Instructor
Zachary Pruitt, PhD
University of South Florida
Zachary Pruitt, PhD, MHA, FACHE is an Associate Professor at the University of South Florida College of Public Health. Dr. Pruitt teaches quality management, strategic planning, health services management, and topics related to the United States healthcare delivery system. Dr. Pruitt co-authored the textbook,
Healthcare Quality Management: A Case Study Approach, and a variety of book chapters related to health policy and management. His published scholarship includes examinations of cost, quality, and access associated with the integration of medical and social care services. Dr. Pruitt is a Fellow of the American College of Healthcare Executives and of the Commission on Accreditation of Healthcare Management Education. He earned his bachelor's degree from the University of Texas at Austin and his Master of Health Administration and doctorate in Health Services Research from University of South Florida.
Duration
3.5 hours
Learning Objectives
Attendees of the half-day session will learn how to:
- Identify or create case studies.
- Deliver new knowledge to support problem-solving.
- Ensure that students take responsibility for independent learning.
- Create and manage collaborative learning groups.
- Encourage inclusive student learning through group facilitation.
- Develop case study assessment criteria of higher-level student learning.
Attendees will also learn how to integrate technology into multiple learning environments, including online, in-person, and hybrid course modalities. While these varying delivery methods can be challenging to master, our goal is to provide a tangible toolkit for attendees to engage in active learning across formats.
Course Description
Learning through the case study method can be an engaging,
interactive, and challenging way for students to learn how to solve realistic
problems in healthcare. The Art of Teaching Institute’s Case-based
Learning is a 3.5-hour course for individuals who want to learn how to teach
healthcare management using the case method. Attendees will apply the case
method in small groups during the session.
The case method is a prominent form of problem-based learning that rejects passive teaching in favor of active, team-based learning. The case method serves as an excellent approach to integrating higher-level teaching, learning, and assessment methods in the classroom. Teaching with case studies also encourages collaborative problem-solving, creates a sense of belonging, and develops students’ interpersonal skills.
However, teaching through the case method can be challenging because it requires effective instructor facilitation, well-defined learning structure, and assessment techniques that hold students accountable for learning.
Seven 25-minute learning modules will share best practices and demonstrate how various active learning tools and techniques can enhance the learning experience for undergraduate and graduate health administration students.
The case method is a prominent form of problem-based learning that rejects passive teaching in favor of active, team-based learning. The case method serves as an excellent approach to integrating higher-level teaching, learning, and assessment methods in the classroom. Teaching with case studies also encourages collaborative problem-solving, creates a sense of belonging, and develops students’ interpersonal skills.
However, teaching through the case method can be challenging because it requires effective instructor facilitation, well-defined learning structure, and assessment techniques that hold students accountable for learning.
Seven 25-minute learning modules will share best practices and demonstrate how various active learning tools and techniques can enhance the learning experience for undergraduate and graduate health administration students.
Additional Team Members
The following individuals contributed to the development of this course and may serve in an instructional capacity in future iterations.
Ashleigh Allgood, MPH, MBA
University of Alabama Birmingham
Ashleigh Allgood is a faculty member in the Department of Health Services Administration at the University of Alabama Birmingham. Her primary role is teaching undergraduate and graduate students quality improvement, project management, communication, teamwork, change management and strategic management principles. Ms. Allgood has ten years of experience guiding teams through quality and process improvement initiatives. She began her career developing and implementing evidence-based strategies to reduce avoidable hospitalizations among nursing home residents. Most of the projects that she has been involved in recently have been related to patient experience and healthcare utilization. Ms. Allgood has a background in healthcare simulation which she uses to test new systems and workflows prior to implementation. Ms. Allgood is a Certified Lean Six Sigma Black Belt and a Certified Professional in Healthcare Quality. She is currently pursuing a PhD in Medical Sociology where she is researching the intersection of trust and healthcare. Ms. Allgood is specifically interested in building a research portfolio around the social construct of trust and trust's impact on team performance and patient safety.
