Practice Management Course Research Articles

Effectiveness of a Formal Business of Ophthalmology Course for Trainees.

Objective In medical school and residency training, there is little emphasis on the administrative and business aspects of running a clinical practice as either an employee or a business owner. However, by the first day of practice, young ophthalmologists need to have a basic understanding of the business of medicine to be successful in clinical practice and to avoid common pitfalls. Areas such as risk management, negotiation, financial health, lawsuits, marketing, coding, and professionalism are particularly important for practicing ophthalmologists to grasp. We instituted a formal practice management course to increase the early exposure of our trainees to the business aspects of ophthalmology. Methods Ophthalmology trainees engaged in 11, 1-hour sessions over 3 weeks during a practice management course covering 10 of the most relevant business topics for early career ophthalmologists. A precourse needs assessment, and a postcourse satisfaction and outcomes survey were administered. Results Of the 24 trainees who completed the presurvey, 96% of respondents had no previous training in contract negotiation, 88% lacked training in lawsuits, and 88% had no training in liability insurance. 96% had no inpatient coding education, and 88% had no outpatient coding training. Seventeen trainees completed the postsurvey, and statistically significant improvements in confidence ratings were found in all domains including coding, malpractice claims, and building a practice. 88% of trainees reported that the course improved their ability to code, and 100% agreed that the course improved their understanding of lawsuits, ability to negotiate a contract, and their understanding of the business of ophthalmology. Conclusion A formal, targeted business of ophthalmology course improved the knowledge of trainees on essential business concepts. This course can serve as a model for other programs looking to meet this educational need.

Practice management in undergraduate dental program: The need among dental students.

The objective of this study is to assess the opinion of dental students regarding the necessity for a practice management (PM) course in their curriculum. To determine the necessity of a PM course in dental programs, a series of questions was developed and given to 100 dental students. Dental students were asked a series of questions about the necessity of this course, and responses were gathered. The questionnaire included time management, patient management, teamwork, leadership quality, and other requirements of the course. According to the results, dentistry students desired that the PM curriculum cover subjects such as teamwork, confidence, the value of the PM course, time management, patient management abilities, leadership qualities, and others. Most of the responses obtained from the students agreed that the PM curriculum must be taught with the course for better management. The development of any course should be based on the need and opinion of the students who pursue the course of dentistry. Thus, this study evaluates the need for a PM course in an undergraduate (UG) dental program.

Need for practice management in undergraduate dental program - A cross sectional survey among the dentists.

Advancement in technology, enhancement of knowledge, elevated expectations from the patients regarding the quality of treatment, and economic factors are emerging as challenges to dentists, which demand emerging dentists to have skills on patient management and leadership through an improved curriculum. The aim of the present study was to conduct a survey among dentists regarding the need for practice management in undergraduate dental program. A total of 100 dentists from Chennai were involved in the study. They were made to answer 15 questions which were circulated online. The obtained data were statistically analyzed using SPSS software. It is evident that the majority of the dentists emphasize on including practice management courses in the undergraduate dental program as it may be helpful for the budding dentists in their future private practices. It can be concluded that the opinion of the dentists is strong and beneficial and should be considered.

MarkeTrak 2022: Insights into the Evolving Hearing Market.

MarkeTrak I came out in 1989. I was a PhD student at Northwestern University at the time and I can remember Dr. Mead Killion telling me to take a look at it. This survey and those that followed collect data on the estimated incidence of hearing loss within the United States, household income and education related to amplification use, satisfaction with amplification, new user rates, along with a myriad of other data. I was immediately struck by the wealth of information that the survey offered. I ended up using a number of data points from this original survey in the introduction to my dissertation. A year later, I would be starting a faculty position that focused on research and teaching and 8 years later I would add medical center clinic director to my responsibilities. No matter the setting—research, teaching, or clinic—I found that MarkeTrak had something to offer that informed my decision making. That has remained true through MarkeTrak X and now MarkeTrak 2022. I have used the information for benchmarking our clinical activities, motivating innovations to address barriers identified in the surveys, supporting research initiatives, and teaching amplification and practice management courses. These surveys are a gift to our profession and impact patient care.

