Evaluation:
Quiz |
20% |
Individual presentation |
20% |
Group project presentation |
20% |
Group project report |
30% |
Course participation |
10% |
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HAD5726H
Course Number |
HAD5726H |
Course Name |
Evaluation and Research Design in Health Informatics |
Prerequisite |
An intermediate-level health informatics course |
Delivery Format |
2 hour sessions weekly |
Semester Offered |
Winter |
Instructors |
Quynh Pham |
Description: This will be a weekly seminar course that will introduce advance topics to MSc and PhD students in the study area of, or with interest in, health informatics research. This course sill be highly interactive and focus on how to design, conduct and report evaluation studies in Health Informatics, with “real-world” examples. |
Objectives: The objective of this course is to provide students with a sound understanding of the fundamental principles and the challenges in designing Health Informatics evaluation and research. |
Evaluation:
In-class presentation and discussion of selected readings |
30% |
Class participation |
10% |
Mid-term – outline for final paper |
20% |
Final paper (oral presentation 10 % + written paper 30%) |
40% |
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HAD5727H
Course Number |
HAD5727H |
Course Name |
Knowledge Transfer and Exchange: The Art and Science of Making Research Relevant and Increasing Utilization |
Prerequisite |
n/a |
Delivery Format |
Once a week for 3 hours (9 weeks) |
Semester Offered |
Spring |
Instructors |
Monika Kastner |
Description: The course examines the theoretical and practical dimensions of knowledge transfer and exchange (KT&E). The subject is viewed from a number of perspectives and provides students with an understanding of what knowledge transfer and exchange is, how to assess when knowledge is ready to be transferred, the impacts organizational/cultural and decision-making factors play in the uptake of knowledge, and the skills and knowledge involved in the effective practice of knowledge transfer and exchange.Given the priority to knowledge transfer now being given by granting agencies, governments and the health care decision-makers, the course will help prepare students involved in research to meet the changing demands and expectations attached to their research. The course will assist students to incorporate knowledge transfer and exchange principles and practices into their thinking about the conduct and communication of their research. for those considering an in-depth program of knowledge transfer and exchange focused research, this course will provide a sound introduction to the field as a whole. The course will use an interactive format and will integrate didactic presentations, case examples and application of the material in independent project work. Learning will take place through various modalities including lectures, small group exercises and full class discussions. The course instructors’ experience and work in mental health and addictions health services research and consulting will be augmented by the expertise of guests from different health areas who will bring their experience as producers, users or brokers of knowledge. Students will be responsible for leading the discussion on the course readings. |
Objectives:
- To develop core knowledge of knowledge transfer and exchange issues, concepts, models and methods
- To understand the uses of knowledge transfer and exchange in research, policy making, management and clinical practice
- To learn how to apply knowledge transfer theory and practice to student research
- To learn techniques to help in the measurement and evaluation of knowledge transfer and exchange
|
Evaluation:
Assignment 1 |
20% |
Assignment 2 |
50% |
Student Led Discussion |
20% |
Class Participation |
10% |
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HAD5728H
Course Number |
HAD5728H |
Course Name |
Performance Measurements in Healthcare: Theory and Application |
Prerequisite |
n/a Note: Instructor permission required |
Delivery Format |
One 3 hour seminar per week |
Semester Offered |
Spring |
Instructors |
Imtiaz Daniel |
Description: This is an elective for students in graduate research programs who wish to gain a better understanding of performance measurement in health care and the methods available to develop performance measurement systems and specific indicators of performance. The course will provide an overview of different models for performance measurement, indicator development strategies and a discussion of issues specific to several stakeholder groups. Students working in other public sectors, such as education, may also find the course useful. |
Objectives:
- To understand performance measurement frameworks and models that are currently available across the health care system (what to measure and why).
- To describe several different methods for identifying, selecting and validating specific types of performance measures (how to measure – soundness, relevance).
- To become familiar with emerging issues in the calculation, reporting, and uptake of individual components of performance measurement frameworks by varying stakeholder groups (appropriateness, feasibility, and relevance of measures and frameworks).
|
Evaluation:
Individual class presentation |
15% |
Individual assignment |
35% |
Group project |
40% |
Participation |
10% |
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HAD5730H
Course Number |
HAD5730H |
Course Name |
Economic Evaluation Methods for Health Services Research |
Prerequisite |
n/a |
Delivery Format |
Weekly lectures (3 hours) |
Semester Offered |
Fall |
Instructor |
Peter Coyte / Rebecca Hancock-Howard / Brian Chan |
Description: Health Economics is concerned with the study of resource allocation within the health sector and between that sector and other sectors. This course is designed to introduce participants to an array of economic evaluation methods used to assess health care programs, services, technologies, and other interventions. Prior knowledge of economics is not required; however, participants are expected to possess quantitative skills (e.g., the ability to undertake statistical analyses). Upon completion, participants will not only have analytic skills that are applicable to economic evaluation, they will also know how economists approach important issues in health services research and decision-making. |
Objectives:
- To introduce learners to different types of economic evaluations.
- To acquaint learners with the approaches and viewpoints that applied health economists bring to health services research.
- To apply economic evaluation techniques to important contemporary issues in Canadian health services research and decision-making.
|
Evaluation:
Homework assignment |
15% |
Project proposal |
15% |
Classroom participation |
10% |
Project presentation |
10% |
Final course project |
50% |
|
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HAD5737H
Course Number |
HAD5737H |
Course Name |
Tools for Implementation of Best Evidence |
Prerequisite |
n/a (see below) |
Delivery Format |
Weekly, 3 hour seminar |
Semester Offered |
Not offered |
Instructor |
TBD |
Description: This course will provide learners with a comprehensive working knowledge of implementation science. Also known as knowledge translation, this subject focuses on the effectiveness and optimizing of approaches and strategies to enhance research utilization through understanding of the complex, interacting factors that can influence health care delivery and outcomes. This knowledge is relevant to health system leaders, continuing education planners, guideline implementers, practicing clinicians, health care managers, and health services researchers. The course will review how educational, social, patient, organizational, incentive and embedded approaches and strategies can be applied to close the gap between best evidence and practice. |
Objectives: At the completion of this course, participants will be able to:
- Explain the meaning of implementation science/knowledge translation
- Identify and explain various theories underlying implementation science/knowledge translation
- Describe determinants that influence the utilization of knowledge, practice and technology
- Discuss the applicability and mechanism of action of various implementation strategies
- Understand the effectiveness of approaches/strategies and how they can be tailored/optimized
- Design a quality improvement program or research study involving implementation
|
Evaluation:
Problem analysis (600 words) |
10% |
Project proposal (1,000 words) |
20% |
Facilitation (reading summary, lead discussion on one topic) |
25% |
Final paper based on problem/proposal (10 pages) |
35% |
Participation (actively and meaningfully engage in weekly discussion) |
10% |
|
Prerequisite: While not required, the course is complementary to others in the Knowledge Translation specialty stream, and students would benefit from also having taken research methods courses. top |
HAD5738H
Course Number |
HAD5738H |
Course Name |
Advanced Methods for Economic Evaluation |
Prerequisite |
HAD5730H, a statistics course, and the instructor’s permission |
Delivery Format |
Weekly lectures |
Semester Offered |
Winter |
Instructor |
Wanrudee Isaranuwatchai / Beverley Essue |
Description: The course is about advanced methods for estimation and uncertainty of cost-effectiveness statistics. The focus is on techniques to create and explain economic information in person-level data (e.g., from a clinical trial or an administrative data set). Students must have taken HAD 5730 and be familiar with statistical techniques like regression. Upon completing this course, participants will be able to create and explain the results of a cost-effectiveness analysis of person-level data. |
Objectives: This course is designed to attain three general objectives as well as a series of specific competency objectives:
- To introduce learners to regression as a technique for creating cost-effectiveness estimates.
- To introduce learners to regression as a technique for handling uncertainty in cost-effectiveness analysis.
- To acquaint learners with advanced techniques from regression that can be applied to cost-effectiveness analysis.
Upon completion of this course, learners will be able to:
- Have a better understanding of economic evaluations and their potential roles.
- Identify multiple ways of creating cost-effectiveness estimates and characterizing their uncertainty; understand their strengths and limitations.
