College of Health and Human Services s3

HCA 428-02 Population Health Management

COLLEGE OF HEALTH AND HUMAN SERVICES

California State University, Long Beach

Health Care Administration Department

HCA 428-04 Population Health Management for Health Care Administrators

Fall 2016

Catalog Description

Prerequisites: HCA 300, (SOC 250 or PSY 210 or STAT 108), upper division standing, or instructor consent. A systematic approach to managing and improving specific populations and nations health status, with emphasis on the distribution of health within a population, the determinants that influence the distribution, and the policies and interventions that impact the determinants. Letter grade only (A-F).

Learning Objectives, Domain and Competency Table

The Health Care Administration Department has adopted a competency-based curriculum, based on the American College of Health Care Executives (ACHE) Competency Assessment Tool and Healthcare Leadership Alliance (HLA) Competency Directory (Version 2.0, October 2010). This course is designed to develop competencies in the domains of Business Skills and Knowledge (BSK) and Leadership. This course also enhances students’ writing and presentation skills that address the domain Communication and Relationship Management (CRM).

Text(s) and other course materials

Required: Nash, D.B., Fabius, R.J., Skoufalos, A., Clarke, J.L., and Horowitz, M.R. (2016). Population Health: Creating a Culture of Wellness (2nd ed). Burlington, Mass: Jones and Bartlett Learning.

Recommended: http://uwphi.pophealth.wisc.edu/publications/other/blog-collection-final-2014-04-05.pdf

Additional readings or links will be posted on class BeachBoard site as needed.

Other Requirements: BeachBoard will be the main method of communication in between classes. Please check the site often for updates.

Assignments and Grading

1.  Exams: There will be one midterm and one final exam. Questions will be based on the textbook and lectures, as well as any information from guest lectures (if any), class discussions and in-class exercises. The first midterm will cover the first seven (7) weeks of class; the second midterm will cover topics from post-midterm sessions. All exams will be open book and taken within the assigned time period.

Students absent for scheduled presentations or the midterm exams must provide written third-party documentation (e.g., a physician’s note) of unforeseen and unavoidable circumstances to be eligible to take a make-up exam. Students who qualify for alternative testing arrangements need to advise the instructor well in advance of the exams.

2.  Case Study Discussions: Students will be given case studies to be discussed in small groups and with the entire class. Preparation and active participation (i.e., reading the case before class and asking/answering questions) are necessary for success in this class.

3.  Project – Population Health Management Challenge: Students will be divided into small groups (number of members will depend on the number of people in the class). Each group will identify a project topic, produce a detailed outline (to include selected topic, outline, abstract and five to 10 references), produce a written report and present the report to the class during finals week. Students will submit a peer feedback form on individual contributions within the group. All students in the group will receive the same grade for the project’s deliverables, the peer feedback points will be taken into account. No one in the group will get any peer feedback points unless all members of the group submit the feedback.

4.  In-Class Exercises, Class Participation and Attendance: Students are expected to come to class prepared (that is, being up to date on readings, etc.). Many sessions will have an in-class individual or group exercise. Most will be based on the weekly readings or current events related to population health.

If a student knows he or she will be unable to attend a class and will miss an ICE, he or she can earn points by submitting a short written assignment given by the instructor by 8 a.m. the day of the missed class. If the absence is unplanned and meets University criteria for an excused unplanned absence, a similar assignment will be provided to earn points. Class attendance policy conforms to University policy: http://web.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/

Students requiring special accommodation

Students requiring special accommodations for class participation and/or exams for a disability that has been verified by Disabled Student Services: It is your responsibility to advise the instructor at the start of the course and make arrangements for accommodations to meet your needs.

Grade Weights and Policies

All assignments are to be submitted via BeachBoard Drop Box. Late assignments are subject to 10% point deductions each week they are late. No assignment will be accepted after the last day of class (before finals week).

Assignment Points (% of grade)

First Midterm Exam 60 (15%)

Second Midterm Exam 60 (15%)

Case Study Discussions (5 @ 20 points) 100 (25%)

Project Report Outline* 20 (5%)

Project Report* 60 (15%)

Project Presentation* 40 (10%)

Peer Feedback 10 (2.5%)

In-Class Exercises 50 (12.5%)

Total 400 (100%)

*Students in each group will receive the same points for the project deliverables.

A = 90 – 100%

B = 80 – 89%

C = 70 – 79%

D = 60 – 69%

F = Below 60%

Include at least 3, preferably 4 or more demonstrations of competence. No single assignment can count for more than 1/3 of final course grade. At least one assignment by midpoint of course term. Explain basis of grading for each assignment. Clearly indicate weekly sequence of topics, assignments and due dates; specify any penalties for late submissions. Specify how to submit assignments (hard copy, email, etc.) Note: If you use BeachBoard, you need to use a point system rather than a percentage system for grades.

Withdrawal policy

Withdrawal after 2nd week and before final 3 weeks is, per University policy, “permissible for serious and compelling reasons.” The instructor will evaluate the reason for withdrawal as listed on the withdrawal request form.

