Graduate School of Public Health
San Diego State University
Dept. of Health Management & Policy
Spring 2012
3 Units
Class Time: Wednesdays 4-6:40pm (16:00-18:40) Instructor : Tracy L. Finlayson, Ph.D.
Class Location : Hepner Hall (HH) 134
Schedule # 22208
Instructor e-mail : tfinlays@mail.sdsu.edu
Office Location
Office Hours
Office Phone
: Hardy Tower (HT) 153
: Wed 1:30-3:30 & by appt.
: 619-594-0559
COURSE DESCRIPTION
Bulletin Overview: History and future of health policy. Research on major health policy issues including economic, social, ethical, and political forces that influence priorities and decisions. Role of government and private sector in health care.
The world of health policy is vast and complex. There are policy angles for any health issue you can think of. This course is intended to provide you with an introductory overview to the key components of public health policy, law, and the policymaking process in the U.S. It will provide a basic understanding of key policy terms and concepts, and a foundation for understanding and thinking critically about any health policy issue of interest.
COURSE LEARNING OBJECTIVES & PROGRAM COMPETENCIES
The Division of Health Management & Policy is accredited by the Commission on
Accreditation Healthcare Management Education (CAHME). Refer to the GSPH website and Blackboard HR-140 for more details and a full listing of our CAHME program competencies.
Full Course Learning Objectives Linked to CAHME competencies
CAHME competency A1:
Discuss health care organization and its relationship to access, quality, cost, resource allocation, accountability, and the health of patients and the community.

Contrast the historic and current role of organized medicine in health policymaking Describe the inequities of access to care as a health policy problem

Describe the issues related to the rising costs of healthcare and different health policy strategies for controlling costs

Describe the ways healthcare quality is monitored and how healthcare organizations are held accountable for care delivered from a legal standpoint
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CAHME competency A4:
Describe key features of the legal system, the role of law, and the impact of the legislative process on health care systems.

Explain the roles, legal powers, and dynamics of health policy development and implementation processes of different levels of government (federal, state, local)

Identify the major historical events that shaped the U.S. health care system and the significant political, social, legal, and economic influences on the context of
American policymaking

Articulate the steps for how a bill becomes a law

Understand the political processes surrounding the policy development, implementation and modification phases

Describe the limits of government action and problems

Evaluate the checks and balances of the legal system and the policymaking process

Define state police powers and give examples of its use

Discuss federalism and the division of powers between the state and federal levels of government conferred by the Constitution

Explain the U.S. legal structure and the functions of the executive, legislative and judicial government branches in policymaking

Discuss the implications of EMTALA and the rights to healthcare

Discuss the tort laws and liability surrounding medical errors and negligence
CAHME competency A5:
Discuss the roles that legislators, providers, interest groups, consumers, professional and accrediting agencies, and other stakeholders in the community have in shaping and influencing policy.

Discuss the scope of lobbying activity permitted for different types of stakeholders

Contrast different possible forms of advocacy

Explain the responsibilities of the different governmental agencies in the federal and states executive branches related to implementing and monitoring health policies Recount the shifting role of the American Medical Association in policymaking from the 1960s to present

Discuss key health policy issues and themes relating to the structure, administration, financing and eligibility rules of Medicare, Medicaid, and the
State Children’s Health Insurance Programs (SCHIP)
CAHME competency A6:
Identify revenue sources and reimbursement methods in the U.S. health care system, including historical origins and current policy, and their impact on health service delivery.

Discuss key health policy issues and themes relating to the structure, administration, financing and eligibility rules of Medicare, Medicaid, and the
State Children’s Health Insurance Programs (SCHIP)
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CAHME competency A8:
Relate health disparities, lack of insurance, and changes due to health care reform to the challenges posed by delivering health care services to diverse populations.

Evaluate the features of current healthcare reform proposals

Discuss the problem of the uninsured and other major health policy issues currently facing our health care system and their historical contexts
CAHME competency B3:
Apply a systems thinking approach to identify problems and evaluate alternative solutions for improving organizational performance.

