College of Health and Human Services s4

Spring, 2016

COLLEGE OF HEALTH AND HUMAN SERVICES

California State University, Long Beach

Health Care Administration Program

Global Health Issues, HCA 422

Spring, 2016

Instructor: Richard L. Tradewell, MBA, Ph.D.
E-mail:
Office Hours: 2-6PM Thursday
Office Location: Instructor Office: SSPA-006
Phone: (562) 985-5694 Office
(949) 400-0960 Cell (text for appointment) / Class Number: 5578
Class Meets: 7-9:45PM, Thursday
Location: Room HHS1-105
HCA Program Administrative Coordinator:
Deby McGill
Tel: 562/985-5694; Fax: 562/985-5886
HCA Office Location: HHS2-118

Catalog Description

This course examines factors that impact global health, including geography, climate, demography, culture, religion, and social organization. Issues are discussed from the standpoint of individual nations, regions, and the world. It then analyzes the characteristics of healthcare delivery systems and the governmental, economic, social and political forces that influence them.

Behaviors, over which one can exert control, are juxtaposed with genetic and environmental factors, over which one has limited or no control.

Prerequisites: Completion of the GE Foundation, one or more Exploration courses and upper division standing.

Course Goals and Objectives

Compare and contrast contemporary problems in health services policy and delivery in selected developed and developing nations. Analyze health system performance from a financial, management, government, private sector and public policy perspective. Obtain a more complete understanding of the problems and possible solutions to U.S. health system inefficiencies and inequities by acquiring an international perspective. Identify mistakes of other nations and isolate ideas that have worked to increase access and promote quality of health services.

Expected Learning Objectives & Outcomes; Activities, Assignments & Assessments.

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.

Learning Objective / Domain / Competency / Activities (A1) , Assignments (A2) & Assessments (A3) /
Describe how environmental, economic, social and political forces affect access to health care in America. / 4-Knowledge of the Healthcare Environment / Socioeconomic environment in which the organization functions / A2: Critical essay (country paper) and presentation
Identify the components of the health care continuum. / 4-Knowledge of the Healthcare Environment / Organization and delivery of healthcare / A3: Quizzes and final exam
Discuss the pros and cons of integrated and managed care delivery systems / 4-Knowledge of the Healthcare Environment,
Knowledge of global healthcare issues, trends and perspectives (e.g., aging population, insurance costs, malpractice crisis, etc) / Managed care models, structures, / A1: Study reform of NHS and compare to Kaiser.
Discuss market, mandate, single payer and other (HSA) systems of health care in nations / Financing mechanisms for achieving universal access throughout the world / A2: critical essay and presentation.
Discuss the problems of the uninsured in accessing care and efforts to expand health insurance coverage / The interrelationships among access, quality, cost, resource allocation, accountability and community / A1: Focus discussion question # 1 and 2
Explain the reasons for the long term increase in health care costs / Funding and payment mechanisms of the healthcare system / A1: Focus discussion question 2
Distinguish between public health and personal medical care and explain the distinct role of each in life expectancy and infant mortality / Interaction and integration among healthcare sectors / A1: Focus discussion question 13
Appreciate how terrorism and emergency preparedness have increased the importance of partnerships between public health and public and voluntary agencies / Interaction and integration among healthcare sectors / A1: Focus discussion question 14
Define the major health care professions and the role of health care administrators within each / Role of non-clinical professionals in the healthcare system / A1: Focus discussion question 14

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. Describe supply and demand patterns for health services in several countries.

B. Analyze how government and politics affect health policy.

C. Identify different approaches used to bring health care to the poor and underserved.

D. Analyze the relationship between economic/industrial development and health care delivery.

E. Examine how resources are expended on hospitals, physicians, nurses, preventive and sanitation services in various countries.

