HCMT-515: Health Care System Design and Innovation
January 25, 2021 2021-01-25 21:52HCMT-515: Health Care System Design and Innovation
HCMT-515: Health Care System Design and Innovation
Course Description
Students learn about the U.S. health care system, including the government’s role in the industry, cost and quality issues, managed care, reimbursement mechanisms, legal and regulatory issues, profit vs. non-profit care, the role of technology, and then compare it to international health care systems. Students will begin to conceptualize new models of delivery through analysis of barriers to process improvement and the use of Systems and Design thinking and Data Analytics. Students will appraise development, implementation and management of system components.Student Centered Learning Outcomes
The learning objectives for this course are:- Use knowledge of the components of the healthcare delivery systems in the U.S., including the federal government’s role and for-profit and not-for-profit delivery systems, to analyze and evaluate the choices and trade-offs in delivering health care in the U.S. and begin to appraise the process of change.
- Assess and evaluate the often-conflicting healthcare needs of individuals and the general population, and the delivery options now used to address these differences, and propose and construct new, innovative models of care using elements of design thinking.
- Apply the knowledge of social issues affecting consumer demand, healthcare workforce, changing disease patterns, and other environmental factors that are reshaping healthcare to explain the current state and issues, and propose solutions that have the power to increase affordability, improve clinical outcomes, improve healthcare communication and enhance quality of care.
- In the context of current popular ideas related to health care reform, quality improvement, performance measurement, and information systems, use creative and systems thinking to identify those elements that are effective, and propose new methods and technologies for those that are not.
- Use a variety of media resources to illustrate various popular perspectives of healthcare systems today, so as to establish a benchmark from which more effective system elements can be proposed.
- Using the Stanford University’s bootleg boot camp design steps, develop a healthcare product or service based upon an issue affecting students’ specific areas of professional experience that can improve clinical outcomes, quality, and/or value of delivered services.
- Using class discussion fora, identify and evaluate various perspectives regarding personal and professional experience and activities related to the key elements of healthcare systems, including a review of healthcare resources, current epidemiological and public health issues, and comparisons to international health care systems.
- Apply data analytic methods and metrics for population health management and outcomes evaluation to explain the process of developing data-driven decisions and policies.
- Exhibit exemplary communication skills, through written, verbal and diagrammatic representations; and keen awareness of cultural challenges in leading an organization and its constituents through the process of innovation.
- Using theory and principles of the process of innovation, develop strategies that result in improved delivery systems, addressing the concepts of evidence-based practice, systems assessment, system interventions, feedback, and managing resistance to system innovation.
Textbook(s) and Technology Requirements (Links to an external site.)
Required Text:
Creative Confidence, Unleashing the Creative Potential Within us All, Tom and David Kelley, Crown Business, 2013, ISBN: 978-0-385-34936-9Required Case Study:
The Dana-Farber Cancer Institute, published by the Harvard Business School, The case will be used as a basis for a class group project that will be due in Week 8 of the course. The project will focus on Systems Thinking and Design and will incorporate concepts from the Stanford d.school of design. Here is the HBSP case study is URL: http://cb.hbsp.harvard.edu/cbmp/access/79460355 (Links to an external site.) The case study is the property of HBR and there is a fee for accessing it.Supplemental Material
The following is a list of supplemental websites useful for general information and exploration:- Administration on Aging: https://www.acl.gov/about-acl/administration-aging (Links to an external site.) (Links to an external site.)
- DiversityRx: http://diversityrx.org/resources/database/ (Links to an external site.)
- Kaiser Family Foundation: http://kff.org/health-reform/ (Links to an external site.)
- MEDICARE Fact Sheets, https://medicare.net/medicare-facts/ (Links to an external site.)
- MEDICAID Facts, http://www.medicaid.gov/index.html (Links to an external site.)
- The Henry J. Kaiser Family Foundation, Employer Health Benefits, 2012 Annual Summary: http://ehbs.kff.org/ (Links to an external site.)
- The ACA, http://www.hhs.gov/healthcare/rights/law/index.html (Links to an external site.)
