PH 7160 – Introduction to Health Care System
(CRN: 86057)
Bruce C. Perry MD MPH
Health Management and Policy
Faculty Accessibility
Course Basics
Fall Semester 2014
I.
Class Day/Time:
Wednesday 4:30 – 7:00 PM
Class Location:
Rm. 516, 34 Peachtree Street Building
Prerequisite(s):
No prerequisites are required for the course.
Required Course Materials
Shi, Leiyu, and Singh, Douglas A. (2012). Delivering Health Care in
America: A Systems Approach. Fifth or Sixth Edition. Sudbury,
Massachusetts: Jones and Bartlett Publishers.
Instructor(s) of Record:
Bruce C. Perry, MD MPH
Office Location:
Rm. 662D One Park Place
Phone Number(s):
404-413-1139
Email:
bperry7@gsu.edu
Office Hours/Availability:
Office hours by appointment
Course Description:
This course introduces and describes the health delivery system and the resources that comprise it. The
theoretical basis for the system as well as the principal means of system organization and evaluation are
discussed.
More specifically, this course introduces and describes the U.S. health care system, addressing its
components and complexities. The historical basis for the system’s organization will be discussed, as
well as the various modes of health care delivery and the ways health care is organized, financed and
delivered in the United States. In addition to presenting the foundations of health care organization, the
course will include an overview of health care delivery, health insurance, public health, health care
finance and purchasing, and current challenges to the system. Policy options on organization, financing
and delivery will be discussed. Students who complete the course will gain a basic understanding of the
organization, functions, and delivery of health care by the many components of the U.S. system.
II.
Course Objectives / Competency / Assessment of Student Learning:
Students in the Master of Public Health programs will be expected to demonstrate
competence in the following areas after completion of this course, as indicated in the GSU
School of Public Health Graduate Student Handbook (see MPH Competencies):

Identify and critically discuss the organization and financing of the health services and
public health systems in the United States, with emphasis on the consequences for
vulnerable populations. (MPH Core Competency #11)

Apply evidence-based principles to critically evaluate current policies and practices in
healthcare delivery and in public health systems including present and future healthcare
reform proposals to address the quality, accessibility and cost of our health systems.
(MPH Core Competency #12)
Course Objectives
Demonstrate ability to use library
resources.
Write critically and cogently.
Critique the various components of the
U.S. health care systems.
Analyze the history and current state of
financing, insurance, payment and
delivery functions.
Analyze the basic methods of how
health care is purchased and paid for in
the United States
List and describe the major players in
the delivery system such as hospitals
and physicians with attention to
organization, payment, manpower
issues and challenges.
Express cogent and critical comment on
the consequences of the current health
care delivery structure of the United
States on health status of vulnerable
populations.
Synthesize the perceived issues in the
U.S. health care that are driving reform.
Apply public health theory, principles
and knowledge in analysis of the Patient
Protection and Affordable Care act of
2010.
Describe the major principals and
themes of Public Health in America.
Program Competency
Assessment Method(s)
N/A
Issue paper #1 and #2
N/A
Issue paper #1 and #2
Oral presentation and take home
final examination
MPH Core 11 & 12
MPH Core 11
In class activity and take home
final examination
N/A
In-class activity
MPH Core 11
Oral presentation and take home
final examination
MPH Core 12
Oral presentation
MPH Core 11
Oral presentation and take home
final examination
MPH Core 12
In-class activity and take home
final examination
MPH Core 11
Discussion and take home final
examination
III.
Course Assignments and Requirements
Course requirements will contribute to grade as follows:
Issue Paper #1
Issue paper #2
Final Examination
Class Attendance, Participation and Homework
30%
30%
30%
10%
Issue Papers: Each student will individually submit a paper that is to be 6-10 pages in length (excluding
bibliography), double spaced, 12 point font with 1 inch margins left, right, top and bottom. The paper
should be supported by research published in 6 strong sources (see below) from peer-reviewed
sources.
