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COLLEGE OF HEALTH AND HUMAN SERVICES California State University, Long Beach Department

of Health Care Administration

REVISED: 8/16/2017

HCA 502 – The Health Care SystemFall 2017

Instructor: Grace Reynolds, DPAE-mail: Grace.Reynolds@csulb.eduPhone: 562-985-5885Office: ET-215Office Hours: Tues. 2-3:30, Wed. 2-3:30

Please note important “Class Norms and Expectations” on pages 9 and 10 of this syllabus.

Section Number: 01 Class Number: 1845Class Meets: August 28rd – Dec 19th Day/ Time: Tuesdays, 4:00 – 6:45 p.m. Classroom: SPA 203

Additional Contact Information:HCA Program Administrative Coordinator:Deby McGill, dm c g i l l@ c sulb.ed u , HHS2-118Tel. 562/985-5694; fax 562/985-5886

Course Description: Overview, developmental summary of the American health care system and its driving forces. Major elements of the health care system; today’s major health policy issues in a historical, economic and political context. Letter grade only (A-F). (Lecture)

Course Outcomes, Competencies and Assessments: The Health Care Administration Department has adopted a competency-based curriculum, based on the American College of Health Care Executives (ACHE) Competencies Assessment Tool. As HCA 502 is one of the first courses that students majoring in Health Care Administration take, the emphasis is on acquiring competencies in HLA Domain 4, knowledge of the healthcare environment. Alignment of the expected outcomes and the ACHE competencies provides clear expectations and standards for students and instructors alike. Students will demonstrate a level of proficiency in each of the expected outcomes through the course assignments as indicated in the following table.

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Learning Objective Domain Competency Activity (A1),Assignment (A2)

or Assessment (A3)

Differentiate between theorganization, administration and financing of the U.S. health care delivery at the federal level and the state system and the principal California health care programs and administering agencies

4- Knowledgeof the healthcare system

Role of non-clinical professionals in thehealthcare system

Organization and delivery of healthcare

Funding and payment mechanisms of the health care system

The interrelationships among access, quality, cost, resource allocation, accountability and community

Governmental, regulatory, professional and accreditation agencies

Educational funding for healthcare personnel

Nursing, physicians, and allied health professionals’ roles and practice

Managed care models, structures and environment

Socioeconomic environment in which the organization functions

A1-ClassdiscussionsA2- Term Paper A3-Midterm and final exams

Analyze the forces behind the majorhistorical events that shaped the U.S. health care system

4- Knowledgeof the healthcare system

Interaction and integration amonghealthcare sectors

Workforce issues Healthcare technological

research and advancements

A1-ClassdiscussionsA3-Midterm and final exams

Analyze the keyelements of health policy formation and the policy making process

4- Knowledgeof the healthcare system

Legislative issues and advocacy

The patient perspective Workforce issues

A2- Term paper

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Learning Objective Domain Competency Activity (A1),Assignment (A2)

or Assessment (A3)

Interaction and integration amonghealthcare sectors

Synthesize factors associated with majorcontemporary U.S. health care policy issues.

4- Knowledgeof the healthcare system

Legislative issues and advocacy

The interrelationships among access, quality, cost, resource allocation, accountability andcommunity

Funding and payment mechanisms of the health care system.

A2-Term paper

Required Texts

Jonas & Kovner (2015). Health Care Delivery in the United States (11th ed.). New York: Springer Publishing Company, LLC.

American Psychological Association. (2010). Publication manual of the American PsychologicalAssociation (6th ed.). Washington, D.C.: Author.

Other required reading:

Kaiser Family Foundation (2010). Summary of new health reform law. Retrieved from:htt p:/ /www.kff.or g/healt hreform/ 8061.c fm .

Highly recommended reference/reading:

California HealthCare Foundation, California HealthLine. Free daily electronic newsletter.Available at: www. cali fo rniahealt hli ne.or g/ .

Garrard, J. (2007). Health Sciences Literature Review Made Easy: The Matrix Method (2nd ed.).Sudbury, MA: Jones & Bartlett.

Course lecture notes will be available on BeachBoard. Lectures will include extemporaneous information in addition to that in notes.

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Other Requirements:

1. Be prepared to discuss readings and topics actively in class—do not come with the expectation of sitting quietly throughout the course!

2. You must have an e-mail address and Internet access to use the online BeachBoard course software system. If you have problems with BeachBoard, contact the CSULB Technology Help Desk at 562-985-4959, via e-mail at h e lpdesk@ c sulb.edu or in-person at the Horne Center.

