655.771.81 - Healthcare Systems

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules in the menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, any exceptions will be noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Health & Care Systems in the US – Part 1
• Health & Care Systems in the US – Part 2
• Systems Thinking for Health Care
• Variation Analysis
• System Constructs & Delivery Model Comparisons
• Population Health System Framework (PHSF)
• Functional Health & Value
• Precision Health & Stratification
• Learning Health Systems
• Resource & Facility Strategies
• Regulation, Information Infrastructure, and Governance & Partnerships
• Stories from the Front Line
  
• COVID-19

Course Goals

• Identify current and historical forces that shape health system structure, performance, and variation.
• Apply novel theoretical models and frameworks to critique real world health systems.
• Critically analyze classical assumptions about cost-outcome tradeoffs by taking a requirement-driven perspective.
• Relate contemporary health care and health systems initiatives into these holistic frameworks.

Textbooks

This course does not follow any text books and none are required.  All chapters and articles required for reading will be provided to students digitally through the library and eReserve links in Canvas.

Student Coursework Requirements

It is expected that each module will take approximately 5–7 hours per week to complete. Here is an approximate breakdown: reading the assigned articles and chapters (approximately 3 hours per week) as well as some occasional video content; listening to the audio annotated slide presentations (approximately 2 hours per week); and writing assignments including discussion board posts, replies and critical thinking essays (approximately 2 hours per week). Occasionally, optional readings or videos will be offered.

This course will consist of the following basic student requirements:

Preparation and Participation (30% of Final Grade Calculation)

You are responsible for carefully reading all assigned material and being prepared for discussion questions. Post your initial response to assigned Discussion questions by 11:59 PM ET on day 4 of the module week. Posting a response to the discussion question is part one of your grade for module discussions. Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates. These interactions require critical thinking; just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

We will monitor module discussions and will respond to some of the discussions or questions.

Late Policy Discussion Posts:

One (1) point will be deducted for each day discussion posts are submitted past the assignment due date (discussion board posts and replies to instructors and peers posts). Note: Your lowest 3 discussion post grades will be dropped before your final grade is calculated. 

Please contact the instructor(s) in advance if you know are going to miss an assignment due date to discuss mitigation strategies.

Evaluation of preparation and participation is based on contribution to discussions. Preparation and participation is evaluated by the following grading elements:

1. Initial discussion board post (67%)
2. Replies to instructor and peer(s) posts (33%)

Preparation and participation is graded as follows:

Assignments (30% of Final Grade Calculation)

Assignments will include six critical thinking essays responding to a prompt, based on the reading and lectures for that module. Include a header or cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. If used, all figures and tables should be captioned and labeled appropriately.

Late Policy Critical Thinking Essays:

A 20% late assignment deduction will occur for critical thinking essays if submitted past 11:59pm Eastern on the due dates.

Please contact the instructor(s) in advance if you know are going to miss an assignment due date to discuss mitigation strategies.

All assignments are due according to the dates in the Calendar. Late submissions will be reduced by 20% (no exceptions without prior coordination with the instructors).

Course Final Project (40% of Final Grade Calculation)

A course project will be assigned several weeks into the course. The course project will be completed individually. The next-to-the-last week will be devoted to student presentations of the course project and you will be asked to provide feedback to your peers on their projects.

The course project is evaluated by the following grading elements (as described in Course Project Description):

1. Final PHSF Assessment Paper (50%)
2. Voice Thread presentation of Final PHSF Assessment (25%)
3. Peer Feedback (25%)

Late Policy Final Project Components (3):

A 20% late assignment deduction will occur for each Final Project Component if submitted past 11:59pm Eastern on the due dates.

Please contact the instructor(s) in advance if you know are going to miss an assignment due date to discuss mitigation strategies.

Course Project is graded as follows and more details are available in the Course Final Project Rubric.

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. We will post grades one week after assignment due dates.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

100-98 = A+ 97-94 = A 93-90 = A− 89-87 = B+ 86-83 = B 82-80 = B− 79-77 = C+ 76-73 = C 72-70 = C− 69-67 = D+ 66-63 = D

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.