COLLEGE OF HEALTH AND HUMAN SERVICES



COLLEGE OF HEALTH AND HUMAN SERVICES

California State University, Long Beach

Department of Health Care Administration

HCA 422-02 - Global Issues in Health Services (Hybrid)

Fall 2017

|Instructor: Dr. Henry O’Lawrence |Class Number: 3705 |

|E-mail: Henry.O’Lawrence@csulb.edu |Class Meets in: VEC Room 516A on MoWe from 2:00PM -3:15PM |

|Office Hours: MondayTuesday 5-8PM by appointment |Additional Contact Information: |

|Office Location: HHS1 – 001 |HCA Program Administrative Coordinator: Deby McGill, dmcgill@csulb.edu |

| |Tel. 562/985-5694; fax 562/985-5886 |

|Phone: (562-985-8103) | |

Course Description: This course examines factors that impact global health, including geography, climate, demography, culture, religion, and social organization. It then analyzes the characteristics of healthcare delivery systems and the governmental, economic, social and political forces that influence them. Issues are discussed from the standpoint of individual nations, regions, and the world. Behaviors, over which one can exert control, are juxtaposed with genetic and environmental factors, over which one has limited or no control. (Lecture) Letter grade only (A-F).

Expected Learning Objectives: The Health Care Administration Department has adopted a competency-based curriculum, based on the American College of Health Care Executives (ACHE) Competencies Assessment Tool and the Healthcare Leadership Alliance (HLA) Competency Directory. The emphasis in this course is on acquiring competencies in HLA Domain 4, knowledge of the healthcare environment. Students who have completed this course are expected to achieve the following learning objectives, according to the listed methods of assessment.

|Learning Objectives |Domain |Competency |Activity (A1), Assignment (A2) or Assessment |

| | | |(A3) |

|Compare and contrast different country social |Domain 3: |Organizational business and personal ethics |A1. Lecture and class discussion and |

|justice & ethical perspectives on health |Professionalism | |discussion board |

| | | |A2. Movie Critique |

|Compare and contrast the structure, organization |Domain 4: Knowledge of|Regulatory and administrative environments in|A1. Lecture and critical thinking discussion |

|and financing of the health care system in major |the Healthcare |which the organizations function |questions, class activities |

|developed and selected developing nations. |Environment, Knowledge| |A3. Final exam |

| |of global healthcare | | |

| |issues, trends, and | | |

| |perspectives (e.g., | | |

| |aging population, | | |

| |insurance costs, | | |

| |malpractice crisis, | | |

| |etc. | | |

| | |Funding and payment mechanisms of the | |

| | |healthcare system | |

|Describe how environmental, social and political | |Global healthcare issues, trends and |A1. Lecture and class discussion |

|forces affect health in a country. | |perspectives (e.g., aging population, |A2. Movie critique, Country Report, Final Exam|

| | |insurance costs, malpractice crisis, etc) | |

|Identify issues affecting the health of | | |A2. Case study report & presentation |

|underserved populations in the U.S. and abroad. | | | |

|Examine the impact of globalization on health in | | |A3. Final exam |

|the U.S. and worldwide. | | | |

|Find resources to examine global health, | | |A3. Country report |

|including recent trends and comparative data. | | | |

E-Portfolio Designated Assignments

|Learning Objective, from Syllabus |Domain |Competencies, |Title of E-Portfolio |

| | |{Job relevant skills to learn} |Designated Assignment |

|Compare and contrast the structure, |Professionalism |Organizational business and personal |Comparative Analysis Project, Case Study Project |

|organization and financing of the | |ethics |and Final Research Paper |

|health care system in major developed |Knowledge of the healthcare | | |

|and selected developing nations; |Environment, Knowledge of | | |

|Identify issues affecting the health |global healthcare issues, | | |

|of underserved populations in the U.S.|trends; | | |

|and abroad; | | | |

|AND |AND | | |

|Examine the impact of globalization on|Pperspective (aging | | |

|health in the U.S. and worldwide. |population, insurance costs, |Outcomes measures and Management | |

| |malpractice crisis; etc.) | | |

| | | | |

| | | | |

| | | | |

| | |Funding and payment mechanisms of the | |

| | |healthcare system | |

Expected Outcomes:

Upon successful completion of the course, the student will be able to analyze provision of health care in several nations and apply theories of market failure and government failure to the operation of these health services systems. In addition, students will:

A. Describe supply and demand patterns for health services in several countries.

B. Analyze how government and politics affect health policy.

C. Identify different approaches used to bring health care to the poor and underserved.

D. Analyze the relationship between economic/industrial development and health care delivery.

E. Examine how resources are expended on hospitals, physicians, nurses, preventive and sanitation services in various countries.

F. Describe the role of indigenous healers in several countries.

G. Relate social and political change to consequent reforms in health care and changes in health status.

H. Identify issues affecting underserved population’s health in the United States and abroad.

SPECIAL NOTE:

* Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the BeachBoard. It is a student’s responsibility to remain updated on course changes.

* Instructor will announce in class when class would not meet for lecture and when group should get together for their assignment.

