COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Department of Health Care Administration
HCA 465 – Analysis and Evaluation
Fall 2014
Instructor: E. Erlyana M.D., Ph.D.
E-mail: erlyana.erlyana@csulb.edu
Phone: 562/985-5800
Office: HHS1 – FOA 007
Class Number: 4888 (Section 1)
Class Meets: Aug 25 to Dec 12th,
Mondays & Wednesday, 9:30 - 10:45 AM,
Classroom: SPA 105
Office Hours:
Mondays and Wednesday (11 AM – 1 PM)
or by appointment
Additional Contact Information:
HCA Program Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
Course Description:
Prerequisite or Co-requisite: HCA 202 or 300 and Prerequisite: PSY 110 or SOC 250 or
equivalent. Techniques of analysis and evaluation applied to health services with respect to
organizing, staffing, financing and utilization. Emphasis on the analytic process, program
evaluation, and report of findings.
Teaching/Learning Objectives:
Students who have completed this course should be able to:
 Develop evaluation/research questions, hypotheses, and propose specific analytic
methods in health management issues.
 Differentiate between types of qualitative/quantitative evaluation/research philosophies
such as monitoring, case studies, survey research, trend analysis, and experimental
design; describe the assumptions, threats to validity, and outcomes of each type.
 Define key concepts of research design and methodology.
 Identify the steps of a generic research process, the tasks involved in each, and
available data collection and analysis methodologies.
 Understand the ethics issues involved in the use of human subjects in research.
 Conduct basic analysis of secondary quantitative data through the use of the General
Social Survey (GSS) or California Health Interview Survey (CHIS).
 Assemble a spreadsheet in SPSS, conduct basic univariate and bivariate analyses, and
write a brief report illustrating findings.
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The CSULB HCA program is accredited by AUPHA and this course represents the following
domains and competencies required for AUPHA accreditation:
Learning Objective
Understand the ethics issues
involved in the use of human
subjects in research
Domain
Professionalism
Develop evaluation/research
questions, hypotheses, and
proposal specific analytic methods
in health management issues
Differentiate between types of
qualitative/quantitative evaluation
research philosophies as
monitoring, case studies, survey
research trend analysis, and
experimental design; describe the
assumptions, threats to validity and
outcomes of each type.
Define key concepts of research
design and methodology
Business
Knowledge and
Skills
Identify the steps of a generic
research process, the tasks
involved in each and available data
collection and analysis methods.
Conduct basic analysis of
secondary quantitative data
through the use of the General
Social Survey or the California
Health Interview Survey
Assemble a spreadsheet in SPSS,
conduct basic univariate and
bivariate analyses, and write a
brief report illustrating findings
Competency
Professional
standards and
codes of ethics;
Ethics
committee’s
roles, structure
and functions
Outcomes
measures and
management
Assessment Method
On-line training module;
quiz on training module
materials (pass/fail);
knowledge and retention of
material also tested on inclass exam
Business
Knowledge and
Skills
Data analysis,
including
manipulation,
understanding of,
and ability to
explain data
Quizzes and tests
Business
Knowledge and
Skills
Business
Knowledge and
Skills
Comparative
analysis strategies
Quizzes and tests
Data collection,
measurement and
analysis tools and
techniques
Basis statistical
analysis
Oral presentation with
explanatory
powerpoint/lecture slides
Business
Knowledge and
Skills
Business
Knowledge and
Skills
Application
software
Quizzes and tests
Computer laboratory
exercises completed and
turned in; homework
exercises completed and
turned in
Computer laboratory
exercises completed and
turned in
Required Reading Materials:
 Chatburn, Robert L. Handbook for Health Care Research, 2nd ed. 2011, Jones and Bartlett
Publishers, LLC.
 Palant, Julie. SPSS Survival Manual, 4th ed. -- OPTIONAL
 BEACHBOARD is being set up and other reading will be posted
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Student Assignments and Grading:
Tests: There will be two tests each worth 50 points (for a total of 100 points) and one final
exam worth a total of 100 points. There will also be five quizzes on reading assignments and inclass videos, each worth 10 points (for a total of 50 points).