Issue paper # 1: You may choose one of two topics for your paper. Please see Appendix A for more
specific information. The Literature Review is due at noon on the day of Class 4 via the Desire2Learn
dropbox (see Step 3 of Appendix A}. The paper is due at noon on the day of Class 7 via the
Desire2Learn dropbox in Word format.
Issue Paper #2 (Intervention Paper): The student shall pick a topic dealing with an issue or problem in
health care delivery or public health and perform an analysis of an intervention that addresses the issue.
Please see Appendix B for more specific information.
The one page summary is to be submitted by noon on the Class 11 via Desire2Learn dropbox (see Step
2 of Appendix B). The paper #2 is due at noon on the day of the Class 13 via the Desire2Learn
assignment dropbox in Word format.
Final Examination: The final examination is cumulative and will be a take home test. The final is due
noon on 7/24/14 via the Desire2Learn dropbox.
IV Grading Policy
Grading Scale:
94 – 100
90 – 93
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
60 – 69
Below 60
A
AB+
B
BC+
C
C-
D
F
Withdrawals: A student who withdrawals at any time up to the mid-point of the quarter will be
assigned a W or WF depending upon whether he/she is doing satisfactory work at the time of
withdrawal. An average grade of D or F at the time of withdrawal will be assigned a grade of WF. After
the mid-point of the quarter, the Registrar’s Office will assign an automatic WF to any student who
withdraws from the course without a hardship withdrawal. If a student receives permission to withdraw
under hardship, the Instructor will assign a W or WF grade depending upon the student’s work up to the
point of time that the student withdrew.
The following is the formal policy at Georgia State University:
Effective Fall 2001, Instructors must on a date after the mid-point of the course to be set by the Provost
(or his designee),
1. give a WF to all those students who are on their rolls but no longer taking the class and
2. report the last day the student attended or turned in an assignment.
Students who are withdrawn may petition the department chair for reinstatement into their classes.
Incompletes: A student will be given the grade I only if nonacademic circumstances beyond the
student’s control prevent the student from completing a small segment of the course—e.g., the final
examination. For a student to receive the grade of I, he/she must be doing satisfactory work (an
average grade of C or better) up to the point that he/she could not continue. Arrangements must be
made with Instructor to remove the incomplete grade within one quarter.
IV.
Attendance and Class Participation Policy
This course assumes substantial and informed student participation. General discussion of theory and
practice is encouraged and expected of all students. At a minimum, being informed requires class
attendance, completion of assigned readings and homework, and attention to health care news and
world events. Class attendance and thoughtful participation are important and will be reflected in part
in the final grade. Please notify the instructor of an absence before the class commences.
V.
Late Assignments and Make-up Examination Policy
Make-up exams are not provided, except in hardship cases that should be discussed in advance
with the Instructor. Any assignment turned in late may have points deducted up to one letter
grade for each day the assignment is late or fraction thereof. There is no scheduled make-up
time for exams or paper presentations. If a student cannot take an exam or present at the
scheduled time, they must consult with the Instructor on scheduling the make-up.
VI.
Syllabus Deviation Policy
The course syllabus and schedule of topics provide a general plan for the course; deviations
may be necessary. Additional or substitute reading materials may be required and made
available to students via handout or other means.
VII.
Student Code of Conduct and Policy on Academic Honesty
All students at this University are expected to engage in academic pursuits on their won
with complete honesty and integrity. Any student found guilty of dishonesty in any phase of
academic work will be subject to disciplinary action. The complete Academic Honesty policy
is located in the GSU Graduate Catalog, Section 1350: http://enrollment.gsu.edu/catalogs/.
Students and faculty are expected to review and conform to the university’s policy on
academic honesty. Information on the Student Code of Conduct and related policies and
procedures are available at: http://codeofconduct.gsu.edu/.
Special attention should be paid to the sections on plagiarism and multiple submissions:
Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own
the ideas, language, or designs of another” (The Living Webster, 1975) – and it is
strictly forbidden. Written and oral presentations must be a student’s own work.
Students plagiarizing or cheating in any form will face disciplinary action which could
result in an “F” in this course and suspension or expulsion from the University.
