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PH 7160 – Introduction to Health Care System(CRN: 86057)
Bruce C. Perry MD MPHHealth Management and Policy
Fall Semester 2014
Cour
se B
asic
s
Class Day/Time: Wednesday 4:30 – 7:00 PM
Class Location: Rm. 516, 34 Peachtree Street Building
Prerequisite(s): No prerequisites are required for the course.
Required Course MaterialsShi, Leiyu, and Singh, Douglas A. (2012). Delivering Health Care in America: A Systems Approach. Fifth or Sixth Edition. Sudbury, Massachusetts: Jones and Bartlett Publishers.
Facu
lty A
cces
sibili
ty Instructor(s) of Record: Bruce C. Perry, MD MPH
Office Location: Rm. 662D One Park Place
Phone Number(s): 404-413-1139
Email: [email protected]
Office Hours/Availability: Office hours by appointment
I. Course Description:
This course introduces and describes the health delivery system and the resources that comprise it. The theoretical basis for the system as well as the principal means of system organization and evaluation are discussed.
More specifically, this course introduces and describes the U.S. health care system, addressing its components and complexities. The historical basis for the system’s organization will be discussed, as well as the various modes of health care delivery and the ways health care is organized, financed and delivered in the United States. In addition to presenting the foundations of health care organization, the course will include an overview of health care delivery, health insurance, public health, health care finance and purchasing, and current challenges to the system. Policy options on organization, financing and delivery will be discussed. Students who complete the course will gain a basic understanding of the organization, functions, and delivery of health care by the many components of the U.S. system.II. Course Objectives / Competency / Assessment of Student Learning:
Students in the Master of Public Health programs will be expected to demonstrate competence in the following areas after completion of this course, as indicated in the GSU School of Public Health Graduate Student Handbook (see MPH Competencies):
Identify and critically discuss the organization and financing of the health services and public health systems in the United States, with emphasis on the consequences for vulnerable populations. (MPH Core Competency #11)
Apply evidence-based principles to critically evaluate current policies and practices in healthcare delivery and in public health systems including present and future healthcare reform proposals to address the quality, accessibility and cost of our health systems. (MPH Core Competency #12)
Course Objectives Program Competency Assessment Method(s)Demonstrate ability to use library resources. N/A Issue paper #1 and #2
Write critically and cogently. N/A Issue paper #1 and #2Critique the various components of the U.S. health care systems. MPH Core 11 & 12 Oral presentation and take home
final examinationAnalyze the history and current state of financing, insurance, payment and delivery functions.
MPH Core 11 In class activity and take home final examination
Analyze the basic methods of how health care is purchased and paid for in the United States
N/A In-class activity
List and describe the major players in the delivery system such as hospitals and physicians with attention to organization, payment, manpower issues and challenges.
MPH Core 11 Oral presentation and take home final examination
Express cogent and critical comment on the consequences of the current health care delivery structure of the United States on health status of vulnerable populations.
MPH Core 12 Oral presentation
Synthesize the perceived issues in the U.S. health care that are driving reform.
MPH Core 11 Oral presentation and take home final examination
Apply public health theory, principles and knowledge in analysis of the Patient Protection and Affordable Care act of 2010.
MPH Core 12 In-class activity and take home final examination
Describe the major principals and themes of Public Health in America. MPH Core 11 Discussion and take home final
examination
III. Course Assignments and Requirements
Course requirements will contribute to grade as follows:
Issue Papers: Each student will individually submit a paper that is to be 6-10 pages in length (excluding bibliography), double spaced, 12 point font with 1 inch margins left, right, top and bottom. The paper should be supported by research published in 6 strong sources (see below) from peer-reviewed sources.
Issue paper # 1: You may choose one of two topics for your paper. Please see Appendix A for more specific information. The Literature Review is due at noon on the day of Class 4 via the Desire2Learn dropbox (see Step 3 of Appendix A}. The paper is due at noon on the day of Class 7 via the Desire2Learn dropbox in Word format.
Issue Paper #2 (Intervention Paper): The student shall pick a topic dealing with an issue or problem in health care delivery or public health and perform an analysis of an intervention that addresses the issue. Please see Appendix B for more specific information.The one page summary is to be submitted by noon on the Class 11 via Desire2Learn dropbox (see Step 2 of Appendix B). The paper #2 is due at noon on the day of the Class 13 via the Desire2Learn assignment dropbox in Word format.
