Since 1951, the U.S. Army-Baylor University Graduate Program in Health Care Administration (HCA) has been preparing graduate students to assume leadership positions with federal healthcare organizations. The historical evolution of the U.S. Army-Baylor University HCA program has been described (Barcus, 1984; Neuhauser, 1983; Krieger and Leahy, 1988; Mangelsdorff, Mulkey, Rogers, Finstuen, et al., 2002; Neuhauser and Neuhauser, 1995; Ginn 1997; Wainright, Rogers, Finstuen, and Mangelsdorff, 2001; Mangelsdorff, Pryor, and Finstuen; Richards). According to the American College of Hospital Administration histories (Neuhauser, 1983; Neuhauser and Neuhauser, 1995) the U.S. Army-Baylor HCA program was the 11th U.S. graduate program in hospital and health care administration established. The field of health care and the academic programs designed to prepare health care administrators long have been and remain to be challenges that recognize and deal with the demands of continual change. Powell established the first residency phase for HCA programs at Army-Baylor (Health Care Hall of Fame, 1989). Lutes (1933) recognized that hospital administration could be improved as a profession. Davis (1984) describes the first 50 years of the University of Chicago program in HCA; there was no assessment presented of program impact, outcomes, or career development of graduates. The current product is part of an ongoing project examining the value added of the U.S. Army-Baylor University graduate program to federal and national health care systems since 1951.
Evidence-based methodologies are based on data, measurement, and outcomes (Hudak, Broooke, and Finstuen, 2000; Griffith, 2000; Davidson, Andersen, Hilberman, and Nakazono, 2000; Wan, 2000). Concern with evidence-based health administration educational outcomes came to the forefront with the Association of University Programs in Healthcare Administration (AUPHA) task forces starting in 1998, seeking to develop defined measures of educational outcomes. Griffith (2000) states: “it intends a systematic, outcomes-oriented, evaluation and improvement of the educational process.” Davidson and associates (2000, 2002) suggest a framework for evaluating the impact of health services management education. The elements include: environmental inputs, structure, process, outcomes, and recommendations. The long-term impact educational outcomes should be reflected in both the Individual (career advancement, increase in status) and the Society (high performing organizations, healthier populations, satisfied consumers).
Academic programs are encouraged to assess the effects of their educational curricula through evidence-based outcomes. Outcomes include: Individual career progression, Society outcomes (Army, Military Health System, Federal, or nation-wide), and effects upon other educational programs (program directors and faculty) and health care systems.
Why study history and leaders? Recall Shakespeare's play The Tempest
which advocates "What is Past is Prologue." This directive is
displayed on one of the monuments at the National Archives in Washington, D.C.
In his History of the Peloponnesian War, Thucydides encouraged leaders
to observe and learn from the causes and motivations of events in history.
The purpose of the current work is to document some of the accomplishments of the alumns and graduates of the U.S. Army-Baylor University Graduate Program in Health Care Administration (HCA). Individual students matriculating between 1951 through 2001 (n=2234) were assembled into a data base; individual career progressions were tracked and validated. The year in which a student matriculated (enrolled) is considered the class. Not all students were enrolled in the Baylor University Graduate School and not everyone completed a graduate management project. Surveys were conducted of alumni club members in 1997 and in 2002. Sources of information used included: class rosters of students from 1951 to 2001; members of the Alumni club; directories of members of professional associations such as the American College for Healthcare Executives (ACHE), American Academy of Medical Administrators (AAMA), Medical Group Management Association (MGMA); members listed in Who’s Who; doctorates listed in Dissertation Abstracts; names listed in U.S. Army Registers between 1946 thru 1974; records from public affairs offices at the U.S. Army Medical Department Center and School, U.S. Army Medical Command, the AMEDD Museum, and Army medical centers and medical activities; resources in the AMEDD Library; officer record briefs; and reports available from Baylor University. Selected alumns include former students who: earned program awards, held command positions, were enrolled or earned doctorates, advanced to general officer (O7 or greater), advanced to O5 (lieutenant colonel or higher), held leadership positions in federal or professional health care organizations, or professional associations; or were program directors.
The most notable characteristic of the Army-Baylor program is the alumni network and its committed members. The curriculum strives to instill in the students organizational skills, ability to conceptualize, critically analyze, and compellingly communicate. Teamwork is encouraged during the academic phase. Students from the Army, Navy, Air Force, Coast Guard, and Department of Veterans Affairs, with a mix of clinical, administrative, field or fixed facility backgrounds, learn to work together, problem solve, appreciate their peers, and communicate effectively. Excellence is sustained by the active mentoring by preceptors and graduates in leadership positions serving as outstanding role models. The value added of Army-Baylor alumns has been significant in the evolution of federal health care since World War II. This work captures selected elements of these contributions.
The support of the Army-Baylor Alumni club is gratefully acknowledged. The author wishes to thank all who responded, many of whom have been colleagues and students since 1972. Alumns and families were very helpful in providing resources and information. Any errors are those of the author alone.
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