A Pedagogic Experience in Designing a Healthcare Analytics Course: Lessons Learned

Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: [email protected]; Web site: http://isedj.org

Y

12

Data Analysis; Health Services; Active Learning; Graduate Students; Business Administration Education; Online Courses; Partnerships in Education; School Business Relationship; Experiential Learning; Context Effect; Problem Based Learning; Textbook Selection; Computer Software; Student Satisfaction; Curriculum Design

1545-679X

This study presents a contextual active learning perspective on how a healthcare data analytics course was designed and delivered to students enrolled in a graduate business analytics degree. Industry and academia emphasizes the need to integrate context-specific learning, however contextual analytics courses are not widely offered in business schools. This course's pedagogical approach seeks to address this need by embracing a contextual active approach. Such approach is based on the following key components: (1) Active learning -- designing each module of the course to include activities and lessons to promote active participation of learners, (2) contextual development -- modules are developed using healthcare as the focus and context for all activities, (3) online adaptation -- the course is delivered online in an unsynchronized mode and therefore the development adapts to online delivery intended to maximize learning. This course integrates a collaborative project with a healthcare industry partner where students analyze anonymized dataset for the purpose of a more contextual and experiential healthcare experience.

As Provided

2020

EJ1258237