Final Examination: The final examination is cumulative and will be a take home test. The final is due noon on 7/24/14 via the Desire2Learn dropbox.
IV Grading PolicyGrading Scale:94 – 100 A90 – 93 A-87 – 89 B+83 – 86 B80 – 82 B-77 – 79 C+73 – 76 C70 – 72 C-60 – 69 DBelow 60 F
Withdrawals: A student who withdrawals at any time up to the mid-point of the quarter will be assigned a W or WF depending upon whether he/she is doing satisfactory work at the time of
Issue Paper #1 30%Issue paper #2 30%Final Examination 30%Class Attendance, Participation and Homework 10%
withdrawal. An average grade of D or F at the time of withdrawal will be assigned a grade of WF. After the mid-point of the quarter, the Registrar’s Office will assign an automatic WF to any student who withdraws from the course without a hardship withdrawal. If a student receives permission to withdraw under hardship, the Instructor will assign a W or WF grade depending upon the student’s work up to the point of time that the student withdrew.
The following is the formal policy at Georgia State University:
Effective Fall 2001, Instructors must on a date after the mid-point of the course to be set by the Provost (or his designee),
1. give a WF to all those students who are on their rolls but no longer taking the class and 2. report the last day the student attended or turned in an assignment.
Students who are withdrawn may petition the department chair for reinstatement into their classes.
Incompletes: A student will be given the grade I only if nonacademic circumstances beyond the student’s control prevent the student from completing a small segment of the course—e.g., the final examination. For a student to receive the grade of I, he/she must be doing satisfactory work (an average grade of C or better) up to the point that he/she could not continue. Arrangements must be made with Instructor to remove the incomplete grade within one quarter.
IV. Attendance and Class Participation Policy This course assumes substantial and informed student participation. General discussion of theory and practice is encouraged and expected of all students. At a minimum, being informed requires class attendance, completion of assigned readings and homework, and attention to health care news and world events. Class attendance and thoughtful participation are important and will be reflected in part in the final grade. Please notify the instructor of an absence before the class commences.
V. Late Assignments and Make-up Examination Policy Make-up exams are not provided, except in hardship cases that should be discussed in advance with the Instructor. Any assignment turned in late may have points deducted up to one letter grade for each day the assignment is late or fraction thereof. There is no scheduled make-up time for exams or paper presentations. If a student cannot take an exam or present at the scheduled time, they must consult with the Instructor on scheduling the make-up.
VI. Syllabus Deviation Policy The course syllabus and schedule of topics provide a general plan for the course; deviations may be necessary. Additional or substitute reading materials may be required and made available to students via handout or other means.
VII. Student Code of Conduct and Policy on Academic Honesty All students at this University are expected to engage in academic pursuits on their won with complete honesty and integrity. Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. The complete Academic Honesty policy is located in the GSU Graduate Catalog, Section 1350: http://enrollment.gsu.edu/catalogs/. Students and faculty are expected to review and conform to the university’s policy on
academic honesty. Information on the Student Code of Conduct and related policies and procedures are available at: http://codeofconduct.gsu.edu/.
Special attention should be paid to the sections on plagiarism and multiple submissions:
Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own the ideas, language, or designs of another” (The Living Webster, 1975) – and it is strictly forbidden. Written and oral presentations must be a student’s own work. Students plagiarizing or cheating in any form will face disciplinary action which could result in an “F” in this course and suspension or expulsion from the University. Copying from written materials, presentations, websites, etc. without source acknowledgement and referencing is plagiarism. Read it, appreciate it, learn from it, and make sure you source it – and then reflect it with your own thoughts and words! If you are uncertain about what constitutes plagiarism, please contact the instructor.
Multiple Submissions. It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however, the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature.
VIII. Disability Accommodations Policy Students who wish to request accommodation for a disability may do so by registering with the GSU Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. The Office of Disability Services is located in the GSU Student Center, Suite 230 and online here: http://disability.gsu.edu/.
IX. Course Evaluations Statement Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing this course, please take time to fill out the online course evaluation.
X. Career Services The School of Public Health provides career services & student leadership opportunities (student clubs & organizations) to all current SPH students and alumni. SPH Career Services can help students with resume writing, interviewing, job searching, internship development, and professional networking. Students are invited to attend our career events and workshops, and individualized career counseling appointments can be arranged. To see what career panels, career fairs, and events are available this semester, please visit:
http://publichealth.gsu.edu/students/career-resources/. The SPH Career Services office is co-located with the Office of Academic Assistance in room 640 at One Park Place.
