HCM350 History of Health Care Worldwide
Credit Hours:
3
Contact Hours:
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on each course will vary based upon the weekly coursework, as
well as your study style and preferences. You should plan to spend 10-25 hours per
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.
Faculty Information
Name:
Phone:
CSU-GC Email:
Virtual Office Hours:
Course Description and Outcomes
This course examines the historical events that led to the development of the four health models, disease
management, and policy development. This course is designed to provide the fundamental concepts to discuss
health care models and delivery on a global scale. Learners will explore treatment for communicable and
non‐communicable diseases as well as the financial implications of providing health services in developing and
developed countries.
Course Learning Outcomes
1. Analyze the history of communicable diseases throughout the world, including but not limited to
HIV/AIDS and tuberculosis, and discuss modes of transmission, symptoms, and methods for prevention.
2. Evaluate the impact of water, sanitation, air quality, nutrition, and other aspects of environmental
health related to health and disease prevention.
3. Compare and contrast the health needs of special populations (women, children, elderly, mentally ill,
etc.) in developed and developing countries.
4. Prioritize important global health issues and formulate a plan to address them.
5. Explore the historical and political impact of environmental changes and socioeconomic status on
population health.
6. Classify epidemic and pandemic episodes in global history and illustrate their impact on health systems
in various countries.
7. Differentiate the role of governmental and non‐governmental organizations in health care throughout
history and evaluate their effect on a regional, national, and global level.
8. Explore the history of public health and the events that shaped health care policy on a regional, national,
and global level.
9. Explain the role of health in public welfare and private interest on a global scale.
10. Discuss the role of health in human rights discourse.
11. Articulate the impact of epidemic and pandemic episodes in global history.
12. Explain the development and critically evaluate the role of the World Health Organization.
13. Discuss the intersection of colonization and health and sanitation.
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus.
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget
your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your
instructor know as soon as possible.
Course Materials
Required:
Jacobsen, K. (2014). Introduction to global health. Burlington, MA: Jones and Bartlett Learning. ISBN 13:
9780763751593
**All non-textbook required readings and materials necessary to complete assignments, discussions, and/or
supplemental or required exercises will be provided within the course itself. Please read through each course
module carefully.
Course Schedule
Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
 Discussion Boards: The original post must be completed by Thursday at 12 midnight MT and Peer
Responses posted by Sunday 12 midnight MT. Late posts may not be awarded points.
 Mastery Exercises: Students may access and retake mastery exercises through the last day of class until
they achieve the scores they desire.
 Critical Thinking Activities: Assignments are due Sunday at 12 midnight MT.
Week #
Readings
Chapter 1 in Introduction to global health
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Morse, S. (2007). Silent victories: The history and practice of public
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health in Twentieth-Century America. Emerging Infectious Diseases,
13(12), 1972-1975. (This article can be found in the Article Reserve.)
Fox, D. (2001). The professions of public health. American Journal of
Public Health, 91(9), 1362-1364. (This article can be found in the
Article Reserve.)
Discussion Board (25)
Mastery Exercises (10)
Chapters 2 & 4 in Introduction to global health
Marmot, M. (2005). Social determinants of health inequalities.
Lancet, 365(9464), 1099-1104. (This article can be found in the
Article Reserve.)
Fielding, D., & Torres, S. (2009). Health, wealth, fertility, education,
and inequality. Review of Development Economics, 13(1), 39-55.
(This article can be found in the Article Reserve.)
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Discussion Board (25)
Mastery Exercises (10)
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Chapters 9 & 13 (sections 13.3 and 13.4) in Introduction to global
health
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (85)
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Chapters 10 & 11 in Introduction to global health
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Discussion Board (25)
Mastery Exercises (20)
Critical Thinking (90)
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Chapters 8 & 13 (sections 13.2, 13.5, & 13.6) in Introduction to
global health
Freeman, F. (2010). Ghana: The waste land. World Policy Journal,
27(2), 33-39. (This article can be found in the Article Reserve.)
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (85)
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Chapters 5, 6 & 7 in Introduction to global health
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Chapters 12, 14 & 15 in Introduction to global health
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Chapter 3 in Introduction to global health
Dodd, T. (2008). Quantitative and qualitative research data and
their relevance to policy and practice. Nurse Researcher, 15(4), 714. (This article can be found in the Article Reserve.)
Munro, E. (2008). Research governance, ethics, and access: A case
study illustrating the new challenges facing social researchers.
International Journal of Social Research Methodology, 11(5), 429439. (This article can be found in the Article Reserve.)
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (90)
Discussion Board (25)
Mastery Exercises (10)
Discussion Board (25)
Mastery Exercises (20)
Portfolio Assignment
(350)
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8
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Assignment Details
This course includes the following assignments/projects:
Week 1
Assignments
Portfolio Milestone:
A Portfolio Project is due at the end of the course. Review the Portfolio Project Description and Rubric this week
and regularly throughout the course. The Portfolio Project Description can be accessed on the Week 8
Assignments page and the Portfolio Project Rubric on the Course Information Page. If you have questions
regarding the assignment, do not hesitate to contact your instructor for clarification.