F. Describe the role of indigenous healers in several countries.

G. Relate social and political change to consequent reforms in health care and changes in health status.

H. Identify issues affecting underserved population’s health in the United States and abroad.

Textbooks (Mandatory; Free downloads)

o 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 read the transcript: http://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/etc/script.html. Website offers many learning resources, all from a socialist democracy perspective.

o 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: http://www.cato.org/pubs/pas/pa-613.pdf. A critical look at 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.

o 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.

o 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.

o http://owl.english.purdue.edu/owl/resource/560/01 The Purdue University Writing Lab’s free guide to putting your paper in APA format.

o Feldstein, Paul J. 2015. Health Policy Issues: An Economic Perspective. Chicago: Health Administration Press. Chapter 32 (Canada) to Chapter 35 (Long-Term Care).

Texts (Optional)

1. Jacobson, K. H. (2013). Introduction to global health (2nd Ed.). Burlingham, MA: Jones & Bartlett Learning.

2. Lovett-Scott, M. & Prather, F. (Eds.). (2013). Global health systems: Comparing strategies for delivering health services. Burlingham, MA: Jones & Bartlett Learning.

3. Johnson, J.A. & Stoskopf, C.H. (2010). Comparative health systems: Global perspectives. Sudbury, MA: Jones & Bartlett.

4. Levine, R. (2007). Case studies in global health: Millions saved. Sudbury, MA: Jones & Bartlett, or: http://www.cgdev.org/section/initiatives/_active/millionssaved/studies.

5. American Psychological Association. (2010). Publication Manual of the American Psychological Association, (6th ed.). Washington, DC: American Psychological Association.

Required Reading Posted on BeachBoard:

à Freidman, Milton. “How to Cure Healthcare”. The Public Interest, Winter, 2001. (Word copy of article on BeachBoard).

à Getzen, Thomas E. 2007. Health Economics and Financing. John Wiley & Sons. Chapter 17: “International Comparisons of Health and Health Expenditures”, pp 396-423. Excellent summary of recent problems in German health system at pages 415-418.

à Goodman, Musgrave and Herrick. 2005. Lives at Risk: Single-Payer National Health Insurance Around the World. Chapter 24: Designing Ideal Health Insurance.

à Gratzer, David. 2006. The Cure: How Capitalism Can Save American Healthcare. Encounter Books.

à Herzlinger, Regina E. 2005. Harvard Case Study: “Hospital for Special Surgery” (9-305-076). Harvard Business School. Note especially reading starting page 12, “The United Kingdom.”

à Herzlinger, Regina. 2007. Who Killed Healthcare? New York: McGraw-Hill.

à Klein The Health of Nations. American Prospect http://www.prospect.org/cs/articles?articleId=12683

à “A Survey of the World Economy: The Future of the State.” The Economist (September 20, 1997). (Part 1 in e-reserves).

à World Development Report: Investing in Health (free download). 1993. Oxford University Press and World Bank. Chapter 3 provides an excellent short summary of market and government failure in health care. http://www.dcp2.org/file/62/World%20Development%20Report%201993.pdf

à Chapter 4: “Infectious Diseases” in Merson, R Black, A Mills, International Public Health, Gaithersburg: Aspen Publishers, Inc. 2001. (e-reserves).

à Chapter 8: “Limits to Public Intervention: Government Failures” in Weimer, David L. and Aidan R. Vining. 2005. Policy Analysis: Concepts and Practice. Prentice Hall.

à Schieber, George J., Pablo Gottret, Lisa K. Fleisher, and Adam A. Leive. “Financing Global Health: Mission Unaccomplished.” Health Affairs. 26, no.4 (2007):920 July/August 2007.

à Stonebraker, Robert. Joy of Economics. Chapter “Health Care” in free, online textbook http://faculty.winthrop.edu/stonebrakerr/book/medicalcare.htm .

Methods of Presentation

A. Lecture/Discussion. PowerPoints and articles are posted on BeachBoard prior to each class

B. Variety of video materials

C. Discussion of student critical essays

The course is taught through a combination of lectures, PowerPoint presentation, videos, and class discussion of topic questions and critical essays.

Expectations of Student Skill Performance

To complete the requirements for the course, students are expected to:

Write clearly and concisely, using correct grammar, punctuation and spelling.

Communicate articulately in oral presentations.

Be proficient in using PowerPoint for presentations.

