COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Department of Health Care Administration
HCA 422 - Global Issues in Health Services (Hybrid)
Fall 2014
Instructor: Dr. Henry O’Lawrence
E-mail: Henry.O’Lawrence@csulb.edu
Office Hours: Wednesday 3-7:30PM
Office Location: HHS2 – 001
Phone: (562-985-8103)
Class Number: 9740
Class Meets: HHS1 Room 101
Additional Contact Information:
HCA Program Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
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
Compare and contrast different
country social justice & ethical
perspectives on health
Domain 3:
Professionali
sm
Organizational business and
personal ethics
Compare and contrast the
structure, organization and
financing of the health care
system in major developed and
selected developing nations.
Domain 4:
Knowledge
of the
Healthcare
Environment,
Knowledge
of global
Regulatory and
administrative environments
in which the organizations
function
Funding and payment
mechanisms of the
healthcare system
Activity (A1), Assignment
(A2) or Assessment (A3)
A1. Lecture and class
discussion and discussion
board
A2. Movie Critique
A1. Lecture and critical
thinking discussion questions,
class activities
A3. Final exam
1
Describe how environmental,
social and political forces affect
health in a country.
Identify issues affecting the
health of underserved
populations in the U.S. and
abroad.
Examine the impact of
globalization on health in the
U.S. and worldwide.
Find resources to examine
global health, including recent
trends and comparative data.
healthcare
issues,
trends, and
perspectives
(e.g., aging
population,
insurance
costs,
malpractice
crisis, etc.
Global healthcare issues,
trends and perspectives (e.g.,
aging population, insurance
costs, malpractice crisis, etc)
A1. Lecture and class
discussion
A2. Movie critique, Country
Report, Final Exam
A2. Case study report &
presentation
A3. Final exam
A3. Country report
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.
B.
C.
D.
E.
F.
G.
H.
Describe supply and demand patterns for health services in several countries.
Analyze how government and politics affect health policy.
Identify different approaches used to bring health care to the poor and underserved.
Analyze the relationship between economic/industrial development and health care delivery.
Examine how resources are expended on hospitals, physicians, nurses, preventive and sanitation
services in various countries.
Describe the role of indigenous healers in several countries.
Relate social and political change to consequent reforms in health care and changes in health
status.
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.
2
Required Texts:
Jacobson, K. H. (2014). Introduction to global health (2nd Ed.).
Burlingham, MA: Jones & Bartlett Learning.
Lovett-Scott, M. & Prather, F. (Eds.). (2014). Global health systems:
Comparing strategies for delivering health services. Burlingham,
MA: Jones & Bartlett Learning.
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: http://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/ or you
may read the transcript here:
http://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/etc/script.html. 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:
3
http://www.cato.org/pubs/pas/pa-613.pdf. 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.
http://www.cato.org/pubs/wtpapers/BadMedicineWP.pdf.
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
http://www.bartleby.com/141. 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.
http://owl.english.purdue.edu/owl/resource/560/01 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.
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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
4
Expectations of Student Skill Performance
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Write clearly and concisely, using correct grammar, punctuation and spelling. Cite all
references using APA style; see style manual and (for website citations)
http://www.apa.org/journals/webref.html; http://www.csulb.edu/library/eref/vref/style.html.
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
5
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 makeup opportunity)
120
30%
***WEEKLY
Basic Background Knowledge – Team
Assignment
See BB for due date
10
1%
Movie Critique Report– “Sicko” (Team)
See BB for due date
10
1%
Country Report Presentation
Varies (Week 12 – 14)
10
2%
100
5%
See BB for due date
Case Study (Team Report)
Varies (Week 10 – 12)
See BB for due date
Country Report (Team)
Week 12-14 (See BB
for due date)
20
5%
Homework (Team)
Week? (See BB for
10
4%
6
due date)
Midterm exam: Research Proposal (individual)
Week 7-9 (See BB for
due date)
100
10%
Quizzes (2): (Individual)
Week 5-13 (See BB
for due date)
50
7%
Final Research Paper - Individual
See BB
100
20%
Final Exam (online) - Individual
See BB.