Commitment to Inclusion

California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect.  All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation.  Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301,

Required Texts:

|[pic] |Jacobson, K. H. (2014). Introduction to global health (2nd Ed.). |

| | |

| |Burlingham, MA: Jones & Bartlett Learning. |

| | |

|[pic] |Lovett-Scott, M. & Prather, F. (Eds.). (2014). Global health systems: |

| | |

| |Comparing strategies for delivering health services. Burlingham, |

| | |

| |MA: Jones & Bartlett Learning. |

| | |

|[pic] |American Psychological Association. (2010). Publication Manual of the |

| | |

| |American Psychological Association, (6th ed.). Washington, DC: |

| | |

| |American Psychological Association. |

Reference Textbooks (Free downloads)

Reid, T.R. 2008. “Sick Around the World” PBS Home Video. We will watch DVD in class together. PBS offers a free online version here: or you may read the transcript here: . Website also offers many learning resources, all from a socialist democracy perspective.

Tanner, Michael D. 2008. The Grass Is Not Always Greener: A Look at National Health Care Systems Around the World. CATO Institute. Policy Study No. 613. Available online and Beach Board: . A critical look at the various socialist democracy attempts to provide universal health care in several nations and the criticisms that these systems are unsustainable and tend to compromise quality and freedom of choice.

Tanner, Michael D. 2011 (Revised from 2010). Bad Medicine: A Guide to the Real Costs and Consequences of the New Health Care Law. CATO Institute, Washington, D.C. .

A critical but comprehensive examination of ObamaCare’s (PPACA) impact on health care access, costs, taxes and business.

White, E.B. 2006. The Elements of Style. Paperback (about $3.00) or online . Instructor has Chapter II posted on BeachBoard. This short classic writing guide is considered the best ever produced; keep it at your desk throughout your career. You are tested on Chapter 2.

The Purdue University Writing Lab’s free guide to putting your paper in APA format.

Lecture notes, details of assignments, additional readings, and relevant web sites will be posted on BeachBoard. Keep checking BeachBoard for new information and announcements.

Other Requirements: E-mail address and Internet access to use the online BeachBoard course software system. If you have trouble with registration, contact the CSULB Technology Help Desk by phone at 562-985-4959, via e-mail at helpdesk@csulb.edu or go in-person to Horn Center.

Methods of Instruction: The course is taught through a combination of lectures and BeachBoard, guest lecturers, class discussion, discussion board and in-class presentations.

• Discussion

• Analytical and reflective writing

• Informal peer content critique/feedback

• Informal and formal critique/feedback by the instructor

• Readings from class texts, class notes/material, and from additional sources

• Individual field and research activities

Expectations of Student Skill Performance

• Write clearly and concisely, using correct grammar, punctuation and spelling. Cite all references using APA style; see style manual and (for website citations) ; .

• Communicate articulately in oral presentations; use appropriate audio-visual aids.

• Search the web and research publications and then apply the information found.

• Analyze information, both numeric and text; don’t just present data.

• Apply internationally-accepted metrics to compare health and healthcare systems.

• Synthesize information about factors that impact health and healthcare systems

• Compare and contrast countries, situations, historic and current times.

• Participate in class discussions, in person and online.

• Submit all assignments on time through the BeachBoard Assignments folder.

• Disabled students requiring special accommodations, please advise instructor.

Course Assignments and Grading

1. Basic Background Knowledge (team assignment). Teams will research answers to a take home exam and discuss answers in class in week 4. Be prepared to answer each question. Same grade for all team members.

2. Sicko Movie Critique (individual written assignment – minimum 500/maximum 1,000 words). Watch the movie “Sicko” and use the questions below as a guide for your critique. You can rent this movie through your local video store or check it out at the CSULB library for free. You may be able to watch this online as well for free. Be prepared to discuss your answers in class in week 5.

a. How do the disparities displayed in the movie differ between the U.S. and other countries reviewed in the movie?

b. Consider (or research) the political and public policy conditions that affect the health conditions displayed in the movie within the countries.

c. The film shows that different countries have found a variety of ways to make health care available to everyone. How can that inform our opportunities to improve the U.S. health system?

d. What further information is needed about how other countries figured out how to do this?

e. Does this film portray a realistic picture of the US health system? Why or why not?

3. Country Report (Group written assignment). Prepare a comprehensive report describing the health status of the population and the healthcare system of that country. The Country Report Outline should be your starting point. Minimum/Maximum length: 2,000/3,000 words; minimum of 10 references. Supplemental materials may be included in appendices.

4. Case Study Discussion Questions (team report and presentation). Student teams will be assigned one of the case studies in the Levine text. Answer the discussion questions about it in Appendix B, and research additional sources for which you will need to cite a minimum of five references. Minimum/Maximum length: 1,000/2,000 words. Your individual grade for the group report and presentation will be based on the instructor's evaluation of the case study presentation (same for all members of the group).

5. Team Peer Review. Complete a 1-page individual (use form posted on BB), rating each team member’s contribution (except yourself). Your grade is the average of your peers' confidential evaluation of your contribution.

6. Exams. The exam questions will come from the readings, class lectures and guest lecturer/student presentations. Disabled students, who qualify for alternative testing arrangements, please advise the instructor well in advance of the exams. Exam questions will be posted at least four weeks before the due date.

7. Attendance, Participation and Activities. Your participation in discussions and activities is highly valued and therefore, points will also be assigned to your willingness to get involved. You will learn more from guest speakers if you: a) learn something about their organization or country beforehand (go to the website, when applicable); and b) formulate a question or two to ask them. This will also help your class participation grade! You are expected to have read the assigned readings for the week, be prepared to comment on them, and to actively participate in class discussions.