- Analyze person-level cost and effect data in a way that improves the chances of it being published.
- Explain the results of their cost-effectiveness analysis in a way that improves the chances of it being understood.
- Write the “economics” section of a grant proposal (e.g. CIHR) in a way that improves the chances of it being funded.
|
Evaluation:
Attendance/participation |
5% |
Homework assignments |
20% |
Test #1 |
20% |
Test #2 |
20% |
Take home final |
35% |
|
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HAD5740H
Course Number |
HAD5740H |
Course Name |
Intermediate Level Qualitative Research for Health Services and Policy Research |
Prerequisite |
HSR1001H or any other introductory level qualitative methods course at the graduate level. No auditors. |
Delivery Format |
Weekly, 2 hour lectures |
Semester Offered |
Winter |
Instructor |
Joanna Sale (winter 2022) / Janet Papadakos (winter 2021) |
Description: This course will provide intermediate level instruction in the use of qualitative methods in health services research, clinical research, policy and medical education research. It is intended as part of a suite of qualitative methodology courses available to IHPME students. Students who are in the initial to mid stages of designing and conducting their thesis research will be exposed to intense instruction related to issues in field research, including: study design; data collection; analysis; and writing. Students will be expected to come to class prepared to actively engage in group discussions and to discuss their own thesis work. Students who complete this course will be able to begin conducting qualitative research. |
Objectives: After completing this course, students will:
- Be able to choose and apply the various philosophical foundations, traditions, and methods grouped under the rubric of “qualitative research” and appreciate the complexity of doing qualitative research
- Have experience with and able to apply the main techniques used for gathering qualitative data
- Have experience with and be able to apply the different analytic strategies used in qualitative research, including coding and development of themes
- Have experience with and be able to write up the results of a qualitative study
|
Evaluation:
Seminar presentation/facilitation-reflexive paper |
15% |
Pilot project proposal |
25% |
Final paper: Pilot Final Report |
60% |
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HAD5742H
Course Number |
HAD5742H |
Course Name |
Mixed Methods in Health Services Research |
Prerequisite |
HSR1001H and a quantitative methods course |
Delivery Format |
3 hours a week |
Semester Offered |
Fall |
Instructors |
Katie Dainty |
Description:In this course students will engage in the theory and practice of mixed methods research. In the past several decades, Mixed Methods Research (MMR) has developed dramatically. Over this timeframe, it has been associated with several different definitions. The working definition we will use in this course involves the collection and analysis of both qualitative and quantitative data in a way that either merges the data, has one build off of the other, embeds one within the other or is developed around a mixed methodological philosophical or theoretical orientation that informs all aspects of the study. Throughout the course a range of mixed methods research designs will be discussed with examples that draw from applications in health research. Students will work through a MMR project that has been pre-designed for this class. |
Objectives:
- To identify key philosophical & theoretical issues in MMR and multiple examples of mixed method designs.
- To contrast key features of quantitative and qualitative research.
- To articulate and reflect on their own perceptions about the current state of MMR.
- To apply and demonstrate knowledge about collecting and analyzing data to an original MMR project.
|
Evaluation:
1) Reflection Assignments |
20% |
2) In-class Facilitation |
10% |
2) Paper Proposal |
10% |
3) Group Presentation of Paper |
10% |
4) Final Paper |
50% |
|
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HAD5743H
Course Number |
HAD5743H |
Course Name |
Evaluation II |
Prerequisite |
n/a |
Delivery Format |
Weekly 3 hour seminar |
Semester Offered |
Winter |
Instructor |
Val Rac |
Description: The growing focus on learning and accountability in Canada and internationally has resulted in an increasing need for evaluation approaches to understand and assess if interventions/programs work, how they work, and what can be done in the planning and implementing phase to make them work. Given the complexity of some of the health interventions, the designs and approaches required to evaluate need to go beyond standard clinical trials and often will involve the evaluator working with the policymakers and program planners right at the formulation of the intervention/program. This class will focus on development, implementation and evaluation of a variety of complex policy and programmatic interventions, which aim to improve outcomes at the patient, provider, population and system level. Topics to be covered in this class include: the role of program theory and why we need to think theoretically about complex interventions; the relationships between program theory, threats to validity and evaluation design; stakeholder engagement, needs and evaluability assessment, types of evaluation (process and outcome evaluation) with different approaches and how they respond to complexity (approaches will include realist evaluation and developmental evaluation); varieties of evaluation design including experimental and quasi-experimental designs, economic evaluation. |
Objective: At the end of the course, for a given intervention, students will be able to design and execute an evaluation plan that includes consideration of key evaluation questions; is appropriate to the program theory of the intervention; addresses key threats to design validity; and addresses policymaker and practitioner perspectives. |
Evaluation:
Participation in online discussion boards |
20% |
Individual written assignment |
30% |
Group assignment (presentation & final paper) |
50% |
|
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HAD5744H
Course Number |
HAD5744H |
Course Name |
Applied Health Econometrics I |
Prerequisite |
Statistics (preferably at the graduate level) |
Delivery Format |
Weekly |
Semester Offered |
Fall |
Instructor |
Eric Nauenberg |
Description: This course is designed to provide an introduction to econometric methods. That is, the basic principles of regression model development and testing that underlie much of applied health economics and health services research. The starting point is the fact that a great number of possible data generating processes yield very similar looking data series. The course deals with how to determine which data generating process, from among the range of possible ones, has actually generated the data you are working with. To that end, the course deals with application of statistical tests and procedures in the context of distinguishing between potential regression models. Students will learn about important methodological considerations when working with both survey and administrative datasets. It is assumed that students have a basic training in statistics. |
Evaluation:
Six Assignments (10% each) |
60% |
Major Paper |
40% |
|
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HAD5746H
Course Number |
HAD5746H |
Course Name |
Applied Health Econometrics II |
Prerequisite |
HAD5744H |
Delivery Format |
Weekly (2 hours) |
Semester Offered |
Winter |
Instructor |
Petros Pechlivanoglou |
Description: The goal of this course is to provide students with the necessary tools to address issues that involve the empirical analysis of observational (i.e. non-experimental) data. The focus of the course is on estimating treatment effects and we will review several different approaches that can be helpful in doing so. Theory will be presented and, whenever possible, applied examples will also be presented. Objectives: At the end of this course, students will be able to use these tools to:
- Choose the right research question
- Use appropriate data and statistical methods to address the question
- Interpret results
|
Evaluation:
Proposal |
30% |
Paper |
45% |
Presentation |
15% |
Class Participation |
10% |
|
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HAD5747H
Course Number |
HAD5747H |
Course Name |
Cognitive, Social & Information Science Theory in Health Informatics Research |
Prerequisite |
|
Delivery Format |
TBD |
Semester Offered |
Fall |
Instructor |
Aviv Shachak |
Description: Research in Health Informatics (HI) is generally applied in nature. However, as the field grows and matures, there is a growing need to develop its theoretical foundation. The body of knowledge and theory in HI stems from diverse disciplines as Information Science, Computer Science, Cognitive Sciences and Human Computer Interaction, Communication, Management Information Systems, Social Psychology, and Sociology. The purpose of this course is to expose students to theories from the above disciplines that have informed, or could possibly inform, research in HI. The course will be delivered as a graduate seminar and students will select theories, present them to the class, and discuss their potential use in health informatics research.
Objectives: At the end of this course, students will be able to:
- Describe and explain in-depth, a number of theories from cognitive, social, and information sciences;
- Explain and discuss how these theories may inform research in Health Informatics, as well as the limitations of these theories and their applicability to Health Informatics.