XI. Communication Students should check Desire2Learn at least every other day especially before driving or riding to GSU for this class. The syllabus, any changes to the syllabus, lecture slides and homework will be posted to Desire2Learn. Should you have any questions about the course or its requirements, please ask your question during class or contact the Instructor via Desire2Learn. Students also may make an appointment to meet with the Instructor on class concerns. Should you wish to contact the Instructor about your grades, please address them in writing or in person to the Instructor. Please do not use e-mail to communicate about grade concerns. PH 7160 is a graduate level course, and student behavior is to be in keeping with that expected of graduate students and professionals. Students are expected to show courtesy and respect for classmates and faculty. Cell phones are to be silenced prior to the beginning of class.
XII. Copyright Policy “For the purpose of copyright, students must adhere to the following rules: 1) Materials in the course reserves may only be accessed by a passcode or password by students enrolled in that course, and only for the semester of course enrollment 2) Students may not distribute copies of course reserves materials to other students
XIII. Grade Point Average Requirements An overall grade point average (GPA) of 3.0 or better must be earned to receive the MPH degree. All core courses must be completed with a grade of B or better, and no more than six semester hours of grades less than B will be accepted for the degree. No grade below a C will be accepted toward the degree. Please refer to the Institute’s academic standing policy on Academic Warning and Suspension described in the Institute of Public Health section of the Graduate Catalog:http://catalog.gsu.edu/graduate20142015/institute-of-public-health/#program-and-degree-regulations
Important Websites
This includes the following websites:
Influential organizations and sources of topic reviews and references but not peer reviewed:
The Commonwealth Fundwww.cmwf.orgThe Kaiser Family Foundationwww.kff.org
The Robert Wood Johnson Fundwww.rwjf.org
Peer Reviewed Journals:
Health Affairswww.healthaffairs.orgNew England Journal of Medicinehttp://content.nejm.org/Milbank Quarterlyhttp://www.milbank.org/quarterly.html
Peer Reviewed Governmental sources of Evidenced Based Medicine and Public Health:
US Preventive Service Task Force www. uspreventiveservicestaskforce .org Community Guidewww.the communityguide .org
XIV. Tentative course schedule, topics, and readings Date Topic Readings & Assignments1. August 27 Topic(s): Overview of
course/Syllabus/Assignments /Communication/Desire2 LearnIntroductionsHistory of US health careComponents of a health care system
Readings: Shi & Singh pp. 5-7, Ch. 3
2. September 3 Topic(s): Review of library servicesLibrary Classroom 2, 2nd floor, Library North, Sharon Leslie, Instructor
Readings: None
3. September 10 Topic(s): The finances of US healthcare Part I
Readings: Shi & Singh Ch. 6
4. September 17 Topic(s): The finances of US healthcare Part II
Readings: Shi & Singh Ch. 6Paper # 1 Review of Literature due at noon.
5. September 24 Topic(s): Healthcare workforce Readings: Shi & Singh Ch. 4 & Ch. 7Professions Mini-presentation will be given
6. October 1 Topic(s): Hospitals/Acute careReadings: Shi & Singh Ch. 8
Topic for paper #2 is due at noon.
7. October 8 Topic(s): Integrated delivery systems/Managed care
Readings: Shi & Singh Ch. 9Issue paper #1 is due at noon.
8. October 15 Topic(s): Healthcare costs, Technology, and Quality
Readings: Shi & Singh Ch. 5 & 12
9. October 22 Topic(s): Long term care/Issues of aging
Readings: Shi & Singh Ch. 10
10. October 29 Topic(s): Vulnerable populations
Readings: Shi & Singh Ch. 11Vulnerable population mini-presentation will be given
11. November 5 Topic(s): Health Policy and Healthcare reform
Readings: Shi & Singh, Ch. 13Outline of Issue Paper #2 is due at noon.
12. November 12 Topic(s): Healthcare in other countriesThe future of health care
Readings: Shi & Singh pp. 20-28
13. November 19 Topic(s): Public Health Part I Reading: Shi & Singh Ch. 2Issue paper #2 is due at noon.
Thanksgiving Break November 24 -2914. December 3 Topic(s): Public Health Part II Final is due at noon.