Exercises: There will be five exercises applying analytical concepts to data and the textbook
readings, each worth 15 points (for a total of 75 points). These include:





Statistics homework assignment
Charts & Graphs exercise – completed on-line
Analysis of secondary data Assignment I
Analysis of secondary data Assignment II
Human subjects’ protection module – completed on-line
Group Presentation: You will work in groups (2 – 3 members) to prepare a presentation on
research article analysis. You need to pick a topic and find at least 2 journal articles about the
topic. Discuss in class. (50 points)
Attendance & Participation: Attendance is required and participation is highly rewarded (25
points)
Late Homework Policy: No late homework assignments will be accepted. You may e-mail your
assignment if you are unable to come to class as long as you do so that the assignment is
received by the posted due date. Students absent for the final exam must provide written third
party documentation. Disabled students, who qualify for alternative testing arrangements, please
advise the instructor and make arrangements well in advance of the exams.
Grade Computation:
The tests (midterm exams and final exam), exercises, group presentation, attendance and
participation will be used to compute your final grade, which will be distributed as follows:
 Tests
250 points
o 2 Tests @ 50 points
o Final Exam @ 100 points
o 5 Quizzes @ 10 points
 Exercises
75 points
 Group Presentation
50 points
 Attendance & Participation
25 points
TOTAL
400 points
90%+=A
80-89%=B
70-79%=C
60-69%=D
<60%=F
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Class Policies
Attendance Policy
Please see section on excused and unexcused absences; this class will follow the University
policy. CSULB policy on attendance (PS 01-01L
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/).
On-time attendance at the first class is mandatory. Attendance will be taken at the beginning of
each class, and occasionally at the end of class. No points will be given for missed classes,
unless it is an official excused absence. Excused absences will be granted only if written
evidence (e.g. a doctor's written notice, a letter for jury duty, or a copy of a funeral program) is
provided in a timely manner. (University Attendance Policy, PS 01-01, defines excused absences
as 1) illness or injury to the student; 2) death, injury, or serious illness of an immediate family
member or the like; 3) religious reasons (California Educational Code section 89320); 4) jury
duty or government obligation; 5) University sanctioned or approved activities.) Students
missing 6 or more classes will be advised to drop the class and retake it in a subsequent semester.
On-time attendance at each class is expected. Points may be deducted for tardiness, leaving
early, or disrespectful or disruptive behavior to other students or the instructor, e.g. talking while
other students or the instructor is speaking to the whole class. In rare cases, due to a documented
emergency or a "serious and compelling reason" (PS 02-12) a student may need to request an
authorized incomplete or withdrawal. In such a case University Policy will be strictly adhered to.
The full text of University Policy Statements may be seen at
http://www.csulb.edu/divisions/aa/catalog/20102011/academic_information/withdrawal_policy.html
A note on communicating with the instructor: Please sign your full name to any emails sent to
the instructor; instructor will not respond to anonymous or unsigned emails. The instructor may
not be able to figure out who you are from your email address (cheesegirl45@yahoo.com;
blondcowboyinLA@gmail.com). Also, please allow from 24-36 hours to receive a response,
especially during the first month of the semester.
Cheating & Plagiarism
Cheating or plagiarism may result in a grade of F.
The University policy on Cheating and Plagiarism (PS 85-19) can be found at:
http://www.csulb.edu/divisions/aa/catalog/20102011/academic_information/cheating_plagiarism.html
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Class Schedule (subject to change depending on availability of guest speaker & lab)
Week # Date
1 Aug 25 & 27
2 Sep 3
Topics
Welcome and Introductions
Review of the course syllabus
Introduction: Why Study Research?
Research or Evaluation?
Outcome Research
Types of Evaluation
Ethics
6 Sep 29 & Oct 1
The Scientific Method & Steps in Conducting
Scientific Research
Developing the Study Idea
Reviewing the Literature
Designing the Experiment
Creating a Survey
Making Measurements
Generic & Conditional-Specific Measures
Basic Statistical Concepts
7 Oct 6 & 8
LAB DAY: Introduction to SPSS
8 Oct 13 & 15
Introduction to Nominal, Ordinal, and
Continuous Measures
LAB DAY: Data Analysis with SPSS
3 Sep 8 & 10
4 Sep 15 & 17
5 Sep 22 & 24
9 Oct 20 & 22
10 Oct 27 & 29
11 Nov 3 & 5
Analysis of Nominal, Ordinal, and Continuous
Measures (Inferential Statistics)
LAB DAY: Data Analysis with SPSS
12 Nov 10 & 12
Steps to Implementation
Publishing the Findings
13 Nov 17 & 19
Applying Health Care Research
Translation of Evidence into Practice
Guest Speaker: TBA
Readings/ Assignments
Ch. 1 & 3
Ch. 2
Exercise # 1, due next week
Ch. 4 & 5
Quiz 1 (Ch. 1 – 3)
Ch. 6 & 7
Quiz 2 (Ch. 4, 5)
Ch. 9
Test 1 (Ch. 1 – 7)
Ch. 10
Exercise # 2, due next week
Quiz 3 (Ch. 9, 10)
Exercise # 3 (in class)
Ch. 11,12, and 13
Test 2 (Ch. 9 – 13)
Exercise # 4 (in class)
Exercise # 5 (in class)
Quiz 4 (SPSS)
Ch. 8, 14 - 17
Quiz 5 (Ch. 8, 14 & 17)
Group Presentation
14 Nov 24
Group Presentation
15 Dec 1 & 3
Final Exam Reviews
16 Dec 8
17 Dec 12
Final Exam (Cumulative)
(Friday)
8 – 10 AM
Notes: No class on Sep 1 (Labor Day Holiday) and Nov 26 (Thanksgiving Holiday)
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Bibliography:
Bausell, R. B. (1992) “Methodologists Corner: Sources of Evaluation Instruments.” Evaluation
and the Health Professions 15: 475-490.
