Course Descriptions – MSc SLI
HAD2001H: Strategic Vision and Planning for Health System Change
HAD2002H: Research Methods for Evaluation Health System Innovation
HAD2003H: Leading and Responding to Health Policy and System Change
HAD2004H: Leadership, Motivation and Partnering
HAD2005H: Practical Skills in Quality Improvement for Health Care Leaders in Low Resource Settings
HAD4000H-S6: Accelerating Innovations in Medical Education
HAD2007H: Leading Health Systems Innovation and Transformation
HAD2008H: Coaching Skills for Healthcare Leaders
HAD2011H: Practicum in Quality Improvement in Low resource Settings (Elective Practicum)
HAD2012H: Learning Health Systems: Research Tools, Approaches and Lessons
HAD2013H: Fundamentals of Health Economics and Policy
HAD2020H- Health Systems Consulting Practicum
HAD2030H: Systems Innovation Capstone
HAD2040Y: Systems Innovation and Leadership Project Course
HAD4000H-S9: Case Studies in Public Health and Crisis Leadership
HAD4000H-S4-F4: Independent Reading Course
|Course Name||Strategic Vision and Planning for Health System Change|
|Delivery Format||3 hour session per week from 5:30 to 8:30 pm|
|Instructors||Adalsteinn Brown, David Klein, Samuel Oduneye and Mariana Catz|
This seminar course covers an introduction to concepts that can be used to understand and respond to critical strategy and performance measurement challenges in system change. Focus is on the application of tools including balanced scorecards and scenario planning. This course provides an overview of the central issues in the management of healthcare organizations and healthcare systems. This includes developing a working knowledge of the key facts about our healthcare system. Some of the issues we will examine are unique to the Canadian context (e.g., the role of government), and others transcend jurisdictional boundaries (e.g., stakeholder relations).
This course endeavors to show how these tools can be used to understand and respond to critical issues in Canadian health system management. Students taking this course explore a number of issues around the application of strategy and performance measurement frameworks to cases from the for-profit, government, and broader public sectors in health care. This is a survey course that touches on a number of issues and examples in the management of health system organizations.
|Individual Assignment: Understanding and analyzing competitive forces||30%|
|Group Assignment 1: Developing frameworks for strategy implementation and monitoring||10%|
|Group Assignment 2: Integrating financial information into strategic decision-making||10%|
|Group Assignment 3: Making a persuasive case for strategic investment||30%|
|Course Name||Research Methods for Evaluating Health System Innovation|
|Delivery Format||3 hour session per week from 5:30 to 8:30 pm|
|Instructors||Geoffrey Anderson, Judith Versloot and Rob Reid|
This seminar course offers an overview of concepts and research methods that can be used in the evaluation of health system innovations. Students will understand key concepts and methods that can be used to evaluate health system innovations in a structured manner that is relevant and meaningful to stakeholders and decision makers. Students will demonstrate this understanding through their ability to accurately describe and critically appraise measurement and evaluation proposals and reports and their ability to develop and defend a proposal for an evaluation of a health system innovation or policy change.
Students will understand key concepts and methods that can be used to evaluate health system innovations in a structured manner that is relevant and meaningful to stakeholders and decision makers.
|Group Presentation and slides: presentation of logic model and measures for evaluation proposal||20%|
|Individual Assignment 1: Critical appraisal of assigned article on validity of a measure||25%|
|Individual Assignment 2: Critical appraisal of assigned article on evaluation of an innovation||25%|
|Final Group Assignment: Written evaluation proposal||30%|
|Course Name||Leading and Responding to Health Policy and System Change|
|Delivery Format||3 hour session per week from 5:30 to 8:30 pm|
This seminar course offers an overview of the role physicians in health policy and system innovation with a focus on the role of physicians in leading and responding to change in three important settings – professional organizations, government and academic medical centres. The course will draw on multi-disciplinary principles of policy analysis in order to provide a range of conceptual models and practical tools that students can employ in a range of contexts. The course will provide students with concepts and practical tools that will help them to understand and analyze health system innovation and system change in professional, governmental and institutional settings and will allow them to develop written and oral communication skills so that they can concisely describe and analyze policy options in different contexts and for various audiences.
|Objectives: Understand key concepts in policy and organizational analysis related to leading and responding to health policy change and system innovation.