Copying from written materials, presentations, websites, etc. without source
acknowledgement and referencing is plagiarism. Read it, appreciate it, learn from it,
and make sure you source it – and then reflect it with your own thoughts and words!
If you are uncertain about what constitutes plagiarism, please contact the instructor.
Multiple Submissions. It is a violation of academic honesty to submit substantial
portions of the same work for credit more than once without the explicit consent of
the faculty member(s) to whom the material is submitted for additional credit. In
cases in which there is a natural development of research or knowledge in a
sequence of courses, use of prior work may be desirable, even required; however,
the student is responsible for indicating in writing, as a part of such use, that the
current work submitted for credit is cumulative in nature.
VIII. Disability Accommodations Policy
Students who wish to request accommodation for a disability may do so by registering with
the GSU Office of Disability Services. Students may only be accommodated upon issuance
by the Office of Disability Services of a signed Accommodation Plan and are responsible for
providing a copy of that plan to instructors of all classes in which an accommodation is
sought. The Office of Disability Services is located in the GSU Student Center, Suite 230 and
online here: http://disability.gsu.edu/.
IX.
Course Evaluations Statement
Your constructive assessment of this course plays an indispensable role in shaping
education at Georgia State. Upon completing this course, please take time to fill out the
online course evaluation.
X.
Career Services
The School of Public Health provides career services & student leadership opportunities
(student clubs & organizations) to all current SPH students and alumni. SPH Career Services
can help students with resume writing, interviewing, job searching, internship development,
and professional networking. Students are invited to attend our career events and
workshops, and individualized career counseling appointments can be arranged. To see
what career panels, career fairs, and events are available this semester, please visit:
http://publichealth.gsu.edu/students/career-resources/. The SPH Career Services office is
co-located with the Office of Academic Assistance in room 640 at One Park Place.
XI.
Communication
Students should check Desire2Learn at least every other day especially before driving or
riding to GSU for this class. The syllabus, any changes to the syllabus, lecture slides and
homework will be posted to Desire2Learn. Should you have any questions about the course
or its requirements, please ask your question during class or contact the Instructor via
Desire2Learn. Students also may make an appointment to meet with the Instructor on class
concerns. Should you wish to contact the Instructor about your grades, please address them
in writing or in person to the Instructor. Please do not use e-mail to communicate about
grade concerns.
PH 7160 is a graduate level course, and student behavior is to be in keeping with that
expected of graduate students and professionals. Students are expected to show courtesy
and respect for classmates and faculty. Cell phones are to be silenced prior to the
beginning of class.
XII.
Copyright Policy
“For the purpose of copyright, students must adhere to the following rules:
1) Materials in the course reserves may only be accessed by a passcode or password by
students enrolled in that course, and only for the semester of course enrollment
2) Students may not distribute copies of course reserves materials to other students
XIII. Grade Point Average Requirements
An overall grade point average (GPA) of 3.0 or better must be earned to receive the MPH
degree. All core courses must be completed with a grade of B or better, and no more than
six semester hours of grades less than B will be accepted for the degree. No grade below a C
will be accepted toward the degree. Please refer to the Institute’s academic standing
policy on Academic Warning and Suspension described in the Institute of Public Health