Propose possible policy solutions to a current statewide public health problem
CAHME competency B6:
Translate health data into relevant information for appropriate audiences using statistical software for data management, analysis, and reporting results.

Research health information, compile supporting facts, and discuss proposals for selected policy issues

Assemble relevant information around a specific policy issue
CAHME competency B9:
Compare alternatives for health care transformation and reform at the state, national, and international levels, and assess their potential impacts on health care organizations.

Debate the pros and cons of the initiative process for formulating and implementing new policy

Compare the impact of a recent (2004) California mental health initiative (Prop
63/ the Mental Health Services Act) from the point of view of various stakeholders affected (state case study)

Evaluate the features of current healthcare reform proposals
CAHME competency B10:
Understand and articulate economic models, concepts, and tools necessary to engage in effective policy analysis, formulation, evaluation, and advocacy.

Apply economic market failure theory (or “imperfections”) and explain how each provides a rationale for different possible government interventions (in a paper & class exercise)

Identify which economic cost analysis tool is appropriate for different types of policy evaluations
CAHME competency C5:
Identify critical legal and ethical issues related to the delivery of health services, and understand their application to organizational decision making.

Articulate the moral and ethical principles in healthcare through several case study examples

Describe the types and limits of individual legal rights and ethical considerations for protecting those rights
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CAHME competency C8:
Understand the importance of compliance for health organizations related to data privacy, confidentiality, data security, coding, billing, and government regulations.

Identify HIPAA protected health data

Discuss challenges with the shift to electronic medical records
CAHME competency D1:
Identify and use appropriate oral and written communication strategies for different audiences, such as line staff, executives, policy makers, the general public, and other key stakeholders.

Write a brief policy memo from one stakeholder perspective

Deliver a brief and persuasive oral testimony (“elevator talk”) based on the policy memo

Identify ways to keep current on health policy changes and information
CAHME competency D3:
Understand the role of advocacy and how it influences community health and the development of health policies.

Discuss the scope of lobbying activity permitted for different types of stakeholders
CAHME competency D6:
Apply professional standards of business and medical ethics in the analysis of health care problems and issues.

Articulate the moral and ethical principles in healthcare through several case study examples