- Incorporate theory from cognitive, social, or information sciences into their own HI research as demonstrated, for example, through a theory-informed research proposal.
|
Evaluation:
In-class presentation and discussion |
25% |
Mid-term |
30% |
Final paper |
40% |
Participation |
5% |
|
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HAD5748H
Course Number |
HAD5748H |
Course Name |
Intro to Survey Design and Psychometrics |
Prerequisite |
HAD5772H or equivalent |
Delivery Format |
3 hours weekly |
Semester Offered |
Spring (Not offered in 2022) |
Instructor |
Sarah Wheeler |
Description: This course will provide an introduction to the principles of surveying and the use of psychometrics to support appropriate tool design. Topics covered will allow one to assess if a survey will provide the data it intends to collect and if the data accurately reflects reality. The approach will be a pragmatic one, balancing appreciation for rigorous technique with practical constraints. The course will cover steps needed to create, assess and utilize a valid survey and describe the intersection of qualitative and quantitative techniques required to successfully execute a survey. It provides relevant content to those who may wish to develop their own survey tool, use and/or adapt a tool found in the literature or develop skills in critical appraisal of survey related literature. |
Objectives:
- Understand when and how to use surveys
- Acquire and apply skills in survey development
- Understand what testing is appropriate to ensure validity of a survey
- Appreciate diverse data analysis techniques and reporting considerations
- Develop critical skills in assessing surveys
- Understand the importance and roles of qualitative and quantitative approaches in surveying
|
Evaluation:
Class participation |
10% |
Applied Methods 1 |
20% |
Applied Methods 2 |
30% |
Presentation |
20% |
Final Discussion Paper |
20% |
|
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HAD5749H
Course Number |
HAD5749H |
Course Name |
Knowledge to Action: Disseminating & Implementing Evidence into Practice |
Prerequisite |
Prior experience in research methods is desirable |
Delivery Format |
Online |
Semester Offered |
Spring |
Instructor |
Erica Di Ruggiero / Moriah Ellen |
Description: This course is designed to support masters and doctoral students’ understanding of concepts in the knowledge to action continuum: obtaining the necessary evidence, disseminating it and implementing it. It will be delivered online through a mixture of asynchronous methods i.e., modules, podcasts, and periodic synchronous methods (i.e., lectures and discussions) |
Objectives: The objective of this course is to enhance students’ critical assessment of evidence and practices in the context of knowledge transfer and exchange, and implementation science fields and how to practically apply their acquired knowledge to action. |
Evaluation:
Participation in online discussion boards |
20% |
Individual written assignment |
30% |
Group assignment (presentation and final paper) |
50% |
|
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HAD5750H
Course Number |
HAD5750H |
Course Name |
Seminar in Organizational Behaviour |
Prerequisite |
N/A |
Delivery Format |
3 hours weekly |
Semester Offered |
Spring |
Instructor |
Meena Andiappan |
Description: The purpose of this seminar is for doctoral students to gain an understanding of the fundamental issues of organizational behaviour (OB) – the study of individual behaviour in organizations. Drawing on theory and research in psychology, social psychology and organizational behaviour, we shall explore individual , interpersonal and group processes in work organizations. We will examine both classic and contemporary theories, enduring controversies and emerging research on a range of topics in OB. The course is designed to provide an overview and introduction to the field and an understanding of its central concepts. |
Objectives:
- Enable a better understanding of the OB field
- Provide the skills to critically analyse and evaluate academic research
- Enable the integration into research of approaches and insights from OB
|
Evaluation:
Questions & Research Idea |
10% |
Discussion Facilitation |
30% |
Review Colleague’s paper |
10% |
Presentation on Final Paper |
10% |
Final Paper |
40% |
|
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HAD5751H
Course Number |
HAD5751H |
Course Name |
Artificial Intelligence: Development & Implementation in Healthcare |
Prerequisite |
|
Delivery Format |
Weekly |
Semester Offered |
Winter |
Instructor |
Jeremy Petch / Ervin Sejdic / Tran Truong |
Description: Despite promises that Artificial Intelligence (AI) will transform health care, the development and adoption of AI in health care has lagged behind other industries. Some of the causes for this lag include restrictions on the use of health care data, resistance from the clinical community, the gap between hype and reality of AI, ethical concerns, regulation of health technologies, and difficulties bridging the cultures of healthcare and engineering. Yet despite spectacular failures such as Watson Health, AI is slowly beginning to appear in health care settings, most often in the context of research, but increasingly in the form of FDA and Health Canada-approved products. The aim of this course is to build a critical understanding of end-to-end lifecycle of AI in health care, from working with raw health care data, to integration of AI with clinical workflow, through to regulatory approval. This course will be of particular interest to translational AI researchers looking to apply their work to health care, as well as health care practitioners and informaticians seeking to understand how to leverage AI in their industry. |
Objectives: Upon completion of the course, students will be able to:
- Describe the opportunities for AI to provide value in health care and how to engage with health care providers to identify real clinical problems that AI can address.
- Explain the regulatory and ethical frameworks that govern AI development in health care, including a working understanding of the governance of personal health information, the regulation of software as a medical device, and fairness in AI.
- Develop roadmaps for how AI can be integrated into the health care environment, including clinical decision support design, health care interoperability paradigms, and clinically relevant model explanations.
- Develop practical knowledge of the idiosyncrasies of healthcare data types, how to define AI research questions in health care, how to interface with hospital information systems, how to satisfy privacy and security requirements during AI development, and how to transition AI research projects into production.
|
Evaluation:
Weekly Assignments (10% each) |
60% |
Case study presentation |
20% |
Case study report |
20% |
|
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HAD5752H
Course Number |
HAD5752H |
Course Name |
Introduction to Knowledge Translation & Implementation Science |
Prerequisite |
none |
Delivery Format |
Weekly |
Semester Offered |
Fall |
Instructor |
Monika Kastner / Halla Thorsteinsdottir |
Description:The course will introduce the field of knowledge translation (KT) and implementation science. With an increased demand for evidence-based health practices, researchers and practitioners have become aware of the complexities involved in optimizing the uptake of knowledge from research and transferring research findings into practice and policy. To do this effectively requires tailor made approaches well aligned to the complexities of health systems and their wider environments. This increased emphasis has also led to explorations of approaches that are likely to work and the evolution of the KT and implementation science field. It is important for researchers and practitioners alike to develop understanding and insight into KT and implementation science so they can incorporate these in their work, and contribute towards enhancing the quality and effectiveness of their health systems.
The course will delineate the main features of KT and implementation science and provide students with the opportunity to develop insight into the wider environment that has shaped this field. The course consists of core components where the main KT and implementation science concepts are defined; it discusses the history of the field and the different foci that have shaped the evolution of the field; it presents perspectives, theories and frameworks used in KT and implementation science; and it introduces the main research approaches and methodological challenges for the practice of KT and implementation science.
These introductory components will provide a basic foundation for the students to start to explore a few topics in more detail, including the social network perspective of KT and implementation science; the sustainability of the interventions; the need and challenges for de-implementation; the complexity science approaches to implementation science; implementation science in global health; and different approaches to scaling the health interventions.
The course will provide a general overview of KT and implementation science so in future courses students can start to build their capacity to incorporate KT and implementation components in their research. The course will be taught by the two course directors, other IHPME faculty and other leading scholars in this field. Emphasis will be placed on active student participation to deepen students understanding of the field. |
Objectives: At the end of the course students should be able to:
- Demonstrate an understanding of the core concepts of the KT and implementation science field and explain what factors and conditions have shaped its evolution.
- Outline the main theories and frameworks used in KT and implementation science and be able to critically apply them.
- Describe main challenges for KT and implementation science and compare and contrast approaches that have been used to address them.
|
Evaluation:
Class participation |
10% |
Discussion facilitation |
30% |
Final paper outline |
10% |
Final paper |
50% |
|
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HAD5753H
Course Number |
HAD5753H-Y |
Course Name |
Training and Impact: The Art & Science of Health System Leadership |
Prerequisite |
n/a |
Delivery Format |
Modular (see HSR timetable for dates) |
Semester Offered |
Fall and Winter |
Instructor |
Meghan McMahon / Terry Sullivan / Beverley Essue |
Description: Leadership skills are essential to make a positive contribution to health and societal well-being in a range of career paths. The challenges confronting health systems are increasingly complex and it is recognized that research skills alone are insufficient to catalyze change. The growing emphasis on learning health systems requires a skillset that encompasses research and leadership and an ability to work in collaborative partnerships within complex systems. The COVID-19 pandemic and the weaknesses and inequities it has emphasized in health and healthcare systems require sophisticated research expertise coupled with inclusive leadership skills to build forward stronger and more equitably. However, leadership training is under-emphasized in most health services and policy (HSP) and population and public health (PPH) PhD programs. Complementing the PhD student’s research toolkit with leadership skills that emphasize equity, diversity and inclusion and opportunities to develop mentorship relationships with health system leaders will elevate the student’s ability to lead, inspire change and apply innovative solutions to complex challenges in a diversity of career pathways. This course aligns with The Canadian Health Services and Policy Research Alliance (CHSPRA) pan-Canadian Training Modernization Strategy and its aims to prepare a new cadre of PhD graduates for embedded research and leadership roles within health system organizations and learning health systems.