- The Commonwealth Fund, a private foundation working toward a high-performance health system: http://www.cmwf.org (Links to an external site.)
- Institute of Medicine, http://www.nationalacademies.org/hmd/ (Links to an external site.)
- Rand Health http://www.rand.org/ (Links to an external site.)
Optional Books:
- Buchbinder and Shanks, Introduction to Health Care Management, edited by Sharon B. Buchbinder, Nancy H. Shanks., Buchbinder S. B. and Shanks N. H. (Eds.), Sudbury, Mass. : Jones and Bartlett Publishers, 2012.
- Chisolm, The Health Professions: Trends and opportunities in U.S. health care Sudbury, Mass. : Jones and Bartlett Publishers, 2007
- Shi and Singh, Delivering Health Care in America: A Systems Approach, Sudbury, Mass. : Jones and Bartlett Publishers, 2008
Software Used: A basic use and understanding of the following computer software programs is required: Microsoft Word and Canvas
Resources
Library:The Champlain College Library (Links to an external site.) has a wealth of online books and articles available for your research needs. You can search for books and e-books from the Library Catalog (Links to an external site.). E- books will say “ONLINE” for their status. The library also has access to thousands of online journal articles. These can be found in our databases which are broken up by subject (Links to an external site.). If you are looking for a specific journal title (such as “The Journal of Applied Psychology”) you can search for it under E-journals by title (Links to an external site.).If you are off-campus, you will be required to log in to authenticate that you are a Champlain student. Your log in is the same user name and password that you would use to access my.champlain (Links to an external site.). If you have any questions about research or access to any of these resources, don’t hesitate to contact a Librarian (Links to an external site.). They are available via phone, email, instant message and in person and are happy to assist you with your research. In addition, within Canvas there is a “Library Tools” tab at the top of the page that gives you access to most of these resources.Writing Center:The Writing Center at Champlain provides free one-with-one writing support for all members of the Champlain community. Writing Center consultants work with students on a wide range of writing topics, including brainstorming ideas, topics selection, understanding assignments, essay organization and sentence-level revisions. The consultants are also trained to work with the writing you do outside of class as well. For example, the staff is prepared to discuss creative writing projects, cover letters and public writing composed by the students and staff at Champlain.The CWC is committed to serving online students as well as traditional on-campus students; however, the process of working one-with-one changes a bit when done virtually. Our new Online Writing Center allows Champlain students taking online classes to have a one-with-one conversation with a writing center consultant in real time. The Champlain Writing Center can provide support on all things writing, ranging from topic selection, to organizing an essay to grammatical questions. You can collaborate with the Online Writing Center using your Champlain College provided Google Account. Contact Evan Tetreault, our online writing consultant, at champlainwritingcenter@gmail.com to set up a mutually agreeable time to meet for a virtual consultation.More information is also available by calling the Champlain Writing Center at 802-383-6672.Website: http://www.champlain.edu/Writing-Center.html (Links to an external site.)
Topic Outline
- Healthcare delivery systems and components (for-profit and not-for-profit)
- Managed care and payer models
- The public health system
- Concepts of design thinking
- Concepts of data analytics
- Comparison of the U.S. system to international health care systems
- Health Policy/Legislation: COBRA, ERISA, HIPAA, Medicare/Medicaid reform, etc.
- Societal Issues: Consumer demand, healthcare workforce, changing disease patterns, etc.
- Applying data analytic methods at the systems and granular level to the healthcare system: constraints, benefits, trends, etc.
- Current healthcare trends related to societal and environmental changes
- Application of data analytics and critical thinking to create appropriate innovative system designs to support improved access, quality and cost.
