Health Policy ResearchPHMS-715
Course Data
Number:PHMS-715
Title: Health Policy Research
Credit-hours:3
Department:Health Management and Systems Sciences
School/College:School of Public Health and Information Sciences
Type:Lecture
Catalog Description
This course is designed to introduce students to research that aims to inform public policy and health organizations’ decisions related to the effectiveness, efficiency, and equity of public health, population health, and personal health services.
Course Description
Health policy refers to decisions that guide organizational and individual behaviors and affects population health and health services delivery, financing, organization, and payment. This course will explore the complex factors that drive health policy and the interaction of policy with economic markets, the legal system, regulation within the executive branch, and the socio-political environment in which policy exists.
The course will focus on three attributes of health and health care: 1) Effectiveness of health services and public health programs in improving population health; 2) Efficiency of health services and public health in improving the health of the population; and 3) Equity in the distribution of public health and personal health services and in population health outcomes. This course concentrates on research approaches to inform public policy and health organizations’ decisions related to the effectiveness, efficiency, and equity of public health, population health, and personal health services. Such research includes conceptual and empirical analyses of policy options, program/policy evaluation, analysis of health services interventions using randomized and quasi-experimental study designs, and meta-analyses and systematic reviews of previous studies. The course will use historical and modern policy research as examples.
This course will build on concepts learned in PHMS-7XX (Introduction to Health Services Research) and PHMS-7XX (Population Health and Health Disparities).
Course Objectives
By the end of the course, students should be able to:
- Identify the elements of the public policy process and describe their social and historical foundations
- Identify stakeholders in the public policy process and compare their roles in the process
- Identify why governments use policy to affect change and the mechanisms through which policy intervenes
- Analyze the interactions among public policy, economic markets, and the legal, regulatory, and political environment
- Describe different policy-analytic methodologies and their applicability for different policy research questions
- Critically evaluate policy research
- Perform a systematic review of research pertaining to a specific policy question and suggest research questions to address gaps in the literature
- Identify the dimensions of specific policy problems and relate them to considerations of effectiveness, efficiency, and equity
Prerequisites
PHMS-700 Introduction to Health Services Research
PHMS-708 Population Health and Health Disparities
Course Instructors
Name / Office / Phone / Email / Office HoursLiza M. Creel, PhD / SPHIS 128 / 502-852-3283 / / TBD
The course instructors welcome conversations with students outside of class. Students may correspond with an instructor by email or set up appointments by contacting Professor Creel at 502-852-3283 or .
Students should also contact Professor Creel with questions they might have regarding the mechanics or operation of the course.
Course Topics and Schedule
IMPORTANT NOTE: The schedule and topics may change as the course unfolds. Changes are posted and announced on Blackboard (Bb).
Class ScheduleClass / Date / Topic(s) / Major Events
1 / Introduction and Course Overview
- Define Policy Research and Policy Analysis
- Theoretical Foundations of Health Policy Research
- Defining the Problem
2 / Rationales for Public Policy
- Market Failures
- Government Failures
- Disparities in Outcomes
3 / The Policy Process: A Review
- Issue Framing
- Agenda Setting
- Stakeholder Analysis
- Identify and Analyzing Alternative Policy Options
- Choosing and Passing a Policy
4 / Policy Research/Evaluation Frameworks
- Structure, Process, and Outcomes Framework for Policy Evaluation
- Effectiveness, Efficiency, and Equity as Outcomes
5 / Policy Framing of and Outcomes from Universal Health Insurance Reform
- Massachusetts Health Care Reform
- The Patient Protection and Affordable Care Act
6 / Health Insurance Reform: Payment and Financing Options
- Insurance Payment Models and Impact on Effectiveness and Efficiency
- Insurance Payment Models and Equity
7 / Delivery System Innovation and Policy Approaches: Research Opportunities and Challenges to Implementation
- Accountable Care Organizations
