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Health information management educat...

Davidian, Marilyn R.

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Health information management education: A comparison of faculty mentoring in traditional vs. distance education programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Health information management education: A comparison of faculty mentoring in traditional vs. distance education programs./
作者:	Davidian, Marilyn R.
面頁冊數:	302 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0815.
Contained By:	Dissertation Abstracts International71-03A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3399116
ISBN:	9781109647587

Health information management education: A comparison of faculty mentoring in traditional vs. distance education programs.
Davidian, Marilyn R.

Health information management education: A comparison of faculty mentoring in traditional vs. distance education programs. - 302 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0815.

Thesis (Ph.D.)--The Claremont Graduate University, 2010.

Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters degree graduates holding the Registered Health Information Administrator credential of the American Health Information Management Association.

ISBN: 9781109647587Subjects--Topical Terms:

1017668
Education, Health.

Health information management education: A comparison of faculty mentoring in traditional vs. distance education programs.
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245 1 0 $a Health information management education: A comparison of faculty mentoring in traditional vs. distance education programs.
300 $a 302 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0815.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2010.
520 $a Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters degree graduates holding the Registered Health Information Administrator credential of the American Health Information Management Association.
520 $a The study was designed to address the following questions: When comparing distance education programs to traditional on-campus programs in health information management: (1) Between the on-campus group and the distance education group, is there a difference between the proportion of health information practitioners who had a mentor? (2) For the respondents who had a mentor, what are the differences in the characteristics of the mentoring relationship?
520 $a An electronic survey using a five-point Likert scale gathered information about faculty mentoring characteristics. One open-ended question elicited descriptions of the educational experience with health information management faculty. Survey results revealed that sixty percent of all responses had at least one faculty mentor, though the number of responses from the on-campus group (n = 781) varied considerably from the number of responses from the distance education group (n = 56).
520 $a Data analysis revealed that the proportion of respondents having a faculty mentor (61%) was considerably higher in traditional programs when compared to distance education programs (34%) and showed significance using the Pearson Chi-Square Test (chi2 = 15.4; p <.001). The mentor characteristics that demonstrated the highest level of significance were found when comparing the highest degree earned by the respondents. Mean scores of the respondents were consistently higher as level of education increased. The mentor characteristic with the highest level of significance was: "Encouraged me to pursue graduate education" (p = <.001).
520 $a The results of this study suggest that having a faculty mentor is significant in terms of academic and professional development. Implications for university faculty and administration are that mentoring should be a planned activity for all students, especially for distance education students who may not have regular, face-to-face contact with their mentors.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3399116