Methods of Assessment
Your final grade will be determined based on:| Graded Elements | Percentage |
|---|---|
| Discussions | 40% |
| Class Assignments | 40% |
| Class Project Based on Dana-Farber Case Study | 20% |
| Total | 100% |
| Course Feedback Discussion | 1% |
| Extra Credit Course Evaluation | 1% |
Written AssignmentsYour written assignments will be assessed using the following rubric:
| Criteria | Description | Maximum Points |
|---|---|---|
| Appropriate and Relevant Content | Submission is articulate and relevant to course learning objectives, and applies those concepts to workplace situations. Submission provides clear evidence from the course readings and lecture information that demonstrates sound interpretation and reasoning. All opinion-based comments relate to the assignment and are fully supported by evidence from the course resources and other research. | 50 |
| Innovation and Critical Analysis | Submission expands the analysis beyond the scope of presented materials by providing evidence of reflection and insight, and integration of original and practical ideas. Submission provides solutions or positions based on well supported conclusions (i.e. evaluated relative to the issues of the assignment); Submission explores sound ideas in nontraditional ways. Submission recognizes the interrelatedness of stakeholders; Submission includes points that are crucial to the analysis and clearly addresses alternative points of view through integration of various perspectives. | 30 |
| Professional Language and Style | Submission is free of spelling and grammar errors. Language of submission clearly and effectively communicates ideas. Submission style is consistently professional. APA style is used for references and formatting and contains no errors. | 10 |
| Overall Assessment | Submission viewed in entirety; overall flow and achievement of learning objectives. | 10 |
| Maximum Total Points: 100 | ||
Participation and Engagement
Attendance and involvement is measured through your presence and participation in all aspects of the class. Your participation is extremely important to the learning experience for both you and your classmates.Discussions
Class discussion is a vital component to the online class.Students are expected to complete the reading assignments, and post multiple, in-depth postings /module, reflecting on quotes, excerpts, charts, or questions posted for the semi-weekly discussion topics. Please avoid repetition because the discussions are meant to create a deeper understanding of the material we will cover. Students are encouraged to interact by posting thoughtful responses, asking questions, or clarifying important points from the textbook. Please stay on the subject because the students in our virtual class depend on each other to clarify the core knowledge of this course.The instructor attends to all discussions posted on the discussion board. However, the instructor expects students to both ask and attempt to answer each other’s questions. If there is a specific need for the instructor’s response, it will be provided but a large part of the rubric which guides evaluation is based on how well students independently integrate the material, develop their thinking, and use creative and critical thinking.
Of the required postings/module, at least one posting will be an assignment that reflects how you incorporate your readings, discussion points, research, and own experience into specific assignments that you will post as a document or link for the class to review. Additional postings will be reflections on the posted material for that module and/or any of the concept maps posted by your classmates. Posting should link across discussion items and posted material; think broadly as well as digging more deeply into the discussion material provided.Remember: this is an accelerated course. You must schedule your work so that you can complete all required postings for each module by the weekly deadline. Since class participation counts towards the final grade, it is essential for fairness that all students should complete the weekly readings and postings by the assigned deadlines. Please note, this course ends on the Saturday of Week 8.)
Participation
Participation is a key factor to success in an online class. Participation in the discussion forums weighs heavily on the final grade. In order to receive credit, you will need to check into the discussion(s) each week. Points lost from prior weeks cannot be “made-up”. Here are some suggestions for successful participation:- Respond to others with questions or comments that provoke elaboration.
- Answer questions raised in response to your own postings.
- Bring in resources from outside the class materials (website, reading inanother class, work experience etc.)
- Link the comments of two people in a very explicit way that has notbeen expressed.
- Demonstrate your interest with an active listening question to another.
- Build on another’s thinking.
- Use the course materials, including quotes from readings, as”evidence” to support your thinking.
- Avoid unsupported opinion.