section of the Graduate Catalog:
http://catalog.gsu.edu/graduate20142015/institute-of-public-health/#program-anddegree-regulations
Important Websites
This includes the following websites:
Influential organizations and sources of topic reviews and references but not peer reviewed:
The Commonwealth Fund
www.cmwf.org
The Kaiser Family Foundation
www.kff.org
The Robert Wood Johnson Fund
www.rwjf.org
Peer Reviewed Journals:
Health Affairs
www.healthaffairs.org
New England Journal of Medicine
http://content.nejm.org/
Milbank Quarterly
http://www.milbank.org/quarterly.html
Peer Reviewed Governmental sources of Evidenced Based Medicine and Public Health:
US Preventive Service Task Force
www.uspreventiveservicestaskforce.org
Community Guide
www.thecommunityguide.org
XIV. Tentative course schedule, topics, and readings
Date
Topic
Readings & Assignments
1. August 27
Topic(s): Overview of
course/Syllabus/Assignments
/Communication/Desire2 Learn
Introductions
History of US health care
Components of a health care
system
Topic(s): Review of library
services
Library Classroom 2, 2nd floor,
Library North, Sharon Leslie,
Instructor
Topic(s): The finances of US
healthcare Part I
Topic(s): The finances of US
healthcare Part II
Readings: Shi & Singh pp. 5-7,
Ch. 3
2. September 3
3. September 10
4. September 17
5. September 24
Topic(s): Healthcare workforce
6. October 1
Topic(s): Hospitals/Acute care
Readings: Shi & Singh Ch. 8
Topic(s): Integrated delivery
systems/Managed care
Topic(s): Healthcare costs,
Technology, and Quality
Topic(s): Long term care/Issues
of aging
Topic(s): Vulnerable
populations
7. October 8
8. October 15
9. October 22
10. October 29
11. November 5
Topic(s): Health Policy and
Healthcare reform
12. November 12
Topic(s): Healthcare in other
countries
The future of health care
Topic(s): Public Health Part I
13. November 19
14. December 3
Readings: None
Readings: Shi & Singh Ch. 6
Readings: Shi & Singh Ch. 6
Paper # 1 Review of Literature
due at noon.
Readings: Shi & Singh Ch. 4 &
Ch. 7
Professions Mini-presentation
will be given
Topic for paper #2 is due at
noon.
Readings: Shi & Singh Ch. 9
Issue paper #1 is due at noon.
Readings: Shi & Singh Ch. 5 &
12
Readings: Shi & Singh Ch. 10
Readings: Shi & Singh Ch. 11
Vulnerable population minipresentation will be given
Readings: Shi & Singh, Ch. 13
Outline of Issue Paper #2 is
due at noon.
Readings: Shi & Singh pp. 20-28
Reading: Shi & Singh Ch. 2
Issue paper #2 is due at noon.
Thanksgiving Break November 24 -29
Topic(s): Public Health Part II
Final is due at noon.
Appendix A: Paper #1
An Analysis of an Important Health Service Topic
The student should choose one of the following topics:
Topic 1: High deductible health plans and consumer directed health plans: In order to reduce costs
insurers and employers have adopted high deductible health plans. What is the evidence that these
plans have had a positive or negative effect on cost or health outcomes? What are the best aspects of
high deductible plans that should be included in health reform and what are the aspects to be avoided?
Topic 2: The State of Massachusetts passed legislation to reform health care in 2006. Much has been
written about the positive and negative affects of the reform; unfortunately, much of the literature has
been based on opinion or limited analysis. What is the evidence that the Massachusetts healthcare
reform has had positive or negative effects or both? Please review the peer-reviewed literature to
answer the question of the positive and negative effects of this initiative. What are the policy
implications for the national healthcare reform laws that were passed in 2010? State your conclusions.
Step 1: Obtain the Necessary Understanding to Write an Evidenced Based Paper
1. Read the syllabus and Appendix A carefully.
2. Read the following URLs:
a. http://research.library.gsu.edu/sciencewriting
b. http://research.library.gsu.edu/litrev
3. Attend and absorb as much as you can from the Library Presentation in class 1.
4. Within 24-72 hours of the Library Presentation do first PubMed search.
Information about the literature in health policy and health services research.