3. All students must take the ACHE pre-test, that will be discussed during the first class.

Course Assignments:

Class Pr ep aration, Part icip ation an d Attend ance

The class format will be a limited lecture and interactive discussion of the assigned readings and other relevant materials. You are expected to have read the assigned readings (text chapters and web sites) before the class session, and to be prepared to discuss them. If you have trouble understanding what you read or hear, please ask for clarification in class or on the discussion boards on our course website…or make an appointment with me to discuss the problem area(s). Disabled students requiring special accommodations, please advise me of same when you first attend our class. Our class attendance policy conforms to University policy: ht t p: / /ww w . c sulb.edu/divis i ons/ aa / g r a d_un d e r g r a d /sen a te/do c uments/pol ic y /2001 / 0 1 / .

To do well in this class, attend and participate in our scheduled class meetings. You will not be given a make-up assignment for missing a class meeting or in-class activity, even if you are excused due to illness or family emergency. Rather, the points for these assignments will be calculated using the percentage of the total points you earn for your term paper, exam and oral presentation combined. For example, if you earned 80 percent on each of these three assignments combined, or your average score is 80 percent for these, but you missed class meeting #5 worth 10 points, you will be assigned 8 points for that class meeting. The same calculation will be applied to each and all class meetings you miss.

The above notwithstanding, y ou m a y b e a sk e d to r e pe a t t he c ourse for e x c e ss i ve a bs e nt e e is m , d e fin e d a s a bs e n c e s f r om more than th r e e re g ul a r l y s c h e duled c lass m e e t i ng p e r our c o u rse s y l l a bus m ee t i n g s c h e dule. T his appli e s to all a b s e n ce s, includi n g e x c us e d a bs e n ce s.

Ter m Pap er

Deliverable. Write a research paper on the following topic:

How should health care in the U.S. be organized and financed? In your opinion, based on what you have learned thus far, what is the most effective way of organizing and financing health care in the U.S. to improve access/coverage and constrain if not lower overall cost

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growth? Your paper should include the folowing sections:

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SummaryBriefly summarize your paper. (No sources/citations in this section.) Suggested length: No more than one page.

Problem StatementIdentify the problem(s) with the health care system in the U.S. and provide the evidence to support your opinions/assertions. Suggested length: Two-to-three pages.

HistorySuccinctly describe the origins and background of the problem(s) in an historical framework. How did the problem(s) evolve? Suggested length: Two-to-three pages.

Analysis of the ProblemDive into and summarize the works/writings of others done to understand the problem(s). Suggested length: Three-to-five pages.

Alternative SolutionsSuccinctly describe the various solutions available to address if not resolve the problem(s). Suggested length: Two-to-four pages.

Recommended SolutionWhat do you recommend be done? Why? Provide supportive arguments. Suggested length: One-to-three pages.

Conclusion/ReflectionsProvide your broad conclusions/thinking that you have about this subject, and describe any lessons learned from this assignment. (This is all you; no sources/citations in this section.) Suggested length: One-half-to-one page.

Grading Criteria. Developing writing competence is an intensive process that includes developing ideas and synthesizing source materials to support your thinking and reasoning on the subject of your studies. Therefore, you will need to submit a research (term) paper.

Minimum/Maximum length = 4,200-6,650 words. That is approximately twelve (12) to nineteen (19) type-written, double-lined-spaced pages, not c ount i ng c o v e r/ti t le p a g e s, r e fer e n c e p a g e s or a n y a t t ac hments or a dd e n dum s . Also, a minimum of twelve (12) references from current (2011 or later) qualified (i.e., peer-reviewed and scholarly sources), excluding any from our text, dictionaries, my handouts or my lectures are required; websites are also NOT allowed to meet the minimum of 12 peer-reviewed references, though you may use and cite them appropriately—they will not count toward the minimum 12 references that must be peer-reviewed. (You may quote or paraphrase our text, dictionaries, my handouts or lectures; however, these entries may not count toward the minimum number of references required for this assignment.)

Use APA format consistently and correctly. Be sure to include a correctly formatted title/cover page, but do n ot include dedications, keywords, abstracts or executive summaries. Points will be deducted for failing to conform to APA format including references cited in text, and the references list at the end of the paper.

NOTES:

1. This assignment requires you to do independent research; that is, you will not be able to complete it using our textbook and other course materials only. The university provides both an online and onsite library service to help you with your research.

