Start Date
16-8-2018 12:00 AM
Description
Despite calls for next-generation business analytics professionals, there is a lack of curricular modules that emphasize context-specific learning of analytics pertaining to healthcare. Healthcare analytics can provide different stakeholders the ability to use their data to improve patient care and engagement, evidenced-based interventions, financial efficiency and operational effectiveness. Such course has not been widely offered in business schools, hence there is no established curricular material or pedagogical research that presents a strategized curriculum. To address this need, this article discusses the use a pedagogical approach that emphasizes active and contextual learning in module design. We develop a set of new curricular modules within an interdisciplinary course - that integrates information systems and medical informatics - using a contextual active learning approach. We discuss the findings and challenges, and conclude with implications for future research.
Recommended Citation
Parks, Rachida and Cobb Payton, Fay, "Designing a Healthcare Data Analytics Course: A Contextual Active Learning Approach" (2018). AMCIS 2018 Proceedings. 16.
https://aisel.aisnet.org/amcis2018/Education/Presentations/16
Designing a Healthcare Data Analytics Course: A Contextual Active Learning Approach
Despite calls for next-generation business analytics professionals, there is a lack of curricular modules that emphasize context-specific learning of analytics pertaining to healthcare. Healthcare analytics can provide different stakeholders the ability to use their data to improve patient care and engagement, evidenced-based interventions, financial efficiency and operational effectiveness. Such course has not been widely offered in business schools, hence there is no established curricular material or pedagogical research that presents a strategized curriculum. To address this need, this article discusses the use a pedagogical approach that emphasizes active and contextual learning in module design. We develop a set of new curricular modules within an interdisciplinary course - that integrates information systems and medical informatics - using a contextual active learning approach. We discuss the findings and challenges, and conclude with implications for future research.