The perceived business management knowledge and skills of dentists in private practice in South Africa

This study evaluated the perceived business (practice) management knowledge and skills of dentists involved in the management of a private practice in South Africa by means of a self-administered web-based questionnaire. Invited participants were members of the South African Dental Association (numbering 2,462) as well as dentists in their second and third year of practice after graduation (numbering 199). There were 533 respondents but not all ofthese were involved in management and 63 of these failed to complete the survey, leaving a total of 367 respondents. Results Overall, the respondents reported that their undergraduate training had not prepared them adequately for the nonclinical aspects of practice management; 56% had not had a formal undergraduate course. However, for those who did, 71% reported that the course was only slightly or not at all useful. Only 29% attended any form of postgraduate course, but only three of these were considered to be effective. Management knowledge and skills were also obtained from accountants as well as financial advisors, friends, family and lawyers. Conclusion In line with the opinion expressed by the majority ofrespondents (86%), it is recommended that appropriate dental practice management courses be introduced throughout the curriculum, preferably in association with a Business School, and that postgraduate courses should be made available

Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years.

Leadership courses are being increasingly integrated into dental curricula. The study aimed to assess the validity and reliability of student evaluation of teaching (SET) instrument among dental students and to evaluate the effectiveness of teaching in a new leadership course over a period of three years. This cross-sectional study was conducted on fourth-year undergraduate dental students (N = 260) who took a practice management course over three consecutive years from 2014 to 2016. A 29-item SET questionnaire was administered among students who were willing to participate in the study. Out of 260 students, 185 returned completed surveys and the response rate was 71.15%. Factor analysis (principal component analysis) showed the validity of four dimensions of the SET instrument. Total variance explained by four dimensions was 62.80%. Cronbach's alpha for the instrument was 0.95 and each dimension had fairly high internal consistency (>0.80). Treating students with respect (94%), accepting different viewpoints of students (94.1%), being flexible/open-minded (92.5%), and preparedness in the course (91.9%) were the most common effective teaching traits. Over the period of three years, 16 items showed improvement in teaching and there was a significant improvement in four items (P < 0.05). In conclusion, it was found that SET is a valid instrument to evaluate the effectiveness of teaching in nonclinical courses in dentistry. This instrument should be used longitudinally to compare the effectiveness of teaching.

Examining an English as a Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study in an Indonesian University

&lt;p style="text-align:justify"&gt;This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.&lt;/p&gt;

Integrating Physician Practice Management Courses Into Health Administration Curricula.

In today's health care industry, physicians face considerable regulatory and social trends that compel them to modify their practices-and these changes will continue throughout their careers. Emerging reimbursement systems are increasingly tying payment to quality metrics. To appropriately obtain and report patient data to payors, physician practices should adopt electronic health records. Physician practices have the opportunity to complete a clinical care redesign that meets the requirements of health care reform's focus on value-based care. With the shift toward value, patients are taking an active participation in their health care and are moving away from being patients to becoming consumers who demand transparency in their health care and costs. Social media platforms allow physician practices to market to and interact with their patients. In addition to these reforms and social trends, physician practices face the challenge of caring for an aging US population. With these challenges and trends, physicians are increasingly relying on physician practice managers to take on administrative duties. By incorporating physician practice management into health care-related programs, not only will health care programs' curriculum remain relevant to current and future health care trends, demands, and challenges, but also the programs will provide students with the competencies necessary to succeed in the health care field.

Evaluation of Knowledge Acquisition with a Practice Management Course for Anesthesiology Residents: A Pilot Study

Senior anesthesiology residents (Clinical Anesthesia-3) at The George Washington University were eligible to participate in a 1-month Ambulatory Anesthesiology-Practice Management Rotation focusing on the acquisition of nontechnical skills and knowledge applicable to becoming an effective clinical leader. The rotation included 1-week service as operating room manager, completion of an online module, assigned readings with follow-up discussions, and completion of a billing and reimbursement exercise. The interventions, in aggregate, were measured with a preknowledge and a postknowledge test. Twelve residents out of 14 (86%) completed the preknowledge and postknowledge tests. Residents scored significantly higher on the postcourse exam (61.49%, SD 18.65%) than the pretest (42.7%, SD 12.7%) (P < .004). A curriculum designed to develop the practice management skills required of a physician anesthesiologist is feasible and effective at improving knowledge within a 1-month, senior resident rotation.