Using a combination of interactive seminars, small-group dialogue and mentorship with health system leaders, and applying an equity, diversity and inclusion lens throughout the course, this specialized full-year 0.5 credit course (credit / no credit) IHPME & PHS course will elevate students’ leadership readiness by introducing the art and science of inclusive leadership and how to apply leadership skills to make a difference in health systems. The course comprises two-hour online interactive sessions held every three to four weeks with asynchronous interaction in-between sessions.
The leadership domain areas this class covers include: leading self, collaborative leadership, working with policy and decision makers, change leadership, influence and impact, communicating for impact, project management, cultures of inclusive leadership, leadership skills for sustainable health systems, and career preparedness. Students will receive unconscious bias training at the outset of the course.
Please note: This course is led by Drs. McMahon, Essue and Sullivan and introduces students to a range of academic and health system leaders with expertise in key areas of health system leadership. Each session provides an opportunity for students to meet, engage with and learn from academic and system experts in the subject domain area (e.g., Tina Smith, Christine Shea, Abi Sriharan, Steini Brown, Sam Oduneye, Mimi Lowi-Young, Robert Steiner, Seema Marwaha, Alison Paprica, Akwatu Khenti, Fiona Miller and more). Additionally, students have an opportunity to interact and engage with health system mentors throughout the duration of the course. |
Objectives: The intention of the course is to broaden students’ exposure, knowledge and skills in various areas of health system leadership, with emphasis on leadership that promotes equity, diversity and inclusion. Upon successful completion of this reading course, students will have:
- Knowledge related to health system leadership, awareness of unconscious bias in the health system, and strategies to lead and foster cultures of inclusive leadership
- Capability to integrate research and leadership skills to address complex health system challenges
- Identified personal leadership strengths and development needs, and constructed goals and strategies for growth
- Ability to identify and describe the leadership competency skills they were introduced to
- Developed new relationships and an extended professional network involving peer, emerging and established health system leaders
|
Evaluation: Final course grade is CR (pass) / NCR (fail)
Participate in asynchronous discussion |
20% |
Participate in class discussions |
20% |
Complete a learning action plan and engage in regular self-reflection |
30% |
Complete a group project (mentor interviews on the attributes of leaders, class presentation) |
30% |
|
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HAD5754H
Course Number |
HAD5754H |
Course Name |
Global Quality of Care |
Prerequisite |
N/A (Instructor permission required) |
Delivery Format |
2 hours weekly |
Semester Offered |
Winter |
Instructor |
Jeremy Veillard |
Description: This highly interactive course analyzes macro- and meso- health system level issues related to quality of care in health systems globally, with a focus on low- and middle-income countries: the state of quality of care globally; key findings and recommendations from global reports on quality of care (2018); key interventions to improve quality of care at scale in health systems (evidence and limitations); innovation in service delivery and its impact on quality of care; better measurement of quality of care; approaches to develop national policies and strategies to improve quality of care at scale. The course builds on scientific literature in the health sector and direct experience from the World Bank, OECD and the World Health Organization to support countries in developing, financing and implementing quality of care strategies and policies at scale. The course includes direct exposure to leading voices in global health (policy practitioners and world class academics) through student-led virtual interviews with guest lecturers, as well as discussion during synchronous lectures. |
Objectives:
- Understand the concepts related to quality of care and articulate the determining characteristics of quality of care and importance in health systems.
- Analyze and discuss current trends in quality of care globally.
- Identify and understand key interventions to improve quality of care at scale in health systems and be able to discuss their evidence and limitations.
- Be familiar with and discuss methods for measuring quality of care within and across health systems.
- Expand thinking and engage in discourse on the implications of quality of care for health systems globally.
- Develop a national quality strategy
|
Evaluation:
Class participation |
10% |
Structured interviews with leading experts |
TBD |
Individual paper & presentation |
TBD |
Group assignment and presentation |
TBD |
|
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HAD5755Y
Course Number |
HAD5755Y |
Course Name |
Health Economics Graduate Seminar Series |
Prerequisite |
|
Delivery Format |
Seminar once per week (2 hours) |
Semester Offered |
Fall and Winter (enrollment is in September) |
Co-directors |
Audrey Laporte / Rebecca Hancock-Howard |
Description: The focus of this seminar series is on the practicalities of doing research in health economics. It is open to all IHPME graduate students. The students will gain experience in the application of the methodological and theoretical tools of economics to their own work. The aim in part of the seminar is to reinforce concepts covered in IHPME graduate courses. The seminar also aims to expose students to emerging issues in the field of health economics. There will be invited speakers who will discuss particular issues in research in health economics theory and methods as they are encountered in actual ongoing research projects. Thesis stage students will be required to present their own research and to actively participate in discussions of each other’s presentations and presentations of invited speakers. The seminar series takes place over 2 terms (September to April) and students are expected to attend 75% of all sessions. |
Objectives:
- Learn how to present a scientific paper
- Learn about a range of econometric (regression) methods that can be applied to health and health care data
|
**Please note: Students participate in the seminar series but are not evaluated. No grade is earned therefore there is no credit equivalent.** |
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HAD5756H
Course Number |
HAD5756H |
Course Name |
Fundamentals of Research Ethics |
Prerequisite |
N/A |
Delivery Format |
Seminar (maximum 12 students) |
Semester Offered |
Not offered |
Instructor |
Don Willison |
Description: This course will introduce students to the conceptual and practical ethical issues that they will face in research both as students and future investigators. Topics to be covered include: history and foundations of research ethics, ethics principles and frameworks, the Tri-Council Policy Statement, research ethics boards, demarcating research from practice, program evaluation and quality improvement, risk and benefit analysis, recruitment and consent, privacy and confidentiality, community based paticipatory research, special challenges with qualitative methods, global health research, research integrity, conflict of interest, data management and analysis, and publication. |
Objectives: Students will learn to integrate, throughout the lifecycle of their research, principles of:
- Integrity in research practise
- ethics in research involving human participants
Upon completion of this course, students will be able to:
- Knowledge of key ethics principles and frameworks in bioethics and in public health
- Ability to apply these principles when analyzing the ethical issues in research scenarios
- Ability to analyse different perspectives in areas of ethical controversy
|
Evaluation:
Participation |
10% |
Written reflections |
10% |
Leading a case study |
15% |
Mid-term quiz |
20% |
Final paper |
45% |
|
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HAD5760H
Course Number |
HAD5760H |
Course Name |
Advanced Health Economics and Policy Analysis |
Prerequisite |
|
Delivery Format |
Lecture/seminar once per week (2 hours) |
Semester Offered |
Fall |
Instructor |
Audrey Laporte |
Description: Economic models of human and institutional behaviour are employed in this course to analyse the workings of the medical market. Specific attention is paid to the behaviour of both health care providers (e.g., physicians and hospitals) and health care clients. In analysing the behaviour of these participants in the health care industry, attention is paid to the socio-economic dimensions of health, health reform, physician supply management and payment reform, and health system restructuring. |
Objectives:
- To introduce participants to theoretical and empirical research conducted internationally in health economics.
- To acquaint participants with major public policy issues in the field of health that have attracted the attention of health economists.
