Course Syllabus

 

Healthcare Systems: A Comparative Approach B

 

Semester & Location:	Spring 2020 - DIS Copenhagen
Type & Credits:	Core Course - 3 credits
Core Course Study Tour:	Denmark
Major Disciplines:	Pre-Medicine/Health Science, Public Health, Public Policy
Faculty Members:	Tine Poulsen
Program Director:	Susana Dietrich
Time & Place:	Mondays and Thursdays, 10:10– 11:40, F24-306

 

Faculty​

Tine Poulsen Ph.D., Faculty of Health and Medical Sciences (University of Copenhagen, 2013); M.Sc. and B.Sc. Public Health (University of Copenhagen, 2004/2002). Project Manager (Roskilde Hospital, Region Sjælland, 2013-2015), Consultant (Municipality of Gladsaxe, 2002-2007). With DIS since 2016.

 

Course Description

Different countries choose different approaches to the provision of healthcare. Through this course, you will gain insight into how healthcare is organized and financed in Denmark and Northern Europe, and you will investigate the impact of the social, economic, and political history on the present systems.  You will analyze principles of priority-setting in health care, and discuss and assess possible solutions to challenges such as aging populations, inequality in health, and rising healthcare expenditures.

 

Expected Learning Outcomes

After successful completion of this course, students will be able to:

• Understand the organization and financing of the Danish healthcare system and know its key stakeholders
• Analyze and compare health systems across countries
• Explain, compare, and discuss different ways of prioritizing in healthcare
• Explain and examine determinants of inequality in health and discuss measures to reduce inequality

 

After successfully completing the Public Health Semester Project, students will be able to:

• Frame and design a research question
• Search, select, and study a number of relevant sources and apply them to your research question
• Write a structured paper that contains a critical and comparative analysis of a specific topic of relevance to the course focus
• Present your results and conclusions to an audience in a scientific and engaging manner 

Teaching Methods

The course will be a mix of interactive lectures, class discussions, group work, student presentations, and feedback sessions. While I as the faculty am responsible for the overall structure of the class, all of us will contribute to the production of knowledge. All students are expected and encouraged to engage actively in class sessions. 

Evaluation and Grading

To be eligible for a passing grade in this class, all of the assigned work must be completed. The factors influencing the final grade and the proportional importance of each factor is shown below:

Component	Weight
Participation	15%
Reading Reflections	5%
2 Tests (25% each)	50%
Study Tour Assignment	10%
Semester Project	20%

 Below you can read more about the individual components.

Class an Study Tour Participation

This is intended to be an interactive class. Primarily because it provides for a better learning experience, but also because it makes classes more fun. In order to participate, students are required to attend all classes, read and prepare before each class, and to participate actively in class.

Before both study tours you will be provided with information and links about the academic visits on the tour. During the tour it is important that all students participate and show interest and enthusiasm – whether it’s a course specific or a cultural visit. The more active participation from students, the better the learning experience for everyone.

 

Tests

There will be 2 tests in this course. No notes, books, internet etc. are allowed.

The tests will be conducted through the Canvas platform. Please be aware that the tests will be a mix of typed and hand-written, so please bring a computer.

More details about the format will be shared in class.

 

Study Tour Assignment

In groups, students will create a presentation based on their impression from their assigned visits on short and long tour.

More information is given in class but please note that this assignment will be graded according to group performance and not individual performance.

Semester Project

In groups, students will choose between a number of course specific topics given by the instructor. Within the given topic, the groups will phrase and investigate a research question of their own choice.

The project paper is the core of the semester project. The paper will be handed in twice. First as a draft version for feedback and secondly as a final version.

On Canvas, you will find a separate document that describes the semester project in more detail. In class, we will discuss how to write the project paper.

More information is given in class but please note that this assignment will be graded according to group performance and not individual performance.

 

Core Course Week and Study Tours

Core Course week and study tours are an integral part of the core course.  We take the classroom on the road and see how theory presented in the classroom translates into practice in the field. You will travel with your classmates and DIS faculty/staff on two study tours; a short study tour in Denmark during Core Course Week and a Long Study Tour to Tallinn and Helsinki.

Expectations for study tours

• Participate in all activities
• Engage in discussions, ask questions, and contribute to achieving the learning objectives
• Respect the destination, the speakers, DIS staff, and your fellow classmates
• Represent yourself, your home university, and DIS in a positive light

While on a program study tour, DIS will provide transportation to/from the destination(s), accommodation, approx. 2 meals per day, and entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.

Travel policies: You are required to travel with your group to the destination. If you wish to deviate from the group travel plans on the way back, you need approval from the assistant program director. Please see specific travel dates in the course schedule below.

Academic Excellence Award

Each semester one student from the Public Health program may be recognized with an Award of Academic Excellence. It is reserved for an outstanding student who has distinguished her- or himself through diligence, commitment, academic performance, and who contributes to a good, collaborative learning environment in class.

