Few developments in healthcare management education—and its accreditation—have been as important and impactful as the evolution toward competency-based education (CBE). The emphasis on competencies has meant that programs have had to transition away from merely imparting management knowledge and skills to students in favor of measuring what students can accomplish with the knowledge, skills and behavior they acquire. Studying leadership is useful; actually leading is a competency.
After several years of review and collaborative discussion, CAHME introduced CBE as an important standard for accreditation in 2007 and in 2013 fully committed to CBE by removing curriculum content from our accreditation criteria. With more than five years of accreditation visits since then, we are able to draw some conclusions about how programs have fared. While support for CBE has been strong among programs and employers, a majority of programs continue to struggle in measuring their students’ achievement of competencies. Reviews of both empirical and anecdotal data by CAHME leadership and staff suggest that more than two-thirds of programs either “partially met” or “did not meet” criteria for assessing competencies.
CAHME is committed to helping programs both adopt competency standards and to improve measurement of competencies. CAHME’s benchmarking tool enables programs to review other programs that have succeeded in measuring competencies. All new CAHME programs are automatically subscribed to Enhanced Benchmarking, and 82 percent of accredited programs participate. A recorded webinar on the site helps to explain the capabilities as well. It is also a major focus for our ongoing series of CAHME Boot Camps, which will again be held at the annual meetings of ACHE and AUPHA.
In 2020, CAHME is committed to publish a White Paper that will focus on competency measurement. We appreciate the support of Peregrine Academic Services in helping to underwrite the costs of the white paper.
The use of competencies will continue to expand. Our recent certification standards for programs in Healthcare Quality and Safety includes competency assessment. CAHME also supports the International Hospital Federation in creating global management competencies. (I had the honor of co-authoring the recently published article in the World Hospitals and Health Services Journal, along with Bernardo Ramirez of the University of Central California, Dan West of the University of Scranton, and Bob Hernandez of the University of Alabama at Birmingham that discusses competencies in global accreditation.)
CBE is a vitally important standard for accreditation. It validates quality education to program stakeholders, makes graduates more attractive to employers, provides an opportunity for consultation and feedback from colleagues, and underscores the importance of continuous improvement. In short, CAHME’s commitment to competency-based education is a cornerstone in our mission of advancing the quality of healthcare management education.
It’s hard to imagine healthcare without technology. From the first X-ray machines that made medical imaging possible just over one hundred years, virtually every facet of healthcare today has been improved by technologies that diagnose, treat, and manage disease and injury. And the same is true for modern healthcare management: it simply would not be possible without a wide range of technological advances such as data management and digital communications.
Nor has healthcare management education been immune from technology’s impact. As just one example, online instruction has ballooned in recent years and CAHME has established accreditation standards and criteria to ensure that this “virtual” educational experience is as rigorous and effective as traditional face-to-face learning. Additionally, the next generation of healthcare leaders—now in undergraduate or graduate training, or in the early stages of their careers—have a very different relationship with technology than Gen X or Baby Boomer leaders. These latter two demographic groups had to “adopt” technologies that Millennials and younger have grown up with. That has important implications for the work force. For example, some experts have suggested the younger generation is more comfortable interacting online rather than in person. What does that mean for your next planning retreat?
These are the sorts of issues addressed in the latest CAHME video in our Getting to 100 series. Episode Six focuses on the impact of technology, and features the insights of Karen Wager, DBA, professor and associate dean for Student Affairs at the Medical University of South Carolina, and Carla Smith, FHIMSS, who recently retired from her role as executive vice president for the Healthcare Information and Management Systems Society. Leading programs will need to adapt to this changing technological environment and its impact on student expectations and behaviors. Recently, the US Department of Education has started revising standards to encourage accreditors and universities to be more innovative and responsive to a technologically changing workforce.
CAHME is watching these developments closely and will work with academia and leading practitioners to refine our standards and practices to ensure, just as we have for more than 50 years, that we continue to advance the quality of healthcare management education.
As part of CAHME’s ongoing celebration of our 50th year, we have been releasing a series of videos in the Getting to 100 series that focus on different aspects and qualities of healthcare leadership that will be needed in the decades ahead.
