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Evaluation Of Masters Of Science Health Quality

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In June 2015, a clarificative evaluation of Masters of Science Health Quality (MSc HQ) was initiated to better understand the alignment of learning outcomes, assessment, and instruction at the program and course levels. In addition, the evaluation identified programmatic functions and qualities that were not specified in documentation but were identified through interview narrative. These functions and qualities are termed “emergent” in this evaluation report. In the first part of this report the main gaps between written and stated course components are outlined and recommendations are provided. The second part identified ‘hidden gems’ that are indicative of program excellence but that are not documented formally are outlined. Program Gaps Interprofessional Groups: Working in inter-professional groups under supervision of a multi-disciplinary faculty emerged as a trademark of the MSc HQ program. The word ‘group’ appeared in every syllabi of the MSc HQ program, and 85% of faculty mentioned that inter-professional group work is a key component of their course. One faculty member went so far as to say that the programs’ objectives cannot be practically achieved until and unless students learn how engage as members of interprofessional teams. The wisdom of this contention is collaborated by scholarship showing that interprofessional education improves teamwork, communication skills and patient care (Cohen et al., 2016; Reilly et al., 2014; Brock et al., 2013; Young-Xu et al.,
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