Describe the types and limits of individual legal rights and ethical considerations for protecting those rights
PREREQUISITE
Concurrent enrollment or completion of PH 641 or PH605, Introduction to Health
Services, or instructor approval is required. It is expected that students are already familiar with the basic structure, organization, and financing of the U.S. healthcare system prior to taking this course.
COURSE MATERIALS
The main textbook can be purchased at the campus bookstore.
Teitelbaum & Wilensky. 2007. Essentials of Health Policy and the Law . Sudbury, MA,
Jones & Bartlett. (Abbreviated as “ Essentials
” on reading list)
Course Reader (R) – can be purchased at the campus bookstore (about $20) and contains additional assigned readings. (Past year readers will also work if you can find one)
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Check Blackboard (B) regularly (at least weekly) for any announcements and additional materials in Course Documents. Most assigned readings outside of the textbook and reader (reports, handouts, journal articles) will be posted there about a week in advance.
Each week’s lecture notes will also be posted, usually 24 hrs before class at the latest.
COURSE REQUIREMENTS
Grading for the course will be based upon performance in the following assignments and class activities totaling 100% of the final course grade:
Class attendance & participation 10%
Policy Exercise 15%
Midterm Exam
Policy Memo
Final Exam
25%
20%
30%
100%
Class participation : Students are expected to attend all classes, come prepared with the week’s readings done in advance, and contribute to class discussions and activities. Just showing up to class will only earn about half of the possible participation points. There are ample opportunities for expressing your thoughts, and I expect to hear from you!
Policy Exercise: You will prepare a brief 3-page paper outlining policy issues around a specific health topic in preparation for an in-class mock hearing to be held on 2/15/12 .
Separate instructions with details will be handed out and discussed in advance.
Exams: There will be in-class, closed book midterm and final exams. Please note that early exams will not be offered, and make-ups allowed only in emergency situations.
The Midterm Exam is on 2/29/12 for 2 hours only (4-6pm; 16:00-18:00).
The Final Exam is on 5/16/12 for 2 hours only (4-6pm; 16:00-18:00).
Policy Memo: We will discuss how to write a policy memo in class, and you will be given detailed instructions and guidance for writing this 3-page memo and several weeks to research and write it. Strong writing skills are important in most profession, and in the policy world, it is essential to be able to clearly and concisely state policy problems and propose potential solutions. It is recommended you start exploring a memo topic after week 8’s class, and you need to e-mail me your topic for approval by noon on 3/21/12 .
Your policy memo is due on 4/11/12. You will also need to prepare and give a brief
“elevator talk” presenting the key points from your policy memo in class.
COURSE GRADING SCALE
Grading will follow the SDSU grading policies – see Graduate Bulletin for more details.
The following scale gives the approximate percentage cutoffs for grades in this course.
Note this is a required course in the Health Management & Policy Division, and students must earn a grade of C or above to pass. Individual assignment grades will not be curved.
A = 95% B+ = 87% B- = 80% C = 75% D+ = 67% D- = 60%
A- = 90% B = 85% C+ = 77% C- = 70% D = 65% F = <59%
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COURSE POLICIES
Missing class: If you miss a class, it is your responsibility to contact the instructor to discuss alternatives to any quiz or exercise you miss, and to obtain lecture notes, handouts, other materials or instructions from the course Blackboard site or a classmate.
Religious holidays: The University Policy File includes the following statement on absence for Religious Observances: By the end of the second week of classes, students should notify the instructors of affected courses of planned absences for religious observances.
Extenuating circumstances: If severe difficulties (e.g., illness, injury, death of a family member) prevent you from completing an assignment on time, please contact the instructor to discuss alternative arrangements as soon as possible.
