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655.768.81 - Healthcare System Design & Integration

Healthcare Systems Engineering

Spring 2024

Description

This course addresses the healthcare systems engineering objectives, responsibilities, and activities during the engineering development phase of the system lifecycle using Model Based Systems Engineering (MBSE) tools. Healthcare systems engineering procedures and tools used during this phase are identified and their use illustrated. Topics include the relationship between a system specification and the system design, risk management and patient safety, system design models, healthcare provider and patient integration into the design process, and healthcare system design disciplines and practices. The course uses a healthcare system scenario extensively to apply systems engineering principles and practices through development of a Systems Modeling Language (SysML) model.

Expanded Course Description

Instructor

Michael Obringer

michael.obringer@jhuapl.edu

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course 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, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

Systems Engineering for Healthcare Design and Integration
Modeling Based Systems Engineering
Healthcare Architectures
Systems Modeling Language
Requirements Modeling
Use Case Modeling
Actor Identification
Behavior Modeling
Activity Diagrams
System Functions
Structural Modeling
Block Definition Diagrams
Internal Block Diagrams
SysML Analysis Patterns
State Machine Diagrams
Traceability
Allocation Matrices
Parametric Modeling
Simulation Configuration
Trade Study Modeling
System Specifications
Risk Management & Patient Safety

Course Goals

To identify and describe the engineering and design phase of the systems engineering lifecycle and then apply that knowledge to integrate healthcare specific design principles in to an existing system to meet the needs of the population. Additionally, to apply model based systems engineering concepts using available tools.

Course Learning Outcomes (CLOs)

Apply systems engineering activities to a healthcare system in the engineering development phase of the system lifecycle.
Demonstrate model-based approaches in system development using Magic System of Systems Architect and Magic Model Analyst.
Examine an existing system specification to identify deficiencies, categorize risk, and produce an updated specification.
Decompose healthcare system requirements into component-level specifications.
Create systems engineering artifacts and solutions using healthcare design methods.
Develop a plan to integrate components into higher-level subsystems.
Evaluate healthcare system performance using modeling and simulation tools.
Demonstrate system concepts to stakeholders through design reviews associated with the course project.
Design a system that integrates provider, patient, workflow, and technology specifications in a healthcare architecture.

Textbooks

Both of the required textbooks for this course are licensed by the University and are available in the eReserves section of the course. You may still wish to purchase for future reference.

Kossiakoff, A., Sweet, W., Seymour, S., Biemer, S. (2011). Systems Engineering Principles and Practice (2nd ed.). Lanham, MD: Wiley.

ISBN-10: 9780470405482

ISBN-13: 978-0470405482

Friedenthal, S., Moore, A., Steiner, R. (2015) A Practical Guide to SysML, The Systems Modeling Language (3rd ed.). Waltham, MA: MK/OMG Press.

ISBN-10: 9780128002025

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website.

Required Software

Instructions to download and install Magic System of Systems Architect are provided in the course.

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 sections of the texts (approximately 1–2 hours per week) as well as some outside reading, listening to the recorded lectures (approximately 1 hour per week), participating in discussions (approximately 1 hour per week), and completing assignments (approximately 2–3 hours per week). This course will consist of the following basic student requirements:

Discussions (30% of Final Grade Calculation)

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings. Each discussion is worth 10 points. There are 4 points associated with your initial response which should be completed by the evening of day 5 for that module week. Posting a response to the discussion question is part one of your grade for module discussions. There are also 2 points associated with timeliness. If you submit your initial response by Saturday (day 5), you will receive the full 2 points. If you post by Sunday, you will receive 1 point and if you post on Monday you will receive 0 points. 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 (i.e., 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. Each response is worth 2 points, 4 points total. I will monitor module discussions and will respond to some of the discussions as discussions are posted.

Critical Thinking is graded as follows:

100–90 = A— rich in content; full of thoughts, insight, and analysis.

89–80 = B— substantial information; thought, insight, and analysis has taken place.

79–70 = C—generally competent; information is thin and commonplace.

Assignments (30% of Final Grade Calculation)

Assignments will mainly focus on developing a SysML model that builds upon various concepts throughout the semester. Model files names should include the students last name and assignment number to appropriate distinguish them from one another. All assignments are due according to the dates in the Calendar. Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

If, after submitting an assignment you are not satisfied with the grade received, you are encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.

Model-Based assignments are graded as follows:

100–90 = A—All parts of assignment are addressed; All appropriate model elements are provided; Model is technically correct and is clearly indicated; Simulations functions properly with intended results.

89–80 = B—All parts of question are addressed; Some model elements are provided; Model is technically correct and is indicated; Simulations functions properly with unintended results.

79–70=C—Most parts of question are addressed; Model elements are partially provided; Model is not technically correct but is indicated; Simulations functions improperly with unintended results.

<70=F—Some parts of the question are addressed; Model elements are not provided; The model is incorrect or missing critical elements; Simulation does not function.

Written assignments are graded as follows:

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside

References [generally competent; information is thin and commonplace].

<70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed]

Course Project Proposal (5% of Final Grade Calculation)

A course project proposal will be due in Module 9. The course project proposal is evaluated by the following grading elements:

The system concept name and description (5 points)
An abstract of the healthcare-related functions you plan to model as part of the project (5 points)
An initial risk management plan (5 points)
A team roles & responsibilities matrix (5 points)

Course Project (35% of Final Grade Calculation)

A course project will be assigned several weeks into the course, but is available for review now in the course project section. The course project is evaluated by the following grading elements:

Model Completeness (as described in Course Project Instructions) (50%)
Model Functionality (the model functions as intended based and described in sufficient detail in the System Specification Report) (20%)
System Specification Report (as described in Course Project Instructions) (30%)

The Course Project is graded as follows:

100–90 = A—Model Completeness [Model is complete and contains all required elements including at least two healthcare related functions]; Model Functionality [model functions as intended and includes all analysis patterns required]; System Specification Report [rich in content; full of thought, insight, and analysis].

89–80 = B—Model Completeness [Model is relatively complete and contains most required elements including at least one healthcare related function]; Model Functionality [model functions partially as intended with most of the analysis patterns required]; System Specification Report [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Model Completeness [Model is partially complete and contains some required elements including at least one healthcare related function]; Model Functionality [model does not function as intended and includes some of the analysis patterns required]; System Specification Report [generally competent; information is thin and commonplace].

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. I will post grades within one week after assignment due dates.

I 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).

Score Range	Letter Grade
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

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.