100
15%
530
100%
Total
.
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
93 - 100
A
83 - 92
B
73 - 82
C
63 - 72
D
IMPORTANT UNIVERSITY POLICIES YOU SHOULD KNOW
Attendance Policy conforms to:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/
University Withdrawal Policy conforms to
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/.
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
7
Cheating And Plagiarism. Please be aware of and ensure that your behavior conforms to
University Policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02/. 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 Turnitin.com for the detection of plagiarism. All submitted
papers will be included as source documents in the Turnitin.com 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 Turnitin.com.
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).
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COURSE SCHEDULE AND ASSIGNMENTS (HYBRID)
Subject to change depending on class size & guest speaker availability
Week # - Date
8/25/14
Topic
Activities & Assignments
Course Overview:
 The System
 The Policy; and
 The Economics
Introduction
Review of Syllabus: Contact Information, Reading/
Written Assignments, Expectation, and Grading
Policies
Form 5 person team for “Basic Background
Knowledge” questions & case study assignment
Read Jacobsen text – Chapters 1 & 2 for next class
I. Introduction to Global Health & Its Indicators
Introduction to Global Health: Readings:
8/27/14
Koplan et al. (June 2009) Towards a common
definition of global health. The Lancet, Volume 373,
 Global Health and
Issue 9679, Pages 1993-1995 – Class discussion
Health Transitions
Read Chapter 3 from Jacobsen for next week class
 Measuring the Global
discussion/Lectures
Burden of Disease
9/3/14
NO CLASS
TODAY
Introduction to Global Health:
 Research and Global
Health
 Chose Team Leader
and submit list to the
instructor by 5:00PM
9/8/14
Changes in Global Health:
 Socioeconomic
Determinants of Health
9/10/14
Measuring Health of Nations Global Health Indicators:
 Child Health
 Health of Younger
Adults
9/15/14
Measuring Health of Nations –
Challenges:
 Non-communicable
Diseases and Aging
Watch Charlie Rose Webcast: Global Health at home
http://www.charlierose.com/view/interview/8759
Discuss Charlie Rose Webcast in class on 2/3/14 and
submit a one page report to instructor after class
Discussion of Chapter 3/lectures
**Submit team list (Names and Pick Team Leader)
by email today.
Watch TEDxChange on MDGs at home
http://www.gatesfoundation.org/tedxchange/Pages/defa
ult.aspx
Read Chapter Chapter 4 from Jacobsen
Class Discussion/Lectures
Reading:
http://www.who.int/research/en/
http://data.worldbank.org/
http://www.globalhealthfacts.org/
Chapters 5 & 6 from Jacobsen
Class Discussion/Lectures
Watch Rosling Video at home
http://www.ted.com/talks/lang/eng/hans_rosling_on_gl
obal_population_growth.html
http://www.ted.com/talks/lang/eng/hans_rosling_at_stat
e.html
Read Chapter 7 from Jacobsen
9
Topic
Week # - Date
Activities & Assignments
Class Discussion/Lectures
II. Global Health and Comparative Health Systems
Global Health:
9/17/14
Readings:
Handouts: Articles and Research report
 Systems
NO CLASS
 Policy
Submit Basic Background Knowledge Qs in dropbox
TODAY
 Economics
by 5:00PM
9/22/14
9/24/14

Financing and
Organization of
National Health
Systems (National
Health Account)
 Environmental Context
of Health
Models of Health Care
Delivery:
Pluralistic Type - the
Changing U.S Health Care
System
 Global Infectious
Diseases/initiatives
9/29/14
Current Reform & Challenges
– the Devil is on the Details
 Global Nutrition
10/1/14
Health Systems by Country:
 Global Health Payers
and Players
 Ethical Analysis of
Health System:
Comparing the
Framework
Health Systems by Country:
 Globalization and
Health
10/6/14
Group meeting
on project.