Academic misconduct: Misconduct by a student shall include, but not be limited to: disrupting classes; giving or receiving unauthorized aid on examinations, reports or other assignments; knowingly misrepresenting the source of any academic work; falsifying research results; plagiarizing another’s work; violating regulations or ethical codes for the treatment of human subjects; or otherwise acting dishonestly. If an instance of academic misconduct is suspected, the student will be informed of the infraction and the penalty to be imposed. If appropriate, the matter will be referred to the Department Chair and Dean of the College for mediation. Potential sanctions include a warning, an admonition, censure, reduction of grade (including a grade of F for the course), disciplinary probation, suspension, or expulsion.
Computers: Every student must have access to the internet and a computer in order to obtain communications from the professor, download reading material and conduct document searches of on-line publications.
Safety: Students are encouraged to consult with SDSU public safety regarding parking and other safety issues. SDSU is dedicated to a safe, supportive and nondiscriminatory environment . It is the responsibility of all students to familiarize themselves with
University policies regarding nondiscrimination, misconduct and academic honesty.
Statement on Nondiscrimination Policy
San Diego State University complies with the requirements of Title VI and Title VII of the Civil Rights Act of 1964, as well as other applicable federal and state laws prohibiting discrimination. No person shall, on the basis of race, color, or national origin be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination in any program of the California State University
SDSU does not discriminate on the basis of disability in admission or access to, or treatment or employment in, its programs and activities. Students should direct inquiries
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concerning San Diego State University’s compliance with all relevant disability laws to the Director of Student Disability Services (SDS), Calpulli Center, Room 3101, San
Diego State University, San Diego, CA 92128 or call 619-594-6473 (TDD: 619-594-
2929).
SDSU does not discriminate on the basis of sex, gender, or sexual orientation in the educational programs or activities it conducts. More detail on SDSU’s Nondiscrimination
Policy can be found in the SDSU General Catalog, University Policies.
Student Conduct and Grievances
SDSU is committed to maintaining a safe and healthy living and learning environment for students, faculty and staff. Sections 41301, Standards for Student Conduct, and
Sections 41302-41304 of the University Policies regarding student conduct should be reviewed.
If a student believes that a professor’s treatment is grossly unfair or that a professor’s behavior is clearly unprofessional, the student may bring the complaint to the proper university authorities and official reviewing bodies. See University policies on Student
Grievances.
Statement on Plagiarism and Academic Dishonesty
Academic dishonesty includes cheating, plagiarism or other forms of academic dishonesty that are intended to gain unfair academic advantage. See section 41301 of the
University policies. Plagiarism is an important element of this policy. Plagiarism is defined as ‘formal work publicly misrepresented as original; it is any activity wherein one person knowingly, directly and for lucre, status, recognition, or any public gain resorts to the published or unpublished work of another in order to represent it as one’s own’. Any work, in whole or in part, taken from the Internet or other computer-based source without referencing the source is considered plagiarism.
Course Syllabus Subject to Change
Every effort will be made to follow the syllabus content and schedule; however, if circumstances dictate there may be modifications necessary during the semester. If such is the case I will make every effort to notify the class in a timely manner (likely through
Blackboard and email announcements).
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# Date Topics
PH 648 COURSE SCHEDULE
Notes, Due Dates
& Discussion Topics
