HCHE Research Seminar and PhD Course 18 to 19 January 2016

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1 HCHE Research Seminar and PhD Course 18 to 19 January 2016 Overview: Date: January 2016 Time: o 18 January: arrival of Prof. Michele Issel, individual meetings (please ask for an appointment: andrea.buekow@uni-hamburg.de) o 18 January, 4:30 pm: HCHE Research Seminar Title: Engaged Health Care Management Research: Looking for Scholarship and Science o 19 June, 9:00 am - 5:00 pm: PhD Course Place: HCHE, Esplanade 36 o HCHE Research Seminar: Rooms 4011/13 o PhD Course: Rooms 4030/31 Instructor: Professor Michele Issel, Professor and Director of PhD in Public Health Sciences Department of Public Health Sciences, College of Health and Human Services, University of North Carolina at Charlotte, USA Teaching language: English Credit Points: 1 SWS/2 LP (Universität Hamburg) Registration for PhD Course: andrea.buekow@uni-hamburg.de, no later than 14 January 2016

de) o 18 January, 4:30 pm: HCHE Research Seminar Title: Engaged Health Care Management Research: Looking for Scholarship and Science o 19 June, 9:00 am - 5:00 pm: PhD Course Place: HCHE, Esplanade 36

2 Tentative Itinerary for Michele Issel 19 January 2016, Tuesday University of Hamburg Advanced Concepts in Community Health Sciences for Population Health Course Description. This one day course addresses achieving health efficiency and equity from the perspective of community health sciences. Key concepts are introduced, and woven together to provoke inquiry into developing approaches to population health that do not rely upon clinicians. Course Objectives. By the end of this one day doctoral seminar, students will be able to: 1. List and describe at least three concepts related to community health sciences 2. Explain the relevance of community health sciences to improving population health 3. Develop one hypothesis that links a community health sciences concept with another health care management or economics concept. Time Topic Outline Readings ( read at least 1 per topic) 9:00-9:15 Introductions and overview Trenholm, S. & Ferlie, E. (2013). Using complexity theory to analyze the organizational response to resurgent tuberculosis across London. Social Science and Medicine, 93: :15-9:45 9:45-10:30 U.S. and State health care systems Health status in the U.S./States Policy and culture changes: ACA, RWJF, personalized medicine, etc Prevention and population health: Health: problem v outcome Health: multi-dimensional Well-being: (forgotten) Prevention levels Frieden, T. (2010). A framework for public health action: The Health Impact Pyarmid. American Journal of Public Health, 100: ation-health-measures/general-health-status Sampons, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhood and violent crime; A multi-level study of collective self-efficacy. Science, 277: :30-10:45 Level/unit of attention: Community, neighborhood Population Person Break

Key concepts are introduced, and woven together to provoke inquiry into developing approaches to population health that do not rely upon clinicians. Course Objectives.

3 10:45-12:30 12:30-1:30 1:30-2:30 2:15-3:00 3:00-3:15 3:15-3:45 3:45-4:45 Community health thinking ~ Social-ecological Model, Multi-level Social determinants Lifespan and Lifecourse Perspectives Lunch Community health concepts ~ Disparities and Equity Cultural competence Community health concepts ~ Life choices and chances Risk, harm and hazard Resilience Break Group Activity and Reports Research Implications ~ Sample geographyneighborhood [gemeinschaft] vs analytic units (census track, zip code), small area analyses Concept definition and measurement Braverman, P. & Gottleib, L. (2014). The social determinants of health: It s time to consider the causes and the cause of the causes. Public Health Reports, 129, Suppl 2: Halfon, N., and Hochstein, M. (2002). Life course health development: An integrated framework for developing health, policy, and research. Milbank Quarterly, 80, Lu, M.C., Halfon, N. Racial and ethnic disparities in birth outcomes: A life-course perspective. Maternal and Child Health Journal. 7(1): Wise, P.H. (2003). Framework as metaphor: The promise and peril of MCH life-course perspectives. Maternal and Child Health Journal, 7, Geronimus, A. T. Hicken, M., Keene, D., Bound, J. (2006). Weathering and age patterns of allostatic load scores among Blacks and Whites in the United States. American Journal of Public Health, 96, Zimmerman, F.J. & Katon, W. (2005). Socioeconomic status, depression disparities, and financial strain: what lies behind the income-depression relationship? Health Economics, 14, Merry, M. S. & Voight, K. (2014). Risk, harm and intervention: The case of childhood obesity. Medical Health Care and Philosophy, 17: DOI /s z Finney, J. W., Humphreys, K., Kivlahan, D. R., & Harris, A. H. S. (2011). Why health care process performance measures can have different relationships to outcomes for patients and hospitals: Understanding the ecological fallacy. American Journal of Public Health, 101: Ludwig, J., Duncan, G. J., Genentain, L.A., Katz, L. F.,

Research Implications ~ Sample geographyneighborhood [gemeinschaft] vs analytic units (census track, zip code), small area analyses Concept definition and measurement Braverman, P. & Gottleib, L.