**Submit Basic Background Knowledge Qs
**Submit one pager report on Global Disease
Readings:
Savedoff, W.D. What Should A Country Spend on
Health Care? Health Affairs, 26, no. 4 (2007): 962-970
Read Chapter 8 from Jacobsen
Read Handouts
Class Discussion/Lectures
Readings:
Read Chapters 9 & 10 from Jacobsen
Read Wulsin, L. (2008, April 29). International health
effectiveness comparisons: How does the US stack up?
(article online)
Class Discussion/Lectures
Readings:
Chapter 11 from Jacobsen
Summary of New Health Reform
http://www.kff.org/healthreform/upload/8061.pdf
Class Discussion/Lectures
Readings:
Chapter 12 from Jacobsen
Chapters 1 & 2 from Lovett-Scott and Prather
Discussion of group case project from Lovett-Scott and
Prather’s book
Class Discussion/lectures
Readings:
Chapter 13 from Jacobsen
Chapter 3 from Lovett-Scott and Prather
Class Discussion/Case Study/Lectures
10
Topic
Week # - Date

10/8/14
NO CLASS
The eight factor model
for evaluating true
access
 Comparing US with
other Countries on the
Social Justice and
Ethical Perspectives on
Health
Health Systems by Country:
 Health, Human Rights,
and Humanitarian Aid
 Health Systems in the
United States
**10/13/14
Health Systems by Country:
 Global Health Progress
and Priorities
 Prevalence and
Management of
Behavioral Health Care
10/15/14
Health Systems by Country:
 Comparative Health
Systems
10/20/14
Health Systems by Country:
 Evaluation of the eight
factor model
Activities & Assignments
**Team Leader report to instructor due
Readings:
Read Chapter 14 from Jacobsen
Read Chapter 4 from Lovett-Scott and Prather
Group Discussion/Case Study
**Quiz
Readings:
Read Chapter 15 from Jacobsen
Read Chapter 15 from Lovett-Scott and Prather
Class Discussion/Lectures
**Homework
Readings:
Reach Chapter 16 from Lovett-Scott and Prather
Watch PBS, “Sick Around the World,” at home
Class Discussion/Lectures-Case study
Readings:
Read Chapter 17 from the Lovett-Scott and Prather
Group assigned chapter from Lovett-Scott and Prather
Discussion/Case Study/lecture
Discussion of midterm
10/22/14
Health Systems by Country:
 Group Assignment
Discussion of the midterm
outline
**Discussion of Final
Research Paper
10/27/13
Health Systems by Country:
Readings:
Chapters 5 through 14 from Lovett-Scott and Prather
Group Discussion
Lecture
Readings:
Chapters 5 through 14 from Lovett-Scott and Prather
11
Week # - Date
Topic
 Group Assignment
Activities & Assignments
Group Discussion
Lecture
Readings: High Quality Care for All: Our Journey So
Far: www.dh.gov.uk
11/3/14
MID-TERM DUE BY 12:00
MIDNIGHT and MUST BE
SUBMITTED through
BEACHBOARD
Nature of Midterm exam:
Multiple choice questions, short answer essay and
T/F.
(***NO CLASS TODAY)
****
11/5/14
(***NO CLASS TODAY)
HIV-AIDS (Africa)
Guest speaker: Dr. Kevin
Malotte, Center for Health
Care Innovation
(Not Certain)!!!!!
Review the following website before class:
http://www.unaids.org/en/KnowledgeCentre/HIVData/
GlobalReport/2008/2008_Global_report.asp
IRIN website: http://www.irinnews.org/
Class Discussion
III. Global Health Initiatives & Beyond
Global Health and Diseases:
11/10/14
Readings: ‘
Burden of Disease & Emerging Ch. 2 in Johnson, J.A. & Stoskopf, C.H.
Infectious Diseases
Watch Rx for Survival # 5: The Power of Clean Water
Or
The World’s Toilet Crisis
http://current.com/shows/vanguard/92482205_theworlds-toilet-crisis.htm
Class Discussion
11/12/14
Overcome the Challenges of
Third World Countries and
Rethinking Global Health
Challenges
Readings:
Preventing Chronic Diseases: A Vital Investment – Part
3.
http://www.who.int/chp/chronic_disease_report/content
s/part3.pdf
Magnusson, R.S. Rethinking global health challenges:
Towards a ‘global compact’ for reducing the burden of
12
Topic
Week # - Date
Activities & Assignments
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?”
