Career Development and Lifestyle Planning



Applied and Behavioral Economics in Health Care2 CreditsBU.555.710.xx [NOTE: Each section must have a separate syllabus.][Day & Time / ex: Monday, 6pm-9pm][Start & End Date / ex: 3/24/15-5/12/15][Semester / ex: Fall 2016][Location / ex: Washington, DC]Instructor[Full Name]Contact Information[Phone Number, (###) ###-####][Email Address]Office Hours[Day(s)/Times]Required Texts & Learning MaterialsThere are no required texts for this class. I recommend the following book for a reference. I will put a copy on reserve in the library. Health Economics: Theory, Insights, and Industry Studiesby Santerre and Neun, published by Cengage Learning You are not required to buy this book for this class. You are only required to do the readings from it. However, this textbook can serve as a good reference, so if you intend to continue in the field, I recommend purchasing it.Also recommended, but not required, is the following text:Your Money or Your LifeBy David Cutler, published by Oxford We will discuss the articles listed below. I will provide e-links to the articles on Blackboard, however you are responsible for reading them in whatever form you see fit (printed, iPad, Kindle, whatever)Articles: Manning et al (1989), Taxes of Sin: Do Smokers and Drinkers Pay Their Way? JAMA, 261: 1604-1609G Lowenstein, David A. Asch, JY Friedman, LA Melichar, Kevin Volpp (2012), Can Behavioural Economics Make us Healthier?, British Medical Journal, 344: e3482.Kevin Volpp, AB Troxel, Mark V. Pauly, Henry Glick, Andrea Puig, David A. Asch, R Galvin, J Zhu, F Wan, J DeGuzman, E Corbett, J Weiner, J Audrain-McGovern (2009), A Randomized Controlled Trial of Financial Incentives for Smoking Cessation, The New England Journal of Medicine, 360:699-709Kevin Volpp, David A. Asch, R Galvin, G. Loewenstein (2011), Redesigning Employee Health Incentives - Lessons from Behavioral Economics , New England Journal of Medicine, 365, 388 – 390Kevin Volpp, L John, AB Troxel, L Norton, J Fassbender, G Lowenstein (2008), Financial Incentive-based Approaches for Weight Loss: A Randomized Trial, JAMA, 300(22): 2631-2637Kevin Volpp, G Lowenstein, AB Troxel, J Doshi, M Price, M Laskin, SE Kimmel (2008), A Test of Financial Incentives to Improve Warfarin Adherence, BMC Health Services Research, 8: 272Frank, R and Sherry Glied (2009) “Better But Not Best: Recent Trends in the Wellbeing of the Mentally Ill” Health Affairs 28, no 3, 2009Bach PB, Pham HH, Schrag D, Tate RC, Hargraves JL. Primary care physicians who treat blacks and whites. N Engl J Med. 2004; 351:575-84Simeonova, Emilia (2013) “Doctors, Patients, and the Racial Mortality Gap” forthcoming in the Journal of Health EconomicsDupas, Pascaline (2013) “Short-run Subsidies and Long-Run Adoption of New Health Products: Evidence from a Field Experiment” available here: , Pascaline (2011) “Health Behavior in Developing Countries” Annual Review of Economics, Vol 3, Sept 2011Loewenstein et al (2007) “Asymmetric Paternalism to Improve Health Behaviors” JAMA 2007; 298(20) pp. 2415-2417Case studies:Anita Tucker “Learning about Reducing Hospital Mortality in Kaiser Permanente” Harvard Business School Case Study 8-612-093“Achieving Mental Health Parity” Harvard Kenny School Case Study HKS687, Case Number 1948“Health Insurance to the Base of the Pyramid” by B.P. Suresh and S.R. Asokan; Richard Ivey School of Business Case Study W 11251, on the HBS case study site“Apogee Health Care” (Prepared by Professor David Young) Case Study by The Crimson Group; HBSP Product Number TCG 123, on the HBS case study site“Target Systems: Opportunities and Challenges in the Electronic Health Information System Arena” by Michael Fratantuono and David Sarcone; Richard Ivey School of Business Case Study W12290, on the HBS case study site Course DescriptionThis course covers the application of economic theory to the health care markets and decision-making. It explores the economic analysis of the health care industry across the continuum of care, including the role of non-profit and for-profit providers, the nature of competition, the effects of regulation and antitrust activity on hospitals, the effects of alternatives to hospital care and shifting of services between inpatient and outpatient settings and its effect on health care costs and quality. The course builds on analytical tools of economics applied to issues in health care to explore the use of economic incentives to influence health behavior, the role of asymmetric information and agency in health care, the role of decision making biases as it applies to health care, the incentive implications of government as payer and regulator, issues surrounding equity and ethics, the role of health insurance in the economics of pricing, and the theory of the firm as it applies to physicians, hospitals, and systems. Prerequisite(s)BU.220.620 Economics for Decision Making OR BU.912.610 Competitive Strategy?Learning ObjectivesBy the end of this course, students will be able to: L.O. #Student Learning Objectives for this course1Apply the tools of behavioral and health microeconomics to appropriately analyze decision-making of individuals and organizations, with a focus on health care.2Develop an analytical, critically constructive style of analysis of issues in health care and other industries.3Integrate current research literature on behavioral health economics, and apply the research to issues in health care.4Apply lessons from class to real-life situations, in health care and in the general economy.To view the complete list of Carey Business School’s general learning goals and objectives, visit the Teaching & Learning@Carey website. Attendance Attendance and participation are part of your course grade. Everyone’s full attention and engagement in the learning process are crucial in fostering a healthy and engaged learning environment and also benefit your peers. Course participation is more than just attending class. Asking questions and offering your perspective based on experience, cultural background, or knowledge attained in other classes is encouraged. The attendance grade composition reflects the basic points outlined above. Students will receive points according to their attendance and class participation in every lecture: 0 points or no attendance; 1 point for attendance and no class participation; 2 points for class participation; and 3 points for class participation that fosters discussion and understanding of other students.I expect you to come to class on time and prepared. This means having read the assigned text and prepared for the case discussion. Responding to email or surfing the internet during class is considered to be unprofessional. Aside from taking notes, a laptop is generally