Course Assignments, Due Dates and Grade Weights

|Item |Due Date |Points |% of total |

| | | |Grade |

|Weekly Discussion Board Assignments |Ongoing (No make-up opportunity) |120 |30% |

| |***WEEKLY | | |

| | | | |

|Movie Critique Report– “Sicko” |See BB for due date |10 |1% |

|Country Report –Presentation |Varies (Week 12 – 14) |10 |2% |

| |See BB for due date | | |

|Case Study (Group Report) |Varies (Week 10 – 12) |100 |5% |

|***Must be written in APA format |See BB for due date | | |

|Country Report (Group) [5-7pages long] |Week 12-14 (See BB for due date) |20 |5% |

|***Must be written in APA format | | | |

|Homework |Week? (See BB for due date) |10 |4% |

|Midterm exam |Week 7-9 (See BB for due date) |100 |10% |

|Quiz |Week 5-13 (See BB for due date) |50 |7% |

|Final Research Paper |See BB |100 |15% |

|Final Exam |See BB. |100 |15% |

|Total | |530 |100% |

.

Note: Assignments are due at 11:59 p.m. on the date specified. Late assignments lose 45% of points for each work submitted past the deadline.

Final course grade computation:

|% |Letter Grade |

|92.5 - 100 |A |

|82.5 – 92.4 |B |

|72.5 – 82.4 |C |

|63 - 72 |D |

IMPORTANT UNIVERSITY POLICIES YOU SHOULD KNOW

Attendance Policy conforms to:

University Withdrawal Policy conforms to . Withdrawal after 2nd week and before final 3 weeks “permissible for serious and compelling reasons;” instructor will evaluate student withdrawal requests on a case by case basis.

Cheating and Plagiarism

Cheating And Plagiarism. Please be aware of and ensure that your behavior conforms to University Policy: . I expect that all work that you produce for my course will be your own original work created during this semester. Therefore, you may not submit written work for this course that you have already submitted to another course. This includes all academic courses you have previously taken. Submission of this type of work will be treated in the same manner as plagiarism for grading purposes.

Students agree that by taking this course all required papers may be subject to submission for textual similarity review to for the detection of plagiarism. All submitted papers will be included as source documents in the reference database solely for the purpose of detecting plagiarism of such papers. You may submit your paper in such a way that no identifying information about you is included. Another option is that you may request, in writing from your instructor, that your papers not be submitted to . However, if you choose this option you will be required to provide documentation to substantiate that the papers are your original work and do not include any plagiarized material.

Turnitin reports are generated immediately but students can resubmit their papers and get new reports as many times as they would like up until the assignment’s due date (this is done for final papers only).

COURSE SCHEDULE AND ASSIGNMENTS (HYBRID)

Subject to change depending on class size & guest speaker availability

|Week # - Date |Topic |Activities & Assignments |

|8/28/17 |Course Overview: |Introduction |

| |The System |Review of Syllabus: Contact Information, Reading/ Written Assignments, |

| |The Policy; and |Expectation, and Grading Policies |

| |The Economics |Form 5 person team (for all group projects & case study assignment) |

| | |Read Jacobsen text – Chapters 1 & 2 for next class |

|Introduction to Global Health & Its Indicators |

|8/30/17 |Introduction to Global Health: |Readings: |

| | |Koplan et al. (June 2009) Towards a common definition of global health. The |

| |Global Health and Health Transitions |Lancet, Volume 373, Issue 9679, Pages 1993-1995 – Class discussion/class excercise|

| |Measuring the Global Burden of Disease |Read Chapter 3 from Jacobsen for next week class discussion/Lectures |

| | | |

|9/4/17 |Introduction to Global Health: |Watch Charlie Rose Webcast: Global Health at home |

| |Research and Global Health | |

| |Chose Team Leader and submit list to the |Discuss Charlie Rose Webcast in class and submit a one page report to instructor |

| |instructor by 5:00PM |after class; or you can watch other Webcast that discusses “Global Health Issues.”|

| | |Discussion of Chapter 3/lectures |

| | |**Submit team list (Names and Pick Team Leader) by email today. |

|9/6/17 |Changes in Global Health: |Watch TEDxChange on MDGs at home |

| |Socioeconomic Determinants of Health | |

| | |Read Chapter Chapter 4 from Jacobsen |

| | |Class Discussion/Lectures |

|9/11/17 |Measuring Health of Nations - Global Health |Reading: |

| |Indicators: | |

| |Child Health | |

| |Health of Younger Adults | |

| | |Chapters 5 & 6 from Jacobsen |

| | |Class Discussion/Lectures |

|9/13/17 |Measuring Health of Nations – Challenges: |Watch Rosling Video at home |

| |Non-communicable Diseases and Aging | |

| | | |

| | |Read Chapter 7 from Jacobsen |

| | |Class Discussion/Lectures |

|Global Health and Comparative Health Systems |

|9/18/17 |Global Health: |Readings: |

| |Systems |Handouts: Articles and Research report |

| |Policy | |

| |Economics |**Lectures |

| | | |

| | |**Submit one pager report on Global Disease |

|9/20/17 |Financing and Organization of National Health |Readings: |

| |Systems (National Health Account) |Savedoff, W.D. What Should A Country Spend on Health Care? Health Affairs, 26, no.|

| |Environmental Context of Health |4 (2007): 962-970 |

| | |Read Chapter 8 from Jacobsen |

| | |Read Handouts |

| | |Class Discussion/Lectures |

|9/25/17 |Models of Health Care Delivery: |Readings: |

| |Pluralistic Type - the Changing U.S Health |Read Chapters 9 & 10 from Jacobsen |

| |Care System | |

| |Global Infectious Diseases/initiatives |Read Wulsin, L. (2008, April 29). International health effectiveness comparisons: |