– Understand how leadership and advocacy expectations for the medical profession have evolved in the context of the medical professionalism and professional associations.
– Draw from appropriate conceptual models to create frameworks and to analyse issues and challenges for leading and responding to health policy and system innovation in the context of modern expectations of the medical profession.
– Synthesize information from different sources and apply appropriate tools to describe issues and provide recommendations for action related to policy development and system change in the context of modern expectations of the medical profession.
– Understand how leadership expectations for the medical profession have evolved in the context of the modern health care systems in which governments play a major role in health system funding, regulation and delivery.
– Draw from appropriate conceptual models to create frameworks and to analyse issues and challenges for leading and responding to health policy and system change in the context of the central role that governments play in modern health care systems
– Synthesize information from different sources and apply appropriate tools to describe issues and provide recommendations for action related to policy development and system change in the context of the central role that governments play in modern health care systems
– Understand how leadership expectations for the medical profession have evolved in the context of hospitals and academic medical centres.
– Draw from appropriate conceptual models to create frameworks and to analyse issues and challenges for leading and responding to health policy and system change in the context of modern hospitals and academic medical centres.
– Synthesize information from different sources and apply appropriate tools to describe issues and provide recommendations for action related to policy development and system change in the context of modern hospitals and academic medical centres.
|Individual written assignment 1: Reflection on personal aspirations around health system innovation and learning goals||10%|
|Individual written assignment 2: Communication exercises||15%|
|Individual written assignment 3: Communication exercises||15%|
|Individual written assignment 4: Self-reflection on key learning and challenges||10%|
|Group Written Assignment: Overview of a health system challenge and proposed innovation||10%|
|Group Presentation 1: Outlining the challenge or issue that the innovation will address and describe the key stakeholders||10%|
|Group Presentation 2: Describing the design of the innovation||10%|
|Final Group Presentation: Full presentation of the innovation supported by a one page briefing note||20%|
|Course Name||Leadership, Motivation and Partnering|
|Delivery Format||3 hour session per week from 5:30 to 8:30 pm|
This course is focused on the development of foundational leadership skills for students in the MSc System Leadership and Innovation program. It is the first in a series of four required courses within the SLI program and is delivered in conjunction with HAD2010H, the program’s initial practicum experience. Focusing on leadership development and competency mastery, the course is structured as a series of modules each of which provide a set of evidence-based, practical learning experiences that can be applied to the students practicum setting. The course uses the Leadership in a Caring Environment (LEADS) Leadership Capabilities Framework to guide students along the five leadership domains starting with leading self, to engaging others, achieving results, forming coalitions to system transformation.
– Understand Critical Issues in Health Care
– Learn about elements of Leading
– Understand the core elements of achieving system transformations
– Understand core elements of achieving results
– Learn how to titrate the pace of change
|Group Assignment: Reflecting on Team Development for Performance: Building a Team Charter||15%|
|Individual Assignment 1: Public Speaking Exercise Communication||15%|
|Individual Assignment 2: Reflections on Leadership||50%|
|Course Name||Practical Skills in Quality Improvement for Health Care Leaders in Low Resource Settings|
|Delivery Format||1 week intensive from 9:00 am to 5:00 pm|
This course provides participants with opportunities to strengthen their understanding of concepts of quality improvement (QI) in health care, and sharpen their skills in applying practical tools for measuring and improving quality. While these skills can be used in all settings, the emphasis will be on practical tools which do not require access to expensive technology or IT infrastructure and hence are most appropriate in low-resource settings such as developing countries or low-income communities within Canada. Furthermore, students will be exposed to scientific literature on attempts at applying QI science in such settings, and learn about frequently encountered barriers to implementing change in vulnerable populations.