unnecessary. Please put all pagers and cell phones on vibrate mode. The exam date and the due dates for the problem sets and class presentations are posted in the calendar below. Problem sets are due in class regardless of your attendance in that particular class session. If you fail to submit your assignment on time, your grade will be affected. I will reschedule exams and allow late submissions only in very special circumstances. Assignments & RubricsComponentCourse Learning ObjectivesPercent of gradeFinal exam1, 2, 350%Problem sets2, 320%Class participation & Case Studies1, 2, 420%Peer group evaluations of team presentations**1, 2, 410%Total100%**In today’s business world a lot depends on your ability to work in teams and communicate successfully your opinions and ideas. Your performance will be routinely evaluated by your peers and other business professionals based on their impressions of work that is done in teams. This component of your grade will be calculated based on the average grade that your classmates assign to your team’s presentation. All students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.? Students who fail to complete and submit the pledge will have a registrar’s hold on their account. ??Please contact the student services office via email carey.students@jhu.edu if you have any questions.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Scoring rubrics Group Presentations10: professional level of presentation of material, insight into the topic, demeanor in front of diverse public; ability to answer flawlessly questions from the audience; this is a very rarely assigned grade8: well-presented and very coherent; new material incorporated in the presentation as well as a demonstration of an excellent grasp of class material; this score should be reserved for the top 10-15% of presentations6: solid understanding of the case and of related class material; not as inspiring as an 8 but demonstrates good knowledge 4: presentation has a couple of good points; mostly descriptive or repeats material available in the case/class discussion2: demonstrates very little effort in preparation and/or delivery of the material; poor understanding of underlying issues0: presenter did not show upProblem sets and examsPoints as assigned in the test/homework. Will not receive letter grades for these assessments, only points. The points are used together with the other assignments to form your final grade according to the breakdown above.Class participation and case studies3: able to answer or ask good questions with good examples based on the readings or class material; inspires further discussion of the topic; consistently demonstrates insights into the current topic; this score is rare2: proactively raises a couple of good points; shows good understanding of material in class and in any assigned readings1: was in class but did not contribute to discussion0: did not attend class GradingThe grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School’s Student Handbook for grade appeal information. Tentative Course Calendar**The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.Meeting TimeTopicReadingsDueDateHow do economists think of health? Issues in health care delivery design and implementationSources and remedies for inequalities in health and related policies; Cost and benefit analysisCutler, Chapter 1Class notesDateThe patient sideThe demand for health care; Medical care production;In-depth analysis: Challenges to the provision and delivery of mental health care and their resolutionClass notes; Santerre and Neun, Chapters 5 and 7Case: Achieving Mental Health ParityReading: “Better But Not Best” by Glied and Frank; Health Affairs 28, No 3, 2009Problem Set 1 distributedDateInstitutional setup in health care provision and related challengesThe demand for health insurance; Structure of the US Private Health Insurance Industry; Health insurance in developing countries; Behavioral challenges to health care delivery in developing countries; Behavioral economics concepts: Anchoring, framing and learningSanterre and Neun, Chapter 6Article: Dupas, Pascaline (2013) “ Short-Run Subsidies and Long-Run Adoption of New Health Products” Case: Health Insurance to the Base of the PyramidProblem Set 1 due at the end of classDateThe provider side 1:Models of hospital behavior;Quality of care issues;The Role of the State; Behavioral challenges to health care delivery in developed societiesBehavioral concepts: Framing; discounting; procrastinationSanterre and Neun, Chapter 13Article: Loewenstein et al (2007) “Asymmetric Paternalism to Improve Health Behaviors” JAMA 2007; 298(20) pp. 2415-2417Case: Learning about Reducing Hospital Mortality in Kaiser PermanenteProblem Set 2 distributed Teams for first set of group presentations formedDateThe provider side 2:Models of Physician Behavior; Electronic Medical Records;Sources of bias in economic decision-making; Sources of bias in therapy decisions; In-depth analysis: Racial disparities in health care outcomesClass notes;Article: Bach, P et al (2004) Primary Care Physicians Who Treat Blacks and Whites” NEJM, 2004; 351: 575-84Article: Simeonova, Emilia (2013) “Doctors, Patients, and the Racial Mortality Gap”, Journal of Health Economics, forthcomingCase: Apogee Health CareFirst set of group presentations in class Class grades for first set of groups presentations due to professor by midnight on MondayDateComplex issues with many players:Physician-patient interaction; Patient adherence to prescribed therapy; Behavioral concept: The power of defaultClass notes;Case: Target SystemsProblem Set 2 due at the end of classTeams for second set of group presentations formedDateBehavioral issues in patient health management: obesity and exercise; smoking;addictionReading list; Class notesSecond set of group presentations in classClass grades for first set of groups presentations due to professor by midnight on MondayDateFinal examCarey Business School Policies and General InformationBlackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at . Support for Blackboard is available at 1-866-669-6138.Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-234-9243, by fax at 443-529-1552, or by email. Honor Code/Code of ConductAll students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.?Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Other Important Academic Policies and ServicesStudents are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:Statement of Diversity and InclusionStudent Success CenterInclement Weather PolicyCopyright StatementUnless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.?The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code. ................
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