 Examples of peer-reviewed journals:
Health Affairs
http://sfx.galib.uga.edu/sfx_gsu1?url_ver=Z39.882004&url_ctx_fmt=infofi%2Ffmt%3Akev%3Amtx%3Actx&ctx_enc=info%3Aofi%2Fenc%3AUTF8&ctx_ver=Z39.882004&rfr_id=info%3Asid%2Fsfxit.com%3Aazlist&sfx.ignore_date_threshold=1&rft.object_id=95
4921386894&issn=0278-2715
New England Journal of Medicine
http://sfx.galib.uga.edu/sfx_gsu1?url_ver=Z39.882004&url_ctx_fmt=infofi%2Ffmt%3Akev%3Amtx%3Actx&ctx_enc=info%3Aofi%2Fenc%3AUTF8&ctx_ver=Z39.882004&rfr_id=info%3Asid%2Fsfxit.com%3Aazlist&sfx.ignore_date_threshold=1&rft.object_id=95
4925428260&issn=0028-4793
Milbank Quarterly
http://sfx.galib.uga.edu/sfx_gsu1?url_ver=Z39.882004&url_ctx_fmt=infofi%2Ffmt%3Akev%3Amtx%3Actx&ctx_enc=info%3Aofi%2Fenc%3AUTF8&ctx_ver=Z39.882004&rfr_id=info%3Asid%2Fsfxit.com%3Aazlist&sfx.ignore_date_threshold=1&rft.object_id=95
4925241059&issn=0887-378X

Please note that student should be able to identify if an article is an original research paper or
a review paper and whether source is peer reviewed. Please review:
http://research.library.gsu.edu/content.php?pid=222362&sid=4534496
o Original research articles describe a study performed by the authors. Original research
articles usually have sections such as Introduction, Methods, Results and Discussion
(IMRAD). Their study designs may be observational, longitudinal, cross-sectional,
retrospective and experimental. Please review:
http://research.library.gsu.edu/content.php?pid=222362&sid=4534608
Examples:
Half Of Older Americans Seen In Emergency Department In Last Month Of Life; Most
Admitted To Hospital, And Many Die There
http://content.healthaffairs.org.ezproxy.gsu.edu/content/31/6/1277.long
A Randomized Trial of Nighttime Physician Staffing in an Intensive Care Unit
http://www.nejm.org.ezproxy.gsu.edu/doi/full/10.1056/NEJMoa1302854
o
Other cited articles may be primary research or review articles. Review articles may be
called Review, Commentary, Perspectives, Editorial or similar terms. In review articles
the authors comment on already published work thus called secondary analysis.
Examples:
Hospital-Acquired Infections Due to Gram-Negative Bacteria
http://www.nejm.org.ezproxy.gsu.edu/doi/full/10.1056/NEJMra0904124
Emergency care for children in the United States
http://content.healthaffairs.org.ezproxy.gsu.edu/content/32/12/2109.long
o
If the student does not know if source is peer-reviewed, go to the Library home page in
the databases section, select U then Ulrichsweb. Enter the source name and look for
the referee’s shirt that signifies the source is peer reviewed.
A Review of the Quality of Health Care for American Indians and Alaska Natives
http://www.commonwealthfund.org/Publications/Fund-Reports/2004/Sep/A-Reviewof-the-Quality-of-Health-Care-for-American-Indians-and-Alaska-Natives.aspx

There is a hierarchy of importance of evidence and articles in the scientific literature including
Public Health. In the considering the strength of the literature to cite, please use the following
hierarchy; see: http://research.library.gsu.edu/content.php?pid=222362&sid=4534608
o Strongest: Original research studies published in peer reviewed literature are strongest
(MMWR, Community Guide, US Preventative Services Taskforce Report are important
and peer-reviewed). Primary research articles describe a study performed by the
authors. Primary research articles usually have sections such as Introduction, Methods,
Results and Discussion.
o Strong: Review articles may be strong if well done. Review articles may be called
Review, Commentary, Perspectives, Editorial or similar terms. In review articles the
authors comment on already published work. The list of references usually contain
primary research articles
o Good sources of general information and references but not peer reviewed:
Respected Foundation websites, CDC.gov, government reports and white papers.
 Centers for Disease Control
 www.CDC.gov
 The Commonwealth Fund
 www.cmwf.org
 The Kaiser Family Foundation
 www.kff.org
 The Robert Wood Johnson Fund
 www.rwjf.org

Weak, not peer reviewed: “Piece of my mind editorials”, Newspaper articles and editorials,
Blogs, Wikipedia
Step 2: Research the Topic and Find Literature
1. Select a topic from the two above.
2. Within 72 hours of the Library Presentation do first PubMed search on topic.
3. Select 6+ articles to cite in the paper, 5 or more of which must be primary research articles.
Step 3: Submit topic and Literature Review.
