COMPARATIVE HEALTH CARE SYLLABUS
Spring Quarter 2004
Wednesdays 6-10 pm
Seminar II, Room A 2109
Lab I, 3011 · (360) 867-5095 · email@example.com · Office hours: Tu, Wed. 3-5:00 p.m. and by appt.
This course presents a systematic comparative analysis of the evolution, administrative structure, finance, and provision of medical care in selected countries throughout the world. Equity/inequity and the current and looming effects of globalization will be explored. Health and illness are familiar concepts to all of us, but we are used to thinking of them as biological phenomena. This course will expand your understanding of health and illness by looking at them as socio-cultural phenomena. Important differences rooted in culture, ethnicity, social, economic and political factors will be examined to encourage innovative "framing" of U.S. health public policies.
This course presents and facilitates the development of an analysis of major health service delivery and management issues from an international perspective. Each country in the world possesses and implements a unique health service delivery system. While there may be many factors, components and issues in common, there are nonetheless many differences. In seeking to reform the US Health Care systems, it is important to learn about and analyze other country’s systems, to learn how they treat similar issues and to discover innovations. Improvement often comes through change and innovations, and this study will not neglect the opportunity to learn from others, especially those middle and lower income countries implementing interesting and innovative reforms.
By utilizing a comparable model of exploration, we will gain an understanding of the similarities and differences of industrial countries, third world countries and tribal programs in the US. Each team will be responsible for facilitating an understanding of the country or tribal program to the rest of the class through out the quarter.
The Objectives of the program are:
· Create an understanding of how health care systems are constructed, the political, economic, diversity, multicultural, social and historical contexts of their development, and the outcomes of each system on various segments of the society.
· Develop an appreciation for the diversity of thought and behavior as nations struggle with the need to develop health care systems that will work within the context of their sociopolitical and economic system.
· Think critically and actively about vital national and international health issues, practice applications and skill building tools and facilitate further research.
· Understand how personal and cultural values and beliefs affect our expectations of health care.
· Develop proficiency with web-based communication tools.
Each student will critique the readings and post your writing on WebCrossing. You will also write a response to the posting of at least one other student peer. Students are expected to critique (analyze, interpret and evaluate) the assigned readings. Your critique should be a synthesis of the reading and should include your own reactions and further research findings. In your postings on fellow student’s work, you should speak to their explanations of the text. Your 1 page critique and 1 page response to a fellow member should be posted by date assigned in the calendar by the end of day.
Each team will select a
specific country to focus their
understanding for the quarter. Each team will complete an assessment on
a different country from a list of diverse options. The specific
country will be your focus for the quarter as you "Teach to Learn."
What truly makes international health unique, is the broad perspective it provides to those who will ultimately work in our multicultural society and abroad, and the opportunity to learn about and conduct research on foreign health care systems and global health issues. Studying health from an international perspective fosters a unique, broad and innovative perspective in health education, research and service delivery.We will cover the "framing" desired.
The following assignments will address team's selected health country health system::
Cultural Assessment (Due,
Each team will identify relevant formative cultural and other issues that affect the selected nation, develop and post a 2-3 page paper and give a 15 minute briefing outlining these impacts.
Governmental Assessment (Due,
Each team will identify where their country lies on the continuum outlined in Health of Nations, develop and post a 2 page paper and give a 15 minute briefing outlining their findings.
– International Health Care Practices and Models (Due, May 23rd): Each team will identify relevant issues that affect the selected nation. This assignment is provided to allow an opportunity to become familiar with the multicultural and historical underpinnings of health and health care within their selected nation. Post a 2-3 page paper and give a 15-minute presentation.