- To develop analytic skills so that participants will be able to read and critically evaluate theoretical and policy research in health economics.
|
Evaluation:
Two assignments (20% each) |
40% |
Course Participation (presentation) |
10% |
Tutorial Report |
50% |
|
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HAD5763H
Course Number |
HAD5763H |
Course Name |
Advanced Methods in Health Services Research |
Prerequisite |
n/a (see below) |
Delivery Format |
Weekly seminar (2 hours) |
Semester Offered |
Spring |
Instructor |
Jessica Widdifield / Rachel Savage |
Description: This course covers conceptual and methodological issues relevant to health services research (HSR). Topics covered include principles of HSR & epidemiological methods, methodological issues in defining study populations using secondary data sources in HSR, quality measures in HSR, methodological consideration in evaluating relationships between measures, comparative effectiveness research in HSR, implementation science and quality improvement evaluation in HSR, analytic approaches and methodological issues addressing measured and unmeasured confounding in HSR and analytic approaches in evaluating longitudinal health data in HSR. |
Objectives:
- To provide students with an understanding of the design and conduct of a range of experimental and non-experimental quantitative research designs applied to HSR.
- To further develop an understanding of research methodologies, introducing more complex forms of study design and higher-level methods applicable to HSR.
By the end of the course:
- Students will possess a sound understanding of the fundamental principles and methodological aspects of the conduct and critical appraisal of HSR that can support them in assessing the quality of existing studies, developing their own research proposals and ultimately conducting more rigorous research.
|
Evaluation: The evaluation for the course will be based on written assignments and oral presentations. |
Prerequisite: The course is intended for doctoral and masters level graduate students in health research and related fields. Prerequisites include an understanding of basic research design and statistics including regression techniques. Students must possess at least a basic knowledge of study designs, as the course includes innovative study designs and advanced study design features. Knowledge and experience with clinical patient care as well as familiarity with existing data sources are an asset, but are not prerequisites for the course. top |
HAD5765H
Course Number |
HAD5765H |
Course Name |
Case Studies in Health Policy |
Prerequisite |
HAD5011H OR equivalent (see below) |
Delivery Format |
Modular |
Semester Offered |
Winter |
Instructor |
Raisa Deber |
Description: This course analyzes the formation and implementation of public policy through the use of case studies, focused about important theoretical concepts. Students will develop the ability to understand and analyze the processes by which public policies are formed, and the ability to perform comparisons of policy alternatives. Guest lecturers may be used where appropriate to expand upon the process of policy implementation in an informal format. Cases to be analyzed will be selected from the attached list by the class. With the permission of the instructor, new cases may be added. |
Objectives: Upon successful completion of the course, students will be able to:
- Understand and analyze the processes by which public policies are formed and implemented,
- Perform comparisons of policy alternatives,
- Analyze and discuss case studies in class,
- Organize and manage an in-class discussion of a case study, and apply appropriate theoretical concepts to better understand and analyze public policy.
|
Evaluation:
Class participation |
20% |
Presentation of case study in class |
30% |
Written assignment (may be group mark) |
50% |
|
Prerequisite:Students should be familiar with such basic concepts as:
- Introduction to Canadian politics
- Policy formation – including roles of Royal Commissions, task forces, committees, etc.
- Budgetary system
- Policy outputs (including distributive, regulatory, redistributive policies)
- Policy instruments
- Factors influencing policy formation, especially pressure groups and media
- Inter-governmental relations
- Inter-departmental relations; resource allocation within departments
- Policy/Administration tension
- Roles of experts vs/ generalists; administrators vs. politicians
- Role of quasi-independent agencies; regulation
|
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HAD5771H
Course Number |
HAD5771H |
Course Name |
Resource Allocation Ethics |
Prerequisite |
n/a |
Delivery Format |
Six 4 hour seminars |
Semester Offered |
Winter |
Instructor |
Jennifer Gibson / Avi Denburg |
Description: This course will introduce students to key topics in priority setting (resource allocation) from both theoretical and practical viewpoints. The goal is for students to develop a better understanding of priority setting (resource allocation) in health care institutions and health systems from an interdisciplinary perspective. We will explore the contributions and interaction of ethics, economics, political science , and management science approaches to priority setting. Case studies will be a constitutive component of each session. |
Objectives:
- To introduce priority setting (resource allocation) and different approaches and perspectives to priority setting, including traditional disciplinary perspectives.
- To examine different ethical issues in priority setting and introduce ‘accountability for reasonableness’ as a priority setting framework for health care institutions
- To examine the most recent cutting-edge research and/or practice improvements.
- To develop and present a case study of priority setting in learner’s own context
|
Evaluation:
Commentary |
35% |
Group Presentation |
15% |
Paper |
50% |
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HAD5772H
Course Number |
HAD5772H |
Course Name |
Intermediate Statistics for Health Services Researchers |
Prerequisite |
A graduate-level, introductory statistics course |
Delivery Format |
Five day intensive, 9 a.m. – 3 p.m. |
Semester Offered |
Winter |
Instructor |
Olesya Falenchuk |
Description: This course is designed to prepare students in the following areas: correlation; regression; analysis of variance (including factorial, repeated-measures, mixed-design, multivariate); analysis of covariance; regression; logistic regression and factor analysis. Note: Students are required to bring a laptop to each class (including session 1) with SPSS installed. This software is available from the University at a reduced rate for students. Please see: http://sites.utoronto.ca/ic/software/detail/spssStudent.html . Data sets will be provided. Students are expected to conduct analyses prior to each class. Enrollment is limited. Priority is given to IHPME students. |
Objectives: At the end of this course, students should be able to:
- Demonstrate an understanding (both conceptual and practical) of the analysis approaches covered in this course;
- Identify appropriate analysis approach(es) to address specific research questions;
- Identify appropriate analysis approach(es) to use with data that has already been collected;
- Use of the computer program SPSS for data management, statistical exploration and analysis, and understanding and explaining results;
- Present analysis results in APA format.
|
Evaluation:
Online Knowledge Assessment 1 |
15% |
Online Knowledge Assessment 2 |
15% |
Online Knowledge Assessment 3 |
15% |
Online Knowledge Assessment 4 |
15% |
Online Final Exam |
40% |
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HAD5773H
Course Number |
HAD5773H |
Course Name |
Introduction to Theories of Organizational Behaviour and Applications to the Health Care Sector |
Prerequisite |
n/a |
Delivery Format |
Seminar |
Semester Offered |
Fall |
Instructor |
Whitney Berta / Meena Andiappan |
Description: This seminar introduces the dominant theories used by health services researchers to study phenomena relating to organizational behavior in health services organizations and systems. Theories reviewed in this course are applicable to micro-, meso-, or macro-levels of analysis. Seminar topics typically include organization theory; system-level performance; inter-organizational relationships and networks; social capital; organizational learning; knowledge transfer, knowledge translation and knowledge utilization; innovation diffusion; change theory including complexity theory and whole systems change; group decision-making and team effectiveness; leadership and followership; and an array of micro-OB topics including organizational commitment, organizational justice, job satisfaction, motivation theory/expectancy theory and organizational citizenship behaviours. The last two sessions are allocated to student presentations, where students present a research idea and related research question(s) that are motivated using theory reviewed in the course. |
Objectives:
- Conversance with dominant theories of organizational behaviour and their relevance to the study of issues in health services organizations;
- Ability to critically analyze a research article that uses as its theoretical framework one of the theories discussed in seminar;
- Ability to develop a viable research question(s) that is motivated and explored using one or more of the theories discussed in seminar
|
Evaluation:
Paper Critique |
25% |
Discussion Leadership |
30% |
Final paper |
45% |
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HAD5778H
Course Number |
HAD5778H |
Course Name |
Comparative Health Systems and Policy |
Prerequisite |
HAD5011H or CHL5300H |
Delivery Format |
Weekly lectures/seminars (3 hours) |
Semester Offered |
Winter |
Instructor |
Xiaolin Wei / Sara Allin |
Description: Each country’s health system and policies are largely shaped by historical, political, social and economic contexts; but in general, they have similar challenges such as rising expenditures, limited accessibility, poor patient responsiveness, limited coordination across the health continuum and public health and health system threats from both communicable and non-communicable diseases. This comparative health systems and policy course is intended to capture the rapidly expanding field of comparative studies in health systems and policy. It will provide a comprehensive theoretical and methodological foundation to understand why we compare health systems in different countries or provinces within a country and what we can learn from those comparisons. In the second part, the course will provide specific examples of health system and policy development in high income countries as well as low-and-middle-income countries (LMICs). Although this a taught course, the main requirement is to complete a major paper applying theoretical and methodological tools to a comparative health systems or comparative health policy case study including two or more jurisdictions (a province/state and/or country). |
Objectives and Competencies:
- A comprehensive understanding of a range of conceptual and theoretical issues relevant to comparative health systems and policies.