Literature Review (3-5 pages)
1. Discuss at least 5 primary original research articles in peer-reviewed literature that answer the
question or hypothesis from your introduction. One of these articles may be a meta analysis or
a strong systematic review
2. Briefly describe the methodology, 1-2 key numerical results (please do not give detailed
numerical results or copy tables) and conclusions of each article paraphrased in your own words
(please do not cut and paste from the abstract). See Sample Paper listed in Content..
3. If you discuss original research articles cited in the meta-analysis or reviews of the literature,
please add to the end of the citation of the primary research article “as cited by ...”
The Literature Review is to be submitted by noon on the Class 5 via Desire2Learn dropbox in Word
format.
Step 4: Write the paper.
Each student will individually submit a paper that is to be 6-10 pages in length (excluding bibliography),
double-spaced, 12 point font, in Calibri font, with 1” margins (left, right, top and bottom). The
suggested word count is 2000-3000 words. The header should contain the student’s name and the page
number. APA Citation style should be used. For more information about citation styles, please review:
http://research.library.gsu.edu/citationstyles
Regardless of the topic, your paper should include the following sections labeled with headings
specifically listed below (please note that page recommendations are guidelines that reflect the
approximate proportions of each section of the paper. The word count of 2000-3000 specifies the
length):
1. Introduction (½ -1½ pages)
a. Succinctly and clearly state the topic you are going to address.
b. Why it is important?
2. Literature Review (3-5 pages)
a. Discuss at least 5 primary original research articles from peer-reviewed literature that
evaluate the outcomes of the law, policy or practice. One of these articles may be a
meta analysis or a strong systematic review of the literature.
b. Briefly describe the methodology, key numerical results (please do not give detailed
numerical results or copy tables) and conclusions of the article paraphrased in your own
words (please do not cut and paste from the abstract). See sample paper for guidance.
3. Strengths and Limitations of the Literature (1– 1½ pages)
a. Please describe the strengths and limitations of the primary articles cited paraphrased in
your own words. Describe the strengths and limitations of the body of literature; do not
just paraphrase the strengths and limitations stated in each paper.
b. What is it we do not yet know or understand about the topic you have chosen?
c. What additional research is needed to more completely answer questions related to
your topic?
4. Policy or Practice Implications (1-1½ pages)
a. Describe the implications of the literature you have reviewed on outcomes of the policy
or practice and suggest changes that should occur using your own critical thinking.
5. Conclusions (½ – 1 page)
a. Briefly summarize your paper.
b. State overarching conclusion.
6. References
Step 5: Review & submit the paper.
1.
2.
3.
4.
Please review the above guidelines again before you submit the paper.
Grade your paper using the rubric in D2L.
Submit to the originality checker in D2L.
Make corrections and submit via D2L. Multiple submissions are possible. Please include in file
name “final” in your final submission. Otherwise the instructor will grade the last submission at
the deadline.
Paper #1 is due at noon on the day of the Class 7 via the Desire2Learn assignment dropbox in Word
format.
Appendix B: Paper #2: An Evidenced Based Analysis of an Intervention
The student shall pick a topic dealing with an issue or problem in health care delivery or public health.
The paper should be an evidenced based analysis of an intervention, not simply a description of the
public health or health care problem. Students should apply critical thinking based on strong evidence
from the literature, making sure to cite publications that support or contradict the implementation of
the intervention on a larger scale or in other settings (if it currently exists). Papers should reflect
originality of analysis and thought by the student (paraphrasing of cited articles is not sufficient). A topic
that is closely related to a paper submitted in another class requires the submission of the original paper
to the Instructor.
Step 1: Research the topic
1. Selection of Topic- In order to select a topic and intervention, first visit Healthy People 2020 to
choose a topic and one objective within that topic.
