Trends in attrition, delivery methods and instructional methodologies in introductory health information management courses

Retaining students is a multifaceted problem involving two parties—the student and the institution. Colleges, however, have control of several factors affecting retention. The institution exclusively controls administrative policies, course delivery mechanisms and instructional methodologies. This study investigated these three elements and retention in introductory health information administration courses. The study was limited to four-year colleges and universities offering baccalaureate degrees in Health Information Administration. Participants responded to a survey and provided introductory course syllabi. Two administrative policies were examined: entrance requirements and student contact policies. Entrance requirements were found to be a universal requirement. However, contact policies varied more extensively and an in-depth review showed that colleges and programs with student contact policies had a higher retention rate for the introductory health information administration course. The study also considered the impact of student-to-faculty ratios and class size on retention. In this study, as student-to-faculty ratios and class sizes increased, there was a decrease in retention. The highest student-to-faculty ratios and largest class sizes were found in distance education courses which also showed the lowest retention rate. Finally, the effects of instructional methods on retention were examined. Lecture and reading were universal instructional methodologies used in all introductory courses regardless of delivery mechanism or retention rate. Discussion and the use of audiovisuals were associated with higher retention in courses offered in traditional or hybrid formats. Distance education courses used electronic discussions with much less frequently and there was a lower retention rate in these courses. Alternative instructional methods, such as demonstration, practice by doing and peer coaching were used less often and with mixed relationship to retention. This study showed that institutionally controlled factors such as administrative policies, delivery mechanisms and instructional methodologies were associated with retention rates in introductory health administration courses.