- An understanding of health system structures and typologies and the ability to use typologies when comparing health systems.
- An understanding of some of the key health system and policy differences and similarities among high income and LMIC countries.
- A developed ability to apply relevant concepts and theories to differing health systems or to comparative issues in health policy in general and to compare and contrast health policies across jurisdictions at each stage of the policy cycle.
- An ability to apply the ideas and methods learned in this course in a major research paper on a topic of interest to the student and that will hopefully be relevant to the student’s dissertation for those in the doctoral track.
|
Evaluation:
Proposal |
20% |
Presentation |
20% |
Final Paper |
50% |
Participation |
10% |
|
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HAD5779H
Course Number |
HAD5779H |
Course Name |
Evidence Synthesis for Health Services, Systems and Policy Research |
Prerequisite |
Methods course and basic statistics course |
Delivery Format |
Weekly lectures (2.5 hours) |
Semester Offered |
Winter |
Instructor |
Lusine Abrahamyan / Petros Pechlivanoglou |
Description: This course will help students understand the role of evidence synthesis in health services, systems and policy research and provide them with knowledge and skills to conduct systematic reviews and meta-analyses. Students will learn how to formulate a research question for a systematic review, develop a review protocol, conduct a comprehensive search of relevant literature, evaluate the level of evidence and the quality of studies, extract information, synthesize the evidence (using appropriate statistical methods for meta-analysis) and report the findings. Students will also learn principles related to other approaches of evidence synthesis (e.g. critical interpretive synthesis, realist review, meta-narrative review, scoping reviews, rapid reviews, overview of reviews). As part of the course, students will develop and register a systematic review protocol and conduct the systematic review potentially followed by a meta-analysis. |
Objectives:
- Understand the role of evidence synthesis and the different approaches to systematic review for health services, systems and policy research
- Become familiar with the basic concepts of traditional systematic reviews and meta-analyses for different research designs
- Appreciate the limitations and challenges of applying evidence synthesis methods in practice by conducting a systematic review/meta-analysis
- Acquire theoretical and practical skills to conduct systematic review and meta-analysis
|
Evaluation:
Protocol Overview |
10% |
Protocol Presentation |
15% |
Final Review Presentation |
15% |
Final Review Paper |
50% |
Course Participation |
10% |
|
Description: This course will provide an overview of the current status of program planning and evaluation. Its purpose is to give participants an understanding of the planning and evaluation process, to familiarize them with current program
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HAD5781H
Course Number |
HAD5781H |
Course Name |
Case Study Research for Health Services, Systems and Policy |
Prerequisite |
n/a (Master’s degree students, please contact instructor for permission to enroll in course) |
Delivery Format |
Seminar |
Semester Offered |
Winter |
Instructor |
Mark Dobrow |
Description: Case study research (CSR) can be an effective but often misunderstood and underutilized approach for health services, systems and policy research. This course will review the history and evolution of CSR, unpack key terminology and definitions, assess its key strengths/weaknesses, review guidance on how to design, conduct, analyse and report on CSR and culminate in the development of a CSR protocol. An overarching focus of the course will be on the critical appraisal of published CSR, including assessment of available critical appraisal guidance for CSR and its sensitivity to research focus and publication type. |
Objectives:
- Understand the history/evolution of CSR
- Understand and appropriately use CSR terminology
- Understand the strengths/weaknesses of CSR and emerging approaches for critically appraising CSR
- Understand key elements in the design, conduct, analysis and reporting of CSR
- Develop a CSR protocol
|
Evaluation:
Participation |
15% |
Mini-presentations |
25% |
CSR Protocol Presentation (oral) |
20% |
CSR Protocol (written) |
40% |
|
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HAD6750H
Course Number |
HAD6750H |
Course Name |
Advanced Health Economics and Policy Analysis II |
Prerequisite |
HAD5760H |
Delivery Format |
Lecture/seminar once per week (2 hours) |
Semester Offered |
Winter |
Instructor |
Audrey Laporte |
Description: This is a seminar course required for all PhD students in the Health Economics PAS of the IHPME HSR doctoral program. It focuses on teaching the tools of microeconomic theory in modeling individual and provider behavior using examples drawn from the health literature. The course introduces students to problems of unconstrained and constrained optimization in a discrete time framework. Additional topics considered include non-negativity constraints, questions concerning planning over multiple periods and the issues of uncertainty and unanticipated health shocks. Students are expected to develop their own theoretical model with testable predictions, which in most cases will serve as the basis for the theoretical chapter of their dissertation. Students must have completed Advanced Health Economics and Policy Analysis (HAD5760H) and have familiarity with intermediate calculus. |
Objectives:
- To introduce participants to the theoretical tools used in economic analysis.
- To enable participants to apply these theoretical tools to the analysis of a range of health policy issues.
- To develop analytic skills so that participants can critically evaluate theoretical models encountered in the health economics literature.
|
Evaluation:
Outline |
10% |
Participation |
15% |
Major Paper |
60% |
Presentation |
15% |
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HAD6760H & HAD6770H
Course Number |
HAD6760H (Fall) & HAD6770H (Winter) |
Course Name |
Introduction to Health Services Research Theory and Methods |
Prerequisite |
doctoral students only |
Delivery Format |
Once a week, 3 hours |
Semester Offered |
Fall & Winter |
Instructors |
Whitney Berta / Paula Rowland (HAD6760H) & Walter Wodchis / Ruth Hall (HAD6770H) |
Description: The field of health services research draws upon theories, research designs and methods from a wide variety of disciplines including social and behavioural sciences, clinical sciences, management and administrative sciences, law, epidemiology and biostatistics. The goal of this course is to provide a forum for doctoral students to explore theoretical/conceptual frameworks, study designs and research methods, and to apply them in the preparation of a health services research project. |
Objectives: Upon completion of the course, students should be able to:
- Draw upon and integrate the research theories and methods used in a variety of disciplines to define a research question and plan a health services research project;
- Develop a conceptual framework for a research study and use it as the basis for a study design;
- Understand the application of quantitative and qualitative methods used in health services research;
- Demonstrate the analytic skills required to critically read and evaluate the health services research literature;
- Develop and defend a research question, conceptual framework and methodology that addresses an important health services research question.
|
Evaluation – Fall Term (HAD6760H)
- Class facilitation
- Literature review
- Development of conceptual framework
- Poster presenting study justification, conceptual framework, study design, and study methods
Evaluation – Winter Term (HAD6770H)
- Class facilitation
- Critical appraisal of a research paper
- Draft research proposal (paper & presentation)
|
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HAD6761H
Course Number |
HAD6761H |
Course Name |
Health Services Outcomes and Evaluation Comprehensive Course |
Prerequisite |
Completion of required course work for PhD Health Services Outcomes and Evaluation concentration |
Delivery Format |
One 2 hour seminar per week |
Semester Offered |
Winter |
Instructor |
Walter Wodchis / Kelly Smith |
Description: This is a one term course designed to assist students to prepare for the IHPME PhD Health Services Outcomes and Evaluation concentration comprehensive examination. Comprehensive exam preparation is cumulative through all required courses in the IHPME PhD program. This course is focused on synthesizing cumulative materials. In this course, students summarize and integrate readings in a number of focused topics with particular attention to important theoretical and analytical issues for health services evaluation and outcomes research. The course provides a particular emphasis on conceptual frameworks and research designs for health services research. |
Objectives:
- To ensure familiarity and understanding of health care/health services research conceptual frameworks and methodologies.
- To be able to evaluate and critique a research conceptual framework and research methodology.