11/17/14
Overcome the Challenges of
Third World Countries
Comparing the US with Others
Class Readings:
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): w1w16
(Published online 13 November 2008)
doi: 10.1377/hlthaff.28.1.w1
Schoen et al, 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.
Discussion
11/19/14
11/24/14
Presentation
Presentation
**Group Country Report Presentation
**Group Country Report Presentation
***Submit Country Report Paper by midnight
12/01/14
Presentation
**Group Presentation
Emerging Global Health
Challenges & World
Commitment.
Discussion of Final Research Paper
Discussion of Final Exam
12/03/14
Country Report
The Role of NGOs in Global
Health and the U.S. Global
Health Policy.
Group Presentation/Discussion/Evaluations
Comparative Global
13
Week # - Date
Topic
Activities & Assignments
Challenges and Opportunities
12/08/14
See BB
Final Day of Class
Final Research Paper
Study Guide on Final Exam
Due: By midnight
See BB
Final Exam (online)
Due: By midnight
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
14
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
15
of the book. A quick style guide can be accessed through the University Library at:
www.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
http://www.metamath.com//1sweb/dvclearn.htm. 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
http://www.youtube.com/watch?v=kf3MtjMBWx4.
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”
http://www.theatlantic.com/magazine/archive/2009/09/how-american-health-care-killed-my-father/7617/
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” http://en.wikipedia.org/wiki/Health_care
Also: watch five-part Khan video series. 1) http://www.khanacademy.org/science/healthcare-andmedicine/v/conversation-about-drug-pricing; 2) http://www.khanacademy.org/science/healthcare-andmedicine/v/health-care-costs-in-us-vs-europe; 3) http://www.khanacademy.org/science/healthcare-andmedicine/v/healthcare-system-overview; 4) http://www.khanacademy.org/science/healthcare-andmedicine/v/medicare-overview; 5) http://www.khanacademy.org/science/healthcare-andmedicine/v/paying-doctors.
16
Background in health systems around the world: http://en.wikipedia.org/wiki/Health_care_system;
http://www.khanacademy.org/science/healthcare-and-medicine/v/medicare-overview;
http://en.wikipedia.org/wiki/Universal_health_care
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 Healthcare1
Web sites:
Topic
Health policy
1
Web Sites
Health Affairs http://www.healthaffairs.org/
Department of Health and Human Services: www.hhs.gov/
Free student subscription available at: http://www.aupha.org/i4a/forms/form.cfm?id=51&pageid=3829&showTitle=1
17
Topic
Web Sites
Healthcare.gov: www.healthcare.gov/index.html
Medicare: www.medicare.gov
Office of Consumer Information and Insurance Oversight:
www.hhs.gov/ociio/index.html
Kaiser Family Foundation: www.kff.org
Center for Health Improvement: www.healthpolicyguide.org
Academy for Health Services Research & Health Policy:
www.academyhealth.org/
Health Hippo: hippo.findlaw.com/hippohome.html
Center for Global Development http://www.cgdev.org
Milbank Memorial Fund Quarterly http://www.milbank.org/quarterly.html
New England Journal of Medicine http://www.nejm.org/
Journal of Health Policy, Politics and Law http://jhppl.dukejournals.org/
The Economist http://www.economist.com/
Center for Budget and Policy Priorities http://www.cbpp.org/ (Liberal/left)
CATO Institute http://www.cato.org/ (Libertarian/right)
Health policy (California)
California HealthCare Foundation: www.chcf.org
Insure The Uninsured Project: www.itup.org
Health Access: health-access.org/
Public Policy Institute of CA: www.ppic.org
Information resources
National Library of Medicine: www.nlm.nih.gov
Virtual reference style manuals: www.csulb.edu/library/eref/vref/style.html
APA electronic citations: www.apastyle.org/apa-style-help.aspx.
