Peer Review

• The content is accurate, well-organized, and covers the topic from a healthcare perspective. 
• All leadership and management theories, healthcare models (e.g., ACO, IDS, HMO), and ethical frameworks are presented with correct, up-to-date definitions and citations from authoritative sources (IOM, AHRQ, CMS, ACHE, etc.).
• Format is conducive to use in the courseroom, and discussion can be generated from the points presented. 
• Explicit attention to cultural proficiency, social determinants of health, Latino health literacy, maternal mortality disparities, and LGBTQ+ considerations keeps the material socially relevant.
• Content is written at an introductory-to-intermediate level ideal for undergraduates or early-career professionals; each chapter stands alone and contains learning objectives, key points, and review questions, allowing flexible sequencing.
• The text includes scholarly citations and references when reporting information.
• Every chapter embeds the running “Mr. Rodriquez” case plus “Stop and Apply” boxes that require learners to translate theory into practice immediately. Rubrics for SWOT, PEST, balanced scorecards, and strategic planning are included as usable templates.

• Not a weakness with the text, but a tip for those who want to adapt: Rapid Policy Obsolescence– ACA repeal attempts, telehealth waivers, and HIPAA enforcement rules have already evolved since 2020; some statutory excerpts will need instructor-supplied updates each semester.

• Every chapter opens with numbered, student-centered learning objectives that map directly to summaries, key terms, and review questions, making alignment with course outcomes effortless for instructors.
• Foundational definitions (health vs. healthcare vs. health care) are revisited in later chapters on policy, IT, and ethics, ensuring spaced repetition and deep conceptual understanding rather than rote memorization.
• The continuous "Mr. Rodriguez" case threads through all 15 chapters; students must apply new concepts (SWOT, RFID, DNR policy, staffing models) to the same scenario, promoting transfer of learning and systems thinking.
• Built-in "Stop & Apply" mini-cases, discussion questions, and self-assessments can become:
  • Flipped-classroom pre-work
  • In-class team debates
  • Capstone project scaffolds
  • Online discussion-board prompts
  • Reflective journal prompts
• Learning objectives, key-term lists, and chapter-end questions provide ready-made rubrics for quizzes, exams, AAC&U-style VALUE rubrics (critical thinking, ethical reasoning), and program-level accreditation reporting (CAHME, CEPH).
• Instructor's manuals, PowerPoint slides, and test banks are provided by the publisher, reducing course preparation time and ensuring consistency across multiple sections or adjunct faculty.

The following are considerations for adapting instructors to consider:

• The copyright page lists "2020 edition." Given rapid changes in ACA rules, telehealth reimbursement, and HIPAA enforcement (post-2021 CARES Act, 2023 OCR guidance), a dated edition risks misleading students; a "living" web companion or an annual delta release would keep the material up to date.
• No built-in H5P, Canvas, or Blackboard cartridges with interactive quizzes; instructors must manually upload questions or create auto-graded quizzes, which can deter large-enrollment online adoption.
• There is a slight skew toward Bloom's taxonomy. Most chapter questions target "describe" and "explain"; only a handful reach "evaluate" or "create." Additional higher-order prompts (e.g., design a balanced scorecard for the hospice, critique an ACO contract) must be authored by the using/adapting instructor.
• While case studies are excellent, novice instructors may struggle to convert cases into structured team-based learning without extra preparation.
• Test-bank answers are available only to instructors; providing student-facing rationales could enhance self-study and reduce office-hour load.

• Uses sequential headings
• No split cells in tables.
• The link is working and easy to navigate. 
• Every chapter follows an identical sequence (Learning Objectives → Introduction → Content → Stop & Apply → Key Points → Terms → Questions → References), so users always know where they are and what to expect.
•  The file is a true text-based PDF (not a scanned image); users can highlight, copy/paste, and run screen readers or text-to-speech software without additional Optical Character Recognition (OCR) steps.
• Table of Contents entries are linked to page numbers; cross-references (e.g., "see Figure 2.1") jump to the correct figure, saving scroll time.
• Single-column text, generous margins, and a 12-pt sans-serif font reduce eye strain when reading on desktop and tablet.

• Uses italic text, which may be difficult for some to read. Suggestion is to use non-italic text for accessibility.
• Unable to find alt text for 100+ diagrams, flowcharts, and data tables (e.g., Figure 5.2 Transformational Leadership graphic, Table 6.5 Leadership Theory Timeline). These items lack alt text or a long description, leaving screen reader users with only the caption.
• The inside-cover QR code links to a 4-minute “Gantt Chart" video; captions are auto-generated and < 70 % accurate, and no transcript file is provided.