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Program Features

The Learning ExperienceIn addition to the five modules, the IMHL uses a variety of novel elements to enhance the learning experience.  A key principle of the program is "use work, don't make work."

The Impact aspect of the program is a strategic project running in tandem with the five modules. Participants engage in an activity of their (or their sponsoring organization's) own choosing with the objective of affecting significant change within their organization or community. It may be undertaken as either a solo project or, in the case of group participation from an organization or otherwise identifiable community, as a team effort. Teams may be formed from a geographical health authority (i.e. an interdisciplinary team from South Africa), or from a specific component within the health care system (i.e. a prevention team from Québec). Other teams may be formed by members of the same organization to maximize the transfer of learning.

The project may be targeted (e.g. how to diffuse IMHL learning to other managers within the organization or community), or general (e.g. how to better integrate prevention into an overall health system).

Final reports may ultimately be presented to the sponsoring organization, at appropriate health care conventions and/or in leading health care publications.

Each participant spends the better part of a week on a Managerial Exchange, observing a fellow participant at work, in as different a setting as possible (with regard to geography and culture as well as industry and job). That visit is returned, so that each participant acts as both host and guest. Prior training in the skill of observation prepares everyone for the visits. Toward the end of the visiting period, the guest manager gives a report to the host and three or four weeks later, after completing both visitor and host sections, writes a longer paper on the whole experience. Time as well as resources need to be factored during the 16-month program to complete the Managerial Exchange.

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Renaat Peleman, Chief Medical Officer
University Hospital Ghent, Belgium

Participants submit several Reflection Papers relating the theories and learnings from the program to real aspects of their work environment. These provide an opportunity to explore job-related challenges in depth.

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Graeme Zaki, Medical Director
Portsmouth Hospitals NHS Trust, UK

Self-Study enables participants to learn the "language of management", focusing on such topics as finance, accounting and marketing. The Final Paper is a small thesis written under the supervision of a faculty advisor at the conclusion of the last module. It is required to complete the degree of Master of Management.

A member of the program's faculty is assigned to each participant to offer Tutoring for reflection papers and the managerial exchange, identify appropriate areas of self-study and provide support for the final paper. These tutors also contribute valuable insight into the ongoing evolution of the program content and design.

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Leslie Breitner
Professor, McGill University

Particular attention is paid to the classroom experience in the program. Participants sit at round tables which allow for interactive discussion. A 50/50 rule allows for half the class time to be turned over to participants and their agendas.

Every day begins with a morning reflection -- personal time for writing down thoughts and insights that have come up since the previous day, followed by discussion around each of the tables, and an open-ended plenary discussion.

IMHL Block Quote HR

“The IMHL engages people in a way that changes their lives. The class becomes a strong community, which helps participants to revitalize themselves, their organizations, their management practices, in and beyond their communities. No one who has visited our classroom wants to go anywhere else for a development program in health care.” - Professor Henry Mintzberg, IMHL Faculty Director

IMHL Block Quote HR

 

Three stages of Morning Reflections: solo, small group and big circle

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