BU.557.720.XX – Managing Healthcare Services – Instructor Name – Page 2 of 16
/Managing Healthcare Services
2 CreditsBU.557.720.XX
[NOTE: Each section must have a separate syllabus.]
[Day & Time / ex: Monday, 6pm-9pm]
[Start & End Date / ex: 3/24/15-5/12/15]
[Semester / ex: Fall 2016]
[Location / ex: Washington, DC]
Instructors
Prof. Chester Chambers and Prof. Maqbool Dada
Contact Information
BU.557.720.XX – Managing Healthcare Services – Instructor Name – Page 2 of 16
Prof. Chester Chambers
100 International Drive, Office # 1321
410-234-9410
Prof. Mac Dada
100 International Drive, Office #1338
410-234-9413
BU.557.720.XX – Managing Healthcare Services – Instructor Name – Page 2 of 16
Office Hours
By appointment
Required Texts & Learning Materials
Materials on Blackboard
1. Chambers, C.G. 2012. Blaustein Pain Clinic
2. Chambers, C.G. 2008. Data Envelopment Analysis (DEA)
3. Jimmerson, C. 2010. Value Stream Mapping for Healthcare Made Easy
4. Kolker, A. 2010. Queueing Theory and Discrete Event Simulation for Health Care
Materials through JHU Library eReserves
5. Heskett, J.L. 1987. Lessons in the Service Sector, Harvard Business Review.
6. Katz, KL, BM Larson, RC Larson. 1991. Prescription for Waiting-in-Line Blues. Sloan Management Review.
7. Laguna, M. and J. Marklund. 2005. Business Process Modeling, Simulation, and Design, Chapters 7 and 8.
8. Little, JDC. 2011. Little’s Law as Viewed on Its 50th Anniversary, Operations Research, 59, 536-549.
9. Mango, P.D., and L.A. Shapiro. 2001. Hospitals get serious about operations. The McKinsey Quarterley.
10. Metters, R.D., R. X. Frei, and V. A. Vargas. 1999. Measurement of Multiple Sites in Service Firms
11. Porter, M. Sep. 2011. How to Solve the Cost Crisis in Health Care, Harvard Business Reivew.
12. Porter, M. and TH Lee. 2013. The Strategy That Will Fix Healthcare. Harvard Business Review.
Materials through Study.net
13. Boston Children’s Hospital (Abridged)
14. Middletown General Hospital
15. Pharmacy Service Improvement at CVS
16. Rittenhouse Medical Center
17. Schon Klinik: Eating Disorder Care
18. University Health Services
Course Description
This course examines the operational processes involved in clinical and hospital management. Using concepts from operations management and Total Quality Management, the course covers such topics as lean healthcare, customer relationship management, and optimization for service delivery. The basic tools of economics and operations research and management are employed to gain critical insights into the structure, conduct and performance of healthcare organizations.
Prerequisite(s)
(BU.510.601 AND BU.520.601) OR (BU.914.610 AND BU.913.610)
Learning Objectives
By the end of this course, students will be able to:
1. Map processes for delivery of health-care related services, and identify ways to improve such processes
2. Determine capacity, and potential issues with existing processes as well as new process designs
3. Relate operational metrics such as waiting times, capacity, and flow times to process improvement efforts
4. Relate process designs to broader service and business strategies
5. Compare processes based on structure, fit with strategy, regulatory environments, and incentive systems
To view the complete list of Carey Business School’s general learning goals and objectives, visit the Teaching & Learning@Carey website.
Attendance and Participation
The ability to “think on your feet” and succinctly articulate your point of view about a decision to be made is critical to any general manager. Our classroom will provide a safe place for you to develop and hone these skills. Please note that the quality of what you contribute to class discussions (whether a thoughtful question, some astute analysis, or some other meaningful contribution) will count far more than the quantity of your remarks.
Assignments & Rubrics
Assignment / Learning Objectives / WeightAttendance and participation in class discussion / 1, 5 / 15%
CVS Exercise / 1, 2, 3, 4, 5 / 15%
DEA Exercise / 1, 2, 3, 4, 5 / 15%
TDABC Exercise / 1, 2, 3, 4, 5 / 15%
Simulation Project / 1, 2, 3, 4, 5 / 20%
Final Exam / 1, 2, 3, 4, 5 / 20%
Total / 100%
Participation –
Participation includes cooperation in the class discussions, lectures, and/or presentations. We reserve the right to randomly call on students to make sure everyone is on the same page.
Homework –
The Process Mapping exercise, DEA exercise and TDABC exercise are individual homework assignments. Submission of homework problems is to be done via blackboard. Each student or group should submit at least one file for each assignment. The first will be a pdf file containing the related written responses. Some assignments will also involve creation of a spreadsheet model. When this is needed, it should be submitted as a separate Excel file.
Late assignments will not be accepted without prior arrangement with the course instructor. Such arrangements are reasonable for medical reasons and other emergencies. However, students should understand that the general policy is that late submissions will not be graded. Also, any submission made after the assignment is discussed in class is clearly inadmissible and cannot be considered.
Simulation Project –
The large group project for this course involves the use is discrete event simulation to explore and improve a care-delivery project. This project is to be done in groups of 3-4 students. Each student team will provide a short presentation in Session 7 along with a written submission detailing the group’s work and findings. The presentation portion and written portion of the assignment are weighted equally in determining the final grade.
Final Exam –
Session 8 is set aside for an in-class exam. Exam questions will be drawn from class notes, cases covered, homework problems, and/or a case distributed in advance of the exam time. Exam format will include multiple choice and short-answer questions. All responses will be correct or incorrect. Consequently, no Rubric is provided.
