Observational Course Journal Entry #2

 

Part 1: Site Information

I chose to visit the website of Intermountain Primary Children's Hospital. This is a freestanding hospital completely dedicated to the care of children (pediatrics). In addition to direct medical care, the hospital organization also seeks to educate the community about health care topics in multiple disciplines to prevent illness or harm. My problem of practice has to do with international students' perceptions of a foreign educational system. The care of small patients and the support of their families while in crisis can relate since people in these situations are navigating a system they aren't accustomed to.

Part 2: Observation

My visit of the Intermountain Primary Children's Hospital occurred on March 24, 2021.

Description

The website featured links to the hospital's more than sixty specialties and over 800 providers. Links also pointed to a glossary of conditions and treatments, locations of its facilities, financial questions and services, and a way to donate. In addition, there were pages that explained thirteen patient and family support services, visitation orientation materials, and over ten major health, wellness, and injury prevention education pieces. One of those ten included a downloadable PDF packet of classroom-ready, state curriculum-aligned lessons for grades K-6. Finally, local news stories featuring the hospital and its initiatives were prominently displayed as well as links to the hospital's social media channels.

Interaction

The social media channels were updated and featured significant interaction. In addition, the financial inquiry page featured several ways for patrons to interact with staff.

Analysis

This site is definitely an educational system. Not only does the organization devote itself to educating the community about injury and illness prevention and safety, but, as an affiliate with the University of Utah and a part of the university's school of medicine, the hospital is a platform for teaching and training of medical professionals 24/7. While most in-person events have been cancelled due to COVID-19, there are many ongoing virtual educational events.

Part 3: Readings

Fullan, M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23(15). https://doi.org/10.14507/epaa.v23.1998
  • Professional capacity (old school) versus professional capital (new) (3)
  • Internal capacity - we need to focus on this first, then the external can happen (6). 
    • PoP connection: we need to build feedback literacy into our new grader role.
  • Internal accountability starts with those you serve (8). We need to keep this in mind that it's students over faculty.
    • Site Visit #2 connection: Their motto is "The Child First and Always." This matches well.
  • Growth can't be constrained by mere test scores (10). This is like feedback literacy.
  • Standards as guideposts are OK, but not enough for external accountability. We need to be rigorous but holistic (12)
  • KPIs are nicely holistic but keep focus where it needs to be (12)
  • Key to the article: performance appraisal is great, but not enough. It's how we affectively approach internal accountability -- it's our collective attitude that matters most (13)

Meyerson, D. E. (2008). Rocking the boat: How to effect change without making trouble. Harvard Business Press.
  • Tempered radicals (TRs) employ what my organization calls "Small L Leadership" (3).
  • TRs find ways to rock the boat without falling out. 
    • PoP connection: I am persistent but wise. I know when things can be pushed without being pushed too far with my initiatives like L approach and feedback reform
  • TRs are pulled towards the opposition while also functioning within the larger status quo ecosystem (6). This reminds me of Christensen's dual transformation, which I am definitely doing.
  • TRs turn threats into opportunities (11).
    • PoP connection: When we're threatened, we see this as an opportunity to clarify line relationships and governance. I am challenged occasionally by the establishment as I push their understanding of what constitutes an international curriculum.
  • TRs are agents of change, but they are patient (12-13)! This connects with the long game espoused by Fullan et al.
  • TRs see action merely as a jumping off point. 
    • Site Visit #2 connection: The hospital isn't waiting for injuries to rise to catastrophic proportions. They're not trying to increase their bottom line. Their apparent social contract prods them to educate the community -- to keep as many patients from needing their care in the first place. By educating so much, they are agents for change in the community.

Part 4: Integrations

I wonder how large-scale operations can connect well with the one. After all, if it all starts with personal accountability, and as these patient grass roots efforts eventually have the most sway, how do we inspire  bureaucracies like the one I work in, to continue to value the most granular portion. One way that has helped us administrators is to teach regularly, and to travel and be with our students in their contexts.

Photos/Images

Home Page


Safety and Injury Prevention Modules



Education Series Example








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