- To be able to select and apply an appropriate research conceptual framework and methodology to any health services research question.
|
Evaluation:
In-class Seminar Facilitation |
10% |
Manuscript review report |
10% |
Final Comprehensive Exam (7-day take home exam) |
80% |
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HAD6762H
Course Number |
HAD6762H |
Course Name |
Health Services Organization and Management Comprehensive Course |
Prerequisite |
Completion of required course work for PhD Health Services Organization and Management concentration |
Delivery Format |
Seminars |
Semester Offered |
Spring |
Instructor |
Whitney Berta / Lianne Jeffs |
Description: This course is designed to fulfill the requirement for a comprehensive exam for graduate students in the health services organization and management stream of our doctoral program |
Objectives:
- Undertake a comprehensive review of the key concepts and theories from the management and organizational sciences literature which have been applied, or have viable application potential, to management in the health services industry,
- Identify and critically analyze the strengths and weakness of varying research traditions in health services management research,
- Critically assess the strengths and weaknesses of varying methodologies used to study managerial and organizational issues in health services management and the general organizational literature, and
- Prepare the student to formulate and clearly articulate relevant, topical research questions and to develop viable research designs/plans by which to pursue them.
|
Evaluation:
Literature Review |
50% |
Final Exam |
50% |
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HAD6763H
Course Number |
HAD6763H |
Course Name |
Health Policy Comprehensive Course |
Prerequisite |
HAD5778H |
Delivery Format |
reading course |
Semester Offered |
Winter |
Instructor |
Fiona Miller |
Description: The health policy comprehensive course is the capstone course in the series of 3 health policy courses for PhD students in IHPME. The comprehensive course is primarily intended to capture the ‘breadth’ dimension of the field, and to complement the ‘depth’ expected in the thesis. This is not a ‘taught’ course. Students are expected to lead discussion of the readings with the course instructor serving as a resource for the class. |
Objectives:The comprehensive examination provides the opportunity for students to demonstrate their competence in the field of health policy. Specifically, the student is expected to demonstrate:
- A comprehensive understanding of a range of conceptual and theoretical issues relevant to health policy (including appropriate citations to the literature covered)
- A comprehensive understanding of the structure and ongoing evolution of health systems in Canada
- A developed ability to apply relevant concepts and theories to topical issues in health policy
- An ability to present ideas clearly and cogently
|
Evaluation:
Written examination |
50% |
Oral examination |
50% |
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HAD6764H
Course Number |
HAD6764H |
Course Name |
Health Informatics Research Comprehensive Course |
Prerequisite |
Completion of required coursework for PhD Health Informatics Research concentration |
Delivery Format |
One, 2 hour seminar per week |
Semester Offered |
Winter |
Instructor |
Emily Seto |
Description: This course is designed to fulfill the requirement for a comprehensive exam for graduate students in the Health Informatics Research emphasis of the PhD Health Services Research program. The course will enable students to demonstrate and expand the cumulative knowledge and skills gained throughout their previous graduate courses. |
Objectives: To undertake an analysis of the topics and issues that promote and hinder the uptake of health informatics in our healthcare systems. The objective is to gain an understanding of the complex personal, environmental, financial, political and societal forces that influence the use of health informatics innovations and develop strategies for improving the uptake of evolving innovations. Specifically, this course will guide and evaluate the student’s ability to:
- Develop a research question relevant to health informatics
- Develop an appropriate research plan to explore/answer the research question
- Critically assess relevant theoretical frameworks
- Prepare an academic piece of work such as a manuscript of publishable quality (or equivalent piece of work)
- Lead/facilitate an in-depth class discussion on a current health informatics issue/innovation
- Present their research proposal/findings to peers
- Provide constructive feedback on their peers’ research
|
Evaluation:
Project Proposal |
5% |
In-class seminar facilitation |
20% |
Written examination |
15% |
Oral examination |
15% |
Peer exam evaluation |
5% |
Final project presentation |
20% |
Final report |
20% |
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HAD6765
Course Number |
HAD6765H |
Course Name |
Health Technology Assessment Comprehensive Course |
Prerequisite |
|
Delivery Format |
Seminar |
Semester Offered |
Spring |
Instructor |
Yvonne Bombard |
Description: This course is designed to assist students to prepare for the IHPME PhD Health Technology Assessment (HTA) comprehensive examination. The course focuses on synthesizing materials taught throughout the required courses in the PhD program. In addition, material that is integral to HTA and ensures depth in the area, but not taught extensively in courses is covered. Students summarize and integrate readings as well as volunteer to lead individual sessions and facilitate discussion with their peers. |
Objectives:
- To prepare the student for the HTA comprehensive examination
- To ensure competency in core concepts and methods in the HTA field
|
Evaluation:
Written examination |
50% |
Oral examination |
50% |
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HAD6770H & HAD6760H
Course Number |
HAD6760H (Fall) & HAD6770H (Winter) |
Course Name |
Applying Health Services Research Methods |
Semester Offered |
Fall & Winter |
Details: Please see above: HAD6760H (Fall) & HAD6770H (Winter) |
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HAD7001H-F
Course Number |
HAD7001H-F |
Course Name |
Health Economics in Low and Middle Income Countries |
Prerequisite |
N/A |
Delivery Format |
Seminar |
Semester Offered |
Fall |
Instructor |
Beverley Essue / Mo Hussain |
Description:This reading course examines how health economics is applied in low-and middle-income countries.
The course will examine the following specific topics:
- The complex disease burden in low- and middle-income countries;
- The bi-directional relationship between economic growth and health;
- The intersections between the disciplines of development economics and health economics that support and advance improvements in health outcomes;
- Issues that affect health and health system development in low- and middle-income countries, for
example: administration and governance, priority setting for health and health human resource planning;
- How the concept of equity is advanced to address disparities in health outcomes in low- and middle-income countries.
The course includes both a guided reading list of key topics and an independent reading list designed and developed by the learner. The reading list includes a series of recent and pivotal papers from the field of health economics in order to introduce concepts, methods and case studies across a selection of low- and middle-income countries that reflect different disease burdens and levels of economic and health system development. |
Objectives:
Using a series of practical case studies and key papers, by the end of the course, learners are expected to understand how the discipline of health economics has been applied in research and practice in low- and middle- income countries to:
- address health challenges, particularly the double disease burden of communicable and non-communicable diseases;
- support the improvement of health and economic outcomes; and
- support the strengthening health systems;
Students will also be able to:
- Critically evaluate key health issues that are relevant in low- and middle-income countries within the guided reading list as well as the learner’s area of interest, the methods used to analyze these issues and the conclusions reached; and
- Contribute critical insights, informed by the health economics discipline, on key global health issues (e.g. Sustainable Development Goals, Universal Health Coverage).
|
Evaluation:
Reading List Proposal |
20% |
Research Paper Proposal |
15% |
Facilitation of Seminar |
15% |
Final Research Report |
30% |
Class Participation |
20% |
|
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HAD7001H-F1
Course Number |
HAD7001H-F1 |
Course Name |
Seminar in Emotions and Ethics |
Prerequisite |
N/A |
Delivery Format |
Seminar |
Semester Offered |
Spring |
Instructor |
Meena Andiappan |
Description: The purpose of this seminar is to provide doctoral students with an understanding of the fundamental constructs of emotions and ethics within the organizational context. Drawing on literature in psychology, social psychology and organizational behaviour, this course will focus on the functioning of human affect and behavioural ethics, how these two domains can mutually influence each other and how they can be harnessed to inform our understanding of individual and group behaviour within the workplace. The course is designed to provide an overview and introduction to these literatures and an understanding of their central concepts. The intention for this course is to provide students with the knowledge to integrate approaches and insights from the emotions and ethics literatures to their own research agendas. |
Objectives:
- To gain knowledge of the dominant theories of affect and (un)ethical behavior as they pertain to both individual and organizational functioning
- To understand the cognitive and affective processes through which unethical attitudes, behaviors, and decisions permeate an organization
- To utilize concepts and theories of affect and ethics to create viable research questions that provide insight into questions faced by individuals and organizations working in the health services sector
|
Evaluation:
Questions & Research Idea |
10% |
Discussion Facilitation |
30% |
Peer Review |
10% |
Final Assignment (Presentation) |
10% |
Final Assignment (Paper) |
40% |
|
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HAD7001H-F1
Course Number |
HAD7001H-F1 |
Course Name |
Innovation in Integrated Health and Social Care: Principles & Practice |
Prerequisite |
Basic understanding of health system organization & program evaluation. |
Delivery Format |
Seminar |
Semester Offered |
Fall 2021 (limited enrollment, instructor permission required) |
Instructor |
Geoff Anderson |
Description: This course offers an evidence-informed overview of current thinking on developing and scaling innovative integrated health and social care programs in high-income countries. The course will draw on reports from leading health policy think tanks and recent large multi-disciplinary international research projects that have examined the policy context for innovation n integrated health and social care, the design elements of these complex innovations and issues related to their spread and scale.