4 4:45-5:00 Longitudinal Intervention vs description Community involvement Implications for health care management, economics and health care policy Conclusion, evaluation Kessler, R. C., et al. (2012). Neighborhood effects on the long-term well-being of lowincome adults. Science, 337: Student Assessment Methods Class participation (Pass/fail). A passing grade will be given to students who demonstrate the following characteristics in their participation: Demonstrates an understanding of the assigned readings, Asks intellectually challenging questions of the class members and responds to questions posed during the class in manner that reflects critical thinking, Poses alternative views based on assigned readings, academic knowledge, and professional experience, and Demonstrates politeness and consideration with respect to the contributions of other students. Concept definitions (pass/fail) Attached is a list of terms and concepts presented and discussed in the readings and in the classroom. A passing grade will be given to students who come bring the list to class and have obtained definitions derived from the readings for at least 50% of the terms. Students are expected to bring their list to class as a tool to stimulate discussion. Students will keep their copy, but will be asked to show their list the instructor. Group Activity (pass/fail) This exercise, done in groups of 2-3 students, focuses on applying concepts introduced during the day. Groups ought to consist of students with as much academic and practice diversity as can be reasonably achieved. Each group will select ONE of the concepts introduce, and which is relatively new to the group members. The group will also select ONE concept from their doctoral coursework. Then, the group must generate ONE hypothesis which uses or connects those two concepts. At the end of the exercise, each group will state the hypothesis to the class with a very brief justification for the hypothesis.

A passing grade will be given to students who demonstrate the following characteristics in their participation: Demonstrates an understanding of the assigned readings, Asks intellectually challenging

5 19 January 2016, Tuesday University of Hamburg Advanced Concepts in Community Health Sciences for Population Health Health Related Terms and Concept: Definitions and Delineations Handout- use while reading and bring to class Concept Definition Key Reference Aggregate Community Dosage Harm Health Health care system Health disparities Health equity Health system Life chances Life choices Life course Life-span Multi-level Neighborhood Population Prevention Health Promotion Risk Social determinants Well-being

Reference Aggregate Community Dosage Harm Health Health care system Health disparities Health equity Health system Life chances

6 Biography PhD, University of Washington, School of Nursing, Seattle, WA. Participant, Doctoral Opportunities Program, School of Public Health, Department of Health Services. MN, University of Washington, Seattle, WA. BSN, Sonoma State University, Rohnert Park, CA. Dr. Michele Issel is Professor and PhD Program Director in the Department of Public Health Science at the University of North Carolina at Charlotte (UNCC). Currently, she is Editor-in- Chief of Health Care Management Review, and serves as peer reviewer for several other health care, public health, and nursing journals. She served as peer reviewer for MCHB Title V Block Grants. Dr. Issel s textbook, Health Program Planning and Evaluation, is in its 3 rd edition. In addition, she served as the faculty mentor to Dr. Joshua Vest, under the Robert Wood Johnson Foundation, Public Health Services and Systems Research Dissertation and Junior Faculty Award. She has served as grant proposal reviewer for HRSA and the Robert Wood Johnson Foundation. Her two most recently completed projects are Keeping RNs to Improve and Strengthen Population Health (KRISP) project, funded by HRSA, Bureau of Health Professions, and Best Practices to Preserve MCAH Performance in Local Health Departments: Learning from the Economic Downturn funded by the Robert Wood Johnson Foundation. Both of these funded projected yielded several scholarly publications. Her current research interests and projects include economic analysis of public health nurse wages, evaluation of local policy regarding tobacco-free parks, small area analysis of health outcomes for pregnant women, infants and children, and community-based approaches to ensuring healthy pregnancies. Dr. Issel is an internationally recognized speaker. She gave invited presentations at the Associazione Italiana di Economia Sanitaria (AIES) Annual Conference in Rome, Italy on the topic of American Health Care Reform: Implications for Health Care Management, Health Policy and Health Economics, and a keynote presentation at the 3 rd International Public Health Nursing Conference in Galway, Ireland on advancing the practice of public health nursing. She also has been an invited academic guest at Bocconi University in Milan, Italy, and Hamburg University in Hamburg, Germany. Nationally, she has been an invited panelist at the AcademyHealth Annual Research Meeting and Academy of Management sessions on Meet the Editors, and an invited speaker at HRSA s National Office of Rural Health Annual Delta Grantee Meeting, on the topic of Quality Improvement Processes for Outcome Success.

Michele Issel is Professor and PhD Program Director in the Department of Public Health Science at the University of North Carolina at Charlotte (UNCC).

Incorporating Life Course, Social Determinants, and Health Equity into California s MCAH Programs

Incorporating Life Course, Social Determinants, and Health Equity into California s MCAH Programs Shabbir Ahmad, DVM, MS, PhD Maternal, Child and Adolescent Health Program Center for Family Health California