2. The Health Care Administration/Health Sciences Librarian will come to class to answer

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specific questions you may have about accessing the Library’s electronic resources and to provide an overview of how the Library website and resources work.

3. In addition to uploading your completed research paper online to the dropbox, please bring a hard copy to class for me to grade. Use a staple, but no fancy covers or binders needed.

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Term Paper Grade Rubric:

EXPERT PROFICIENT APPRENTICE NOVICEINTEGRATION OF KNOWLEDGE

TOPIC FOCUS

The paper demonstrates that the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas. (+30 points)

The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either bystatement of a position or hypothesis. (+25 points)

The paper demonstrates that the author, for themost part, understands and has applied concepts learned in the course. Some of the conclusions,however, are not supported in the body of the paper. (+20 to +29 points)

The topic is focused but lacks direction. The paper is about a specific topic butthe writer has not established a position. (+20 to +24 points)

The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course. (+15 to+19 points)

The topic is too broad for the scope of this assignment. (+15 to +19 points)

The paper does not demonstrate that the author has fully understood and applied concepts learned in the course. (+0 to +14 points)

The topic is not clearly defined. (+0 to +14 points)

DEPTH OF DISCUSSION

CRITICAL THINKING, ANALYTIC REASONING AND EVALUATION

In-depth discussion & elaboration in all sections of the paper. (+25points)

STRONG: Consistently does all or almost all of the following:Accurately interprets evidence, statements, graphics, questions, etc.

Identifies the

most important arguments (reasons and claims) pro and con.

Thoughtfully analyzes and evaluates major alternative points of view.

Draws warranted, judicious, non- fallacious conclusions.

In-depth discussion & elaboration in most sections of the paper. (+20 to +24 points)

ACCEPTABLE: Does most or many of the following:Accurately interprets evidence, statements, graphics, questions,

etc.

Identifies relevant arguments (reasons and claims) pro and con.Offers analyses and evaluations of obvious alternative points of view.

Draws warranted, non- fallacious conclusions. Justifies some results or

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procedures, explains reasons.

Fair-mindedly follows

The writer has omitted pertinent content or content runs-on excessively. Quotations from others outweigh the writer’s own ideas excessively. (+15 to+19 points)

UNACCEPTABLE: Does many or some of the following:Misinterprets evidence, statements, graphics, questions, etc.

Fails to identify strong, relevant counter-arguments.

Ignores or superficially evaluates obvious alternative points of view.

Draws

Cursory discussion in all the sections of the paper or brief discussion in only a few sections. (+0 to+14 points)

WEAK: Consistently does all or almostall of the following:Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others.

Fails to identify or hastily dismisses strong, relevant counter-arguments. Ignores or superficially evaluates obvious alternative points of

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Justifies key results and procedures, explains assumptions and reasons.

Fair-mindedly follows where evidence and reasons lead.

(+30 points)

where evidence and reasons lead.

(+20 to +29 points)

unwarranted or fallacious conclusions.

Justifies few results or procedures, seldom explains reasons.

Regardless of the evidence or reasons, maintains ordefends views based on self-interest or preconceptions.

(+15 to +19 points)

view.

Argues using fallacious or irrelevant reasons, and unwarranted claims.

Does not justify results or procedures, nor explain reasons. Regardless of the evidence or reasons, maintains or defends views based on self- interest or preconceptions.

Exhibits close- mindedness or hostility to reason.

(+0 to +14 points)

COHESIVENESS Ties together information from all sources. Paper flows from one issue or section to the next. Author's writing demonstrates an understanding of the relationship among material obtained fromall sources. (+30 points)

For the most part, ties together information from all sources. Paper flows with only some disjointedness. Author's writing demonstrates an understanding of the relationship among material obtained from all sources. (+20 to +29 points)

Sometimes ties together information from all sources. Paper does not flow - disjointedness is apparent. Author's writing does not demonstrate an understanding of the relationship among material obtained from all sources. (+15 to +19 points)

Does not tie together information. Paper does not flow and appears to be created from disparateissues. Headings are necessary to link concepts. Writing does not demonstrate understanding any relationships.

