Healthcare Leadership and Management for Physicians Certificate Program

The healthcare leadership and management certificate program was developed to provide early to mid-career practicing physicians the leadership, medical management and practice design knowledge needed to compete effectively in a rapidly evolving healthcare delivery and financing environment.

The healthcare leadership and management program for practicing physicians provides the knowledge and skills physicians need to transform their practice by adapting clinically relevant information technology, continuous improvement tools and tactics, and the capacity to improve care outcomes for individuals and groups of patients.

Program Advantages

By participating in the online physician leadership program, students will have access to:

  • Asynchronous online content delivery that allows students to select the time and place to study
  • Multiple learning resources including video, online access to articles and case studies, and active class participation through online threaded discussions with classmates and faculty
  • Innovative content that develops the personal awareness, competencies and skills practicing physicians need to achieve a competitive advantage in the new environment of healthcare delivery and reimbursement
  • Networking opportunities with colleagues and program faculty that leverage the online learning community
  • Nationally recognized faculty who combine practical healthcare delivery experience and doctoral-level content expertise
Fact Sheet CME Information Apply Now

Please contact the director for more information about the healthcare leadership and management for physicians certificate program.

Michael J. Deegan, M.D., D.M. Clinical Professor; Healthcare Leadership and Innovation

“I would venture to guess that every physician in this group learned quite a bit. The time and attention to detail in the course material was evident and much appreciated.”
–Program participant

The asynchronous nature of the online physician management program allows students to choose where and when they will study or complete course assignments. There are 11 content units divided into three sections. Engaged students report spending 8 to 10 hours to complete all elements in each unit. New units are introduced at three-week intervals allowing flexibility in balancing program activities with professional and personal responsibilities. The program is completed in nine months. Successful completion is recognized with a Graduate Certificate in Healthcare Leadership and Management from The University of Texas at Dallas and a total of 101 Category One AMA PRA Continuing Medical Education credits from the Texas Medical Association.


The program is open to licensed physicians (MD or DO) practicing in the United States or Canada. While designed to meet the needs of early to mid-career practicing physicians seeking to enhance their healthcare leadership and management knowledge and skills, the program has proven beneficial to physicians at all stages of their career, including those with a graduate degree in healthcare management or business administration.

Program Fee

The current program fee is $3,300.00 dollars payable in full at time of acceptance. The fee is inclusive, covering access to all course materials, videos and assigned readings. Payment can be made online with a major credit card or by check payable to The University of Texas at Dallas – HCLMP program. Direct questions regarding payment to the program director.

To enroll complete and submit the application [see dropdown tab] along with a current copy of your medical license and a resume or curriculum vitae to: mike.deegan@utdallas.edu.

When complete, applications will be reviewed promptly and an E-mail notice of admission sent to the applicant including a url linking the applicant to a UTD site where payment can be made by credit card. Payment by personal check is also acceptable. Send a check payable to “The University of Texas at Dallas – HCLMP” to:

Dr. Michael Deegan
Naveen Jindal School of Management
The University of Texas at Dallas
800 West Campbell Road SM-11
Richardson, TX 75080-3021

Full payment is required before an applicant is registered and granted a net ID and password to access course content.


Please submit the application form to be considered for admission. Applications will be reviewed promptly and an e-mail notice of admission will occur within a week of receipt of a complete application. Full payment is required before participants are registered and granted a net ID and password to access course content.

“This unit really brought home how essential IT (information technology) will be for the future of medicine, as well as the viability of practices to not only meet expected standards but to survive financially in the process. I was skeptical about an electronic health record before but now recognize its critical utility.”
–Program participant

As the U.S. health care delivery and financing systems transform it is no longer sufficient for physicians to be skilled in the art and science of medicine. Practitioners who seek to lead, to survive and thrive as a part of medicine’s evolving landscape need to acquire business acumen, as well as leadership and management knowledge and skills to complement their clinical expertise.

They also need to design or re-design their practices by:

  • incorporating population health management strategies and tactics
  • increasing their emphasis on health and wellness
  • adopting clinical informatics and decision support tools that make the practice more efficient and effective
  • applying continuous performance improvement tools and tactics that enhance access and improve clinical outcomes for the patients and populations served.

The Certificate in Healthcare Leadership and Management for physicians is designed to achieve these objectives and provide practicing physicians with content knowledge and skills development in all these domains.

