“Successfully Implementing Healthcare Innovations” Fall, 2010 Janice L. Pringle, PhD Research Associate Professor Director, Program Evaluation Research Unit (PERU) Pharmacy 5812 Wednesday 1:00 – 2:00 PM Room 810A Course Syllabus Participating Faculty Jan Pringle, Ph.D. 2100 Wharton Street 7th Floor, Suite 720-C Pittsburgh, PA 15203 412-904-6127 412-926-4991 (cell) email@example.com Course Description Participants will be able to effectively participate in a healthcare innovation application team as either a leader or participant that results in the application of an evidence-based healthcare innovation, which leads to improved patient care. Participants will be able to develop detailed and effective strategic frameworks from which they can outline and track their progress in implementing a healthcare innovation. Key Words – Curriculum Outcomes Critical Thinking, Development of Knowledge & Skills, Lifelong Learning, Medication Therapy Management, Management, Complex Adaptive Systems Ability Outcomes of the Course Students will: a. demonstrate understanding and knowledge of terminology and concepts involving the application of planned systemic change as would be found with the application of a healthcare innovation and how these can be applied within almost any setting – including retail pharmacies, academic pharmacies, hospitals, primary care settings, etc.; b. apply their knowledge of complex adaptive systems to the design and implementation of adaptive strategic frameworks that support successful healthcare innovation implementation; c. understand and be able to give examples of how to apply the four system levers necessary for systemic change based upon evidence-based practices; d. critically review examples of innovative applications and pose possible reasons why the innovation may or may have not succeeded, based upon the theoretical framework presented; e. describe in detail the desired features of each system lever and give examples of how these could be applied in various healthcare settings, including all types of pharmacies, hospitals, and primary care settings, etc.; f. develop effective strategies for the successful application of healthcare innovations within settings such as pharmacies, health plans and other healthcare environments; g. critically review information about innovation applications using the presented framework, and providing suggestions on why the applications did or did not succeed and (when appropriate) determining how they could have improved their achievement of the intended goals/vision; h. integrate the application of system levers and Complex Adaptive Systems (CAS) concepts to the application of a potential healthcare innovation (chosen by the students) and providing an adaptive strategic plan that addresses the intended application for each system level; and i. appreciate their abilities to successfully influence innovation implementation that leads to better patient care and participate in healthcare innovations implementation. Methods of Learning Classes: The course material will be presented in lectures and problem-based formats and students are expected to be prepared to take an active role in their learning process. Students are encouraged to participate in discussions and ask appropriate questions during the interactive sessions directed by course instructors. Faculty feedback and assessment will be provided. Assignments: Assignments may be given during the term in order to challenge the student’s problem solving and thinking skills, integrate or amplify concepts presented in this or other courses, or to obtain information not presented in lecture Readings: Each student will be responsible for reading any required material prior to the scheduled discussion/lecture. Additional sources of information such as primary and secondary references and the Internet may be used as supplements. Students are encouraged to pursue outside readings on topics of interest. Paper Presentations: Students will be expected to present assigned papers describing how they would implement a specific innovation within a specified work site. The presentations will follow a specific format and will include questions and discussion facilitated by the course instructor. Students are expected to attend each paper presentation and be actively involved in the discussion. Course Requirements and Grading Student learning will be evaluated through faculty assessment of written/oral assignments, participation in class and traditional examinations. There will be one examination during the term, of 100 points covering all of the didactic material presented. The examination will represent 50% of the final grade. If you cannot be present for an examination, because of illness or extraordinary circumstances, you must contact the course coordinator BEFORE the exam starts. Failure to do this will result in an automatic forfeiture of 100 points. The legitimacy for missing an examination will be determined by the course coordinators and is not debatable. Excuses for medical reasons require written verification by an appropriate health care provider. The type of make-up examination to be given will be at the discretion of the course coordinators. It is the student’s responsibility to make arrangements with the course coordinator to take the make-up exam. This must be done within 10 days after the exam or 3 days after returning to classes, whichever comes first. There will be no make-ups allowed for work missed due to unexcused absences. Unless authorized by the instructor, use of electronic devices of any kind during examinations is prohibited. Use of a personal digital assistant, palm top computer, cellular telephone or other electronic device during an examination is considered to be an act of academic misconduct. The remaining 50% of the final course grade will come from class participation (10%) and the paper and its presentation (40%). Class participation will be graded based upon attendance to class and completion of reading assignments when due (how will you evaluate this). The paper will be evaluated based upon a rubric supplied to each student. No credit will be given for assignments submitted after the due date and time. Description Point Value Percent of Course Grade Mid Term 100 Points 50% Class 20 Points 10% Participation Paper 80 Points 40% Preparation and Presentation Total 200 Points 100% Grading Scale Percent Points Letter Grade 97-100% 727-750 A+ 93-96% 696-726 A. 90-92% 675-695 A- 87-89% 651-674 B+ 83-86% 621-650 B. 80-82% 600-620 B- 77-79% 576-599 C+ 73-76% 546-575 C. 70-72% 525-545 