– Have a solid knowledge of definitions of quality and its different attributes
– Understand how system design issues lead to quality problems
– Understand common barriers to delivering good quality care to vulnerable populations in low-resource environments
– Participants should be able to lead a QI team through the following activities:
– Conduct a process map
– Conduct a direct observation or audit of a process
– Do a cause & effect analysis
– Use a defect check sheet
– Establish a QI team
– Set QI project charter (aims, measures, change ideas)
– Use PDSA cycles
|Homework Assignments: Students will be assigned homework assignments and quizzes testing their knowledge of the content taught in workshops.||35%|
|Course Name||Accelerating Innovations in Medical Education|
|Delivery Format||Online 3 hour session per week between 5:30- 10:00 pm|
|Semester Offered||Fall (this elective is not available in 2020)|
Rapidly changing technology and demographics of health workforce require innovation across the continuum of health professions education. Using classic theories of teaching and learning, instructional design, behavioural sciences students in this seminar course will explore evidence-based frameworks, tools and techniques to lead and transform medical education programs and curriculum.Upon completion of this course, students will be able to:
This course will be delivered through online lectures, videos, expert panels, group discussions and, case-based exercises. Students are expected to be active participants in the learning process, creating their own learning experiences through critical reflection and analysis.
|Reflection and Analysis||15%|
|Case for Innovation||25%|
|Course Name||Leading Health Systems Innovation and Transformation|
|Delivery Format||Four consecutive day Sessions from 9:00 am to 5:00 pm|
|Instructors||Abi Sriharan and Terry Sullivan|
In this seminar course, students will examine what is meant by health systems innovation, explore the process of innovation design, implementation and scaling. At the end of this course students will be able to demonstrate understanding and make critical assessments of the following:
– Innovation Context
– Innovation Design
– Implementing Innovation: Finance, Organization and Delivery
– Process for Scaling Innovation
This course will be delivered through lectures, videos, expert panels, group discussions and, case-based exercises. Students are expected to be active participants in the learning process, creating their own learning experiences through critical reflection and analysis.
|Class Participation (attendance, preparation, level of engagement and contributions to class community)||10%|
|Course Name||Coaching Skills for Healthcare Leaders|
|Delivery Format||Online 3 hour session per week from 5:30 to 8:30 pm|
|Semester Offered||Winter (this elective is not offered in winter 2021)|
Coaching is a communication approach that successful leaders utilize to engage others, ignite innovation and drive transformation. Through a review of the literature from neuroscience, social psychology and organizational behavior, this seminar course will introduce students to the art and science of coaching. In this course students will take a critical review of the essential components of the coaching process, as well as the most influential coaching and behavior change theories and framework. Foundation coaching skills will be practiced in the experiential component of this course.
At the completion of this course, students will be able to:
– Differentiate between coaching and mentoring
– Define key theoretical frameworks such as the self determination theory, intentional change theory, transtheoretical modelof behavior change
– Describe the process of coaching
– Apply evidence informed coaching techniques
– Engage in meaningful coaching conversations
|In class coaching||16%|
|Comprehensive Knowledge Assessment||21%|
|Course Name||Practicum in Quality Improvement in Low Resource Setting (Elective Practicum)|
|Prerequisite||Co-registration in HAD2005H – Quality Improvement Skills for Healthcare Leaders in Low-Resource Settings|
The typical selective period is seven weeks. Students should aim to spend about 50% of the time doing clinical work and 50% project work
In HAD2005H, students get a general grounding on quality improvement theory and practice using these concepts through simulation exercises. HAD2011H is designed to give students the opportunity to apply these new skills in a real-world context, by working on a quality improvement project in a low-resource setting or for disadvantaged populations.