A cross-sectional study of dentists about the need for a practice management course in undergraduate dental program.

Objective:To evaluate dentists’ opinions about the need for a practice management course in the undergraduate dental program.Materials and Methods:This cross-sectional study was conducted in 2017 on practicing dentists in Lahore, Pakistan. A self-administered pilot-tested questionnaire was distributed among 588 dentists using a convenience sampling method to obtain their responses about the need for a practice management course. Descriptive statistics and bivariate and multivariate logistic regression analyses were performed.Results:About 83.8% of 588 dentists completed the questionnaires. There were 36.7% of males and 63.3% of females (mean age 26.22 ± 4.8 years). The principles of patient management (94.1%), time management skills (90.3%), and teamwork (89.2%) were the most commonly agreed topics of the practice management course. The least agreed topics included office design (59.2%), health-care systems (60.9%), and inventory systems (69%). Most participants (74.4%) thought that a practice management course is required to successfully manage a dental practice, and 63% recommended to include the course in the dental curriculum. Multivariate logistic regression showed that dentists working in private clinic (odds ratio (OR): 3.35, P = 0.001), dentists with graduation within ≤ past 5 years (OR: 3.64, P = 0.001), and dentists who attended a practice management course (OR: 3.12, P = 0.001) were more likely to agree to the need of a practice management course to successfully run a dental office.Conclusion:Most dentists believed that a practice management course is required for a successful dental practice. The development and implementation of such a course should be based on the feedback from dentists to ensure evidence-based approaches.

Ethics education in the professions: an unorthodox approach

Ethics education in the professions has become close to compulsory with continuing education following suit. What is the de facto as opposed to the de jure function of an ethics education program? Have they increased compliance with laws and codes of conduct? Is that the goal? What would an ethics education program look like that was not primarily concerned with compliance with relevant laws or professional codes and not merely an exercise in good public relations? I argue that, ultimately, ethics education is about happiness… not happiness as we generally think of it today, but in the Aristotelian sense of “fulfillment” and the collateral good that is generated for clients (or patients) and the profession. As a result of this point of view I argue that ethics is not a subject in the normal sense of the term but a meta-subject which implies that teaching ethics as a class or stand alone module in a law, policy or practice management course is usually ineffective. Another implication is that the richest source for moral reflection within a profession are case studies generated by students in clinical assignments, despite the inherent risks associated with making these cases prominent.

Community of Inquiry Framework for Advanced Practice Nursing Students

Abstract Distance education programs are increasingly common in nursing education, and educators are challenged with creating online courses that provide students with quality learning experiences. For advanced practice nursing (APN) students, online courses need to engage students in learning while meeting their unique needs. The Community of Inquiry (COI) framework is grounded in theories of learning and teaching and is relevant for use in developing online courses for APN students. The purpose of this article is to describe the development of an online clinical practice management course for APN students using the COI framework.

Using Assessments of Dental Students' Entrepreneurial Self-Efficacy to Aid Practice Management Education.

In the past, the typical practice management curriculum in U.S. dental schools was found to place a heavy emphasis on customer service, whereas areas typically stressed in business entrepreneurship and management courses (e.g., long-range planning, competing strategies, and supplier relationship) received less attention. However, future dentists will likely have many points in their careers at which they must decide whether to begin a new business or to associate with a practice, and entrepreneurial and management training can help them make and implement those decisions. The aim of this exploratory study was to investigate the impact of one dental school's practice management education on students' entrepreneurial self-efficacy (ESE), a construct examined for the first time in dental education. ESE is an individual's belief that he or she is personally capable of planning for, operating, and managing a successful business. In December 2014, all students in all four classes were asked to complete a survey measuring their ESE. The response rates for each class were D1 94%, D2 91%, D3 87%, and D4 79%. The results showed that the mean scores of the fourth-year class were higher on all five examined dimensions than those of the other three classes. The same was true for the mean for each class with the exception of the competency regarding an individual's perception of his or her abilities to deploy and manage human resources, in which the first-year class had a higher score than the fourth-year class (149.07>146.06). The fourth-year class had statistically significant higher scores than the third-year class, consistent with the implementation of practice management courses in the curriculum.