Health policy formation, agenda
setting
Robert Wood Johnson Foundation: www.rwjf.org
The Urban Institute: www.urban.org; Families USA: www.familiesusa.org
Center for Health Care Strategies: www.chcs.org
Center for Studying Health System Change: www.hschange.com
18
Topic
Policy implementation &
modification
Web Sites
National Academy for State Health Policy: www.nashp.org
UCLA Center for Health Policy Research: www.healthpolicy.ucla.edu
California HealthCare Foundation: www.chcf.org
Kaiser Family Foundation: www.kff.org; Rand Corporation: www.rand.org
Mathematica Policy Research: www.mathematica-mpr.com/
The Commonwealth Fund: www.commonwealthfund.org/Health-Reform.aspx
Financing health services
Center for Medicare & Medicaid Services: www.cms.gov
Center on Budget & Policy Priorities: www.cbpp.org
Kaiser Family Foundation: www.kff.org
CA Legislative Analyst's Office: www.lao.ca.gov
Healthcare Financial Management Assn: www.hfma.org
Managed care, insurance & benefits
Employee Benefits Research Institute: www.ebri.org
America’s Health Insurance Plans: www.ahip.org
CA Assn. Of Health Plans: www.calhealthplans.com
CA Dept. of Managed Health Care: www.dmhc.ca.gov
CA Office of the Patient Advocate: www.opa.ca.gov/index.aspx
National Governors Association: www.nga.org/
National Association of Insurance Commissioners: www.naic.org/
Ambulatory health services
American Academy of Urgent Care Medicine: www.aaumc.com
National Association for Ambulatory Care: http://www.urgentcare.org/
Medical Group Management Association: www.mgma.com
Hospitals & health systems
American Hospital Assn.: www.aha.org
Blue Cross/Blue Shield Assn.: www.bluecares.com
Kaiser Permanente: www.kaiserpermanente.org/
19
Topic
Long Term Care; Politics of Aging
& Disability
Web Sites
American Association of Retired Persons: www.aarp.org
Disability Rights Education & Defense Fund: www.dredf.org
Mental health
National Institute of Mental Health: www.nimh.nih.gov
Bazelon Center for MH Law: www.bazelon.org
Medline Plus: www.nlm.nih.gov/medlineplus/mentalhealth.html
Pharmaceuticals
Pharmaceutical Research & Manufacturers of America: www.phrma.org
American Society of Health-System Pharmacists: www.ashp.org/
Public health
Centers for Disease Control & Prevention: www.cdc.gov
American Public Health Association: www.apha.org
Health professionals
Am. Medical Assn.: www.ama-assn.org; Am. Nurses Assn. www.ana.org
Am. Academy of Physician Assistants: www.aapa.org
Am. Pharmaceutical Assn.: www.pharmacist.com
Quality of care
Institute of Medicine: www.iom.edu
National Committee for Quality Assurance: www.ncqa.org
Joint Commission (accreditation): www.jointcommission.org
California Healthcare Foundation Quality Initiative: www.chcf.org
Ethical issues
Alliance for Health Reform: www.allhealth.org
Hastings Center: www.thehastingscenter.org
20
Other Useful Links for Country Report
December 2009 USAID Country Health Statistical Reports
http://dolphn.aimglobalhealth.org/Default.asp?page=ReportFrame.asp?PDF=0
USAID: Health System 20/20:
http://www.healthsystems2020.org/content/news/detail/1286/
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: http://www.euro.who.int/document/e87303.pdf
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.
http://www.who.int/countries/en/
Information of countries which are Members of the United Nations
http://www.globalhealthfacts.org/factsheets_custom.jsp
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.
21
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25
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
26




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
27
Appendix B
Dichotomous Scale for Evaluating Writing
Level of Writing:
________________________________
Yes
___
___
___
___
No
___
___
___
___
___
___
___
___
___
___
___
___
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.
___
___
___
___
___
___
Paper shows control of grammar.
Paper shows control of syntax.
Paper has few misspellings.
Substance
Organization
Mechanics
(alternative)
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.
28
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





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



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%)
B Grade
A Grade


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
29