This week we are releasing our fifth episode, in which Kevin Mahoney of the University of Pennsylvania Health System and Joseph Gasque of GE Healthcare discuss the importance of mission-driven leadership and the role of the influencer as leader. Earlier episodes of the series have focused on community leadership, managing the 21st century workforce, and why accreditation matters. We have prepared a total of nine videos, with four more to be released in the coming months.
I encourage you to view the videos and read the white paper. They contain insights about the changing environment in healthcare and in higher education, and how CAHME-accredited programs can continue to evolve to meet the mission of preparing future leaders of healthcare.
As CAHME continues to proceed with the process of developing accreditation standards for graduate programs in Quality and Safety, I just learned about a new educational event offered by NAHQ. NAHQ is an important partner for CAHME on our journey.
Governor Mike Leavitt, Brent James, MD, and other healthcare industry leaders will be at NAHQ’s National Healthcare Quality Summit on May 2-3, 2019 in Chicago, as they unveil the future of healthcare where Quality is the Work.
This leadership event offers the ability for healthcare c-suite and senior leaders to create their own roadmap toward realizing quality management as a business strategy by developing a competency-based healthcare quality workforce. System executives and CEOs who have reorganized the management of their healthcare quality workforce and improved patient and financial outcomes. It will be interesting to hear these success stories from leaders in the field. Visit https://www.nahqsummit.org/registration for more information.
This is the last CAHME newsletter for 2018 (our next edition will be distributed on January 7, 2019). The end of a year always prompts reflection on the prior twelve months, and for CAHME this has been a very good year. Here is a list of some of what we accomplished:
We marked our 50th anniversary with a celebration and panel discussion on what leadership traits will be required for healthcare in the next 50 years.
We accredited for the first time programs at the University of Nevada, Las Vegas, and New Haven University, added a new module in the program at The George Washington University, and re-accredited seven programs.
We held two Boot Camps that helped programs better understand issues around accreditation and benchmarking.
We announced a new program to certify education programs in healthcare quality and safety, and approved refinement of accreditation standards, eventually leading to accreditation.
We refined accreditation standards regarding synchronous education, simplified the evaluation of competency measurement, and clarified the monitoring of alumni tracking.
We kicked off the CAHME Mentorship Circle program to encourage and recognize those programs that support the profession by helping other programs succeed.
Our Enhanced Benchmarking tool enabled programs to do peer-to-peer benchmarking.
Two programs outside of North America have started the process of becoming CAHME-accredited; more are in the queue.
Thanks to our corporate partners, we continued offering scholarships and awards for outstanding students and programs.
Nearly 6,000 students in CAHME-accredited programs received access to Modern Healthcare online, and access to services from the AHA’s Personal Membership groups.
We refreshed the CAHME logo to better reflect our mission and modernize our look.
These accomplishments would not have been possible without our 250 volunteers, our students, our dedicated faculty, our corporate partners, and the profession that supports the work of CAHME. When I think about CAHME, I think about what is right in the world: people who are dedicated to educating the future leaders of healthcare. The type of selflessness you demonstrate in your support of CAHME reflects what this season is all about.
Like many of you, I was a beneficiary of the work of CAHME about 35 year ago. It is humbling to think that the work we do today and in 2019 will guide future leaders to help make healthcare better and improve lives.
Everyone at CAHME is grateful for your support and wishes you the best for the holidays and 2019.
CAHME works hard to make sure we operate as efficiently and effectively as possible, maximizing the value of the revenues we receive from our accreditation services and the support we receive from our partners. We have made significant progress toward this goal over the last several years and continue to look for opportunities. With the board’s approval and direction, CAHME has moved toward a more “virtual” structure and closed our office in Rockville, MD.
Effectively immediately, we established a new address for regular correspondence and checks:
PO Box 911
Spring House, PA 19444.
As part of the restructuring, we have eliminated the role of office manager. We thank Brenda Jones for her service to CAHME as she moves on to pursue other opportunities.
Program Directors and others should update files and systems to reflect these new addresses.
Adrianne Cancillieri is the Accreditation Coordinator for the Commission on Accreditation of Healthcare Management Education, known as CAHME. In this role she is responsible for all administrative support.
Prior to joining CAHME, Adrianne held a role as a Human Resource Benefit Coordinator at one of New Jersey’s largest not-for-profit healthcare companies. Adrianne’s main responsibilities were to handle employee benefits for over 16,000 employees and coordinate the application process for FORTUNE® 100 each year. She assisted in getting the company recognized on the FORTUNE® 100 list for over 9 years.
