HLTH 4925 Week 5 Program Outcome Map Example

Outcome Map: Seven Program Outcomes Against the Work Produced So Far, With an Answer in Every Cell

Student Name

Walden University

HLTH 4925: Seminar in Reflective and Applied Learning

Instructor Name

Month Day, Year

Outcome Map: Seven Program Outcomes Against the Work Produced So Far, With an Answer in Every Cell

Purpose and Method

This map lays seven program outcomes against the work I have produced so far in the BS in Healthcare Administration. The outcomes are paraphrased from the program's published list for this seminar and grouped in the way health care management competency models commonly group them, around communication, business knowledge, the health care environment, leadership and professionalism (Stefl, 2008). For each outcome, the map names the strongest artifact, rates the evidence as strong, partial or none and gives a one-line reason. An artifact counts as strong evidence only if a reader could point to the part of it where the outcome is visible, the test I adopted in week 3.

The Map

Table 1 sets out the map.

Table 1

Program Outcomes Mapped Against Produced Work

Reading the Map

Three outcomes have strong evidence, two have partial evidence and two have none. The strong cells cluster around writing and analysis of rules and policies, which matches the courses where I received the most feedback. The partial cells share a pattern: the analysis is sound, but the data are either borrowed from a textbook or estimated from memory. The empty cells are leadership and population health. For leadership, I had assumed that my experience training a new coordinator counted. Applying the week 3 test, I cannot point to any produced work where leadership theory is visible. The email shows that someone thought I did well, not how or why.

Why Empty Cells Are Answered, Not Skipped

Leaving the leadership row blank, or filling it with the email as if it were evidence, would have been easier. A systematic review found that clinicians' ratings of their own competence matched outside assessments poorly, especially among the least skilled (Davis et al., 2006), which is a reason to let the artifacts, not my sense of myself, fill the cells. An honest none is also more useful than a generous partial, because it tells me exactly where the gap analysis in week 7 should look. Portfolio research suggests that portfolios support learning when they prompt this kind of comparison between what a learner believes and what the evidence shows (Buckley et al., 2009).

What the Map Sets Up

The map will be the starting point for three later tasks. The discussion in week 6 will ask classmates to press on the weakest link I have rated strong. The gap analysis in week 7 will examine the two empty cells and the two partial ones. And the portfolio note in week 8 will select artifacts from the strong and partial cells, describing each at the level the map supports, not higher.

References

Buckley, S., Coleman, J., Davison, I., Khan, K. S., Zamora, J., Malick, S., Morley, D., Pollard, D., Ashcroft, T., Popovic, C., & Sayers, J. (2009). The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Medical Teacher, 31(4), 282-298. https://doi.org/10.1080/01421590902889897

Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R., Thorpe, K. E., & Perrier, L. (2006). Accuracy of physician self-assessment compared with observed measures of competence: A systematic review. JAMA, 296(9), 1094-1102. https://doi.org/10.1001/jama.296.9.1094

Stefl, M. E. (2008). Common competencies for all healthcare managers: The Healthcare Leadership Alliance model. Journal of Healthcare Management, 53(6), 360-373. https://doi.org/10.1097/00115514-200811000-00004