Search the web and research publication, then apply the information found.

Analyze information, both numeric and text.

Apply internationally-accepted metrics to compare health and healthcare.

Synthesize information about factors that impact health and health care.

Compare and contrast countries, situations, historic and current times.

Participate in class discussions.

Submit all assignments on time.

Submit assignments online and provide professor with a paper copy during class.

Use of Academic Technology in this Class

This course makes use of several forms of academic technology, including the web, e-reserves and BeachBoard. Students are required to use of this technology to fulfill the requirements for this course. To participate in the academic technology elements of this course, students must have access to, and be able to use:

· A computer, equipped with Adobe Acrobat Reader 5.0 or newer and word-processing software capable of reading Microsoft Word XP files.

· The internet. Specifically, the World Wide Web. Whatever internet service provider is used must be capable of accessing Web pages, BeachBoard and Acrobat files.

· An account on BeachBoard.

Student Responsibilities and University Policies

(1) CSULB policies on cheating and plagiarism shall apply, as delineated in California State University, Long Beach Policy Statement 85-19, December 13, 1985. One or more of the following academic actions are available to the faculty member who finds a student has been cheating or plagiarizing.

a) Review—no action.

b) An oral reprimand with emphasis on counseling toward prevention of further occurrences;

c) A requirement that the work be repeated;

d) Assignment of a score of zero (0) for the specific demonstration of competence, resulting in the proportional reduction of final course grade;

e) Assignment of a failing final grade;

f) Referral to the Office of Judicial Affairs for possible probation, suspension, or expulsion.

(2) Students who need accommodation for any type of disability must inform the instructor in advance.

(3) Withdrawal is the responsibility of student. Withdrawal after the posted date is allowed only for serious and compelling reasons and requires the approval of the dean.

(4) Absences are excused consistent with University policies.

(5) Students are expected to have CSULB email accounts and to check their email and BeachBoard regularly for class announcements.

Commitment to Inclusion

California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect. All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.

Methods of Evaluation and Grading

A. Critical Essay (CE) 50 points

B. Essay oral presentation 20 points

C. Attendance Quizzes (9* @ 10 points each)………………………… 90 points

D. Objective Quizzes (5** @ 20 pts each) 100 points

E. Final Examination 40 points

300 points

* Ten quizzes are given. The lowest score is dropped. These quizzes are taken in class.

**Six quizzes are given. The lowest score is dropped.

No make-up quizzes are given. Attendance quizzes must be completed during class period.

Grading

90 % and higher: A

80 % and higher B

70 % and higher C

60 % and higher D

Below 60% F

CRITICAL ESSAY SCHEDULE

Discuss Your Topic and Reference Sources in Class / Week 3
Critical Essays Due / Week 5
Class Presentations Begin / Week 6

BIWEEKLY QUIZ/EXAM SCHEDULE

Quiz 1 / Intro to Problems in U.S. Health System / Week 3
Quiz 2 / Canada Ideals and Government Failure / Week 5
Quiz 3 / U.K. Reform: Conservatives vs. Bureaucracy / Week 7
Quiz 4 / Mandate Nations: Germany, Holland, Japan / Week 9
Quiz 5 / Grammar and Writing / Anytime
Quiz 6 / Developing Nations: Poverty, Disease, Corruption, Hope / Week 11
Take Home Final / Model Nations (Singapore, Switzerland) vs. PPACA / Week 13

CRITICAL ESSAY GUIDELINES

This is a very short, 4-5 pages plus reference sheet, essay. You have a choice:

1. You may choose an OECD nation http://www.oecd.org/about/membersandpartners/ nation of your choice. (See list: there are currently 34 nations, including Mexico and Chile, in our hemisphere). HOWEVER: you may NOT select an OECD nation that is already selected for our core study list. Thus, you may NOT write on Canada, U.K., Germany, Netherlands, Switzerland, Japan or Singapore.

2. You may choose a developing nation ranging from one of the transitional giants (Brazil, China, or India) or perhaps select a nation from the “bottom billion” of poverty ranks (African nations south of the Sahara provide a good selection).