| | |How does the US stack up? (article online) |

| | | |

| | |Class Discussion/Lectures |

|9/27/17 |Current Reform & Challenges – the Devil is on |Readings: |

| |the Details |Chapter 11 from Jacobsen |

| |Global Nutrition |Summary of New Health Reform |

| | | |

| | |Class Discussion/Lectures |

|10/2/17 |Health Systems by Country: |Readings: |

| |Global Health Payers and Players |Chapter 12 from Jacobsen |

| |Ethical Analysis of Health System: Comparing |Chapters 1 & 2 from Lovett-Scott and Prather |

| |the Framework |Discussion of group case project from Lovett-Scott and Prather’s book |

| | |Class Discussion/lectures |

|10/4/17 |Health Systems by Country: |Readings: |

|Group meeting on project. |Globalization and Health |Chapter 13 from Jacobsen |

| |The eight factor model for evaluating true |Chapter 3 from Lovett-Scott and Prather |

| |access |Class Discussion/Case Study/Lectures |

| |Comparing US with other Countries on the Social|**Team Leader report to instructor due |

| |Justice and Ethical Perspectives on Health | |

|10/9/17 |Health Systems by Country: |Readings: |

| |Health, Human Rights, and Humanitarian Aid |Read Chapter 14 from Jacobsen |

| |Health Systems in the United States |Read Chapter 4 from Lovett-Scott and Prather |

| | | |

| | |Group Discussion/Case Study |

| | |**Quiz |

|10/9/17 |Health Systems by Country: |Readings: |

| |Global Health Progress and Priorities |Read Chapter 15 from Jacobsen |

| |Prevalence and Management of Behavioral Health |Read Chapter 15 from Lovett-Scott and Prather |

| |Care |Class Discussion/Lectures |

| | |**Homework |

|10/11/17 |Health Systems by Country: |Readings: |

| |Comparative Health Systems |Reach Chapter 16 from Lovett-Scott and Prather |

| | | |

| | |Watch PBS, “Sick Around the World,” at home |

| | |Class Discussion/Lectures-Case study |

|10/16/17 |Health Systems by Country: |Readings: |

| |Evaluation of the eight factor model |Read Chapter 17 from the Lovett-Scott and Prather |

| | |Group assigned chapter from Lovett-Scott and Prather |

| |Discussion of midterm |Discussion/Case Study/lecture |

| | | |

| |Midterm open online | |

|10/16/17 |Health Systems by Country: |Readings: |

| |Group Assignment |Chapters 5 through 14 from Lovett-Scott and Prather |

| |Discussion of the midterm outline |Group Discussion |

| |**Discussion of Final Research Paper |Lecture |

|10/18/17 | |Readings: |

| |Health Systems by Country: |Chapters 5 through 14 from Lovett-Scott and Prather |

| |Group Assignment |Group Discussion |

| | |Lecture |

| | | |

| | |Readings: High Quality Care for All: Our Journey So Far: .uk |

|10/23/17 |MID-TERM DUE BY 12:00 MIDNIGHT and MUST BE |Nature of Midterm exam: |

| |SUBMITTED through BEACHBOARD | |

| | |Multiple choice questions, short answer essay and T/F. |

| |(***NO CLASS TODAY) | |

| | | |

| | | |

| | | |

|10/25/17 |Health Care Delivery in the United States and |Review the following website before class: |

| |around the world |

| | |ort.asp |

| | |IRIN website: |

| | | |

| | |Class Discussion |

| | |Class Lecture |

|Global Health Initiatives & Beyond |

|10/30/17 |Global Health and Diseases: Burden of Disease &|Readings: ‘ |

| |Emerging Infectious Diseases |Ch. 2 in Johnson, J.A. & Stoskopf, C.H. |

| | | |

| | |Watch Rx for Survival # 5: The Power of Clean Water |

| | |Or |

| | |The World’s Toilet Crisis |

| | | |

| | | |

| | |Class Discussion |

| | |Lectures |

| | | |

|11/1/17 |Overcome the Challenges of Third World |Readings: |

| |Countries and |Preventing Chronic Diseases: A Vital Investment – Part 3. |

| |Rethinking Global Health Challenges | |

| | |Magnusson, R.S. Rethinking global health challenges: Towards a ‘global compact’ |

| | |for reducing the burden of chronic disease. Public Health - March 2009 (Vol. 123, |

| | |Issue 3, Pages 265-274, DOI:10.1016/j.puhe.2008.12.023) |

| | | |

| | |Watch “Rx for Survival” #6 – “How Safe Are We?” |

|11/6/17 |Overcome the Challenges of Third World |Class Readings: |

| |Countries |Schoen et al, (2009) In Chronic Condition: Experiences of patients with complex |

| | |Health Care Needs, In Eight Countries, 2008, Health Affairs, 28, no. 1 (2009): |

| |Comparing the US with Others |w1-w16 |

| | |Lectures |

| | |Discussion |

|11/8/17 |The Role of NGOs in Global Health and the U.S. |See Beachboard for materials |

| |Global Health Policy |Class Lectures |

| | |Class Discussions |

|11/13/17 – |Emerging Global Health Challenges and World |**Group Country Report Presentation |

|11/15/17 |Commitment | |

| | |***Submit Country Report Paper by midnight |

|11/20/17- |Final Quiz | |

|11/22/17 | |Discussion of Final Research Paper |

| | | |

| | |Discussion of Final Exam |

| | | |

| |Country Report |Group Discussion |

|11/27/17 – | | |

|11/29/16 | | |

| |FALL THANKSGIVING BREAK | |

| | | |

| | | |

| | | |

| | | |

|12/4/17 |Discussion of Final Exam | |

| | | |

|12/6/17 |GROUP REPOT DUE |GROUP PRESENTATION /DISCUSSION/EVALUATIONS |

| |(Country presentation | |

|12/12/17 |****FINAL RESEARCH PAPER DUE TODAY | |

|12/? |Final Exam |In Class –Open book/notes |

Discussion Questions:

