Browsing by Author "Mullen, Cody"

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    Comprehensive Strategy for Evaluation of Clinical Health Coaches in Chronic Disease Management
    (Office of the Vice Chancellor for Research, 2016-04-08) Randolph, Courtney; Maxey, Hannah L.; Mullen, Cody
    Purpose: As chronic disease rises to the top of morbidity and mortality causes in the United States, improving chronic disease management, particularly at healthcare administration and patient engagement levels, becomes a rising public health concern. Clinical Health Coaches (CHCs) are an innovative role in primary care settings, collaborating with patients to improve patient outcomes. There is a need for best practices guidelines of the CHC role, as there is currently no standardized training program. Iowa Chronic Care Consortium (ICCC) developed a CHC training program which is being implemented in an Indiana Rural Health Association pilot program. This study seeks to develop an evaluation tool for ICCC training and its effectiveness in chronic disease management. Methods: An extensive literature review was performed on previous evaluations of similar health coach role implementation in chronic disease management. ICCC training was completed to further understand the training program. Results: A collaboration of the chronic care model and ICCC’s proposed CHC model was determined to be the most appropriate tool for evaluation. From these models, 5 key domains were identified including: patient engagement, self-management support, patient experience, patient satisfaction, and delivery system design. This comprehensive approach will allow for both qualitative and quantitative analysis. Discussion & Implications: These survey tools will be administered to both patients and CHCs as a part of an evaluation of ICCC training and its effectiveness. As a result of this study, the CHC program could be expanded to more primary care settings to improve health outcomes in chronic disease patients. Learning objectives: Design an evaluation tool for clinical health coach training in chronic disease management. Evaluate the effectiveness of clinical health coach implementation in chronic disease management in a primary care setting.
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    Not only teachers: What do health administration faculty members do?
    (2016) Harle, Christopher A.; Mullen, Cody; Vest, Joshua R.; Menachemi, Nir; Health Policy and Management, School of Public Health
    Researchers have long been interested in how university faculty allocate their time between professional tasks. This study uses multiple years of Health Administration (HA) faculty survey data to examine how work activity has changed over time, and how work activity relates to faculty rank and the type of school in which a faculty member is employed. We report on faculty time allocation to research, teaching, and administration by survey year, faculty rank, and type of school. We also examine factors related to faculty's status as a principal investigator, teaching load, and research funding. On average, HA faculty spent 43% of their time teaching, 31% doing research, 20% in administrative activities, and 5% in other activities. Full professors spent significantly less time teaching, had lighter teaching loads, and spent more time on administration than other faculty. Faculty in schools of health professions, business, and other schools spent more time in teaching and had lower research funding expectations than faculty in schools of public health and medicine. These findings may help faculty identify jobs that best align with their interests and benchmark their work against industry norms. These findings may also help administrators in HA programs set appropriate expectations for their faculty.