Cheating and plagiarism

Cheating and plagiarism are serious allegations. Most documents submitted in the BeachBoard Drop Box will go through the TurnItIn software system to alert the instructor to possible plagiarism. This course follows the University policy on this important topic: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02.

Note: if you want to write a paper on the same topic for two different courses, you must submit two different papers and disclose this to the instructor before proceeding with the topic. If it is discovered that you have submitted the same paper with minimal changes for another course, you will receive an F for that paper in this course.

Bibliography

Minimum 10 references for BS courses, 15 for MS courses, published within past 3 years unless classic material. Include books, articles, websites as appropriate.

Additional information resources

For more information on the university syllabus policy please go to the Faculty Center for Professional Development website at: http://www.csulb.edu/divisions/aa/personnel/fcpd/.

The faculty handbook can also be found online at the following link: http://www.csulb.edu/divisions/aa/personnel/documents/2006FacultyHandbook_REV-2-08-07_000.pdf

COURSE SCHEDULE AND ASSIGNMENTS

Subject to change depending on class size & guest speaker availability

Bibliography

Books

McAlearney, A.S. (2003). Population Health Management: Strategies to Improve Outcomes (1st ed.). Health Administration Press.

http://www.ache.org/publications/product.aspx?pc=1162

National Research Council (2013). Toward Quality Measures for Population Health and the Leading Health Indicators. Washington, D.C.: The National Academies Press.

http://www.nap.edu/

National Research Council (2012). Primary Care and Public Health: Exploring Integration to Improve Population Health. Washington, D.C.: The National Academies Press.

http://www.nap.edu/

Articles

Asch, D.A. & Werner, R.M. (2010) Paying for performance in population health: lessons from health care settings. Preventing Chronic Disease 7(5):A98. http://www.cdc.gov/pcd/issues/2010/sep/pdf/10_0038.pdf

Bilheimer L.T. (2010) Evaluating metrics to improve population health. Preventing Chronic Disease, 7(4):A69. http://www.rwjf.org/content/dam/farm/articles/journal_articles/2010/rwjf61304

Cutler, D. & Landrum, M. (2012) Dimensions of health in the elderly population. Investigations in the Economics of Aging (National Bureau of Economic Research Conference Report), 179-201. Chicago: University of Chicago Press. http://www.nber.org/papers/w17148

Devore, S. & Champion R.W. (2011). Driving population health through accountable care organizations. Health Affairs, 30(1): 41-50. http://content.healthaffairs.org/content/30/1/41.full.pdf+html

Etches, V., Frank, J., Ruggiero, E., & Manuel, D. (2006) Measuring population health: A review of indicators. Annual Review of Public Health 27, 29-55. (no link)

Friedman, D.J. & Parrish II, R.G. (2010) The population health record: Concepts, definition, design and implementation. Journal of the American Medical Informatics Association, 17, 359-366. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995645/pdf/amiajnl1578.pdf

Gourevitch, M.N., Cannell, T. Boufford, J.I., Summers, C. (2012). The challenge of attribution: Responsibility for population health in the context of accountable care. American Journal of Public Health 102 (Suppl 3), S322-S324. http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2011.300642

Hacker, K. & Walker, D.K. (2013) Achieving population health in accountable care organizations. American Journal of Public Health 103:7, 1163-1167. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3682617/pdf/AJPH.2013.301254.pdf

Hardcastle, L.E., Record, K.L., Jacobson, P.D. & Gostin, L.O. (2011). Improving the population’s health: The Affordable Care Act and the importance of integration. Journal of Law, Medicine, & Ethics, 39(3), 317-327. https://www.law.georgetown.edu/oneillinstitute/publications/pdf/2011-JLME-Gostin,%20Record,%20Hardcastle,%20Jacobson.pdf

Haveman, R.H. (2010) Principles to guide the development of population health incentives. Preventing Chronic Disease 7(5), A94. http://www.cdc.gov/pcd/issues/2010/sep/10_0044.htm

Hostetter, M., & Klein, S. (2013). In Focus: Using Behavioral Economics to Advance Population Health and Improve the Quality of Health Care Services. The Commonwealth Fund. http://www.commonwealthfund.org/publications/newsletters/quality-matters/2013/june-july/in-focus

Kindig, D.A. (2007). Understanding population health terminology. Milbank Quarterly 85(1): 139–161. doi: 10.1111/j.1468-0009.2007.00479.x http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690307/pdf/milq0085-0139.pdf

Kindig, D.A., Asada, Y. & Booske, B. (2008). A population health framework for setting national and state health goals. Journal of the American Medical Association 299(17), 2081-2083. doi:10.1001/jama.299.17.2081. (no link)

Kindig, D.A., & Stoddart, G. (2003). What is population health? American Journal of Public Health 93(3),380–383. http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.93.3.380

Kottke, T.E., & Isham, G.J. (2010, July). Measuring health care access and quality to improve health in populations. Preventing Chronic Disease 7(4), A73. http://www.cdc.gov/pcd/issues/2010/jul/09_0243.htm.