(+0 to +14 points)

SPELLING & GRAMMAR (deduction

s)

SOURCES(deductions)

No spelling, syntax or grammar mistakes.(-0 points)

At least 12 current sources, of which at least

10 are peer-review journal articles or scholarly books. Sources include

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both general background sources and specialized sources. Special-interest sources and popular literature are acknowledged as such if they are cited. All

Minimal spelling, syntax or grammar mistakes.(-15 points)

More than 10 current sources, of which at least 8 are peer-review journal articles or scholarly books. All web sites utilized are authoritative. (-10 points)

Noticeable spelling, syntax or grammar mistakes.(-20 points)

Fewer than 10 current sources, or fewer than 8 are peer-reviewed journal articles or scholarly books. Allweb sites utilized are credible. (-15 points)

Unacceptable number of spelling, syntax or grammar mistakes. (-25 points)Fewer than 9 current sources, or fewer than 6 are peer- reviewed journal articles or scholarly books. Not all web sites utilized are credible, and/or sources are not current. (-20 points)

- or -

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CITATIONS(deductions)

APA (Other)

web sites utilized are authoritative. (-0 points)

Correctly cites all material and data obtained from other sources. APA citation style is used in both text and bibliography.(-0 points)

Correctly cites most material and data obtained from other sources. APA citation style is used in both text and bibliography.(-15 points)

Complies with most APA

Correctly cites some material and data obtained from other sources. Citation style is either inconsistent or incorrect. (-20 points)

Complies with some

The Turnitin similarity index is above 25%, in which case up to56 points may be deducted.

Does not cite sources.(-25 points)

(deductions) Complies with all APA

requirements. (-0 points)

requirements.(-10 points)

APA requirements.(-15 points)

Noncompliant orcomplies with few APA requirements. (-20 points)

Group Presen ta tion

You may be asked to work with other classmates to develop and participate in a group presentation, depending on the size of our class. Each group will choose a contemporary issue in health care today. Your group may choose one topic from this list for presentation:

Pharmacy benefit administratorsMedical Savings AccountsHigh Deductible Health Insurance PlansAccountable Care OrganizationsMental Health Parity lawsMedicare Part DConcierge medicine modelsEmployer-based health care trends

Oral Presentation Feedback/Rubric

Student(s) Name Earned Score:

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/60

Content

-Presentation content provides a clear and concise overview of the topic.-Content presented is comprehensive, accurate, and believable-Key points are noted-Topic is researched adequately(20 points)

Organization/Structure

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-Presentation is well-organized, clear, and effectively structured-There is an introduction to gain the audience’sattention and explain the purpose of the presentation(20 points)

Style/Presentation/Appearance

-Non-verbal cues/gestures are appropriate to presentation and flow of ideas-Content knowledge/confidence are evident-Time was used well/not rushed(10 points)

Use of Visual Aids

-Visual aids are used where appropriate-Visual aids are appropriately professional giventhe presentation’s context-They are easy to see/read-Media are used correctly--i.e., overheads, videos, computer generated slides, charts, etc.-Visual aids contribute to the overall effectivenessof the presentation(5 points)

Audience Participation

-The presenter(s) involved the audience and solicited feedback-Questions from the audience are effectively addressed and answered correctly(5 points)

Adherence to Time Limit

-The presenter(s) stayed within the allotted time limit (Failure to do so may result in a deduction of points)(-10 to 0 points)

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Assignment Policies and Grading:

ALL assignments are due (TERM PAPER IS DUE) b y the sta r t of c lass on the dates specified. Late assignments lose 10% of the total point value for each calendar day past the deadline that it is due. NO ASSIGNMENTS WILL BE ACCEPTED AFTER OUR LAST DAY OF CLASS UNLESS PREARRANGED. Exceptions will be made if and only if either a verifiable death in your immediate family occurred or you were ill and provide me with verifiable (need phone number) note from a physician on his or her office letterhead or medication prescription pad. Otherwise, submit all assignments through BeachBoard when due. No missed exams can be made up without documentation of an absence that meets the University requirements for an excused absence. Personal travel does NOT count; work-related absences are NOT recognized by the University as excused.

Disabled students, who qualify for alternative testing arrangements, please advise me at least two weeks prior to the exams.

Class Norms and Expectations:

I am a Professor and researcher with over 20 years of experience working in health care policy, program management and executive positions in health care. As such, I endeavor to merge my experience with the course material to help prepare students who aspire to careers in health care. Moreover, I structure the assignments and course delivery to maximize the acquisition of knowledge about and comprehension of the course material and topics. This is my orientation, so please know that while all eligible students are welcome to take my class, those of you who take it to meet an elective requirement may find the work and my expectations to be more arduous than you want or need. Do not, however, let it be more than you expected. With that in mind, review this syllabus thoroughly, ask me questions about the course, and take this course with me if and only if you can embrace the following class norms and expectations:

1. Our textbook was chosen, in part, because it was written for readers who possess little or no knowledge of the U.S. health care delivery system. Accordingly, I do not teach from our text; that is, I do not lecture on our assigned reading. Rather, I will augment and supplement the knowledge you glean from our assigned reading with my lectures and our class discussions. You will, though, be tested and graded on how well you know and understand all reading assignments and topics covered in class, so do ask questions about the assigned reading either in class or on the discussion board on our course website.