Appendix A: Paper #1An Analysis of an Important Health Service Topic
The student should choose one of the following topics:
Topic 1: High deductible health plans and consumer directed health plans: In order to reduce costs insurers and employers have adopted high deductible health plans. What is the evidence that these plans have had a positive or negative effect on cost or health outcomes? What are the best aspects of high deductible plans that should be included in health reform and what are the aspects to be avoided?
Topic 2: The State of Massachusetts passed legislation to reform health care in 2006. Much has been written about the positive and negative affects of the reform; unfortunately, much of the literature has been based on opinion or limited analysis. What is the evidence that the Massachusetts healthcare reform has had positive or negative effects or both? Please review the peer-reviewed literature to answer the question of the positive and negative effects of this initiative. What are the policy implications for the national healthcare reform laws that were passed in 2010? State your conclusions.
Step 1: Obtain the Necessary Understanding to Write an Evidenced Based Paper1. Read the syllabus and Appendix A carefully.2. Read the following URLs:
a. http://research.library.gsu.edu/sciencewritingb. http://research.library.gsu.edu/litrev
3. Attend and absorb as much as you can from the Library Presentation in class 1.4. Within 24-72 hours of the Library Presentation do first PubMed search.
Information about the literature in health policy and health services research. Examples of peer-reviewed journals:
Health Affairs
http://sfx.galib.uga.edu/sfx_gsu1?url_ver=Z39.88-2004&url_ctx_fmt=infofi%2Ffmt%3Akev%3Amtx%3Actx&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fsfxit.com%3Aazlist&sfx.ignore_date_threshold=1&rft.object_id=954921386894&issn=0278-2715
New England Journal of Medicine
http://sfx.galib.uga.edu/sfx_gsu1?url_ver=Z39.88-2004&url_ctx_fmt=infofi%2Ffmt%3Akev%3Amtx%3Actx&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fsfxit.com%3Aazlist&sfx.ignore_date_threshold=1&rft.object_id=954925428260&issn=0028-4793
Milbank Quarterly
http://sfx.galib.uga.edu/sfx_gsu1?url_ver=Z39.88-2004&url_ctx_fmt=infofi%2Ffmt%3Akev%3Amtx%3Actx&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fsfxit.com%3Aazlist&sfx.ignore_date_threshold=1&rft.object_id=954925241059&issn=0887-378X
Please note that student should be able to identify if an article is an original research paper or a review paper and whether source is peer reviewed. Please review: http://research.library.gsu.edu/content.php?pid=222362&sid=4534496
o Original research articles describe a study performed by the authors. Original research articles usually have sections such as Introduction, Methods, Results and Discussion (IMRAD). Their study designs may be observational, longitudinal, cross-sectional, retrospective and experimental. Please review: http://research.library.gsu.edu/content.php?pid=222362&sid=4534608Examples: Half Of Older Americans Seen In Emergency Department In Last Month Of Life; Most Admitted To Hospital, And Many Die There
http://content.healthaffairs.org.ezproxy.gsu.edu/content/31/6/1277.long
A Randomized Trial of Nighttime Physician Staffing in an Intensive Care Unit
http://www.nejm.org.ezproxy.gsu.edu/doi/full/10.1056/NEJMoa1302854
o Other cited articles may be primary research or review articles. Review articles may be called Review, Commentary, Perspectives, Editorial or similar terms. In review articles the authors comment on already published work thus called secondary analysis.Examples:Hospital-Acquired Infections Due to Gram-Negative Bacteria
http://www.nejm.org.ezproxy.gsu.edu/doi/full/10.1056/NEJMra0904124
Emergency care for children in the United States
http://content.healthaffairs.org.ezproxy.gsu.edu/content/32/12/2109.long
o If the student does not know if source is peer-reviewed, go to the Library home page in the databases section, select U then Ulrichsweb. Enter the source name and look for the referee’s shirt that signifies the source is peer reviewed.
A Review of the Quality of Health Care for American Indians and Alaska Natives
http://www.commonwealthfund.org/Publications/Fund-Reports/2004/Sep/A-Review-of-the-Quality-of-Health-Care-for-American-Indians-and-Alaska-Natives.aspx
There is a hierarchy of importance of evidence and articles in the scientific literature including Public Health. In the considering the strength of the literature to cite, please use the following hierarchy; see: http://research.library.gsu.edu/content.php?pid=222362&sid=4534608
o Strongest: Original research studies published in peer reviewed literature are strongest (MMWR, Community Guide, US Preventative Services Taskforce Report are important and peer-reviewed). Primary research articles describe a study performed by the authors. Primary research articles usually have sections such as Introduction, Methods, Results and Discussion.
o Strong: Review articles may be strong if well done. Review articles may be called Review, Commentary, Perspectives, Editorial or similar terms. In review articles the authors comment on already published work. The list of references usually contain primary research articles
o Good sources of general information and references but not peer reviewed: Respected Foundation websites, CDC.gov, government reports and white papers.