By the end of Module 2, you will need to identify the two Millennium Development Goals you choose to research
and submit to the instructor a brief synopsis on the importance of the two goals (150 – 200 words).
Week 2
Portfolio Milestone:
Topic Submission (0 Points)
Submit the following information at the end of Module 2 in a Word document:
 Identify the two Millennium Development Goals for the Portfolio Project
 Provide a synopsis on the importance of the two goals
Your paper should be 150-200 words in length.
NOTE: This assignment will not be graded. Rather, it is intended to assist you in researching the history of the
socioeconomic, health, and environmental issues that led to the development of the MDGs chosen.
Week 3
Critical Thinking: Containing and Eradicating a Pandemic (85 points)
Using the CSU-Global Library and the readings from your text, discuss the following question in a scholarly paper.
Explore the origin of a communicable disease that became a pandemic episode. Describe different measures that
were taken to contain or eradicate the disease and assess the role that was played by issues pertaining to water,
sanitation, nutrition, and environmental conditions.
Discuss and cite at least three scholarly references to support your response.
Your paper should be 800-1200 words in length, well-written, and formatted per CSU-Global guidelines for APA
Style.
Week 4
Critical Thinking: HIV/AIDS Public Health Policies (90 points)
Research the history of HIV/AIDS in two countries. Compare and contrast the role of public health policies
regarding transmission, prevention, and treatment in the spread of the disease.
Discuss and cite at least three (3) scholarly references to support your response.
Your paper should be 800-1200 words in length, well-written, and formatted per CSU-Global guidelines for APA
Style.
Week 5
Critical Thinking: Access to Water (85 points)
Using a Web search or a news search (such as Lexis Nexis Academic in the CSU-GC Library) identify three (3) cases
in three (3) different regions of the world where issues have arisen in relation to people's access to safe sources of
water. You will likely find that many such issues are political disputes over water rights.
Write a scholarly essay analyzing the relationship between water rights and other institutions of society, politics,
and economics. What is the historical origin of the current issues and problems in these three areas with respect to
water rights? Describe the interplay between the notion that access to water is widely viewed as a critical health
issue and a fundamental human right on the one hand, and political claims to water rights, on the other.
Discuss and cite at least three (3) scholarly references to support your response.
Your paper should be 800-1200 words in length, well-written, and formatted per CSU-Global guidelines for APA
Style.
Week 6
Critical Thinking: Medical Experimentation (90 points)
Use sources from the CSU-Global Library and the readings from your text to support your response to the following
question.
An institutional review board would never approve the Tuskegee Syphilis Experiment today. What are some
examples of medical experiments conducted today? Do you know anyone who has participated in a medical study?
Do you know what protections are in place for participants? Describe some of the restrictions that are placed on
medical experiments and drug testing in the 21st century. Evaluate the advantages and disadvantages of such
restrictions.
Discuss and cite at least three scholarly references to support your response.
Your paper should be 800-1200 words in length, well-written, and formatted per CSU-Global guidelines for APA
Style.
Week 8
Portfolio Assignment (350 points)
The Millennium Development Goals (MDGs) are eight international development goals established by the United
Nations to encourage development through the improvement of social and economic conditions around the world.
To begin your Portfolio Project research, access the Millennium Development Goals via the UN Millennium Project
website. For project details, see the Portfolio Project Description, which can be accessed from the Week 8
Assignments page.
Identify and select two MGDs.
Then research the history of the socioeconomic, health, and environmental issues that led to the development of
the MDGs you selected by the United Nations in 2000. Analyze and discuss the progress of a developed and
developing country towards the MDGs you have chosen to research.
Address in your paper: barriers to progress, cost, access, and quality.
Discuss your findings in a scholarly paper that discusses and cites no fewer than five credible and scholarly sources.
(Suggestion: use the CSU-Global Virtual Library to search for your sources.)
Your paper should be 1,500-2,200 words in length, well-written, and in conformity with CSU-Global guidelines for
APA Style.
Before the end of Module 2, submit to the instructor a paper 150-200 words in length identifying the two MDGs
you have chosen and providing synopsis of their importance. No points will be assigned to this delivery.
Submit the following information at the end of Module 2 in a Word Document:
 Identify the two Millennium Development Goals for the Portfolio Project.
 Provide a synopsis explaining why you selected the two goals and why you feel they are of particular
importance. (150 – 200 words)
For project details, see the Portfolio Project Description, which can be accessed from the Week 8
Assignments page.
Course Policies
Course Grading
20% Discussion Participation
10% Mastery Exercises
35% Critical Thinking Activities
35% Final Portfolio Paper
Grading Scale and Policies
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
In-Classroom Policies
For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies
and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other
work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating
academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and
APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized
possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information
on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet
resources.
Citing Sources with APA Style
All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA
(based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please
review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this
document should also be provided within most assignment descriptions on your course’s Assignments page.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous,
respectful, and professional manner. All posts and classroom communication must be conducted in accordance
with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
How will the person on the other end read the words?
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the
instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic,
religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or
intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know.