2. Students are expected to attend all class meetings. Attendance will be taken on a regular basis; however, there is no penalty for missing a class meeting.

3. This course is about a complex subject with its own language (i.e., industry-specific jargon), so I encourage international students and others who have little or no knowledge about the U.S. health care delivery system to find study partners who do and join a study group for this course…or run the risk of getting “lost in translation” and not grading well

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on the course assignments. I will endeavor to help you keep up as much as I can, but you may need this additional support.

4. Our one exam for this course is administered online and is open-book, open-notes and comprised of multiple choice questions only, so I will not be providing a study guide.

5. This course requires you to do independent research; that is, you will not grade well on your term paper assignment by using our textbook and other course materials only to complete this assignment. The university provides both an online and onsite library service to help you with this. I have invited the Librarian to come to class to go over the many resources the library offers to CSULB students.

6. Resist the temptation to ask me clarifying questions about assignments after we adjourn our class meeting or by email between class meetings. Instead, for the benefit of all our classmates, please speak up and ask any and all questions seeking clarification about our course or our course assignments in class.

7. I do not give extra credit or bonus point grade opportunities. No exceptions.

8. I do not round grades up. If you receive a 89.9% your grade is a B. If you want an A, work for it and achieve 90% or higher.

Other Rules and Policies:

1. C hea ti ng and P l ag i a r i s m . Please be aware of and ensure that your behavior conforms toUniversity Policy, as contained in the California State University, Long Beach Policy Statement80-01: h tt p : / / www .c s u l b.e d u / d i v i s i o n s / a a / g r a d _und e r g r ad / s e n a t e / d o cu m en t s / p o l i cy / 2008 / 0 2 . No form of cheating will be tolerated. Anyone found to be cheating will, at minimum, receive zero credit for the assignment or test involved. Stiffer penalties, including course failure, may be imposed at my discretion. Also, I will report any incidents of cheating to university officials. Students will have a right to file a grievance if they believe they were charged or punished unjustly.

2. Although the university catalog does not cover this aspect of plagiarism, it is NOT acceptable to submit the same paper for two courses. If you want to write a paper on the same topic for two different courses, you must submit two different papers. If I discover that you have submitted the same paper for another course, you will receive an “F” for your paper in this course.

3. W it h d r a w al p o l i c y . Per University policy: h tt p : / / www .c s u l b.e d u / d i v i s i ons / a a / g r a d _und e r g r a d / s e n a t e / docu m en t s / p o l i c y / 200 2 / 02 / . For withdrawals after 2nd week and before final 3 weeks “permissible for serious and compelling reasons;” the instructor will evaluate student withdrawal requests on a case by case basis.

4. Please check and make certain that your email address is correct on BeachBoard, and know that I will respond to all emails I receive within 24 hours of your having sent them. Therefore, it would be correct for you to assume that I did not receive your communication if you have not received a response from me within that timeframe. So, please follow-up by calling me directly at (213)324-3262; do not send another email. If you receive my voicemail, slowly input your name,repeat your phone number twice, and leave a good time for me to return your call.

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Commitment to Inclusion: California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutualrespect. All students have the right to participate fully in university programs and activities freefrom discrimination, harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation,race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.

Course Grades:

Assignments Due date Points Percent

* Class Participation & Attendance: 10meetings at 10 points each

Weekly on selecteddates

100 25

Exam - (Online) Week #11 100 25Term Paper Draft (Optional; late submissions not accepted, and complete drafts only will bereviewed and feedback provided.)

Week #13 n/a n/a

Term Paper Week # 16 100 25Group Presentation Week # 16 70 20

ACHE Pre-test On-going until week #16 30 5Total 400 100

* Full credit will be issued for those who attend class and participate in our scheduled class meetings. You will not be given a make-up assignment for missing a class meeting, even if you are excused due to illness or family emergency. Rather, the points for these assignments will be calculated using the percentage of the total points you earn for your exam, term paper and oral presentation. For example, if you earned 80 percent on each of these three assignments or your average score is 80 percent for these, and you missed class meeting #5 worth 10 points, you will be assigned 8 points for that class meeting. The same calculation will apply to each and all class meetings you miss.