Discussion Board Lessons

Must show a word count

350-500 word essays addressing the questions stated in the assignment. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, your ability to conduct additional and relevant to the topic research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference minimum three sources of information; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

Evaluating Criteria for Discussion Questions

The responses to each lesson’s Discussion Questions will be assessed according to the following rubric:

6 points per lesson--relevant content provided to all questions for the lesson;

well-organized, good writing mechanics (check spelling and grammar), evidence of relevant research; at least 3 sources are cited and referenced according to APA format

5 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, and evidence of relevant research at least 2 sources are cited and/or referenced according to APA format

4 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, and at least 1 source is cited showing evidence of relevant research

3 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references)

0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Discussion Participation Lessons

Constructive comments on other classmates' postings, respectful communication style and overall active participation in the discussion board.

 

Evaluating Criteria for Discussion Participation:

Must show a word count

Your comments must at least 125 words each. The comments to each lesson’s Posting will be assessed according to the following rubric:

4—at least two comments are posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made. Comments must be at least 5 sentences for each one.

2—only one comment is posted per lesson; the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made. Comment must be at least 5 sentences for each one.

0 points per lesson—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification

*** THERE WILL BE NO MAKE-UP OPPORTUNITIES FOR ANY DISCUSSION BOARD QUESTION NOT SUBMITTED BY THE DUE DATE.

Additional Resources:

• BACHBOARD – We will be primarily using Beachboard to communicate outside of class. I will put the course syllabus, announcements, amendments to assignments or syllabus, etc. on the system so you should check it periodically for updates. You can pose questions to me and/or the entire class using the discussion board “ASK QUESTIONS” Section.

To access BeachBoard you need a CSULB internet account. You can obtain one via the web at: helpdesk.csulb.edu. You can continue to use your regular email service; you do not have to use the CSULB email service. Once you have an account, you can simply log-on to BeachBoard via any web browser by typing in “beachboard.csulb.edu.” Then just type in your user ID and password to access the system. It is fairly straightforward and simple to use but if you need help you can contact the CSULB Technology Help Desk at 562-985-4959 (phone) or helpdesk@csulb.edu (email) or helpdesk.csulb.edu (web). Please make sure you can login to the system, access our course, and can locate the email function within the first week of class.

• APA STYLE GUIDE – The writing style guide that the department requires for citations is APA 5th Edition. It is highly recommended that all students have a copy of the book. A quick style guide can be accessed through the University Library at: csulb.edu/library/eref/vref/style.html. More information about APA style is on beachboard content for the course.

• YOUR RESPONSIBILITIES – Successful students follow both oral and written instructions. The syllabus and verbal instructions in class are the primary sources of instructions; so successful students should attend all classes and read the instructions carefully and refer to them regularly. Successful students write down any instructions received in class; they also are careful to make sure that they have taken accurate notes and ask question before due dates. Successful students look up information first so that they ask informed questions, not questions they already have the answers to. If they can’t find the answers, they contact the instructor after class or via voice mail or email.

Successful students pay close attention to how they can best and most easily learn the material in a particular subject area. You may find it helpful to take a learning styles inventory to guide your study habits. You can access one online at . If you have difficulty figuring out how best to learn the material in this class, please make an appointment to see me. If you choose to take the online survey, you may submit your result for extra credit which will add percentage points to your lowest score.

Reading Assignment:

Video presentation: John Stossel, six part series: “Sick in America

.

Two segments will be watched and discussed in class the first three weeks.

Reading Assignment: STONEBRAKER: JOY OF ECONOMICS (SEE BEACHBOARD)

“How American Healthcare Killed My Father”

Tanner (“Green,” pages 1-7)

PowerPoint: “Ten Characteristics of U.S. Health System”

Note: students that are taking HCA 422I without a foundation course (HCA 202 or 402) must read the entry on “Health Care”

Also: watch five-part Khan video series. 1) ; 2) ; 3) ; 4) ; 5) .

Background in health systems around the world: ; ;



Information Resources

Selected Health Administration & Policy Journals:

American Journal of Managed Care American Journal of Medical Quality

American Journal of Public Health Business and Health

Harvard Business Review The Economist

Health Affairs Health Care Financing Review

Health Policy Health Services Research

Health Technology Trends Inquiry

Journal of the American Medical Assn. J of Health Services Research & Policy

Journal of Health, Politics, Policy and Law Medical Care

Medicine and Health Milbank Memorial Fund Quarterly

New England Journal of Medicine J of HC for the Poor & Underserved

Public Health Reports Journal of Public Health Policy

Journal of Ambulatory Care Management Social Science and Medicine

Journal of Law, Medicine & Ethics Medical Care Research and Review

Policy Studies Journal Modern Healthcare[1]