Dying for Growth: Global Inequality and the Health of the Poor by Jim Yong Kim (Editor), Alec Irwin (Editor), Joyce Millen (Editor), John Gershman (Editor), Jim Young (Editor) Publisher: Common Courage Pr; (July 2000) ISBN: 1567511600
Health of Nations: An International Perspectives
on U.S. Health Care Reform (Health of Nations, 3rd Ed (Paper), by
Laurene A. Graig
Publisher: Congressional Quarterly Books (Sd); ; 3rd edition (June 1999) ISBN: 156802360X
Medicine & Culture: Varieties of Treatment in
the United States, England, West Germany, and France, by Lynn
Payer, Kerr L. White
Publisher: Owlet; ; Reprint edition (October 1996) ISBN: 0805048030
Class Session I– Wednesday March 31, 2004
Class Overview - Syllabus Review
WebCrossing Orientation & Training/ Class photos
Read - Medicine and Culture
Post Critique of Medicine and Culture (DUE April 4th)
Class Session II– Wednesday April 7, 2004
States Health (non) System Meet in Library 1706
at 6 PM
Selection of International or US
Tribal Focus: Countries of
Study and Assessment
Read - Article/TBA
Post Response to Peer's Critique of Medicine and Culture, Incorporate the Article
(DUE April 11th)
Class Session III– Wednesday April 14, 2004
Discussion Meet in Lecture Hall
1 at 6pm
Post International Cultural Assessment (Due April 18th)
Class Session IV - Wednesday April 21, 2004
International Cultural Assessments tonight only Seminar II, Room A 1105, rest of nights A 2109 (just found out A 2109 AV not functioning yet and no one knew when we were assigned)
Read - Health of Nations Chapters 1-4
Post - Critique of Health of Nations (DUE April 25th)
Class Session V - Wednesday April 28, 2004
Workshop Seminar II, Room A 2109
Seminar: Health of Nations Chapters 1-4
Read - Health of Nations Chapters 5 to end NO PEER RESPONSE DUE ON THIS TEXT
lass Session VI - Wednesday May 5, 2004
Lecture Seminar II, Room A 2109
Read - Dying for Growth: Global Inequality and the Health of the Poor Chaps 1-8
Post International Governmental Assessment (Due May 9th)
Class Session VII - Wednesday May 12, 2004
International Governmental Assessment Seminar II, Room A 2109
Seminar: Dying for Growth Chapters 1-8
Read - Dying for Growth: Global Inequality and the Health of the Poor
Post - Critique of Dying for Growth (DUE May 16th)
Class Session VIII - Wednesday May 19th, 2004
International Governmental Assessment Seminar II, Room A 2109
Seminar: Dying for Growth Chapters 8- end
Read - Dying for Growth: Global Inequality and the Health of the Poor Chaps 8-end
Post - Peer Critique of Dying for Growth (DUE 24th)
Post Health Care Practices and Models of Delivery (Due May 23th)
Class Session - Wednesday VIIII – May 26, 2004
Students: International Health Care Practices and Models Presentations Seminar II, Room A 2109
Seminar On: Dying for Growth:
Global Inequality and the
Health of the Poor
Self Reflection Paper June 2nd - bring to class
Class Session - Wednesday X – June 2, 2004
POTLUCK Celebration at Joan's
* Self- Reflection Paper Due
Evaluation Conferences sign-up sheets will be circulated on May 19th,
You must bring your self-evaluation and faculty evaluation to the
Expectations and Evaluation: The course is designed as an active/experiential learning community. Much of what will be learned in this program comes from what you bring into the class, and the work we do together to weave this knowledge with the readings. Therefore, attendance, WebX effort and engagement are required. Credit for the program and a positive evaluation are contingent upon the following:
1. Attendance and full participation in every class
session and WebCrossing efforts;
2. Submission of timely assignments and Postings;
3. Demonstration of progress on learning objectives, as evidenced by classroom and assignment performance.
If something prevents you meeting these expectations, you must inform faculty immediately.
The faculty makes credit denial decisions.
To plagiarize is to take ideas and writings of others and pass
them off as your own. Plagiarism will not be tolerated. Forms of
· Word for word copying of another’s written work
· Paraphrasing another’s work with a failure to properly attribute the idea, thought, or mosaic to the author
· Fabricating sources
· Neglecting quotation marks when a direct quote is used, even when the material is otherwise acknowledged.
Absenteeism and Incomplete Assignments: Failing to complete one or more assignments, completing one or more assignments late (without having made arrangements before the due date), or multiple absences may constitute denial of total credit.
In turn, students can expect the faculty member to be prepared for classes and seminars, to be available for office hours as posted and for scheduled meetings outside of office hours, to respond to telephone or email messages in a timely manner, and to provide timely feedback on assignments.
All students will receive a written evaluation of
their academic performance by their faculty. Each student is expected
to participate in the end of quarter evaluation conference with
faculty. For the end of quarter conference, each student is expected to
complete and bring to the conference a written self-evaluation – no
conference will be conducted without the self-evaluation.
Students are also expected to provide a written evaluation of their
faculty member. These two evaluations are part of the requirements of
the course and must be completed to obtain full credit.
Covenants: In furtherance of our learning community, we expect students
and faculty to:
· Act in accordance with the Evergreen Contract and Student Conduct code.
· Promote a cooperative, supportive atmosphere within the community; give everyone opportunity for self-reflection and expression.
· Use high standards in reading the text and preparing our papers, lectures, and comments in seminar.
· Handle all disputes in a spirit of goodwill.
Both students and faculty agree to discuss any problems involving others in the learning community directly with the individuals involved, with the right to support from other program members during those discussions, if that seems helpful. For example, students must first discuss any problems involving a faculty member directly with the person in question; other faculty will refrain from discussing details of any such problem except in the above format.