Policies

COVID-19 

We all have a collective responsibility to avoid the spread of COVID-19 at DIS. If you are sick or have symptoms of COVID-19 (Dry cough, high temperature, breathing difficulties, sore throat, headache, muscle pain), please stay at home and inform your faculty that you won’t be at the scheduled class activity – this will count as an excused absence. Keep up with the work and join class activities via distance learning if you are able to and if it is an option for this type of class activity (it will depend, but I will do my best to include any students joining the class from a distance).

If you are too sick to do work, reach out to the care team at care@dis.dk for medical support and coordinate with your faculty to make up missed class time. 

 

Missing class

You must always notify your instructors about an absence a reasonable time in advance. Each failure to notify your faculty of an absence in advance will result in a deduction of 2 points off your final participation grade.

 Class room etiquette

A good learning environment requires that everyone is present, prepared, and participating. Out of respect for both faculty and fellow students, I expect you to be on time and to participate in the full duration of the class.

Laptops and phones in class: You may use your laptop for note‐taking or fact‐checking. Usage of laptops or phones not related to the class is unacceptable, and will reduce your participation grade significantly.

Make-up classes: There are a few open slots for make-up classes in the syllabus. (Please note that mandatory classes might be held during these time slots).

Assignments

Assignments and tests are submitted via Canvas. Submissions exceeding the word limit will be penalized by a third of a grade per additional page or part thereof (A- becomes B+, B becomes B- etc.).

Late assignments will be accepted, but your grade will be reduced by two-thirds of a grade for each day or part thereof that it is late (A- becomes B, B becomes C+ etc.).

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Attendance
• Coursework, Exams, and Final Grade Reports

  DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

DIS Contacts

Louise Iversen, Assistant Program Director, lbi@dis.dk 
Susana Dietrich, Science & Health Program Director
Science & Health Office: Vestergade 7-37

 

Required Readings

• Brook RH et al. (2006). The Health Insurance Experiment. A Classic RAND Study Speaks to the Current Health Care Reform Debate. RAND Corporation: Research Briefs. Web-only.
• Christiansen T, Bech, M (2013). "Denmark". In: Siciliani L, Borowitz M, Moran V (eds.). Waiting Time Policies in the Health Sector: What works? OECD Publishing: 121-129.
• Diderichsen F, Andersen I, Manuel C, et al. (2012). Health inequality - determinants and policies. Scan J Pub Health 40 (8 Suppl):12-105.
  • Chapter 1-4.4 (pp. 12-28) (Everybody).
  • Chapter 4.4.1-5 (28-105) (See Canvas for assigned readings for each group).
• Donaldson C, Gerard K (2005). Economics of Health Care Financing: The Visible Hand. Basingstoke: Palgrave Macmillan:15-52.
• Esping-Andersen G (1990). The Three Worlds of Welfare Capitalism. New Jersey: Princeton University Press: pp. 18-29.
• Goldman DP (2006). Cutting Drug Co-Payments for Sicker Patients on Cholesterol-Lowering Drugs Could Save a Billion Dollars Every Year. RAND Corporation: Research Briefs. Web-only.
• Jørgensen T et al. (2014). Effect of screening and lifestyle counselling on incidence of ischemic heart disease in general population: Inter99 randomised trial. BMJ 348:g3617:1-11.
• Krasnik A et al. (1990). Practice Observed: Changing Remuneration Systems: Effects on Activity in General Practice. BMJ, 300:1698-1701.
• Krogsbøll et al. (2012). General health checks in adults for reducing morbidity and mortality from disease: Cochrane systematic review and meta-analysis. BMJ 345:e7191:1-13.
• Kronborg C, Bjørneskov Pedersen L, Draborg E, Kristensen T (2013). Consumer fees and inequality (translated from Danish) Månedsskrift for Almen Praksis, 91(11):911-918.
• National Health Committee (2004). Prioritising Health Services. A Background Paper for the National Health Committee. 4-29.
• NHS Health Check Expert Scientific and Clinical Advisory Panel (2014). Inter99 trial: a statement from the NHS Health Check Expert Scientific and Clinical Advisory Pane Accessed here: www.healthcheck.nhs.uk/document.php?o=803
• Oberlander J, Marmot T, Jacobs L (2001). Rationing medical care: rhetoric and reality in the Oregon Health Plan”. Can Med Assoc J 164(11):1583-1587.
• Olejaz M, Nielsen AJ, Rudkjøbing A, Birk HO, Krasnik A, Hernandez-Cuervo C (2012). Denmark: Health System Review. Health Systems in Transition, 14(2). Read: Executive Summary: xvii-xxii
• Pedersen KM, Andersen JS and Søndergaard J (2012). General Practice and Primary Health Care in Denmark. J Am Board Fam Med, 25(Suppl_1):s34-s38.
• Rice T, Rosenau P, Unruh LY, Barnes AJ. Saltman RB, van Ginneken E (2013). United States of America: Health System Review. Health Systems in Transition, 15(3). Read: Executive Summary: xxi-xxix
• Vallgårda S (2008). Comparative studies. In: Vallgårda S, Koch L (eds.) (2008). Research methods in public health (1st ed). Copenhagen: Munksgaard: 201-218.
• Willems DL (2001). Balancing rationalities: Gatekeeping in health care. Med. Ethics, 27(1):25-29