Centers for Disease Control www.CDC.gov
The Commonwealth Fund www.cmwf.org
The Kaiser Family Foundation www.kff.org
The Robert Wood Johnson Fund www.rwjf.org
Weak, not peer reviewed: “Piece of my mind editorials”, Newspaper articles and editorials, Blogs, Wikipedia
Step 2: Research the Topic and Find Literature
1. Select a topic from the two above.2. Within 72 hours of the Library Presentation do first PubMed search on topic.3. Select 6+ articles to cite in the paper, 5 or more of which must be primary research articles.
Step 3: Submit topic and Literature Review.
Literature Review (3-5 pages)
1. Discuss at least 5 primary original research articles in peer-reviewed literature that answer the question or hypothesis from your introduction. One of these articles may be a meta analysis or a strong systematic review
2. Briefly describe the methodology, 1-2 key numerical results (please do not give detailed numerical results or copy tables) and conclusions of each article paraphrased in your own words (please do not cut and paste from the abstract). See Sample Paper listed in Content..
3. If you discuss original research articles cited in the meta-analysis or reviews of the literature, please add to the end of the citation of the primary research article “as cited by ...”
The Literature Review is to be submitted by noon on the Class 5 via Desire2Learn dropbox in Word format.
Step 4: Write the paper.
Each student will individually submit a paper that is to be 6-10 pages in length (excluding bibliography), double-spaced, 12 point font, in Calibri font, with 1” margins (left, right, top and bottom). The suggested word count is 2000-3000 words. The header should contain the student’s name and the page number. APA Citation style should be used. For more information about citation styles, please review: http://research.library.gsu.edu/citationstyles
Regardless of the topic, your paper should include the following sections labeled with headings specifically listed below (please note that page recommendations are guidelines that reflect the approximate proportions of each section of the paper. The word count of 2000-3000 specifies the length):
1. Introduction (½ -1½ pages)a. Succinctly and clearly state the topic you are going to address. b. Why it is important?
2. Literature Review (3-5 pages)a. Discuss at least 5 primary original research articles from peer-reviewed literature that
evaluate the outcomes of the law, policy or practice. One of these articles may be a meta analysis or a strong systematic review of the literature.
b. Briefly describe the methodology, key numerical results (please do not give detailed numerical results or copy tables) and conclusions of the article paraphrased in your own words (please do not cut and paste from the abstract). See sample paper for guidance.
3. Strengths and Limitations of the Literature (1– 1½ pages)a. Please describe the strengths and limitations of the primary articles cited paraphrased in
your own words. Describe the strengths and limitations of the body of literature; do not just paraphrase the strengths and limitations stated in each paper.
b. What is it we do not yet know or understand about the topic you have chosen?c. What additional research is needed to more completely answer questions related to
your topic?4. Policy or Practice Implications (1-1½ pages)
a. Describe the implications of the literature you have reviewed on outcomes of the policy or practice and suggest changes that should occur using your own critical thinking.
5. Conclusions (½ – 1 page)a. Briefly summarize your paper.b. State overarching conclusion.
6. References
Step 5: Review & submit the paper.
1. Please review the above guidelines again before you submit the paper. 2. Grade your paper using the rubric in D2L.3. Submit to the originality checker in D2L.
4. Make corrections and submit via D2L. Multiple submissions are possible. Please include in file name “final” in your final submission. Otherwise the instructor will grade the last submission at the deadline.
Paper #1 is due at noon on the day of the Class 7 via the Desire2Learn assignment dropbox in Word format.
Appendix B: Paper #2: An Evidenced Based Analysis of an Intervention
The student shall pick a topic dealing with an issue or problem in health care delivery or public health. The paper should be an evidenced based analysis of an intervention, not simply a description of the public health or health care problem. Students should apply critical thinking based on strong evidence from the literature, making sure to cite publications that support or contradict the implementation of the intervention on a larger scale or in other settings (if it currently exists). Papers should reflect originality of analysis and thought by the student (paraphrasing of cited articles is not sufficient). A topic that is closely related to a paper submitted in another class requires the submission of the original paper to the Instructor.