Practices and Beliefs of Private Practitioners Surrounding Discounted Veterinary Services and Products

Impacted by educational debt and stagnant salaries, the financial viability of a career in veterinary medicine is a growing concern for many within the veterinary profession. Many veterinarians are small business owners, which requires them to learn and practice good business and practice management skills. Despite the recognized importance of business skills to the success of the veterinary profession, training in this area has been historically limited. An important part of practice management skills involves policies and practices surrounding pro-bono and discounted services and products. To assess private practice veterinarians' practices and beliefs surrounding discounted products and services, an anonymous online survey was distributed through Veterinary Information Network (VIN). Results from the survey suggest that most veterinarians regularly discount veterinary services and products. The reasons reported as most important in determining service discounts were a concern for providing the best possible care for the animal and doing everything possible for the animal. Results were similar for discounting products, but also included the additional reason of encouraging clients to try a product. Regardless of the reasons given for discounting, most veterinarians reported not tracking their discounting practices. These results suggest that despite the fact that most US veterinary schools have been offering practice management courses for many years, there appears to be low adoption levels of at least some widely accepted best-practice business models. It is recommended that providing additional training to help guide philanthropic veterinarians is critical to supporting their financial security and thereby the future of the small animal practitioner.

Young surgeons' attitudes regarding surgery and professional organizations

Background Attitudes of young surgeons regarding professional organizations are unclear. We surveyed young surgeons to assess their opinions regarding the role of The American College of Surgeons in the future of surgery. Methods A 21-question on-line survey was distributed to all young (age <45 years) ACS members. Questions were related to demographics, membership, educational, and health policy initiatives. Results Among 2689 respondents, reimbursement and malpractice were the most important issues to surgeons at all levels of training. Organizational attributes of importance to young surgeons included leadership, educational tools, mentorship, and avenues to participate in organized medicine. They value programs to address patient safety, surgical quality, reimbursement, and health policy. Conclusions Methods to recruit and retain young surgeons into medical organizations should include educational efforts, mentorship programs, practice-management courses, health policy reform, and opportunities for involvement in organizational activities.

Advances in Equine Practice Management

As equine practices move forward in the 21st century, we feel increasing pressure to manage our businesses like business people. This requires outside expertise, in-house business-trained managers, and continuing education on various aspects of practice life. Aside from the AAEP, several other organizations are providing continuing education in management, including the Association of Veterinary Practice Managers, the Veterinary Management Institute offered at Purdue University Krannert Graduate School of Management, the American Animal Hospital Association through (The Virginia-Maryland Regional College of Veterinary Medicine's) on-line practice management course, and the University of Illinois Equine Practice Management modules.

4th AVA practice management course

Australian Veterinary JournalVolume 79, Issue 5 p. 304-304 Free Access 4th AVA practice management course First published: 09 October 2008 https://doi.org/10.1111/j.1751-0813.2001.tb11996.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume79, Issue5May 2001Pages 304-304 RelatedInformation

Perceptions of the Importance and Control of Professional Problems in the Clinical Setting

The objective of this study was to identify the relative importance of culturally relevant professional problems and the degree of control over them, as perceived by dentists and dental students in Mexico City, Mexico. The dentists and students ranked 13 problems according to importance and then according to the perceived degree of control over each one. Novice clinicians were less secure about their ability to cope with the legal, financial, and clinical performance problems, whereas experienced clinicians were more concerned about occupational hazards and the dental market and culture. Both reported similar perceptions of their control of the problems. This preliminary information should support introducing into dental schools relevant practice-management courses, targeting continuing education efforts, and instituting professional counseling measures to meet the challenges posed by these problems.

AVA's practice management course to close this month

AVA's practice management course to close this month

A computerized business simulation for dental practice management

Computerized simulations have been used for many years for teaching principles of management in business schools. This paper describes the development of a computerized business simulation for use in dental school practice management courses. The simulation is in a competitive game format. It requires students to formulate strategies and to implement management decisions that reinforce and fulfill that strategy. Participants use the outcomes of these decisions to formulate new management decisions for the upcoming period. Student response to participation in the simulation has been positive, with students indicating that participation is valuable for developing better understanding of analytical business management techniques and interpersonal techniques such as group process and leadership skills.