Competency
1 1/18 Introduction to course and overview;
Brief history of public health and health policy;
Policy frameworks
2 1/25 Policymaking structure and process;
Healthcare quality, access & cost concerns;
Health disparities and National goals
3 2/1 Economic market failure theory;
Limits of government intervention;
Policy exercise example
4 2/8 Law and the legal system;
Typology of government interventions;
Activity: What is the ideal role of government?
5 2/15 Policy process and politics;
Interest groups, advocacy, and lobbying;
Mock Policy Hearing
6 2/22 Social justice, ethics, and public policy;
Individual rights in health care and PH
Case Study: SHS laws
Explore the websites: http://thomas.loc.gov/ http://www.healthypeople.gov/
Box 5-2
Read & bring 4 policy reform cases for inclass group activity
Policy exercise due
A4
A1, A4, A5
A4, B10
A4,B3,B9,B10
A4, A5, B3, B6,
D1, D3
7 2/29 MIDTERM EXAM (2 hours only)
8 3/7 Overview of analytical tools/policy analysis;
How to write a policy memo; Memo Examples;
Healthcare Reform
9 3/14 National Health Policy Issue: the Uninsured;
Current healthcare reform
10 3/21 National Health Policy Issue: Medicare Part D
16 5/9 STUDY DAY
5/16 FINAL EXAM ( 2 hours only)
Box 8-1
(KFF student essay deadline 2/27/12)
4-6pm (16:00 – 18:00)
Read past memos
Box 4-3, 7-2, 7-3.
Reform discussion Qs
Email me your policy memo topic by noon
3/28 SPRING RECESS
11 4/4 Federal-state health policy: Medicaid, SCHIP;
Michigan’s Healthy Kids Dental example
12 4/11 Policymaking in California;
Case study: CA Prop 63/MHSA
Debate: Should we demolish initiatives?
Discuss: Who should pay for mental health?
NO CLASS
Policy memo due
Start “elevator talks”
13 4/18 Discuss: State vs. National health policymaking Box 7-4
“elevator talks”
14 4/25 Quality, Policy and Law Box 4-7, 9-3, 9-4
“elevator talks” cont.
15 5/2 Patient care issues – ethical case studies;
Future challenges with healthcare reform
Course wrap-up
NO CLASS
A5, C5, D1, D6
A4, A5
B10, D1, D3
A4, A5, A6, B9
A4, A5
A4, A5
A4, A5, B3, B6,
D1, D3
A4, B9, D1
A1,B9,C5,D1
C5, C7, D3, D7
4-6pm (16:00 – 18:00) A4, A5
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WEEK 1: Intro, History & Policy frameworks 1/18/12
Essentials . Preface and CH 1 – Introduction
Essentials . CH 7 – Skim Addendum only [Note: CH 7 addendum is a table summarizing historical contextual timeline of important events in health policy and law – p118-129]
Isaacs SL, Schroeder SA. 2001. Where the public good prevailed. The American
Prospect 26-30. (B)
Center for Health Improvement. 2007. Understanding the Unites States Public Health
System. California Health Policy Forum Issue Brief. (B)
WEEK 2: Policymaking structure & process, QAC, HP 1/25/12
Essentials , CH 2 – Policy and the policymaking process
Longest, B. 2003. The process of policymaking – a conceptual model. In The Nation’s
Health 7 th
ed . Sudbury: MA. Jones & Bartlett. (R)
Lantz, P. Lichtenstein, R., Pollack, H. 2007. Health policy approaches to population health: the limits of medicalization. Health Affairs 26(5):1253-7. (B)
Center for Health Improvement. Targeting root causes to address inequities and improve health: Implications for health reform. 2009. California Health Policy Forum
Issue Brief. (B)
Center on Budget and Policy Priorities. 2010. Policy Basics – Introduction to the federal budget process. http://www.cbpp.org/files/3-7-03bud.pdf
(B)
* REFERENCE: Rovner’s health policy acronyms and resource list (B)
* Spend at least 15 minutes exploring each of the following websites: http://thomas.loc.gov/ http://www.healthypeople.gov/
WEEK 3: Rationale for govnt intervention & limits to govnt.
Prepare to discuss Box 5-2 (p77)
Essentials , CH 5 – Health Economics in a health policy context
[Note: especially focus on p73-end covering market failures]
2/1/12
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WEEK 4: Law & legal system, role of government
Essentials , CH 3 – Law and the legal system
2/8/12
O’Hare M. 1989. A Typology of Governmental Action.
Journal of Policy Analysis and
Management. 8:670-672. (B)
Bardach, E. 2012. Appendix B, Things governments do. In A practical guide for policy analysis: The eightfold path to more effective problem solving, 4 th
ed . Sage p141-9. (B)