(http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx)
2. After choosing one objective look on the following list of websites to find ratings of evidence
that address the chosen topic intervention:
a. Community Guide (http://www.thecommunityguide.org)
b. US Preventative Service Task Force (http://www.uspreventativeservicestaskforce.org)
c. Diffusion of Effective Behavioral Interventions
(https://www.effectiveinterventions.org/en/Home.aspx)
3. After narrowing down to a single intervention on your topic return to the Healthy People
website and choose the “Interventions and Resources” tab for research articles already
collected.
The PubMed search on the Healthy People site is limited to articles published in the last 5 years. Key
articles may be older. These articles may be found by using the MESH terms to perform a new search
without the 5 year limit. Alternatively use the bibliographies of the article to find often cited older
articles.
Select 6+ articles to cite in the paper.
a. Four articles must be primary research articles that evaluate an intervention.
b. Other cited articles may be primary research or review (secondary) articles.
c. Research describing the characteristics of the population affected may be used as long as it is
from a peer-reviewed source. However, it does not count as one of the required 5 primary
research articles evaluating an intervention.
Step 2: Submit a summary
The students will be required to submit a one-page description of the topic in the following format:
1. ____________ (problem, issue) is important because_________. The evidence that
_________(intervention, policy, law) has a positive or negative effect on the (problem, issue)
is:_____________________ as shown by original research (experimental) literature in in peer
reviewed sources.
2. List citations. After each listed citation state whether the article is a primary research or a
review article as defined above In Appendix A. A discussion of each article is not needed for this
assignment.
3. Briefly list conclusions of overall analysis, not of each cited article.
The one page summary is to be submitted by noon on the Class 11 via Desire2Learn dropbox.
Step 3: Write the paper.
Each student will individually submit a paper that is to be 6-11 pages in length (excluding face sheet and
bibliography), double-spaced, 12 point font, in Cambria font , 12 point, with 1” margins (left, right, top
and bottom). The suggested word count is 2000-3000 words. The header should contain the student’s
name and the page number. APA Citation style should be used. For more information about citation
styles, please review: http://research.library.gsu.edu/citationstyles
Regardless of the topic, your paper should include the following sections labeled with headings
specifically listed below (please note that page recommendations are guidelines that reflect the
approximate proportions of each section of the paper. The word count of 2000-3000 specifies the
length):
1. Introduction (½ -1½ pages)
a. Briefly describe the topic you are going to address.
b. Why it is important? If relevant provide a brief background and any pertinent health
statistics, incidence (rates or risk factors) as cited in recent literature.
c. Specifically state the intervention to be addressed in the literature review.
2. Literature Review (3-5 pages)
a. Discuss at least 5 primary original research articles from peer-reviewed literature that
evaluate the outcomes of the intervention. One of these articles may be a meta analysis
or a strong systematic review of the literature.
3.
4.
5.
6.
b. Briefly describe the methodology, key numerical results (please do not give detailed
numerical results or copy tables) and conclusions of the article paraphrased in your own
words (please do not cut and paste from the abstract). See sample paper for guidance.
Strengths and Limitations of the Literature (1– 1½ pages)
a. Please describe the strengths and limitations of the primary articles cited paraphrased in
your own words. Describe the strengths and limitations of the body of literature; do not
just paraphrase the strengths and limitations stated in each paper.
b. What is it we do not yet know or understand about the topic you have chosen?
c. What additional research is needed to more completely answer questions related to
your topic?
Policy or Practice Implications (1-1½ pages)
a. Describe the implications of the literature you have reviewed for the efficacy health care
or public health intervention using your own critical thinking.
Conclusion (½ – 1 page)
a. Briefly summarize your paper.
b. State overarching conclusion.
References
Step 4: Review & submit the paper
1.
2.
3.
4.
Please review the above guidelines again before you submit the paper.
Grade your paper using the rubric in D2L
Submit to the originality checker in D2L. Multiple submissions are possible.
Make corrections and submit via D2L. Please include in file name “final” in your final submission.
Otherwise the instructor will grade the last submission at the deadline.
Paper #2 is due at noon on the day of the Class 13 via the Desire2Learn assignment dropbox in Word
format.