Final Course Grade Computation:

360+ = A 320-359 = B 280-319 = C 240-279 = D <240 = F

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The keys to being successful with this course are: (a) keep up with the assigned reading; (b) attend all class meetings; (c) form or join a study group; and (d) start working on your term project no later than Week 4. This will be an enjoyable learning experience if you follow this advice; otherwise, it may be more stressful than you would like.

CLASS TOPIC AND ASSIGNMENT SCHEDULE

Meeting # -Date

Topic/Activity Text, ReadingAssignments1

Tasks, Deliverable(s)

01 Aug 29 Course Overview; Introductions; APAPresentation

Handouts

02 Sept 5 History of the U.S. Health Care System;Librarian—overview of Library and resources

Chapter 01

03 Sep 12 The Affordable Care Act ReviewFilm: Sick Around The World

Chapter 02 Class Participation #1

04 Sep 19 Organization of Health Services Chapter 09 Class Participation #2

05 Sep 26 Government’s Role in U.S. Health care Chapter 03 Class Participation #3

06 Oct 3 Public Health Chapter 06, 08 Class Participation #4

07 Oct 10 Inpatient & Outpatient Services Class Participation #5

08 Oct 17 U.S. Health Care Workforce Chapter 10 Class Participation #6

09 Oct 24 Managed Care/Accountable Care Handouts Class Participation #7

10 Oct 31 Health Care FinancingFilm: Money and Medicine

Chapter 11, 12 Class Participation #8

11 Nov 07 Exam Exam (Online)

12 Nov 14 Health Care QualityEnd of Life Issues

Chapter 13 Class Participation #9

13 Nov 21 Fall Break Class does not meet Enjoy Thanksgiving!

14 Nov 28 Health Care Information TechnologyThe Future of Health Care & Policy

Chapter 15 & 16 (Optional) DraftTerm Paper DueClass Participation #10

1 In addition to the text chapter(s) and articles, review the websites for each topic listed below this schedule.

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Meeting # - Date

Topic/Activity Text, ReadingAssignments1

Tasks, Deliverable(s)

15 Dec 05 Presentations from groups Powerpoint slides (Group) OralPresentations

16 Dec 13 Final exam week—we do not have a final exam but the term paper is due to the dropbox by 11:30 p.m.

Term Paper Due—Final version

P ert i nent Web S i te s . Just a few of many web sites with information pertinent to this course, by topic:

Topic Web SitesHealth policy (national) Department of Health and Human Services: ww w . h h s . g o v /

Health care.gov: ww w . h e a l t h c are . g o v / i n d e x . h t m l Medicare: w w w . m e d ica r e . g o v Office of Consumer Information and Insurance Oversight:ww w . h hs . g o v / o cii o / i n d e x . h t m l Academy for Health Services Research & Health Policy: ww w .a c a d e my h e a l t h . or g / Health Reform GPS: Navigating Implementation: h tt p :/ / ww w . h e a l t h r e f o r mg p s . or g / Health policy (California) California Health care Foundation: ww w . c h c f . or g Insure The Uninsured Project: w w w . i t u p . or g Health Access: h e a l t h - a c c e ss . or g / Public Policy Institute of CA: ww w . pp ic .or g California Health Reform Implementation: h t t p : / / www . hea l t h c a r e .ca. g o v / . Health Consumer Alliance: h tt p : // h ea l t h c onsu m e r .o r g

Information resources National Library of Medicine: w w w.nlm.n i h. g ov Virtual reference style manuals: w w w. c sulb . e du/ l ibr a r y / e r e f/v r e f/s t y l e .ht m l APA electronic citations: ww w. a p a s t y l e .o r g /a p a-s t y le - h e lp.asp x .