* Barr, 2007 chapter excerpt. Prepare for in-class group activity and discussion by reading all 4 policy reform options. You need to be familiar with all 4 proposals – bring copies of the proposals and come ready to discuss one in depth for the class exercise. (B)
WEEK 5: Policy players, politics, Interest groups, Mock Policy Hearing 2/15/12
*******Hard copy of your policy exercise paper due in class today*******
* Prepare for mock policy hearing (Note: there may be reading or handouts added to help you prepare for the hearing topic, TBA)
* Review Essentials p20-1 about Presidents and 28-9 about interest groups
Peterson, MA. 2003. From Trust to Political Power: Interest Groups, Public Choice, and
Healthcare. In
The Nation’s Health 7 th
ed . Sudbury: MA. Jones & Bartlett. p183-
98. (R)
Vernick JS. 1999. Lobbying and Advocacy for the Public's Health: What are the Limits for Nonprofit Organizations? AJPH 89(9):1425-1429.
(B)
Christoffel K.2000.Public Health Advocacy: Process and Product. AJPH 90(5):722-6. (B)
Larson M. 2003 article “Strange bedfellows: What the ACLU and the NRA have in common” (B)
Bardach, E. 2012. Appendix D, Strategic advice on the dynamics of gathering political support. In A practical guide for policy analysis: The eightfold path to more effective problem solving, 4 th
ed . Sage p141-9. (B)
2/22/12 WEEK 6: Social justice, ethics, indiv. rights, and public policy
Essentials, CH 8 – Individual rights in health care and public health
Prepare to discuss Box 8-1 (p134) and the Jarvie & Malone paper
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Gostin & Powers. 2006. What does social justice require for the public’s health? Public health ethics and policy imperatives. Health Affairs 25(4):1053-60. (B)
Longest, B. 2006. Ethics in the Political Marketplace. In Health Policymaking in the U.S.
4 th ed.
Health Administration Press. p102-7. (R)
Jarvie, J. A. and R. E. Malone. 2008. Children's Secondhand Smoke Exposure in Private
Homes and Cars: An Ethical Analysis. AJPH 98(12): 2140-2145.
(B)
Pfizer, Inc. 2007. CH 5, National case study, Patty Young and smoke-free airplanes, in
Moments in Leadership: Case studies in public health policy and practice.
DeBuono, Gonzalez & Rosenbaum, eds. NY, NY. P84-89 (B)
**********************************************************************
WEEK 7 MIDTERM EXAM (2 hours only, 4-6pm) 2/29/12
**********************************************************************
WEEK 8: Analytical tools, policy analysis, policy memo, reform
Essentials, CH 10 The art of structuring and writing a health policy analysis
3/7/12
* Read all of the annotated sample policy memos after reading the assignment (B)
* Start exploring a topic of interest for your policy memo
Max, W. 2007. Economic analysis in healthcare. In Health Policy: Crisis and reform in the U.S. health care delivery system 5 th
ed . Harrington & Estes, eds. Sudbury:
MA. Jones and Barrett. p256-65. (R)
WEEK 9: The problem of the uninsured, healthcare reform 3/14/12
Essentials , CH 4 – Understanding health insurance
Essentials , CH 7 – The uninsured and health reform
Prepare to discuss questions posed in Box 4-3 (p53), Box 7-2 (p108), and Box 7-3 (p109) along with the list of reform discussion questions (B).
Kaiser Family Foundation. 2011a. Summary of new health reform law. http://www.kff.org/healthreform/upload/8061.pdf
(B)
Kaiser Family Foundation. 2011b. Summary of coverage provisions. http://www.kff.org/healthreform/upload/8023-R.pdf
(B)
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Berwick D, Nolan TW, Whittington J. 2008. The Triple Aim: Care, Health, and Cost.
Health Affairs 27(3): 759-69. (B)
Birk, S. 2011. On the road to ACO: Plotting a course for quality and cost-effective care.
Healthcare Executive Jan/Feb . 19- 25. (B)
Aslin, P. 2011. Unveiling the unicorn: A leader’s guide to ACO preparation. J
Healthcare Management 56(4):245-253. (B)
3/21/12 WEEK 10: Medicare Part D: Prescription Drug Coverage
Essentials , CH 6 - Read p79-80 (intro), and p94-99 on Medicare
* Research your policy memo topic
****Email me ( tfinlays@mail.sdsu.edu
) your policy memo topic by noon today****
Iglehart, J.2004. New Medicare Prescription-Drug Benefit.
NEJM 350(19):826-833.
(B)
Bach, P.B. and M.B. McClellan. 2006. The First Months of the Prescription-Drug
Benefit—A CMS Update. NEJM 354: 2312-14. (B)
Slaughter, L.M. 2006. Medicare Part D—The Product of a Broken Process. NEJM 354