Web sites:

|Topic |Web Sites |

|Health policy |Health Affairs |

| |Department of Health and Human Services: |

| |: index.html |

| |Medicare: |

| |Office of Consumer Information and Insurance Oversight: ociio/index.html |

| |Kaiser Family Foundation: |

| |Center for Health Improvement: |

| |Academy for Health Services Research & Health Policy: |

| |Health Hippo: hippo.hippohome.html |

| |Center for Global Development |

| |Milbank Memorial Fund Quarterly |

| |New England Journal of Medicine |

| |Journal of Health Policy, Politics and Law |

| |The Economist |

| |Center for Budget and Policy Priorities (Liberal/left) |

| |CATO Institute (Libertarian/right) |

|Health policy (California) |California HealthCare Foundation: |

| |Insure The Uninsured Project: |

| |Health Access: |

| |Public Policy Institute of CA: |

|Information resources |National Library of Medicine: nlm. |

| |Virtual reference style manuals: csulb.edu/library/eref/vref/style.html |

| |APA electronic citations: apa-style-help.aspx. |

|Health policy formation, agenda setting |Robert Wood Johnson Foundation: |

| |The Urban Institute: ; Families USA: |

| |Center for Health Care Strategies: |

| |Center for Studying Health System Change: |

|Policy implementation & modification |National Academy for State Health Policy: |

| |UCLA Center for Health Policy Research: healthpolicy.ucla.edu |

| |California HealthCare Foundation: |

| |Kaiser Family Foundation: ; Rand Corporation: |

| |Mathematica Policy Research: |

| |The Commonwealth Fund: Health-Reform.aspx |

|Financing health services |Center for Medicare & Medicaid Services: |

| |Center on Budget & Policy Priorities: |

| |Kaiser Family Foundation: |

| |CA Legislative Analyst's Office: lao. |

| |Healthcare Financial Management Assn: |

|Managed care, insurance & benefits |Employee Benefits Research Institute: |

| |America’s Health Insurance Plans: |

| |CA Assn. Of Health Plans: |

| |CA Dept. of Managed Health Care: dmhc. |

| |CA Office of the Patient Advocate: opa.index.aspx |

| |National Governors Association: |

| |National Association of Insurance Commissioners: |

|Ambulatory health services |American Academy of Urgent Care Medicine: |

| |National Association for Ambulatory Care: |

| |Medical Group Management Association: |

|Hospitals & health systems |American Hospital Assn.: |

| |Blue Cross/Blue Shield Assn.: |

| |Kaiser Permanente: |

|Long Term Care; Politics of Aging & Disability |American Association of Retired Persons: |

| |Disability Rights Education & Defense Fund: |

|Mental health |National Institute of Mental Health: nimh. |

| |Bazelon Center for MH Law: |

| |Medline Plus: nlm.medlineplus/mentalhealth.html |

|Pharmaceuticals |Pharmaceutical Research & Manufacturers of America: |

| |American Society of Health-System Pharmacists: |

|Public health |Centers for Disease Control & Prevention: |

| |American Public Health Association: |

|Health professionals |Am. Medical Assn.: ama-; Am. Nurses Assn. |

| |Am. Academy of Physician Assistants: |

| |Am. Pharmaceutical Assn.: |

|Quality of care |Institute of Medicine: iom.edu |

| |National Committee for Quality Assurance: |

| |Joint Commission (accreditation): |

| |California Healthcare Foundation Quality Initiative: |

|Ethical issues |Alliance for Health Reform: |

| |Hastings Center: |

Other Useful Links for Country Report

December 2009 USAID Country Health Statistical Reports

USAID: Health System 20/20:



Health Systems Country Briefs assess a country's health system to identify "best buys" for health systems strengthening - limited investments in health systems activities that are certain to realize important gains.

HiT Country Profiles:

The report provides an analytical description of each health care system and of reform initiatives in progress or under development. They aim to provide relevant comparative information to support policy-makers and analysts in the development of health care systems and reforms in the countries of the European Region and beyond.

OECD Health Data 2009 – Statistics and Indicators

OECD Health Data 2009 offers the most comprehensive source of comparable statistics on health and health care systems in OECD economies. It is an essential tool for policy advisors in governments, health researchers in the private sector and the academic community to carry out comparative analyses and draw lessons from cross-country comparisons of national health systems.



Information of countries which are Members of the United Nations



This easy-to-use tool allows you to create a customized data sheet using the latest data from this site; compare up to five countries against an unlimited number of indicators.

Bibliography

Baicker, K. & Chandra, A. (2008). Myths and misconceptions about U.S. health insurance. Health Affairs Web Exclusive, 27, w533-543.

Bhattarcharjya, A.S. & Sapra, P.K. (2009). Health insurance in China and India: Segmented roles for public and private financing. Health Affairs, 27, 1005-1015.

Balanced Politics. (2009). Should the government provide free universal health care for all Americans? Available at: .

Benefits Canada (n.d). Chaoulli and Zeliotis v. Quebec. Available from: .

Boyle S. Feb 2008. The UK Health Care System. The Commonwealth Fund’s Health Care System Profiles.

Brilliant, L. (2006). Larry Brilliant wants to stop Pandemics. Retrieved June 6, 2009 from: .

Brown, D. (2008, 19 September). For global generation, public health is a hot field. Washington Post, p. A01.

Canadian Institute for Health Information. 2005. Exploring the 70/30 Split: How Canada’s Health Care System Is Financed

Das, J. & Hammer, J (2007). Location, location, location: Residence, wealth, and the quality of medical care in Delhi, India. Health Affairs Web Exclusive, 26, w338-w351.

Dougherty, A. (2008). International health system comparison. Santa Monica, CA: Insure the Uninsured Project (ITUP). Available at: .

The Economist. Journal with typically one article per issue pertinent to global or international health.

Global Health 2009. (2009). Global health recommendations for a new administration and Congress. Available at: .