Health policy formation, agenda setting Robert Wood Johnson Foundation: w w w . r w jf.o r g The Urban Institute: w w w. u r b a n.o r g ; Families USA: w w w. fa m i l i e susa.o r g Center for Health Care Strategies: w w w . c h c s.o r g Center for Studying Health System Change: w w w.h s c h a n g e . c om

Policy implementation & modification National Academy for State Health Policy: w w w. n a shp.o r g UCLA Center for Health Policy Research: w w w.h ea l t hp o l ic y .u c l a . e du California Health care Foundation: w w w . c h c f. or g Kaiser Family Foundation: w w w .kf f .o r g ; Rand Corporation: w w w. r a nd.o r g Mathematica Policy Research: w w w.m a them a t i c a - mpr . c om/ The Commonwealth Fund: ww w .c o m m o n w e a l t h f u n d . or g / H e a lt h - R e f o r m . a s p x

Financing health services Center for Medicare & Medicaid Services: w w w. c ms . g o v Center on Budget & Policy Priorities: w w w . c bpp.o r g CA Legislative Analyst's Office: w w w.l a o. c a . g ov Health care Financial Management Assn: w w w .hfm a . o r g

Managed care, insurance & benefits Employee Benefits Research Institute: w w w. e b ri.o r g America’s Health Insurance Plans: w w w . a hip.o r g

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Topic Web SitesCA Assn. Of Health Plans: w w w . ca lh e a l t hplans. c om CA Dept. of Managed Health Care: w w w.dmh c . ca . g ov CA Office of the Patient Advocate: w w w . op a . c a . g ov /i n d e x . a s p x National Governors Association: ww w . n g a .or g / National Association of Insurance Commissioners: ww w . n a i c .or g /

Ambulatory health services American Academy of Urgent Care Medicine: w w w . aa u m c . c om National Association for Ambulatory Care: h tt p :/ / ww w . u r g e n tca r e .or g / Medical Group Management Association: w w w. m g ma . c om Hospitals & health systems American Hospital Assn.: w w w . a h a . o r g ;Blue Cross/Blue Shield Assn.: w w w.blu ec a r e s. c om Association for Community Health Improvement: h tt p :/ / ww w .c o m m u n i t y h l t h . or g /c o mm un i t yh l t h _ a pp /i n d e x . js p

Long Term Care; Politics of Aging &Disability

American Association of Retired Persons: w w w. a a rp.o r g Disability Rights Education & Defense Fund: w w w.d re d f . org

Mental health National Institute of Mental Health: w w w.nimh.n i h. g ov Bazelon Center for MH Law: w w w.b a z e lon.o r g Medline Plus: ww w . n l m . n i h . go v / m e d l i n e p l u s / m e n tal h e a lt h . h t m l

Pharmaceuticals Pharmaceutical Research & Manufacturers of America: w w w.ph r ma.o r g American Society of Health-System Pharmacists: ww w .a s h p . or g /

Public health Centers for Disease Control & Prevention: w w w. c d c . g ov American Public Health Association: w w w . a ph a . o r g

Health professionals Am. Medical Assn.: w w w . a ma -a ssn.o r g ; Am. Nurses Assn. w w w. a n a .o r g Am. Academy of Physician Assistants: w w w. aa p a .o r g Am. Pharmaceutical Assn.: w w w .ph a rm a c is t . c om

Quality of care Institute of Medicine: ww w .i o m .e d u National Committee for Quality Assurance: w w w. n c q a . o r g Joint Commission (accreditation): w w w.join t c om m is s i o n.org California Health care Foundation Quality Initiative: w w w . c h c f.o r g Robert Wood Johnson Foundation: National Quality Directory:

Ethical issues Alliance for Health Reform: w w w. a l l h ea l t h.o r g Hastings Center: w w w.t h e h a st i n g s c e nte r .o r g

Bibliography

Books and Articles:

Burke, S. (2011, June). The U.S. Congress and Health Policy. Retrieved from: h tt p : // www . k aise r e d u . or g / T u t or ial s - a n d - P r ese n t a ti o n s /U S - C on g r es s - a n d - He a l th - P o li c y .as p x .

Campbell, C.G. & Zinner, D.E. (2010). Disclosing industry relationships - toward an improved federal research policy. New England Journal of Medicine, 363, 604-606. DOI: 10.1056/NEJMp1006973

Craig, R.L., Felix, H.C., Walker, J. F., & Phillips, M. M. (2010). Public health professionals as policy entrepreneurs:Arkansas’ childhood obesity experience. American Journal of Public Health, 100, 2047-2052. DOI:10.2105/AJPH.2009.183939

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Donabedian, A. (2003). An introduction to quality assurance in health care. Cary, NC: Oxford University Press. (Classic)

Gawande, A. (2009, 1 June). The cost conundrum: What a Texas town can teach us about health care. The NewYorker. Retrieved from: ga wa nd e. co m/ar ticles .