The overall objective of the practicum is to broaden the student’s appreciation for and skills in quality improvement. The practicum will allow students to evaluate, test, and further develop their quality improvement competencies learned in HAD2005H in a practical setting. Practicum placements are tailored to individual student needs given their past work experience, current level of competency development, areas of interest and career objectives. While the student is expected to synthesize and apply the academic knowledge gained in HAD2005H to a specific project, the focus of the practicum is on providing each student with an individual developmental experience based on their specific learning goals. The practicum is designed to provide supervision and mentorship from experienced senior health care leaders.
|Evaluation: Students will be graded on a pass/fail basis. The following steps are required in order to qualify for a credit:|
|Complete an initial proposal for the project||Pass/Fail|
|Meet at least once during the course of the project with the course director (e.g. by skype, phone or other means).||Pass/Fail|
|Establish some form of quality improvement team and identify a supervisor who oversees the work. Quality improvement is a team sport, and students should demonstrate how they have worked with a team.||Pass/Fail|
|Apply, at a minimum, the following tools:
– Process map
– Ishikawa diagram
– A proposed project charter employing the model for improvement
|Present project findings in a presentation to the class||Pass/Fail|
|Fill out a “reflective exercise” describing how QI skills were used in the assignment||Pass/Fail|
|Ensure that the supervisor completes a copy of the student evaluation and submits it to the course director||Pass/Fail|
|Course Name||Learning Health Systems: Research Tools, Approaches and Lessons|
|Prerequisite||Co-registration in HAD2040Y is required.|
|Delivery Format||3 hour sessions once a month on Thursdays from 5:30 to 8:30 pm|
|Semester Offered||Longitudinal- starts in Fall (September) and ends at the end of Winter (April)|
|Description:Now, more than ever, there is a need for health systems leaders to have the skills to leverage analytical insights, patient experience and research evidence to make health systems decisions that will result in higher quality, safer, more efficient care for patients. Health systems leaders need training to align “science, informatics, incentives, and culture” to promote “continuous improvement and innovation, with best practices seamlessly embedded in the delivery process and new knowledge captured as an integral by‐product of the delivery experience” (Institute of Medicine, 2015).Building on the concepts of learning health systems, this online seminar course will equip leaners with the foundational skills required to lead health systems innovation research.|
|Objectives: At the completion of this course, students will be able to:
|Critical Appraisal of Research Articles||60%|
|Course Name||Fundamentals of Health Economics and Policy|
|Delivery Format||3 hour session per week from 6:00 to 9:00 pm|
|Semester Offered||Summer (Spring)|
|Instructors||Sara Allin and Nadia Alam|
This graduate-level four-day course will draw on key concepts from health economics, international health system financing, health system performance and quality improvement, and policy studies to equip you with a foundation of knowledge in health systems and policy. You will use a combination of independent and guided reading, as well as problem-solving seminars to apply your lecture learning to the Ontario context. Students will be able to critically think about economic aspects of health systems issues, and the policy process in the health sector.
By the end of the week, students are expected to demonstrate:
• An understanding of why the competitive market model fails health care
• An overview of the different ways of financing health systems, and funding providers
• An understanding of why quality improvement has garnered such attention
• An appreciation for the challenges of measuring health system performance
• A grasp of the health policy process
|In class participation||15%|
|Case studies that require group work||35%|
|Short essay summarizing and providing critical reflection of the readings in one of the four modules||50%|
|Course Name||Health Systems Consulting Practicum|
|Prerequisite||Successful completion of HAD2010H|
|Delivery Format||Minimum 140 practicum hours|
|Semester Offered||Summer (This course is no longer available after summer 2020)|
This practicum requires students to work in groups of 2 or 3 on a research project focused on the evaluation of a health system innovation based on the principles and methods that are covered in HAD2002H Research Methods for Evaluating Health System Innovation and must be taken prior to the practicum.