C- 67-69% 501-524 D+ 63-66% 471-500 D. 60-62% 450-470 D- 60 450 F. Textbooks and Other Learning Resources Text to be assigned?? Or developed. Schedule Each Class will be 2 hours in length, with a fifteen minute break. – Include date for each Session Lecture 1: September 1 Course Introduction and Goals Introductions Review of course goals and objectives, learning objectives, course materials, grading process/rubric Conduct an oral and written group exercise eliciting from participants what they wish to glean from course Conduct a group interaction exercise that emphasizes why standard strategies to implement innovations have not worked Lecture 2: September 8 Defining a Complex, Adaptive System Description of system characteristics (simple, complicated and complex) Application of system definitions to disease states, organizations, and healthcare systems Sociological implications to system design and operations (the impact of industrial to post- modern eras on system design and performance) How knowledge is generated and applied to systems when one assumes the system is complicated or complex Approaches used in applying innovations and why they fail Examples of industrial and healthcare innovation applications - post mortem discussions Reading Assignment: TBD Lecture 3: September 15 Effective Use of System Levers The definition of system levers within complex adaptive systems (CAS) Examples of system levers within different CAS Suggested system levers within healthcare (leadership, learning, performance measurement and clinical/operational model) The application of strategies to affect system levers within complex adaptive systems and why these strategies are important to applying and sustaining innovations (aka learning to chew gum and walk at the same time) Examples of applying strategies across these levers in successful healthcare innovation applications Reading Assignment: TBD Lecture 4: September 22 Role of Leadership in Innovation Application The role of leadership as a system lever for supporting and sustaining desired CAS change The important leadership functions that best influence desired CAS change – especially visioning (identifying the desired CAS change from a unifying perspective) The underlying principles that make leadership an effective lever The association between leadership and organizational culture Different leadership styles and how they can/cannot influence desired CAS change Leadership examples used in business and healthcare and their impact upon desired CAS change Reading Assignment: TBD Lecture 5: September 29 Role of Performance Measurement The role of performance measurement as a system lever for supporting and sustaining progress towards goal/vision Preferred features of a performance measurement system as an effective lever that influences desired CAS change The association between a performance measurement system, adaptive visioning (leadership) and successful innovation application The pros/cons of using real time and aggregate data in a performance measurement system based in a CAS Examples of effective and ineffective performance measurement systems Reading Assignment: TBD Lecture 6: October 6 Role of a Learning System The role of a learning system (internal and external) as a system lever for supporting and sustaining desired CAS change Definition of internal and external learning systems Preferred features of internal and external learning systems The difference between evidence-based practices and practice-based evidence The association between a learning system, performance measurement, adaptive visioning (leadership) and successful innovation application Examples of effective and ineffective (internal and external) learning systems Reading Assignment: TBD Mid-Term Test: October 20 In-Class Lecture 7: October 27 Role of a Clinical or System-Based Conceptual Model/Framework The role of a clinical or system-based conceptual model/framework as a system lever for supporting and sustaining desired CAS change Definition of an effective clinical or system-based conceptual model/framework Application of scientific findings into a preferred clinical or system-based conceptual model/framework The association between a clinical or system-based conceptual model/framework, learning system, performance measurement, adaptive visioning (leadership) and successful innovation applications Examples of effective and ineffective clinical or system-based conceptual model/frameworks Lecture 8: November 3 Applying the Concepts to Real World Examples Examples in the real world where integrating the system’s levers has resulted in desired CAS changes and innovation adoption – relevant tools and lessons learned Framework for approaching implementation and sustaining innovation, developing a living strategic plan, and using tools to map progress and learnings Lecture 9: November 10 Assistance in Preparation of Final Papers/Presentation Lecture 10: November 17 Presentation of Final Papers Lecture 11: December 1 Presentation of Final Papers Proposal for Evaluating Competency Mid-Term: Students demonstrate ability to integrate and apply specific knowledge in an objective and essay test (learning objectives will be based in Bloom’s Taxonomy). Final Paper: Students demonstrate further ability to integrate and apply knowledge towards developing an adaptive strategic framework for applying a specific innovation within a specified healthcare setting. Student Disability Statement If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Disability Resources and Services, 216 William Pitt Union, (412) 648-7890/(412) 383-7355 (TTY) as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course. Academic Integrity Statement Students enrolled in the pharmacy program are also considered to be members of the pharmacy profession and must adhere to the same professional, ethical, and legal standards. It is a violation of the School’s code of conduct policy for a student to engage in any act of academic misconduct, such as cheating, plagiarism, deceitful practice, unauthorized collaboration, harassment, or breach of confidentiality. It is also considered to be a violation of the code of conduct policy for a student to tolerate any of the aforementioned acts by other students. Unless authorized by the instructor, use of electronic devices of any kind during examinations is prohibited. Use of a personal digital assistant, palm top computer, cellular telephone or other electronic device during an examination is considered to be an act of academic misconduct.
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