Berkowitz, S. (1996) “Using Qualitative and Mixed-Method Approaches.” In R. Reviere, S.
Berkowitz, C.C. Carter, and C.G. Ferguseon (eds.), Needs Assessment: A Creative and Practical
Guide for Social Scientists. (Washington, D.C.: Taylor & Francis, 1996).
Boruch, R.F. Randomized Experiments for Planning and Evaluation: A Practical Guide.
(Thousand Oaks: Sage, 1997).
Campbell, D.T. and J. C. Stanley. Experimental and Quasi-experimental Designs for Research.
(Skokie, IL: Rand McNally, 1966).
Classic
Chelimsky, E. and W. R. Shadish (eds.) Evaluation for the 21st Century: A Handbook. (Thousand
Oaks, Sage, 1997).
Cohen, J. Statistical Power for the Behavioral Sciences. 2nd ed. (Hilllsdale, NJ: Lawrence
Erlbaum, 1988).
Cook, T. D. and D. T. Campbell. Quasi-experimentation: Design and Analysis Issues for Field
Settings. (Skokie: Rand McNally, 1979).
Classic
Cooper, H. and Hedges L. eds. The Handbook of Research Synthesis. (New York: Russell Sage
Foundation, 1994).
Cronbach, L.J. Designing Evaluations of Educational and Social Programs. (San Francisco:
Jossey-Bass, 1982).
Denzin, N.K. & Y.S. Lincoln eds. (1994) Handbook of Qualitative Research (Thousand Oaks,
CA: Sage).
Denzin, Norman K. The Research Act: A Theoretical Introduction to Sociological Methods. 3rd Ed.
(Englewood Cliffs, NJ: Prentice Hall, 1989).
Classic
Duneier, Mitchell. Sidewalk. (New York: Farrar, Straus and Giroux, 2001).
Gray, R. and C. Sinding. Standing Ovation: Performing Social Science Research about Cancer.
(Walnut Creek, CA: Alta Mira Press, 2002).
Hoff, T.J. & L.C. Witt (2000). Exploring the use of qualitative methods in published health
services and management research, Medical Care Research and Review, 57 (2): 139-160.
Hunt, M. How Science Takes Stock: The Story of Meta-Analysis. (New York: Russell Sage
Foundation, 1997).
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Jones, James. Bad Blood: The Tuskegee Syphilis Experiment (The Free Press, 1991).
Lincoln, Y.S. and E. G. Guba. Naturalistic Inquiry. (Beverly Hills, CA: Sage, 1985).
Morgan, David L. (1988). Focus Groups as Qualitative Research. Newbury Park, CA: Sage
Publications.
New York Times Correspondents. How Race Is Lived In America. First ed. (New York: Henry Holt,
2001).
Patton, M.Q. Qualitative Evaluation and Research Methods. 2nd ed. (Newbury Park: Sagem,
1990).
Shadish, W.R., T.D. Cook, and L.C. Leviton. Foundations of Program Evaluation: Theories of
Practice. (Newbury Park: Sage, 1991).
Weiss, C.H. Evaluation Research: Methods of Assessing Program Effectiveness. (Englewood
Cliffs: Prentice Hall, 1972).
Classic
Also see websites:
American Statistical Association
American Evaluation Association
Academy Health
International Institute for Qualitative Methodology
Sage Publications (press for methods)
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