I teach graduate students and emerging healthcare professionals at the Boston University School of Public Health, with a focus on developing the analytical judgment and practical skills needed to solve complex healthcare problems.
My teaching emphasizes more than learning how to analyze data. I want students to understand how to define the right problem, ask better questions, identify and interpret relevant evidence, and translate insights into decisions and action. This requires understanding not only analytics and emerging technologies, but also the organizational, operational, and human contexts in which healthcare decisions are made.
At Boston University School of Public Health, I teach Digital Disruption in Health and Operations Management in Health Care. Across my courses, I draw on nearly two decades of healthcare leadership to connect academic concepts with the realities of healthcare organizations and expose students to the kinds of ambiguous, imperfectly defined problems they will encounter in practice.
Learning Through Practice
A central goal of my teaching is to ensure students leave my courses able to apply what they have learned beyond the classroom. I design projects around real healthcare problems, giving students experience framing problems, working with data and evidence, identifying root causes, developing recommendations, and communicating those recommendations to decision-makers.
I increasingly incorporate AI and emerging analytical tools into this work, not simply as technologies to master, but as tools students must learn to use critically. Students are encouraged to consider which questions these tools can help answer, which they cannot, how to evaluate the information they produce, and where human judgment remains essential.
Through cases, applied projects, and opportunities to work on problems facing healthcare organizations, students learn to move from problem definition and analysis to recommendation and action, rather than treating analysis as the endpoint.
Mentorship
Mentorship is central to my teaching. I work with graduate students and early-career professionals to support their development as researchers, analysts, and healthcare leaders. This includes research mentorship, career development, interview preparation, professional communication, and helping students build confidence in analytical and quantitative settings.
Teaching Principles
Problem Before Method
I teach students to begin with the healthcare problem and the decision that needs to be made, rather than starting with the data, metric, analytical method, or technology available to them.
Evidence Into Action
Students learn to move beyond producing analyses to interpreting what the evidence means, developing defensible recommendations, and communicating those recommendations to decision-makers.
Learning Through Practice
I use real healthcare problems, cases, data, and organizational challenges to connect theory with the realities of healthcare delivery and management.
Context Matters
I teach students to consider how organizational, operational, social, and structural conditions shape both healthcare problems and the feasibility and consequences of potential solutions.
Critical Use of Analytics & AI
Students learn to use analytics and AI as tools for inquiry and decision-making while recognizing their limitations, assumptions, and the continued importance of human judgment.