- Patient Centered Medical Home
- Medicaid 1115 Waiver Delivery System Reform Incentive Payment (DSRIP) Program
8 / Payment Models and Innovations
- Pay-for-Performance
- Value-based Payment
9 / Market-Based and Non Market-Based Health Policy Interventions
- Supply-side vs. Demand-side Interventions
- Influencing Provider Performance
- Influencing Patient Behavior
10 / Policy Implementation: Lessons Learned and Unintended Consequences& Policy Research Methodologies I / Article Reviews, as assigned
11 / Policy Research Methodologies
- Correlation vs. Causality
- Study Design Approaches (Randomized vs. Quasi-Experimental)
- Qualitative Research Methods
- Data Sources for Policy Research
12 / Innovative Research Approaches to Inform Policy and Practice
- Comparative Effectiveness Research
- Cost-Benefit Analyses
- Cost-Effectiveness Analyses
13 / Population Health Interventions: Policy Research Examples
- Evaluations of Complex Interventions
- Health In All Policies
- The Life Course Model
14 / Final Presentations / Final Presentations Due
Course Materials
Blackboard
The primary mechanism for communication in this course, other than class meetings, is UofL’s Blackboard system at or Instructors use Blackboard to make assignments, provide materials, communicate changes or additions to the course materials or course schedule, and to communicate with students other aspects of the course. It is imperative that students familiarize themselves with Blackboard, check Blackboard frequently for possible announcements, and make sure that their e-mail account in Blackboard is correct, active, and checked frequently.
Required Texts
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002).Experimental and quasi-experimental designs for generalized causal inference.Wadsworth Cengage learning.
Other Required Reading
See Reading List for assigned readings for each course week. All readings will be posted on Blackboard.
Additional Suggested Reading
Students should regularly check and read articles from healthcare news outlets (e.g. Modern Healthcare, Kaiser Health News, NPR, etc) to remain knowledgeable about current healthcare topics and events.
Prepared Materials Used by Instructors
Materials used by instructors in class are available to students via Blackboard no later than 24 hours following the class. These may include outlines, citations, slide presentations, and other materials. There is no assurance that the materials include everything discussed in the class.
Course Policies
Attendance and Class Participation
All assigned readings are to be completed before class meetings to provide rich discussion. All articles will be made accessible via the course Blackboard site.
Student Evaluation
The components of student evaluation are:
1.Class Participation (10%). Students are expected to arrive to class on time, well-prepared, and ready to actively participate in class discussions. It is expected that students will have read and though about the assigned materials before class meetings to provide rich discussion. A portion of this grade will be based on student-led discussions of articles as assigned in the first two weeks of the course.
2.Policy Research Paper Critique (35%). Student, in consultation with Professor Creel, will select a policy research paper and provide a written review and critique of the article (no longer than 4 pages). The paper should cover a review of the paper (aims, methods, findings, and conclusions), a critique of any methodological issues, and discussion about potential policy implications.
3.Final Paper (45%). The final project is a systematic review of research pertaining to a policy question (chosen by the student in consultation with Professor Creel). The systematic review will state the policy research question, summarize its significance for policy, practice, and population health, summarize the existing literature, assess limitations of the existing evidence, draw conclusions from the existing evidence, and state policy implications of the review. In addition, the student should identify one existing gap in the literature and propose a research question and design to address the identified gap.
4.Oral Presentation of Final Paper (10%).The student will prepare an oral presentation of their final paper to be delivered during the last class.
Grading
The components of student evaluation are weighted as follows:
- Class Participation 10%
- Policy Research Paper Critique 35%
- Final Paper 45%
- Final Paper Oral Presentation 10%
The course will be graded with the +/- letter grades A, B, C, D and F in accordance with the university-wide grading policy. However, students in the program are expected to perform at or above a C level. Performance below that level will require students to repeat the course.