Rubric for Class Participation
AssessmentCriteria / Not Good Enough
(0≤ score <6) / Good
(6≤ score <9) / Very Good
(9≤ score ≤10) / Score
Criterion 1
Preparation / Students does not show evidence of consideration of assigned readings/cases / Student shows knowledge of the content of assigned readings as well as methods/results of assigned work / Student shows application of key concepts from background work to the discussion at hand
Criterion 2
Engagement / Students only contributed when forced to do so or chooses not to be involved in discussion / Student is engaged and involved in discussion in every session / Students leads discussions forward on a consistent basis whether prompted by instructor or not
Criterion 3
Listening / Student input does not show consideration of other statements or class input / Participation shows awareness and understanding of what is presented by both instructor and other students / Shows how insights presented by others expands understanding of critical content
Criterion 4
Pedagogical value / Comments are rare and/or do not add to the understanding of relevant material / Participations moves discussion forward and/or presents ideas beyond statement of facts or information / Synthesis of concepts is displayed in a fashion that enlightens the group
Total Score
Rubric for Homework Submissions
AssessmentCriteria / Not Good Enough
(0≤ score <6) / Good
(6≤ score <9) / Very Good
(9≤ score ≤10) / Score
Criterion 1
Demonstrates how to translate problem description to a consistent construct / Does not convey problem setting as a model with internal consistency / Presents decision setting clearly, concisely, and completely / Shows how nuances of course material lead to model and decisions which expand upon introductory concepts
Criterion 2
Presents analysis in a way that produces useful insights / Submission does not show evidence of underlying logic and/or does not does not relate to decision setting / Work shows how a good decision follows from analysis / Demonstrates methodology of general applicability across problem domains
Criterion 3
Captures important aspects of problem setting and supports decision making / Includes information not relevant to the problem and/or omits major elements of significance / Includes relevant information and excludes distracting content / Explains why some input is used and why other content is omitted in a way that adds clarity and leads to a consistent way to evaluate complex problem settings
Criterion 4
Presents work in a way that reflects professionalism and care for client needs / Work is hard to follow and/or read. Work does not show the logic behind the analysis / Presentation is clear, neat, and complete / Presentation shows that client or decision makers characteristics are incorporated into all work.
Total Score
Rubric for Presentation Portion of Course Project
Analysis
1. Was the analysis of the case complete? Max 10 pts. ______
2. Does the analysis properly incorporate the relevant tools? 10 pts. ______
3. Does the analysis show the relationships among important 10 pts ______
factors in the situation?
Recommended Actions
1. Is the action plan specific and complete? 10 pts. ______
2. Is the action plan practical (i.e., something that can be done ______
reasonably)? 5 pts.
3. Does the action plan recognize the importance of timing ______
(short-term and long-term)? 5 pts.
4. Is the plan of action integrated in a logical way and linked ______
to the analysis? 5 pts
Case Presentation
1. Did the case discussion stimulate interest among class ______
participants? 5 pts.
2. How effectively did the presenting team lead the discussion? 5 pts ______
3. How good was the timing of the case presentation? 5 pts. ______
Class Handouts
1. Were the class handouts effective in communicating ______
information? 5 pts.
2. Did they help to clarify some of the detailed points of ______
the case analysis? 5 pts.
Overall Criteria
1. How well organized was the presentation? 10 pts. ______
2. What was the level of clarity and cogency of presented ______
arguments? 10 pts.
Rubric for Written Portion of Course Project
Analysis
1. Does the paper contain analyses of the major issues? 10 pts. ______
2. Does the analysis properly incorporate the relevant tools? 10 pts. ______
3. Does the analysis show the relationships among important ______
factors in the situation? 5 pts
4. Are assumptions made in the analysis stated explicitly? 5 pts ______
5. Does the analysis isolate the fundamental causes of problems ______
in the case? 5 pts.
Recommended Actions
1. Are the criteria for selecting recommendations stated? 5 pts. ______
2. Is the plan of action integrated in a logical way and linked ______
to the analysis? 5 pts.
3. Does the action plan recognize the importance of timing ______
(short-term and long-term)? 5 pts.
4. Is the action plan specific and complete? 5 pts. ______
5. Is the action plan practical (i.e., something that can be done ______
reasonably)? 5 pts.
6. Is the action plan effective (i.e., does it resolve the problems ______
and achieve the desired results)? 5 pts.
7. Is the action plan efficient (i.e., does it make good use of ______
the available resources)? 5 pts.
Exhibits
1. Are analyses in the exhibits done correctly? 10 pts ______
2. Do the key exhibits support and add to the text on key points? 10 pts. ______
Overall Criteria
1. Is the paper logically consistent and effectively structured ______
so it sells its recommendations? 10 pts.
Grading –
The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level.
Please refer to the Carey Business School’s Student Handbook for grade appeal information.
Tentative Course Calendar*
*The instructor reserves the right to alter course content or adjust the pace to accommodate class progress.
Week / Content / Reading / DueSession 1 / Process Analysis / Readings 8 & 2 / NA
Session 2 / Queuing and Waiting Times / Readings 3, 5 & 7 / NA
Session 3 / Time Driven Costing / Reading 10 / Mapping Exercise
Session 4 / Data Envelopment Analysis / Reading 9 / DEA Exercise
Session 5 / Simulation / Reading 3 & 6 / CVS Exercise
Session 6 / Structure and Strategy / Reading 11 / TDABC Exercise
Session 7 / Group Presentations / Group Report & Presentation
Session 8 / Final Exam / N/A
Carey Business School
Policies and General Information
Blackboard Site
A Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.
Course Evaluation
As a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.
Disability Services
Johns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-234-9243, by fax at 443-529-1552, or by email.
Honor Code/Code of Conduct
All students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.
Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.