This course is intended to provide a field application experience as part of the overall learning experience. This course aims to improve student’s ability to identify, formulate and recommend an innovative strategy to address a health systems issue. Students are encouraged to work in days whenever it is feasible. As part of this practicum, students will work in a host health system organization for a total of 140 hours over the course of the practicum.
At the completion of the course, students would have:
– Met their personal learning objectives: Each student will develop his/her own learning objectives for the practicum placement in consultation with their Practicum Supervisor. The student should consider their own training needs, interests, and career goals in the development of the objectives.
– Helped the host organization define the strategic importance of a health system issue
– Collaborated with an inter-professional team of stakeholders
– Completed evidence synthesis by evaluating existing knowledge and resources relevant to a particular health systems issue
– Formulated innovative strategy to address a health systems issue
– Presented their solution to key stakeholders in the host organization
– Engaged in personal self-evaluation and critical reflection.
|Evaluation: In order to attain a final “pass”, the student must submit all assignments within the defined practicum deadlines and obtain a minimum criteria listed as below|
|Course Name||Systems Innovation Capstone|
|Delivery Format||Total 140 hours to complete course related tasks and deliverable.|
|Semester Offered||Summer/ Fall|
The Systems Innovation Capstone is intended to be an integrative experience in which students bring together much of the competencies and skills acquired in the Masters in Systems Innovation and Leadership. Students may build on the work from other practicum courses (HAD 2010, HAD 2020) or identify a health system issue relevant to their current or future practice setting. Each will identify a research approach suitable for the scholarly project in consultation with the course director. The student should consider their own training needs, interests, and career goals in the development of the capstone project.
Upon completion of this course students will be able to:
|Evaluation: This course will be assessed on a pass/fail basis.|
|Scholarly Project Abstract||Pass/Fail|
|Required Face-to-Face and Online activities||Pass/Fail|
|Course Name||Systems Innovation and Leadership Project Course|
|Delivery Format||Total 320 hours of self-directed learning time|
|Semester Offered||Summer, Fall and Winter|
|Description: The overall learning goal for the project course is to effectively apply principles, theories and frameworks of health systems innovation to a practice based issue. More specifically, students will learn to exercise skills related to systems thinking, innovation design, execution and outcome evaluation. The project course includes the fundamentals of leading transformation, practical tools related to evidence synthesis, design thinking, implementation science and evaluation of complex interventions. Instructional time will be embedded into each required course to cover the learning objectives that relate specifically to the project practicum and a session in each module will be dedicated to project planning, design, implementation and|
At the completion of the course, students will have
|Rapid Review of the Literature||20%|
|Innovation Implementation Plan||20%|
|Course Name||Case Studies in Public Health and Crisis Leadership|
|Delivery Format||3 hour session per month from 5:00 to 8:00 pm|
Public Health Leaders make a variety of strategic and tactical decisions for their population, including those about public health measures such as screening, monitoring and quarantine and resource allocations in pursuit of a common goal. Leading public health during emergencies such as a pandemic is a complex endeavor. It requires vision, passion, collaboration, engagement and the ability to make decisions under pressure and uncertainty. Using case studies of current public health leaders in Canada and internationally, students will explore leadership style, leadership vision, leadership decisions and strategy required to lead public health during a crisis.
After this course, students will be able to demonstrate
|Case Study Proposal (Case topic, data collection methods)||20%|
|Case Study Presentation (Case topic, data collection methods) Presentation||10%|
|Work in Progress Presentation Presentation||10%|
|Final Case Submission||50%|
|Course Number||HAD4000H-S4 (Winter/ Summer) HAD4000H-F4 (Fall)|
|Course Name||Independent Reading Course|
|Instructors||Faculty member with an IHPME appointment|
A reading course is created when an individual student wishes to explore a topic not currently offered as a graduate course in a given academic year”. In this instance, the student is responsible for finding a faculty member who is willing to work with the student; together they will create the learning goals, deliverables, resources, timeline, and mechanism for feedback. The course is a “one-off”, rather than a repeated offering. Details of this course will not appear on the timetable.