Hollingsworth, J.M., Ye, Z., Strope, S.A., Krein, S.L., Hollenbeck, A.T., & Hollenbeck, B.K. (2010). Physician ownership of ambulatory surgery centers linked to higher volume of surgeries. Health Affairs, 29, 683-689.

Hsu, R.Y., Kellerman, A.L., & Shen, Y. (2011). Factors associated with closures of emergency departments in theUnited States. Journal of the American Medical Association, 305, 1978-1985.

Illich, I. (1975). Medical Nemesis: The expropriation of health. New York: Pantheon. (Classic)

Joynt, K.E., Orav, E.J., & Jha, A.K. (2011). Thirty-day readmission rates for Medicare beneficiaries by race and site of care. Journal of the American Medical Association, 305, 675-681.

Kaye, H.S., Harrington, C. & LaPlante, M.P. (2010). Long-term care: Who gets it, who provides it, who pays and how much? Health Affairs, 29, 11-21. DOI: 10/13777/hlthaff.2009.0535.

Kongstvedt, P. (2009). Managed care: What it is and how it works. Sudbury, MA: Jones & Bartlett.

Long, P. & Gruber, J. (2011). Projecting the impact of the Affordable Care Act on California. Health Affairs, 30, 63-70. doi:10.1377/hlthaff.2010.0961

Metzl, J.M. (2010). The protest psychosis: How schizophrenia became a black disease. Boston: Beacon Press.

Meyer, H. (2011). Coding complexity: U.S. health care gets ready for the coming of ICD-10. Health Affairs,

30,968-974. DOI: 10/13777/hlthaff.2011.0319.

Neumann, P.J. (2005). Using cost-effectiveness analysis to improve health care: Opportunities and barriers. NewYork: Oxford University Press.

Picard, A. (2008). The making of the American mouth: Dentists and public health in the twentieth century.Piscataway, NJ: Rutgers University Press.

Pipes, S. (2011). The truth about Obamacare. Washington, DC: Regnery Press.

Saranson-Kahn, J. (2011, November). Primary care, everywhere: Connecting the dots across the emerging health landscape. Oakland, CA: California Health care Foundation. Retrieved from: h tt p :/ / ww w . c h c f . or g /~ / m e d ia / M E D I A% 20 L IBR A R Y% 20 F i les / P DF/ P / P DF %2 0 P r i m a r y C a r e E v e r y w h e r e . p d f .

Sisko, A.M., Truffer, C.J, Keehan, S.P., Poisal, J.A, Clemens, M.K. & Madison, A.J. (2010). National health spending projections: The estimated impact of reform through 2019. Health Affairs, 29, 1933-1941. DOI:10/13777/hlthaff.201.0788.

Starr, P (2011). Remedy and reaction: The peculiar American struggle over health care reform. New Haven: YaleUniversity Press.

Warnock, M. & MacDonald, E. (2008). Easeful death: Is there a case for assisted dying? New York: OxfordUniversity Press.

Wilson, K.B. (2011, May). Health Care Costs 101, 2011 Edition. California Health care Foundation. Retrieved

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from: h tt p :/ / ww w . c h c f . or g / pub licati o ns / 2011 / 05 / h e a lt h - c ar e - c o s t s - 101 .

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Journals: Most available online through COAST e-journal collections:htt p:/ /coast.l ibrar y.csulb. edu/ .

American Journal of Managed Care American Journal of Medical QualityAmerican Journal of Public Health Business and HealthHarvard Business Review Cambridge Quarterly of Health Care EthicsEvaluation and the Health Professions Health Education & Behavior Health Affairs Health Care Financing Review Health Policy Health Services Research Health Technology Trends InquiryInternational Journal of Health Services J of the American Medical Assn. (JAMA) J of Behavioral Health Svcs. & ResearchJ of Health Services Research & PolicyJournal of Community Health Journal of Health and Social BehaviorJournal of Health, Politics, Policy and Law Medical Care Research & Review Medicine and Health Milbank Memorial Fund Quarterly New England Journal of Medicine Qualitative Health Research Journal of Health Care Finance Family & Community HealthFrontiers of Health Services Management Hospital & Health Services AdministrationJournal of Ambulatory Care Management J of Health Care for the Poor & UnderservedPublic Health Reports Journal of Public Health Policy Modern Health care2 J of the American Geriatric Society Hospitals & Health Networks

2 Free student subscription available at: ht t p : / / w w w . aupha . org / i4 a /f or m s /f o r m . cf m ? id =5 1 & page id =3829 &s ho w Ti t le = 1