A+ / 97-100%A / 93-96%
A- / 90-92%
B+ / 87-89%
B / 83-86%
B- / 82-80%
C+ / 77-79%
C / 73-76%
C- / 72-70%
D+ / 67-69%
D / 63-66%
D- / 62-60
F / < 60%
Grade Item / A / B / C / F
Class Participation (10%) / Criterion / Demonstrates outstanding preparation for classes, asks advanced questions, and readily integrates new knowledge and information / Demonstrates satisfactory preparation for classes / Is poorly prepared for classes, has not read materials, and brings no new information / Consistently absent from class and when present does not participate in class discussion in any meaningful way
Score / 10-9 / 8 / 7 / 6-0
Policy Research Paper Critique (35%) / Criterion / Well written, follows assignment instructions, and provides thoughtful and well-informed critique / Well written, follows assignment instructions, and critique is satisfactory / Poorly written, did not follow assignment instructions, did not offer meaningful critique / Does not turn in assignment on time, did not follow assignment instructions, very poorly written with many grammatical errors
Score / 35-31 / 30-28 / 27-24 / 23-0
Final Paper (45%) / Criterion / Well written, follows assignment instructions, provides advanced-level review of the existing literature and discussion of the implications for policy, and offers meaningful suggestions for remaining research questions / Well written, follows assignment instructions, and addresses most of the assignment questions / Poorly written, does not follow assignment instructions, and did not address many of the assignment questions / Does not turn in assignment on time, did not follow assignment instructions, very poorly written with many grammatical errors
Score / 45-41 / 40-36 / 35-31 / 30-0
Oral Presentation of Final Paper (10%) / Criterion / Well written and prepared, follows assignment instructions, and presentation is practiced, professional, and slides are easy to follow / Well written and prepared, follows assignment instructions, and slides have minor problems that are easy to correct / Poorly written and prepared, did not follow assignment instructions, did not do a satisfactory presentation and slides contained major flaws / Does not turn in assignment on time, did not follow assignment instructions, very poorly presented and slides contained major flaws
Score / 10-9 / 8 / 7 / 6-0
Other Policies
Expected Student Effort Out of Class
Students are expected to spend an average at least 2-1/2 hours per week per credit hour on the course exclusive of class time. This time includes but is not limited to reading, research, preparations for class, and course deliverables.
Syllabus Revision
The course instructor reserves the right to modify any portion of this syllabus. A best effort is made to provide an opportunity for students to comment on a proposed change before the change takes place.
Inclement Weather
This course adheres to the University’s policy and decisions regarding cancellation or delayed class schedules. Adjustments are made to the class schedule as necessary to take into account any delays or cancellations of this class. Local television and radio stations broadcast University delays or closings. The UofL web site ( and telephone information line (502-852-5555) also broadcast delays or closings.
Grievances
A student who has grievances regarding the course should seek to have the matter resolved through informal discussion and through administrative channels, such as the course director, chair of the course’s department, associate dean for student affairs, and university grievance officer. If the issue remains unresolved, the student may file a formal grievance. More information is located at Summary of SPHIS Student Academic Grievance Procedure in Student Academic Grievance Committee (
Disabilities
In accordance with the Americans with Disabilities Act, students with bona fide disabilities are afforded reasonable accommodation. The Disability Resource Center certifies a disability and advises faculty members of reasonable accommodations. More information is located at
Academic Honesty
Students are required to comply with the academic honesty policies of the university and School of Public Health and Information Sciences. These policies prohibit plagiarism, cheating, and other violations of academic honesty. More information is located at
Course instructors use a range of strategies (including plagiarism-prevention software provided by the university) to compare student works with private and public information resources in order to identify possible plagiarism and academic dishonesty. Comparisons of student works require students to submit electronic copies of their final works to the plagiarism-prevention service. The service delivers the works to instructors along with originality reports detailing the presence or lack of possible problems. The service retains copies of final works and may request students’ permission to share copies with other universities for the sole and limited purpose of plagiarism prevention and detection.
In addition instructors provide the opportunity for students to submit preliminary drafts of their works to the service to receive reports of possible problems. Such reports are available only to the submitting student. Copies of preliminary drafts are not retained by the service.
Title IX/Clery Act Notification
Sexual misconduct (sexual harassment, sexual assault, and sexual/dating/domestic violence) and sex discrimination are violations of University policies. Anyone experiencing sexual misconduct and/or sex discrimination has the right to obtain confidential support from the PEACC Program 852-2663, Counseling Center 852-6585, and Campus Health Services 852-6479.