Discussions will be graded based on the following rubric:
| Criteria | Description | Max Points | |
|---|---|---|---|
| Participation | Submits one initial response by the due date and posts several substantive responses by the close of the discussion. Meaningfully participates on at least four days of the discussion period. | 20 pts | |
| Application | Explicitly explains, applies, and integrates a) concepts from this or other courses, b) outside resources or research, c) life experiences, and/or d) processes used to solve problems. | 20 pts | |
| Collaboration | Fosters collaborative learning while a) problem-solving, b) respectfully challenging others, and/or c) expanding thinking through responses and reflection with other learners. Builds on classmate and instructor contributions to further develop the conversation. | 25 pts | |
| Critical Thinking | Clearly articulates a desire to a) reflect, b) explore possibility, c) recognize ambiguity, d) question assumptions, and/or e) search for logical relationships among ideas. Selects, analyzes, and synthesizes relevant information to demonstrate original thinking. | 25 pts | |
| Presentation | Demonstrates attention to APA/MLA style and structure, adheres to rules of grammar and etiquette, and properly cites references to literature and course materials. | 10 pts | |
| Total Points: 100 | |||
Student Resources & Policies
Academic Honesty Policy
Champlain College students are expected to be familiar with and adhere to the College’s policy for Academic Honesty. (Links to an external site.) Academic honesty entails creating original assignments, using your own words, and when using the words and ideas of others, documenting those sources using the method specified in this course. Please consult with your instructor if you are in doubt. Violations of the policy could result in a grade of F on the assignment or in the course as well as dismissal from the College.Grading Policies
CPS Grading Policy (Links to an external site.)Grading Scale (Links to an external site.)| Student Resources | |
|---|---|
| Accessibility and Accommodations (Links to an external site.) | Champ Support (Links to an external site.) |
| Bookstore (Links to an external site.) | Library Resources (Links to an external site.) |
| Canvas Support (Links to an external site.) | Online Tutoring (Smarthinking) (Links to an external site.) |
| Career Services (Links to an external site.) | Student Accounts (Links to an external site.) |
Course summary:
| Date | Details | |
|---|---|---|
| Wed, 9 May 2018 | Assignment Week 1: Discussion 1-1: Mental Models & Healthcare | due by 23:59 |
| Sun, 13 May 2018 | Assignment Week 1: Assignment 1-1: 11 Laws of Systems | due by 23:59 |
| Assignment Week 1: Assignment 1-2: Course to Course Project | due by 23:59 | |
| Wed, 16 May 2018 | Assignment Week 2: Discussion 2-1: Fear of Failure | due by 23:59 |
| Sun, 20 May 2018 | Assignment Week 2: Assignment 2-1: Interview for Empathy | due by 23:59 |
| Wed, 23 May 2018 | Assignment Week 3: Discussion 3-1: Chronic Illness | due by 23:59 |
| Sun, 27 May 2018 | Assignment Week 3: Assignment 3-1: Define Mode | due by 23:59 |
| Wed, 30 May 2018 | Assignment Week 4: Discussion 4-1: Acting Versus Planning | due by 23:59 |
| Sun, 3 Jun 2018 | Assignment Extra Credit Course Feedback Discussion | due by 23:59 |
| Assignment Week 4: Assignment 4-1: Ideate | due by 23:59 | |
| Assignment Week 4: Assignment 4-2: Shared Visions | due by 23:59 | |
| Wed, 6 Jun 2018 | Assignment Week 5: Discussion 5-1: The Heart and the Dollar | due by 23:59 |
| Sun, 10 Jun 2018 | Assignment Week 5: Assignment 5-1: Prototyping | due by 23:59 |
| Wed, 13 Jun 2018 | Assignment Week 6: Discussion 6-1: Karaoke Confidence | due by 23:59 |
| Sun, 17 Jun 2018 | Assignment Week 6: Assignment 6-1: Testing | due by 23:59 |
| Assignment Week 6: Assignment 6-2: Language and Culture | due by 23:59 | |
| Wed, 20 Jun 2018 | Assignment Week 7: Discussion 7-1: Process Improvement Tools | due by 23:59 |
| Sun, 24 Jun 2018 | Assignment Part 1: Week 7 Assignment 7-1 and 8-1: Class Group Project and Individual Assignment Submissions | due by 23:59 |
| Wed, 27 Jun 2018 | Assignment Week 8: Discussion 8-1: Taking Action | due by 23:59 |
| Sat, 30 Jun 2018 | Assignment Extra Credit: IDEA Survey Quiz | due by 23:59 |
| Assignment Part 2: Week 8 Assignment 7-1 and 8-1: Class Group Project and Individual Assignment Submissions | due by 23:59 | |
| Assignment Week 8: Assignment 8-2: Course to Course Project Development | due by 23:59 | |