The curriculum is divided into 11 units organized in three sections:

Section I – Interpersonal and Communication Skills

  • Unit 1: Emotional Intelligence I (self-awareness, self-control, adaptability)
  • Unit 2: Emotional Intelligence II (relationship management, influence, teamwork)
  • Unit 3: Effective Communications (personal capacity building, crucial conversations, communication styles)

Section II – Leading and Managing in an Inter-Dependent World

  • Unit 4: Leaders, Managers and Followers (roles and responsibilities of each)
  • Unit 5: Leading Change through Adaptive Leadership (concept, making it work)
  • Unit 6: Conflict and Negotiation (nature of conflict, negotiation strategy and tactics)

Section III – Providing Value-Based Care for Individuals and Groups

  • Unit 7: Practice-based Population Health Management (tools and tactics)
  • Unit 8: Practice-based Performance Improvement (tools and tactics, measuring for improvement, benchmarking)
  • Unit 9: Informatics and Clinical Decision Support (importance, applications to practice)
  • Unit 10: Teams and Teamwork (team care delivery, working to top of license intent)
  • Unit 11: Value for Patients and Payers (defining value, measuring outcomes, engaging patients)

The content for each unit is delivered using a variety of video, audio and reading assignments available on a BlackBoard-enabled E-learning platform. Content videos are professionally produced and accompanied with a complete slide set that permits a student to take notes as they review video content. Public domain supplementary videos complement core material, giving participants access to recognized experts and differing perspectives on unsettled or controversial topics.

“Unit 8 was rich with information. The videos were excellent and clear in intent. I have already been able to implement several of the models for improvement in the Department of Medicine.”
–Chair of Medicine; program participant

A course innovation and student highlight is the opportunity to select one of two case studies to practice and apply new knowledge.

The Bailey Clinic is the story of a successful seven physician adult internal medicine practice that has made a successful but challenging transition from a traditional doctor and medical assistant care model to a Patient Centered Medical Home relying on inter-disciplinary physician-led teams to care for its 25,000 affiliated patients and families. Now it is being pursued to join a Medicare Shared Savings Program Accountable Care Organization.

The Synergy Hospitalist Group – In contrast to the Baily Clinic, the Synergy Hospitalist Group case study exercises highlight the challenges associated with merging three independent hospitalist groups into a single hospital-employed group practice and the hurdles the group has to overcome as they work with hospital executives and clinical leaders to improve patient outcomes and hospital efficiency and effectiveness.

A new chapter of each group’s journey accompanies each unit. Students apply their newly acquired knowledge and insights from the class to help clinic leadership resolve differences and move toward their goal. This approach strengthens the shared learning among classmates who benefit from reading one another’s online posts and the accompanying faculty commentary.

“Overall, I felt the case study was one of the best examples of this type of learning. As we went through the case with each unit the anticipation of ‘what could happen next’ really promoted a lot of thought.”

“I like reading the responses from classmates because I can learn so much from their experiences.”
–Program participant

Program Director: Michael J. Deegan, M.D., D.M.

Dr. Michael (Mike) Deegan is a Clinical Professor for Healthcare Leadership and & Innovation in the Naveen Jindal School of Management at The University of Texas at Dallas.

Before joining the University faculty in 2012, Dr. Deegan was Executive Vice President and Chief Clinical & Quality Officer for Texas Health Resources (THR), the largest not-for-profit healthcare delivery system in North Texas. During his tenure with THR, Dr. Deegan was responsible for the organization’s internal and external quality and patient safety programs, system medical staff affairs activities for 13 wholly owned hospitals, and the THR Education & Research Institute; the organization’s center for clinical research and continuing medical education.

Prior to joining THR, Dr. Deegan served in a series of physician leadership and management positions including senior vice president and chief medical officer in another multi-hospital delivery system and as a regional chief medical officer with the Henry Ford Medical Group & Health System, where he spent 14 years as a clinician, teacher, investigator and physician manager and leader.

Earlier in his career, Dr. Deegan held full-time faculty positions at the University of Michigan (Ann Arbor), the University of Pennsylvania (Philadelphia) and Emory University (Atlanta) Schools of Medicine.

Dr. Deegan has many interests, foremost among them physician leadership and management education and development, clinical quality and patient safety performance improvement and innovative educational methods.

Dr. Deegan earned a Bachelor of Science degree in Biology at St. Joseph’s University (Philadelphia, PA), a Medical Doctor degree (with honors) from the University of Maryland at Baltimore and a Doctor of Management degree from the Weatherhead School of Management, Case Western Reserve University (Cleveland, OH).