Step 1: Research the topic
1. Selection of Topic- In order to select a topic and intervention, first visit Healthy People 2020 to choose a topic and one objective within that topic. (http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx)
2. After choosing one objective look on the following list of websites to find ratings of evidence that address the chosen topic intervention:
a. Community Guide (http://www.thecommunityguide.org)b. US Preventative Service Task Force (http://www.uspreventativeservicestaskforce.org)c. Diffusion of Effective Behavioral Interventions
(https://www.effectiveinterventions.org/en/Home.aspx)
3. After narrowing down to a single intervention on your topic return to the Healthy People website and choose the “Interventions and Resources” tab for research articles already collected.
The PubMed search on the Healthy People site is limited to articles published in the last 5 years. Key articles may be older. These articles may be found by using the MESH terms to perform a new search
without the 5 year limit. Alternatively use the bibliographies of the article to find often cited older articles.
Select 6+ articles to cite in the paper. a. Four articles must be primary research articles that evaluate an intervention. b. Other cited articles may be primary research or review (secondary) articles. c. Research describing the characteristics of the population affected may be used as long as it is
from a peer-reviewed source. However, it does not count as one of the required 5 primary research articles evaluating an intervention.
Step 2: Submit a summary
The students will be required to submit a one-page description of the topic in the following format:
1. ____________ (problem, issue) is important because_________. The evidence that _________(intervention, policy, law) has a positive or negative effect on the (problem, issue) is:_____________________ as shown by original research (experimental) literature in in peer reviewed sources.
2. List citations. After each listed citation state whether the article is a primary research or a review article as defined above In Appendix A. A discussion of each article is not needed for this assignment.
3. Briefly list conclusions of overall analysis, not of each cited article.
The one page summary is to be submitted by noon on the Class 11 via Desire2Learn dropbox.
Step 3: Write the paper.
Each student will individually submit a paper that is to be 6-11 pages in length (excluding face sheet and bibliography), double-spaced, 12 point font, in Cambria font , 12 point, with 1” margins (left, right, top and bottom). The suggested word count is 2000-3000 words. The header should contain the student’s name and the page number. APA Citation style should be used. For more information about citation styles, please review: http://research.library.gsu.edu/citationstyles
Regardless of the topic, your paper should include the following sections labeled with headings specifically listed below (please note that page recommendations are guidelines that reflect the approximate proportions of each section of the paper. The word count of 2000-3000 specifies the length):
1. Introduction (½ -1½ pages)a. Briefly describe the topic you are going to address. b. Why it is important? If relevant provide a brief background and any pertinent health
statistics, incidence (rates or risk factors) as cited in recent literature.c. Specifically state the intervention to be addressed in the literature review.
2. Literature Review (3-5 pages)a. Discuss at least 5 primary original research articles from peer-reviewed literature that
evaluate the outcomes of the intervention. One of these articles may be a meta analysis or a strong systematic review of the literature.
b. Briefly describe the methodology, key numerical results (please do not give detailed numerical results or copy tables) and conclusions of the article paraphrased in your own words (please do not cut and paste from the abstract). See sample paper for guidance.
3. Strengths and Limitations of the Literature (1– 1½ pages)a. Please describe the strengths and limitations of the primary articles cited paraphrased in
your own words. Describe the strengths and limitations of the body of literature; do not just paraphrase the strengths and limitations stated in each paper.
b. What is it we do not yet know or understand about the topic you have chosen?c. What additional research is needed to more completely answer questions related to
your topic?4. Policy or Practice Implications (1-1½ pages)
a. Describe the implications of the literature you have reviewed for the efficacy health care or public health intervention using your own critical thinking.
5. Conclusion (½ – 1 page)a. Briefly summarize your paper.b. State overarching conclusion.
6. References
Step 4: Review & submit the paper
1. Please review the above guidelines again before you submit the paper. 2. Grade your paper using the rubric in D2L 3. Submit to the originality checker in D2L. Multiple submissions are possible.4. Make corrections and submit via D2L. Please include in file name “final” in your final submission.
Otherwise the instructor will grade the last submission at the deadline.
Paper #2 is due at noon on the day of the Class 13 via the Desire2Learn assignment dropbox in Word format.
