting admissions and progress, resource allocation, faculty recruitment and promotion, curriculum design and evaluation, research and service activities, and degree requirements.

This criterion requires an assessment of the Program's ability to meet its stated objectives in light of its current resources, identification of the most significant current resources and the most critical resource needs.

Included should be the Program's ability to make recommendations for future resource development, identify steps planned to implement these recommendations, and describe the likely timeline for implementation. Requirement

Identify special resources such as people, facilities, and university support available to the Program and indicate the nature and extent of utilization, as well as any barriers to utilization

Response

PSU is a comprehensive urban university offering close proximity to a number of public and nonprofit health and social service providers that are often utilized as settings for course-specific applied projects and for students’ culminating Organizational Experience (PAH 509). Many students are employed by local health and social service providers when admitted to the Program, or gain such employment during their program of study or upon graduation. Portland is a city that prides itself on its public transportation system (students,

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21 faculty and staff may purchase discounted transit passes), and the PSU campus is a hub for connections among Portland’s rapid transit (Max), the central city streetcar line, and the city bus system. The transit stops

adjacent to the Urban Center (where we are housed) are some of the most utilized stops in the entire Portland Metropolitan transportation network, making access to the campus and our programs relatively easy for students and others.

The streetcar also runs between PSU and the OHSU South Waterfront campus where the Collaborative Life Sciences Building is located. This remarkable new facility brings students from different health professions together and allows them to mingle in shared spaces, learn alongside each other, and work collaboratively through a variety of interprofessional education courses. Every aspect of the building’s design encourages human interaction and collaboration to build collective brain power. It reflects a new approach to health professions education, recognizing 21st century challenges and opportunities in the quickly changing health care field. From the South Waterfront, students in the MPH program have free access to the OHSU Tram for convenient travel to other OHSU facilities (uphill) where they may take courses that are part of the MPH core. Bicycle transportation is another mode of access advocated by PSU, and there are multiple services available to support students, faculty and staff who wish to commute by bike.

The Program offices are centrally located on the PSU campus in the Urban Center building, affording students convenient access to the Millar Library and to academic support activities that are housed in adjacent buildings including: the Academic and Student Recreation Center (hosting an array of recreational activities including an indoor pool, fitness classes, exercise equipment and courts, as well as an outdoor equipment rental service, bike service hub, and outdoor social clubs); the Smith Memorial Student Union (site for academic conferences, seminars, food court, campus clubs, student support services, and other university activities); Neuberger Hall (site for registrar, financial aid, etc.); the Market Center Building (housing most of central administration); and other campus buildings.

Recognizing that students benefit from a well-rounded academic experience that includes time for non-academic pursuits, the programs actively work with our student groups to support their efforts to coordinate activities with other formal and informal university-based student groups. The Public Administration Student Association (PASA) is a recognized PSU student organization, often serving as a liaison to broader PSU campus activities and hosting events that engage the public administration community. The PSU/OHSU Chapter of the IHI Open School is similarly active and also a recognized PSU student organization, and focuses more

specifically on public health and health service delivery, hosting events on health care improvement and efforts to achieve the Triple Aim through system reform. In spring 2015, the Chapter hosted the inaugural IHI Open School West Coast Conference, which was attended by over 200 health professions students from across the country.

Criterion I.B.1.2. Relation of non-accredited activities regarding allocation of resources

Criterion

Interpretation

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22 This criterion requires an assessment of the Program's ability to meet its stated objectives in light of its current resources, identification of the most significant current resources and the most critical resource needs.

Identify Program activities other than those being reviewed (e.g., undergraduate, other master's, doctoral, extension, management development, etc.), and indicate their relation to the Program with regard to allocation of resources (funds, faculty, space, etc.).

Response

The Mark O. Hatfield School of Government (HSOG) is a dynamic public affairs academic unit with a strong national reputation. In total, the School offers 14 graduate and undergraduate degree programs through three academic divisions: Criminology and Criminal Justice, Political Science, and Public Administration. Six

institutes and centers contribute to lifelong learning by offering non-degree certificates and supporting community-engaged research projects that enrich the academic, research and service mission of the School. The Hatfield School of Government also offers the PhD in Public Affairs and Policy (PAP), which is jointly administered by the Divisions of Public Administration and Political Science.

The Division of Public Administration offers five master’s degree programs: the Master of Public Administration (MPA); the Executive Master of Public Administration (EMPA)[1]_{; the MPA with a health administration}

specialty (MPA:HA); the Master of Public Health with a specialty in health management and policy (MPH:HMP), and starting in fall 2015, the Master of Public Policy[2]_{. The Division does not offer its own undergraduate}

degree, although it is currently growing an undergraduate minor in civic leadership that may develop into a baccalaureate in public service. In AY 2013-14, the PA Division was approved to offer a doctoral degree in Health Systems and Policy, and has since graduated three PhD students who transferred from the School’s PAP PhD to the Division’s new HS&P PhD program.