G. Anderson and P. Markovich, Multinational Comparisons of Health Systems Data, 2008, The Commonwealth Fund, April 2010.

Hartman et al. Health Spending Growth at A Historic Low in 2008. Health Affairs, 29, no. 1 (2010): 147-155

Health Affairs. Leading health policy journal, annual Special Issues on Global Health July/August.

Health Canada. (2009). Canada’s health care system (Medicare). Available at: .

Iglehart J. K. June 2000. Revisiting the Canadian health care system. New England Journal of Medicine, 342(26):2007-2012.

Ikegami, N.  2007.  The Japanese Health Care System – Achieving Equity and Containing Costs Through a Single Payment System.  American Heart Hospital Journal, 5: 27-31.

Integrated Regional Information Networks (IRIN). (2009). Humanitarian news and analysis from Asia, Africa and the Middle East. Available at: .

Kates, J. et al. The U.S. Government’s Global Health Policy Architecture: Structure, Programs, and Funding, April 2009.

Kebede-Francis, E. (2011). Global Health Disparities: Closing the gap through good governance.

Jones & Bartlett Learning.

Klein, E. (2007, May 7). How Europe, Canada and our own VA do health care better. American Prospect: The health of nations.. Retrieved August 21, 2007 from: .

Koplan et al. (June 2009) Towards a common definition of global health. The Lancet, Volume 373, Issue 9679, Pages 1993-1995

Kulish, N. (2008, 27 May). In Central Europe, better health care comes with a cost. New York Times.

Lewis, M. (2007). Informal payments and the financing of health care in developing and transition countries. Health Affairs, 26, 984-997.

Lu, R.J. & Hsiao, W. (2003). Does universal health care insurance make health care unaffordable? Lessons from Taiwan. Health Affairs, 22, 77-88.

Ma, J., Lu, M. & Quan, H. (2008). From a national, centrally planned health system to a system based on the market: Lessons from China. Health Affairs, 27: 937-951.

Magnusson, R.S. Rethinking global health challenges: Towards a ‘global compact’ for reducing the burden of chronic disease. Public Health - March 2009 (Vol. 123, Issue 3, Pages 265-274, DOI: 10.1016/j.puhe.2008.12.023)

National Health Service (NHS). (2009). About the NHS. Available at: .

Niles, N.J. (2018). Basics of the U.S. health care system, Third Edition. Jones & Bartlett

Learning.

Public Broadcasting System (PBS). (n.d). Sick around the world. Retrieved June 5, 2009 from:

Ravishankar et al. (2009) Financing of global health: tracking development assistance for health from 1990 to 2007. Lancet 2009; 373: 2113–24

Reid, T.R. (2010). The healing of America: A global quest for better, cheaper, and fairer health care and with an explanation of health care reform. New York Times Bestseller. Penguin Books.

Rose, C. (2007, 29 October). Charlie Rose Science Series: Global Health. Retrieved June 5, 2009 from: .

Roe, A.M. & Lieberman, A. (2007). A comparative analysis of the United Kingdom and United States health care systems. The Health Care Manager, 26, 190-212.

Rosling, H. (2006). Debunking third-world myths with the best stats you've ever seen. Available at: . (video).

Savedoff, W. D. (2007) What Should A Country Spend On Health Care? Health Affairs, 26, no. 4 (2007): 962-970

Schabloski, A.K. (2008). Health care systems around the world. Santa Monica, CA: Insure the Uninsured Project. Available at: .

Schieber et al. (2007) Financing Global Health: Mission Unaccomplished. Health Affairs, 26, no. 4 (2007): 921-934

Schoen, C. et al (November 2009) A Survey of Primary Care Physicians in 11 Countries, 2009: Perspectives on Care, Costs, and Experiences, Health Affairs Web Exclusive, Nov. 5, 2009, w1171–w1183.

Schoen, C. et al (December 2009) Harnessing Health Care Markets for the Public Interest: Insights for U.S. Health Reform from the German and Dutch Multipayer Systems, The Commonwealth Fund and AcademyHealth, December 2009.

Schoen, C. et al. (2007). Towards Higher-Performance Health Systems: Adults’ Health Care Experiences in Seven Countries, 2007. Health Affairs, 26.6:w717-34.

Singapore Ministry of Health. 2004. Medisave, Medishield and other subsidy schemes: Overview.

Skolnik, R. (2007). Essentials of global health. Sudbury, MA: Jones & Bartlett.

Tanner, M. (2008, 18 March). The grass is not always greener: A look at national health care systems around the world. Cato Institute, Policy Analysis No. 613. Available at: .

United States Central Intelligence Agency (2007). CIA World Fact Book. Available at: .

World Health Organization. (2008). Primary health care: Now more than ever. World Health Report 2008. Available at: .

WHO (2005) Preventing Chronic Diseases: A Vital Investment. Available at /en

Wulsin, L. (2008, April 29). International health effectiveness comparisons: How does the US stack up? Retrieved June 5, 2009 from: .

University of Sheffield, Worldmapper (n.d.) Available at: .

Other resources and documents: See “Websites” in BeachBoard and go to “Global Health Issues”

Appendix A

Rubric for Grading Research Paper

Levels of Writing Quality Research Paper for the Following Classes

(HCA 417i, 410, and422i, 457i)

Writing quality research paper for my course will be evaluated using the features defining the four levels. A passing grade for the writing quality of the paper will be achieved by writing at Level 3.

