A Systems Approach to Scaffolding Learning in Healthcare Administration Education

The healthcare environment is complex and student knowledge and experience are often divergent (Richardson, Conklin, Carroll, & Strawn, 2020). Meeting students where they are often requires progressive approaches to program design and delivery. Progressive programs often recognize faculty as more than teachers. Faculty are viewed as designers (Chai & Koh, 2017; Kali, McKenney, & Sagy, 2015; Laurillard, 2013). Perhaps, even learning architects? Architects might be a more appropriate term given that a curriculum is only as good as the scaffolding and resources with which it is constructed. Scaffolding learning has never been more critical than today as programs face more significant concerns surrounding learning transparency, continuous quality improvement, and gainful employment of alumni.

A Systems Approach to Scaffolding Learning in Healthcare Administration Education Academic Article