Core Health Management Program faculty may teach courses that are also taken by MPA or other graduate students. For example, Theresa Kaimanu splits her time between the Health Management programs and the general MPA program, and Jill Rissi and Neal Wallace both teach a course that is core in both the PAP and HSP PhD programs. All of the core health faculty regularly advise PAP PhD students on their comprehensive examinations, and sit on or chair dissertation committees. The health faculty are the core of the new HS&P PhD program. Health program faculty regularly serve as Office of Graduate Studies representatives on masters and doctoral committees elsewhere in the university.

Over the past several years the number of students enrolled in our health management programs has

stabilized; as of spring 2015, approximately half of our 300 students (across the MPA, MPA:HA and MPH:HMP) are health students. Recognizing the imbalance in our faculty allocation (i.e. four core health faculty out of a total complement of 13 full-time faculty), and following a consultative recommendation offered during our 2012 CAHME site visit, we were able to address this situation. During the self-study year, four faculty from OHSU joined the core Program faculty in an affiliated capacity and have assumed some teaching, committee and advising responsibilities. In addition, during the self-study year we undertook a successful faculty search and have hired a new core faculty member who will join the Program in fall 2015. Finally, several of our MPA faculty colleagues have backgrounds and interests that complement the health-focused programs, and we occasionally engage them as advisors for the MPA:HA students in order to match students’ interests and better allocate the advising responsibilities across all of the faculty.

[1] _{The EMPA is awarded by the Division, which is responsible for all academic activities. However, EMPA}

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23

[2] The MPP is a collaborative degree program that is jointly managed by the Divisions of Public Administration

and Political Science within the Hatfield School of Government, which awards the degree.

Criterion I.B.1.3. Budgetary allocation administrative procedures

Criterion

Interpretation

This criterion requires an assessment of the Program's ability to meet its stated objectives in light of its current resources, identification of the most significant current resources and the most critical resource needs.

Describe the administrative procedures involved in determining budgetary allocation to the Program. Response

The Division of Public Administration has an independent budget adequate to support its stated

objectives. The Division prepares an annual budget as a part of the Hatfield School of Government, which is the budgetary unit at the university level (and considered the “department” according to PSU governance). Preliminary budget requests are developed by the Division Chairs in the spring, in collaboration with the School Director and his staff. These requests are then forwarded to the Dean of the College, and from there to the university administration. Over the past several years the university has transitioned to a more active and discrete budgeting process utilizing Strategic Enrollment Management (SEM) and a Revenue and Cost Allocation Tool (RCAT) to provide a more transparent picture of expenditures and revenues at the unit level. The overall effect of these changes has been to increase the level of budgetary discretion among College Deans and, to some degree, Schools. While there is little discretionary funding available at the level of the Division, the School and the College have more discretion and consider requests from the Division on an ongoing basis. Additional funding is generally handled by a request from the Division Chair, most often reflecting support for adjuncts, faculty or student travel, new equipment, and supplies.

Oregon Health & Science University and Portland State University are working together to collaboratively establish a School of Public Health that builds on the success of the Oregon Master of Public Health (OMPH)

program. By leveraging the unique and shared strengths of both universities, we will be poised to meet the

evolving public health needs of Oregon and beyond. The OHSU-PSU School of Public Health builds upon our 22-year track record of collaboration that started with the OMPH program. The OHSU-PSU relationship has been incredibly successful and is now the longest running collaborative accredited MPH program in the country. The MPH:HMP degree program will remain within PSU administratively and financially, while integration within the new SPH will allow for seamless operation and will facilitate student access to resources and opportunities across institutional lines. The MPA:HA degree program will remain within the Public Administration Division of the Hatfield School of Government. Because the joint SPH was established on July 1, 2015, many details remain

SELF-STUDY FOR GRADUATE PROGRAMS IN HEALTHCARE MANAGEMENT EDUCATION

SELF-STUDY

FOR GRADUATE PROGRAMS

IN HEALTHCARE MANAGEMENT EDUCATION

Self-Study Year:

9/2014 – 6/2015

Site Visit Date:

October 28-30, 2015

Submitted electronically on September 2, 2015 to:

The Commission on Accreditation of Health Management Education

in support of an application for re-accreditation by:

Portland State University

Programs in Health Management and Policy; Division of Public Administration

College of Urban & Public Affairs; Mark O. Hatfield School of Government

Contents

Criterion I.A.1.1. Program's Mission

Criterion I.A.1.2. Program's Vision

Criterion I.A.1.3. Program's Values

Criterion I.A.1.4. Statements of University and College/School mission

Criterion I.A.1.5. Relation of Program mission to College/School mission

Criterion I.A.2.1. Ongoing evaluation of the program

Criterion I.A.2.2. Goals, objectives and expected performance outcomes

Criterion I.A.2.3. Strengths and weaknesses of evaluation process

Criterion I.A.3.1. Monitoring and review process for health systems & University environments

Criterion I.A.3.2. Examples from monitoring process

Criterion I.B.1.1. Special resources available to the Program and barriers to utilization

Criterion I.B.1.2. Relation of non-accredited activities regarding allocation of resources

Criterion I.B.1.3. Budgetary allocation administrative procedures