Level 1 Writing (Beginner). Features of these papers:

• Ill-defined or no thesis

• Unfocused sense of audience

• Inadequate organization and/or development

• Inappropriate or insufficient details to support ideas

• Does not demonstrate understanding of topic beyond a surface level

• Multiple errors in grammar, diction, sentence structure, or spelling

Level 2 Writing (Novice). Features of these papers:

• Vague purpose or multiple purposes

• Sense of audience wavers

• Evident but inconsistent development

• Does not advance an argument with adequate support

• Demonstrates some understanding of the topic, but does make connections among ideas

• Lack of language facility with frequent errors

Level 3 Writing (proficient). Features of these papers:

• Expresses a clear, coherent thesis

• Sticks to the purpose and provides adequate transitions among ideas

• Connects ideas within the material and to other ideas and sources

• Moves beyond surface understanding and demonstrates facility with topical and disciplinary knowledge

• Conveys a sense of audience with appropriate use of disciplinary language

• Advances argument with sound evidence and references

• Readability enhanced by facility with language and sentence conventions

Level 4 Writing (Advanced). Features of these papers:

• Insightful, creative or skillfully designed purpose

• Sense of audience demonstrated through form and language

• Demonstrates disciplinary understanding and interconnections; makes links that suggest the discovery of new information or new ways of designing/displaying information

• Effective organization contributes to full development of presentation

• Innovatively or expertly advances argument with well-researched evidence and documentation

• Work enhanced by facility in language use, range of diction, and syntactic variety

Appendix B

Dichotomous Scale for Evaluating Writing

Level of Writing:

________________________________

Yes No

Substance ___ ___ 1. Paper addresses the issue.

___ ___ 2. Paper has a focus, central idea.

___ ___ 3. Paper develops major aspects of the central idea.

___ ___ 4. Paper shows awareness of importance of main ideas.

Organization ___ ___ 5. Structure or pattern of the paper is clear.

___ ___ 6. Paper has an introduction, development, and

conclusion.

___ ___ 7. Each paragraph is coherent.

___ ___ 8. Transitions from one idea to next are logical.

Mechanics ___ ___ 9. Sentence structure is coherent

___ ___ 10. Sentences are not awkward.

___ ___ 11. Sentences are varied.

___ ___ 12. Errors in use of verbs are few.

___ ___ 13. Errors in use of pronouns are few.

___ ___ 14. Errors in use of modifiers are few.

___ ___ 15. Errors in word usage are few.

___ ___ 16. Punctuation errors are few.

___ ___ 17. Spelling errors are few.

Evidence ___ ___ 18. Statements are accurate.

___ ___ 19. Opinions are adequately supported.

___ ___ 20. Sources are identified and documented

appropriately.

Mechanics

(alternative) ___ ___ Paper shows control of grammar.

___ ___ Paper shows control of syntax.

___ ___ Paper has few misspellings.

Appendix C

CRITERIA FOR GRADING

C Grade

• Participate in all group activities/assignments/discussions

• Take all quizzes (75%)

• Take mid-term examination (must score 75% or higher)

• Take final examination (must score 75% or higher)

• Poor final research paper

B Grade

• Participate in all group activities/assignments/discussions

• Take all quizzes (85% or higher)

• Take mid-term examination (must score 85% or higher)

• Take final exam (must score 85% or higher)

• Research paper acceptable

A Grade

• Participate in all group activities/assignments/discussions

• Take all quizzes (92%)

• Write a research paper (must include 10 references, not less than 10 pages, written in APA style, must grammatically sound, and must be a very good quality report)

• Take mid-term examination (must score 92%)

• Take final exam (must score 92%)

Components of a Research Study

Overview of Review Literature:

• Abstract (2%)

• Introduction (10%)

• Statement of the problem/purpose of study (10%)

• Objectives/Conceptual Framework (5%)

• Need of the study (Educational Value) (3%)

• Literatures (10%)

• Findings/Analysis (35%)

• Conclusion (5%)

• Recommendations (5%)

• References (5%)

• Overall APA format (10%)

* Note: All research projects must be written in APA style

***Your Final Research Paper:

The paper must be 8 - 10 pages’ double spaced, using a size 12 font of either Times Roman or Arial, the title page, abstract page and reference page are not included in the 8 - 10 pages’ requirement. The research paper should address the issues global health. The focus is up to you. You may consider topics such as Globalization, Economics, and Human Rights, Information Technology, etc…, as it relates to global health. In general, choose a topic that is relevant to the course topics and discussions, on the one hand; and on the other, something that is relevant to your own professional, personal, and/or academic experience and interests.

The Research Paper must be written and organized according to APA format; particularly, pay attention to citations and references of research sources, and to the correspondence between citations in text of your essay and references at the end. It is expected that you will be using at least 15 different sources (minimum); that will include academic publications, national/international database, media/news reports, etc… The research paper will be submitted to the dropbox. This is the assignment designated to be used in your e-portfolio.

Requirements:

Maximum length: 8 to 10 pages (This assignment is training for you to learn how to convey the information within the maximum number of pages. Points may be deducted for more pages then the maximum number allowed.

Formatting: APA, Title page, Abstract, Header should be in the header area of the page. The paper must be grammatically correct. (See last page for template.)

References: 15 different sources.

Please copy link below for example paper of formatting style:



You will be submitting the paper through Turn-It-In. The Turn-it-In percentage must be 25% or less which can be seen via your “originality” report.  If you have a percentage between 25% and 35%, you can receive no higher than a 70%. All assignments with a higher than 35% will not be accepted and you will receive an F (0 grade) for the assignment.

All assignments must be submitted by the specified due dates outlined in this syllabus.

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