This course provides students with core concepts, principles and practical tools that they can use to understand, analyse and apply health system innovation concepts and research. The course focuses on innovations that bring together health and social care services to meet the challenge of providing effective and efficient care to populations with high needs and costs. The course will support the development of skills in using conceptual frameworks and research studies to better understand health system challenges and opportunities for innovation in integrated care with a focus on practical application of those skills in system transformation. Students will develop written and oral communication skills so that they can concisely and coherently describe and defend policy and system innovation options based on evidence and accepted frameworks. |
Objectives: At the end of the course, students will have
- An understanding of key conceptual models and evidence that support the focus on integrated health and social care as a strategy to address the needs of complex needs populations
- An ability to use accepted frameworks to describe and compare complex integrated care innovations
- An ability to use basic principles of policy analysis and program evaluation to describe and address challenges in the spread and scale of integrated care innovations to the local context.
- The ability to communicate in short written documents and oral presentations a structured synthesis of concepts, principles and evidence that provide the basis for informing policy recommendations and approaches to system innovation in a range of contexts
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Evaluation:
Presentations |
3 X 10% |
Written Summaries |
3 X 15% |
Final Paper |
25% |
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HAD7001H-F2
Course Number |
HAD7001H-F2 |
Course Name |
Poverty, Income Inequality and Child Health |
Prerequisite |
N/A |
Delivery Format |
TBD |
Semester Offered |
Spring |
Instructor |
Mark Stabile |
Description: This reading course aims to cover major research topics in the economics of poverty, inequality and the health of children and families. We will explore how each of poverty, inequality and health contributes to the other using recent research and economic foundations. The course will explore issues of measurement, correlation and causality for each of these components as well as the influence of public policy and education on these outcomes. In each case we will also explore dimensions of diversity and how these interact with inequality. The focus will be on OECD countries. |
Objectives: Upon completing the course, students should:
- Be familiar with the main concepts, tools and measurement issues in the areas of poverty, inequality and child health.
- Have an up-to-date knowledge of the state of economic research and policy discussions in these areas
- Conduct new independent research in these areas
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Evaluation:
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Participation |
20% |
Final Presentation |
50% |
Final Submission |
30% |
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HAD7001H-F4
Course Number |
HAD7001H-F4 |
Course Name |
Innovation and Design Thinking |
Prerequisite |
N/A |
Delivery Format |
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Semester Offered |
Spring 2021 |
Instructor |
Lucas Dufour |
Description: This course will provide a conceptual framework and analytic tools to optimize a student’s efficiency in creatively solving problems in a practical and useful way. Through different pedagogical exercises, students will develop their critical thinking, communication and teamwork skills. Students will develop their ability to structure their thoughts and think creatively by using a variety of techniques to develop alternative solutions when facing a problem. Students will acquire tools and methods that will help them come up with innovative solutions and be able to convince all the stakeholders involved to implement their ideas successfully. |
Objectives:
- To introduce students to design thinking and innovation and expose them to the process of design thinking to develop their ideas
- To train students to immerse themselves in a problem, think creatively of alternative and then iteratively prototype new solutions
- To develop the student’s ability to focus on listening, user empathy, whole-brain thinking and collaboration
- To be able to transform good ideas into great innovations by finding ways to develop a strong implementation plan
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Evaluation:
Storyboards & Scenarios (5% each) |
10% |
Pitch Video |
10% |
Implementation Plan |
10% |
Final Report |
50% |
Process Book |
20% |
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HAD7001H-F
Course Number |
HAD7001H-F |
Course Name |
Health Economics in Low and Middle Income Countries |
Prerequisite |
N/A |
Delivery Format |
TBD |
Semester Offered |
Fall |
Instructor |
Beverley Essue |
Description: This course examines health issues in developing countries from the standpoint of applied health economics. Specific topics include:
(1) understanding the disease burden in developing countries;
(2) identifying bi-directional relationship between economic growth and health;
(3) recognizing unique issues such as human resource and administration/governance, impact health in a development context and
(4) understand the differences between optimal health decisions from an individual and national perspective and health preferences.
The course includes both a guided reading list of key topics and an independent reading list designed and developed by the participant. The reading list include a series of recent and pivotal papers in the health economics field that highlights concepts, methods and case studies across different countries and all set within the health economics framework. |
Objectives:
Using a series of practical case studies and key papers, by the end of the course, learners are expected to understand how the discipline of health economics has been applied in research and practice in low- and middle- income countries to:
- address health challenges, particularly the double disease burden of communicable and non-communicable diseases;
- support the improvement of health and economic outcomes; and
- support the strengthening health systems;
Students will also be able to:
- Critically evaluate key health issues that are relevant in low- and middle-income countries within the guided reading list as well as the learner’s area of interest, the methods used to analyze these issues and the conclusions reached; and
- Contribute critical insights, informed by the health economics discipline, on key global health issues (e.g. Sustainable Development Goals, Universal Health Coverage).
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Evaluation:
Class Participation |
20% |
Reading list proposal |
20% |
Research paper proposal |
15% |
Facilitation of Seminar |
15% |
Final research report |
30% |
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HSR1001H
Course Number |
HSR1001H |
Course Name |
Introduction to Qualitative Methods |
Prerequisite |
None |
Delivery Format |
Weekly, 2 hour lectures/seminar |
Semester Offered |
Fall and Winter |
Instructor |
Karen Born, Kelly Holloway (fall) / Robin Hayeems & Diego Llovet (winter) |
Description: In this course students will engage in the theory and practice of qualitative research. Students will be introduced to the philosophical underpinnings of qualitative research, traditional approaches to and methods used for qualitative inquiry. This course will place specific emphasis on applied, pragmatic approaches to qualitative research. Coursework will draw upon strategies embedded within traditional approaches to qualitative inquiry and apply them alongside a design logic that has disciplinary relevance and is action-oriented for “practitioners” in a field (e.g. nursing, education, policy studies). Throughout the course a range of qualitative research approaches will be discussed with examples that draw from health, health services and health policy research. Students will work through hands-on exercises to develop proficiencies using methodological tools that are used to conduct qualitative research. |
Objectives: By the end of term, students will be able to:
- Describe the principles of qualitative research and key qualitative research traditions
- Be familiar with applied, pragmatic approaches to qualitative research
- Describe and apply core techniques for qualitative data collection, analysis, ensuring rigor and critical appraisal
- Design a qualitative research project
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Evaluation:
Preparation and participation |
10% |
Student seminar presentation |
10% |
Assignment One (5 pages) |
30% |
Assignment Two (10 pages) |
40% |
Final presentation (8-10 minutes) |
10% |
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JNH5003H
Course Number |
JNH5003H |
Course Name |
Home and Community Care Knowledge Translation |
Prerequisite |
n/a (enrollment is in September) |
Delivery Format |
2 hour sessions, approximately every 3 weeks |
Semester Offered |
Fall |
Instructor |
Peter Coyte / Nancy Cooper |
Description: This course is designed to expose trainees to knowledge translation issues in the area of home and community care. Participants produce a quarterly digest for decisions makers involved in planning health service provision in the community. Participants select policy and program relevant research and translate it into an accessible format for decision makers. The course is designed to teach academic trainees how to disseminate research findings to a broad audience of policy decision makers. Over 70 international and Canadian journals from several disciplines are reviewed. |
Objectives: To provide participants with critical appraisal and knowledge translation skills in the area of home and community care. |
Evaluation: There are four components to the evaluation: first, participants will attend and engage in active discussion demonstrating knowledge and understanding of the articles for potential inclusion in the quarterly digest (20%); second, participants will select, discuss and write articles for potential inclusion in each quarterly issue (20%); third, participants will produce a headline, summary and structured abstract as 1st or 2nd reviewer for each issue of the digest (20%); and finally, each participant will take on the editorial leadership for at least one issue of the digest (40%). top |
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