In addition, she was responsible for maintaining the company’s benefit program and contracting with physicians to join the company’s self-insured benefit plan.
Adrianne received her Bachelor of Science degree in Psychology from Lebanon Valley College.
Notice something a little different? I am very pleased to share with you the new CAHME logo!
CAHME has experienced many changes over the last several years, with new leadership, new programs, updates to our standards, and new scholarships and awards all designed to continually improve upon our mission of advancing the quality of graduate healthcare management education. With all these changes, CAHME’s board felt it was time to devise a new logo that better represents what CAHME is and does. At the same time, we wanted to acknowledge and appreciate our rich history.
We think this new logo achieves both these goals. You will notice we integrated the “A+” from our former logo directly into our lettermark. The subtle plus sign is intended to be a symbol for accomplishment, education, and high-quality leading programs. We modernized the typeface to reflect the dynamic, progressive nature of CAHME. Not only is the logo more visually appealing, but it is more effective on digital platforms and on internet search results.
We are grateful to Oxford Communications in Lambertville, NJ, for its creativity in developing this new look, to our stakeholders in responding to a survey which guided the design work, and to our programs who inspired this logo by setting such high standards in graduate healthcare management education. A special thanks to our board members Cynthia Hahn (ACHE), Christy Lemak (University of Alabama at Birmingham), and Roy Kaiser (Nevada Ballet Theatre) for guiding this process for CAHME.
In the coming months you will see the new logo more often as we roll it out on our web site, emails, PowerPoints, publications, and other communications materials. We will also follow up directly with program directors and provide them with versions for inclusion on your own web sites.
Eric Hamscher holds a BA in Global Politics from Washington& Lee University and a Teaching Certificate from the University of Pennsylvania. He is currently an MBA and MS dual degree candidate concentrating in Healthcare Management and Innovation Management at Temple’s Fox School of Business. Eric spent two years with Teach For America in North Philadelphia before transitioning into three years of clinical research and laboratory medicine roles at the University of Pennsylvania’s Abramson Cancer Center and Hahnemann University Hospital. Eric completed an administrative healthcare internship this summer with JPS Health Network in Dallas/Fort Worth, Texas,where he focused on community health initiatives and quality improvement projects. Upon graduation, Eric will be joining Johns Hopkins Medicine as an Administrative Fellow. He aspires to become a dynamic leader within the healthcare industry by continuing to develop skills around creative problem-solving, business analytics, change management, and servant leadership.Ultimately, Eric seeks to create lasting impact for patients, providers, and the community at large.
Standards Changes Webinar
Seventy-three people participated in our webinar led by Standards Chair Brad Beauvais last week to review the three recent changes to CAHME Standards that were recently enacted by our Board. If you missed the webinar, visit our home page to view a recording of the presentation, download the slides, and read more about the changes. To briefly summarize, CAHME has updated its standards by 1) removing the requirement for 120-hours of synchronous education; 2) eliminating the need to measure student-level competency attainment at the course level, and 3) clarifying ways in which programs can track their graduates’ career paths. These refinements are consistent with CAHME’s long-standing practice of reviewing our standards and modifying them as needed to ensure their relevance and effectiveness not only for accredited programs, but for the students pursing advanced education in healthcare management.
Benchmarking Drives Quality–Have You Started Yet?
Benchmarking is a common practice in healthcare and throughout the business world. It makes sense that CAHME programs themselves have the opportunity to benchmark. Programs that opt-in for CAHME’s Enhanced Benchmarking share performance data, such as self-study or annual report data, to see how other programs are doing in key metrics and site visit information. This is an important resource for programs to see how they measure up against other programs and is a free service for CAHME-accredited programs. You can learn more about Enhanced Benchmarking on our web site.
As of today, 55 percent of CAHME-accredited programs have signed up to participate in CAHME’s Enhanced Benchmarking initiative. An additional 15 candidate programs are also involved. Participating programs have a head start on non-participating programs in understanding how to excel in meeting the needs of students. Enhanced Benchmarking is one of the criteria for consideration for CAHME Mentorship Circle designation. We encourage all programs to participate in benchmarking. Visit our web site to learn more and to sign up today.