Reporting your experience or incident to any other University employee (including, but not limited to, professors and instructors) is an official, non-confidential report to the University.
To file an official report, please contact the Dean of Student’s Office 852-5787 and/or the University of Louisville Police Department 852-6111. For more information regarding your rights as a victim of sexual misconduct, see the Sexual Misconduct Resource Guide
Continuity of Instruction Plan
A plan for continuity of instruction for this course has been developed and published. All plans are available at Continuity of instruction plans provide guidance for how instruction may be modified to lessen disruption by events that affect transportation, communication, or personal interaction. Such events may be weather-related (e.g., floods, blizzards, tornados), health-related (e.g., epidemics), or other widespread occurrences or threats.
Additional Policy Information
Additional policy information is available in the following:
SPHIS Catalog (
SPHIS Policies and Procedures (
UofL Graduate Catalog (
Reading List (Draft)
Week 1. Introduction and Course Overview
McCool, D. C. 1995. “The Theoretical Foundation of Policy Studies.” In: Public Policy Theories, Models, and Concepts: An Anthology, edited by D. C. McCool, pp. 1-27. Englewood Cliffs, N.J.: Prentice Hall.
Carlson, D. 2011. “Trends and Innovations in Public Policy Analysis.” Policy Studies Journal 39: 13-26.
Jilcott, S., A. Ammerman, J. Sommers, and R. Glasgow. 2007. “Applying the Re-Aim Framework to Assess the Public Health Impact of Policy Change.” Annals of Behavioral Medicine 34(2): 105-14.
Bardach, E., & Patashnik, E. M. 2015. “The Eightfold Path.” In: A practical guide for policy analysis: The eightfold path to more effective problem solving, pp. 1-12. CQ press.
Week 2. Rationales for Public Policy
Stone, D. A. (2011).“The Market and the Polis.” In: Policy paradox: The art of political decision making, Chapter 1. New York: Norton.
Maziak, W., & Ward, K. D. (2009). From health as a rational choice to health as an affordable choice.American journal of public health,99(12), 2134-2139.
Brownson, R. C., Chriqui, J. F., & Stamatakis, K. A. (2009). Understanding Evidence-Based Public Health Policy.American Journal of Public Health,99(9), 1576–1583.
Hanna-Attisha, M., LaChance, J., Sadler, R. C., & ChampneySchnepp, A. (2016). Elevated blood lead levels in children associated with the Flint drinking water crisis: a spatial analysis of risk and public health response.American journal of public health, (0), e1-e8.
Steven A. Haas, M. Maria Glymour, and Lisa F. Berkman. Childhood Health and Labor Market Inequality over the Life Course. Journal of Health and Social Behavior 2011; 52(3) 298–313.
Week 3. The Policy Process: A Review
Longest, B.B. “The Process of Health Policymaking.” In: Health Policymaking in the United States, 6th edition, pp. 83-101. Chicago, IL: Health Administration Press,2016.
Jernigan DH. Framing a public health debate over alcohol advertising: the Center on Alcohol Marketing and Youth 2002-2008. J Public Health Policy. 2011 May; 32(2):165-79. Epub 2011 Feb 24. Review.
Bensing JM, et al. 2003. “Doing the right thing and doing it right: toward a framework for assessing the policy relevance of health services research.” International Journal of Technology Assessment in Health Care 19(4): 604-612.
Week 4. Policy Research / Evaluation Frameworks
Aday, L. A., & Andersen, R. (1974). A framework for the study of access to medical care.Health services research,9(3), 208.
Tarlov, A. R., Ware, J. E., Greenfield, S., Nelson, E. C., Perrin, E., & Zubkoff, M. (1989). The Medical Outcomes Study: an application of methods for monitoring the results of medical care.JAMA,262(7), 925-930.
Aday, L. A. (Ed.). (2004).“Integrating Health Services Research and Policy Analysis.” In: Evaluating the healthcare system: effectiveness, efficiency, and equity, pp. 273-299. Health administration press.