{"title":"Can they teach? Evidence-based pedagogy as a doctoral competency.","authors":"Lee F Seidel, Rosemary M Caron","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>The question is whether and how health administration faculty will learn and thereby be able to use the research related to effective teaching in higher education. While the doctoral degree implies teaching competencies, doctoral education typically does not formally address, develop, or test it. Issues are identified. Models are proposed to incorporate evidence-based pedagogy into doctoral education to enhance the effectiveness of both teaching and learning in health administration education.</p>","PeriodicalId":75078,"journal":{"name":"The Journal of health administration education","volume":"24 3","pages":"221-34"},"PeriodicalIF":0.0000,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of health administration education","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The question is whether and how health administration faculty will learn and thereby be able to use the research related to effective teaching in higher education. While the doctoral degree implies teaching competencies, doctoral education typically does not formally address, develop, or test it. Issues are identified. Models are proposed to incorporate evidence-based pedagogy into doctoral education to enhance the effectiveness of both teaching and learning in health administration education.
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