Gaps in undergraduate medical education and residency training leave physicians unprepared to manage a practice or lead colleagues and staff in the operational and business aspects of care delivery.

Healthcare delivery in the U.S. is in the midst of transformational change necessitating the acquisition of new knowledge and skills if physicians are to survive and thrive in the future.

The changing care delivery environment and emerging models for care delivery place greater emphasis on teamwork and collaboration, clinical informatics, continuous performance improvement, and practice-based population health management knowledge and competence domains most physicians are unfamiliar with and can learn through this program.

Ideal for practicing physicians who recognize some or all of these needs but who are not ready to invest the time, money and effort required to obtain a graduate business or healthcare management degree.

The program is a thoughtful blend of three content domains and related competencies:

  • Interpersonal and communication skills: provides participants with a deeper awareness and appreciation of the “soft skills” needed to lead and manage others.
  • Core management and leadership subject matter: guides participants to recognize and appreciate the different contributions of managers and leaders and the often under-recognized or appreciated contributions of engaged followers.
  • Practice design/re-design knowledge and tactics: this section highlights topics of increasing relevance to effective, efficient care delivery that is patient-centric and value oriented. Managing patient populations while striving to continuously improve care processes and utilize clinical information technology are newer knowledge and skill sets that fill the space between mainstream clinical knowledge and business practices. Few practicing physicians have been systematically exposed to these content domains.

The program was specifically designed for busy practicing physicians:

  • Access to the course is available on a 24 hour – 7 day basis from hard-wired or wireless access points, permitting students to select a convenient time and place to study course material or complete related assignments.
  • Program graduates report spending 8 to 10 hours of effort on each unit’s content or 90 – 110 hours during a 9-month period; about three hours per week.

  • Using a tablet, laptop or desktop computer (Mac or Windows – PC formats supported) and a high-speed Internet connection students can easily access course content through the course homepage on a 24/7 basis.
  • The content of each unit is maintained in a single folder and all videos, reading assignments, case studies and quizzes for each unit are available from the unit folder with a single click.
  • A benefit of online learning is the ability to return to any of the course materials for a second or third look to re-explore subject matter or clarify a fine point or observation.
  • Overall, program participants have been pleased with their online learning experience regarding ease of access, quality of content and interaction with program faculty and classmates.

  • At the present time, the program is open to physicians licensed to practice in the U.S.
  • Completing the online application (see tab) will provide all the information required for admission.

The next open class will begin July 17, 2017 and conclude March 5, 2018. A second class is scheduled to begin on January 22, 2018.

The program is delivered to a cohort of participants who pursue the course together. Physicians may enroll by completing the online application and selecting a start date from the available options. Course access is granted after receipt and approval of a complete application and full payment is received.

Enrollment is limited to the first thirty (30) qualified individuals based on a complete application and full payment.

Organizations (professional societies, hospitals, medical groups, healthcare delivery systems, others) may enroll a group of physicians. Start and completion dates, fees and special requests should be discussed with the program director – Dr. Michael Deegan by contacting him at mike.deegan@utdallas.edu or 972-883-5808 (central time).

You may download the brochure or fact sheet and print it at your convenience.

“Interestingly, my organization has faced similar challenges as we have developed a PCMH program with several insurance companies. It has been helpful seeing the ‘behind the scenes’ decision making processes that occur as well as the fundamentals for why this is important.”

–2016 participant

“The content videos are an awesome summary of the assigned readings and key concepts for each topic.”

–2016 participant

[The case studies are] “a great way to apply the material from this unit. You can read the articles and view the videos but the Bailey Clinic exercise is a great way to tie it all together.”

–2014 graduate

“Overall I felt the case study was one of the best examples of this type of learning. As we went through the case with each unit the anticipation of ‘what could happen next?’ really promoted a lot of thought.”

–2013 graduate

“I thought unit 4 [Leaders, Managers and Followers] was very useful related to the development of leadership skills for a clinician transitioning to a leadership position.”

–2016 participant

“Enjoyed the course! Great information on leadership, management, clinical decision and improvement processes.”

–2014 graduate

“Just an excellent course. I learned a great deal about myself. It also encouraged me to think about the ideas being proposed in a more productive way. I feel I am more informed and prepared to face the future as a result of being in this class. I think more physicians should be part of this fabulous opportunity.”

–2013 graduate

“Unit 8 was rich with information. The videos were excellent and clear in intent. I have already been able to implement several of the models for improvement in the Department of Medicine.”

–2013 graduate