At a Glance
Healthcare Quality & Safety
At a Glance
Contact
Program
Name:
Mary Reich Cooper, MD, JD
Program
Name:
Celeste Chamberlain, PhD, MS, BSN, CPHQ
Position:
Associate Program Director, Curriculum
Contact Number(s):
Program
Name:
Ellen L. Guarnieri, RN, MHSA, CPHQ, FACHE
Position:
Associate Program Director, External Programs
Contact Number(s):
Program
Name:
Andrew Kopolow, MPA, MSW, CPHQ, CLSSMBB, FNAHQ
Position:
Assistant Program Director, Curriculum
Email:
Andrew.Kopolow@jefferson.edu
Contact Number(s):
Program
Name:
Francis Colangelo, MD, MS, FACP
Position:
Assistant Program Director, External Programs
Contact Number(s):
Program at a Glance
Mission
We develop emerging leaders to improve lives and provide exceptional value in healthcare quality and safety.
Vision
Transforming education to empower quality and safety leaders, promote interprofessional collaboration, stimulate research, and improve outcomes.
Values
Respect: Honor others' perspectives with integrity and accountability
Innovation: Encourage disruptive thinking and creativity through collaboration
Sustainability: Anticipate the impact of community and global change on those we serve
Excellence: Commit to the highest performance by students, staff, and faculty
Teaching, Learning, and Assessment Methods
- Teaching: All classes are conducted on-line and asynchronously, and the HQS program utilizes a standardized curriculum taught by experienced HQS professionals. Readings and lectures are posted throughout each course on a weekly basis. Lectures are generally narrated powerpoints that students can watch on their own schedule and utilize to conform with their own learning style.
- Learning: Discussion prompts make up part of every course, and generally the class participates in one to two discussion prompts a week. Journals and reflective documents, and case studies and team projects, enhance the framework in which the students learn. Office hours may be available for students to probe their level of understanding.
| Teaching & Learning Method | Definition |
| Readings | Students complete assigned readings in textbook, articles, websites, etc. |
| Lectures with media | Professor does most of the talking, with some sort of media support (e.g. PowerPoint, overheads, video, whiteboards, etc). Students participate via discussion that is primarily characterized by students asking clarifying questions, etc. |
| Guest Speakers | Individual/panel of experts from the field present to students. |
| Online Discussions | Students actively engage in an online discussion, either synchronous or asynchronous, with the professor and with each other. Students can stimulate or respond to discussion. |
| Web-based Modules | Interactive learning via CD/DVD/Internet that is more than searching for information or reading websites. |
| In-Class Presentations | Students formally deliver information to the rest of the class in a well-prepared format that required analysis and preparation. |
| Cases | Students actively engage in analyzing a case study to determine causes, implications, strategies, etc. Case analysis is either shared with the class through open and interactive discussion or debate, or students prepare a written case analysis for review and feedback. |
| Team Activities | Three or more students collaborate as a group to complete one deliverable. |
| Reflective Learning | Students complete structured process (e.g. journaling, one-minute response, assessment instruments, weekly reports) to review, understand, analyze, and evaluate their own learning and/or performance. The evaluation should be based on pre-selected criteria. In addition, the assessment with their peers and/or experts in the field. |
Discussion responses are graded with rubrics to assess class participation and level of analysis in the students thought process. Papers and quizzes are used to assess the students’ development of understanding about the topics. Over the course of the program, projects and group projects contribute to an assessment of competency and teamwork. The final project is a Capstone project at the student’s own organization, mentored and guided by the HQS Program Director, and culminating in a paper and presentation about the project’s outcomes.
| Assessment Method | Definition |
| Pre/Post Knowledge or Skill Testing | Any formal comparative assessment of the student's knowledge or skills both before and after a learning intervention. |
| Knowledge-Based Exams | Any formal exam that evaluates student knowledge attainment. |
| Paper/Reports | Student generated written work that is part of the learning process or is the final documentation of learning, including research reports, mid-term, and/or final papers. |
| Synthesis & Analysis -Based Exams | Any formal exam that evaluates student synthesis, analysis, and/or evaluation ability. |
| Case Review & Feedback | Utilization of a predetermined set of variables/criteria to evaluate case analysis work, and to provide effective suggestions/recommendations for improvement. |
| Project Review & Feedback | Utilization of a predetermined set of variables/criteria to evaluate case analysis work, and to provide effective suggestions/recommendations for improvement. |
| Team Effectiveness | Criterion-based observational feedback of student behavior (and possibly work products) in team projects. |
| Journals | Collection of reflective writings, either structured or free form, about a topic. |
| Reflective Modeling | Standardized techniques to facilitate awareness and evaluation of one's behavior and to generate plans for improvement, including self, peer, faculty, preceptor, or other expert assessment. |
| Class Participation | Active monitoring, assessment, and feedback focused on the frequency, consistency, and quality of the student's participation during face-to-face online dicussions. |
Quick Facts
- 100% job placement rate post-graduation
- >90% very satisfied with HQS program
- Diverse and interprofessional
Program Outcomes
| 2022-2023 | |
| Total Graduates | 5 |
| Satisfaction with Program | 92% |
| Annual Retention Rate (From 1st to 2nd Trimester) | 80% |
| Graduation Rate (since 2018) | 100% |
| Average Months to Complete Program | 30 |
| 2022-2023 | |
| Number of Students Employed within 3 Months of Graduation | 5 |
| Hospital or Health System | 4 |
| Physician Practice | 0 |
| Military Health System or Veteran's Health Administration | 0 |
| Governmental Agencies | 0 |
| Trade Agencies | 0 |
| Foundation or Voluntary Agency | 0 |
| Long-Term Facility | 0 |
| Home Health Agency | 0 |
| Consulting | 0 |
| Insurance/HMO | 1 |
| Information Technology/Analytics | 0 |
| Pharmaceutical/Biotech/Medical Device Company | 0 |
| National Health Organizations | 0 |
| Investment Banking re: Healthcare | 0 |
| Venture Captial or Private Equity | 0 |
| 2022-2023 | |
| Females | 3 |
| Males | 2 |
| 2022-2023 | |
| Physicians | 3 |
| Registered Nurse | 1 |
| Respiratory Therapist | 0 |
| Physical Therapist | 1 |
| 2022-2023 | |
| Hispanic | 1 |
| Asian | 0 |
| Black or African American | 0 |
| Native Hawaiian or Other Pacific Islander | 0 |
| White or Caucasian | 3 |
| Two or More Races | 0 |
| Unknown or Unreported | 1 |