(1): 2314-15. (B)
Avorn, J. 2006. Part "D" for "Defective" -- The Medicare Drug-Benefit Chaos. NEJM
354(13): 1339-1341. (B)
Ferman, J.H. 2012. Medicare Entitlement Reform: A snapshot. Healthcare
Executive Jan/Feb. 66-9. (B)
WEEK 11: Medicaid and SCHIP, Dental example
* Continue to research and write your policy memo
4/4/12
Essentials , CH 6 - Read p79-94 on Medicaid and SCHIP
KFF. 2009. Oral health coverage and care for low-income children: The role of Medicaid
& CHIP. (B) http://www.kff.org/medicaid/upload/7681-03.pdf
Washington Post article, February 28, 2007 “For want of a dentist” (B)
Frankt A, Carroll AE, Pollack HA, Reinhardt U. 2011. Our flawed but beneficial
Medicaid program. NEJM e31-2. (B) http://www.nejm.org/doi/pdf/10.1056/NEJMp1103168
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KFF. 2011. California and Texas: Section 1115 Medicaid Demonstration Waivers
Compared. (B)
WEEK 12: Policymaking in California, MHSA initiative example 4/11/12
*** HARD COPY OF YOUR 3-PAGE POLICY MEMO DUE TODAY IN CLASS***
Also upload paper to BB. Prepare to give your 3-minute “Elevator Talk”!
Prepare for in-class debate: Should we demolish initiatives? and discussion: Who should pay for mental health?
Note: You may want to outline notes about the pros and cons of initiatives as a policymaking mechanism (you will not have to turn it in, but it’s helpful to come to class with a few prepared comments/opinions so you’re ready to argue for your position)
CHCF. 2007. Healthcare on the CA ballot:An Historical Review–Executive Summary (B)
Hill, E.G. 2001. Realignment revisited: An evaluation of the 1991 experiment in state- county relations. LAO Report. (B) (focus on history of MH financing in CA)
Felton, Liu, Finlayson, Adams, Scheffler, and Ross. 2006. Prop 63, The Mental Health
Services Act: A Research Agenda. UC Berkeley Petris Center Briefing Paper (B)
MHSA Vision and Guiding Principles, DMH, 2005. (B)
Scheffler, R.M. and N. Adams. 2005. Millionaires and mental health: Proposition 63 in
California. Health Affairs Web Exclusive (Jan - Jun): W2 212- W5 224. (B)
Optional: Shore, K. and B. Yakes. Center for Health Improvement. 2007. Understanding
California's Public Health System. California Health Policy Forum Issue Brief. (B)
WEEK 13: State vs. National Policymaking 4/18/12
Prepare for in-class discussion of questions posed in Box 7-4 (p110) and broader discussion of the tensions and pros and cons of State vs. National Health Policymaking.
In the context of current reform, what do you think about the state exchanges?
Do you agree with Oberlander’s arguments about why bad things happen to good plans?
KFF. July 2011. Establishing health insurance exchanges: An update on state efforts. http://www.kff.org/healthreform/upload/8213.pdf
(B)
Oberlander. The Politics Of Health Reform: Why Do Bad Things Happen To Good
Plans? Health Affairs , Web Exclusive, August 27, 2003.
(B)
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WEEK 14: Quality, Policy & Law 4/25/12
Prepare to discuss questions posed in Box 4-7 (p61), 9-3 (p158), 9-4 (p162)
Essentials , CH 9 – Health Care Quality Policy and Law
WEEK 15: Patient care ethics, future challenges, course wrap-up 5/2/12
Harris, D. 2008. Excerpt from CH 12 - Legal and ethical issues in termination or refusal of care and physician-assisted suicide. In Contemporary Issues in Healthcare Law
& Ethics. 3 rd
ed. Health Administration Press. (B)
Petasnick, W.D. 2011. End-of-life care: The time for meaningful discussion is now. J
Healthcare Management 56(6): 369-72. (B)
Institute for Healthcare Improvement. 2011. End-of-life care: 6 leadership actions.
Healthcare Executive Jan/Feb . 74-6. (B)
Williams, D. R., McClellan, et al. 2010. Beyond The Affordable Care Act: Achieving
Real Improvements In Americans' Health. Health Affairs 29(8): 1481-1488.
(B)
Newhouse, J. P. 2010. Assessing Health Reform's Impact On Four Key Groups Of
Americans. Health Affairs : hlthaff.2010.0595.
(B)
Broscio, M. 2011. Health reform and your career. Healthcare Executive Jan/Feb .68-9 (B)
************************************************************************ no class – study day 5/9/12
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WEEK 16: FINAL EXAM 5/16/12
2 HOURS ONLY
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