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The Commission on Accreditation of Healthcare Management Education's (CAHME) Program Requirements (III.D.1 and III.D.2) calls for ongoing program evaluation to assess student competency attainment and ensure continuous quality improvement in the teaching and learning environment (CAHME, 2019). As Learning Management Systems (LMS) evolve, faculty should review the opportunities this technological evolution presents without losing sight of the goal of comparable competency attainment across programs and learning modalities. The comparability across the program (CAP) initiative provides a platform for MHA faculty to align course content and evaluate outcomes across both online and on-campus platforms, utilizing dashboard data to inform effectiveness, diagnose problems, and initiate interventions. The purpose of this paper is to introduce the CAP initiative and discuss how it may be used to improve instructional effectiveness and alignment across learning modalities. [ABSTRACT FROM AUTHOR]

Since March 2020, colleges and universities in the United States have transitioned from on-campus, face-to-face (F2F) courses to online or hybrid formats due to the COVID-19 pandemic. This unique situation, originally predicted for the spring semester, will last into 2021. In this case study, the authors describe how students and faculty prepared for and responded to a transition in learning modalities during the pandemic at a midsize graduate healthcare administration program in a suburban location offering online and F2F courses for over 20 years. In response to the pandemic's impact, faculty developed creative and practical options suitable for hybrid learning while maintaining original core competences and meeting accreditation standards, completing student handbook revisions, continuing preceptor communication, and fostering increased student and faculty communication and engagement activities. Students and faculty impacted by transitioning to remote learning (HyFlex) were surveyed on their transition experiences and results compared with online peers. These comparisons with a comparable online cohort yield important insights. Results from this case study can be used to further refine the overall healthcare administration/management academic experience to a hybrid setting for future semesters and to meet unusual and unplanned challenges. [ABSTRACT FROM AUTHOR]

Leadership and professionalism are two of the competency areas deemed essential for health administrators. Developing these primary competencies requires not only building a knowledge base of leadership, organizational behavior theory, and professional expectations, but also the capability to appropriately apply this information in practical ways using interpersonal skills such as ability to communicate, creating and sharing a vision, decisionmaking, teamwork, cultural competency, and collaboration. Enhancing the competency level of health administration graduates to apply the leadership and profes-sionalism interpersonal skills in the workplace has proven to be challenging. The graduate Healthcare Administration program at Seton Hall University redesigned its existing Leadership Institute to further develop student leader-ship and professionalism competencies by focusing on the practical applica-tion of these skills. The core program faculty replaced an existing three-credit Leadership course with an incremental curriculum offered as three, one-credit modules that introduce a broad spectrum of leadership and professionalism skills interspersed throughout the curriculum. Students then practice apply-ing these skills in subsequent courses and programmatic activities where the skill level is assessed and students are provided constructive feedback and concrete suggestions for improvement. [ABSTRACT FROM AUTHOR]