HPR 501: Economics of Health Care Delivery

Mark V. Pauly, PhD, Bendheim Professor, Professor of Health Care Systems, of Insurance and Risk Management, and of Business and Public Policy, The Wharton School

This course examines how medical care is produced and financed in private and public sectors, economic models of consumer and producer behavior, and applications of economic theory to health care. This course provides an overview of the core concepts, findings, and views of health economics and health economists. It will also briefly cover the simple economics of competitive and non-competitive markets that frame economists’ perceptions and enthusiasm for markets, even medical markets. It will emphasize (1) how decisions on insurance coverage design and consequent impacts on physician decisionmaking are or should be related to “value” as defined in economics; and (2) public policy concerning competition in health insurance and care markets versus regulation. Potential conflicts between the goals of economic efficiency in allocation of resources to medical care and allocation of care to consumers and equity (various definitions) in the distribution of care across sub-populations will be examined.

HPR 600: Introduction to Health Services Research and Innovation Science

Zachary Meisel, MD, MPH, MS, MSHP, Associate Professor of Emergency Medicine, Perelman School of Medicine
Raina Merchant, MD, MSHP, Associate Professor of Emergency Medicine; Associate Director, Robert Wood Johnson Clinical Scholars Program; Associate Director, National Clinician Scholars Program, Perelman School of Medicine

This course will provide students with an introduction to health services and health policy research. First, faculty representing various departments and schools at the University of Pennsylvania will introduce students to a number of "hot topics," including health disparities, medical decision making, neighborhoods and health, quality of care, access to care, behavioralincentives, and cost effectiveness research. Second, the course will offer an introduction to various career paths in the research and policy domains. Third, the course will provide a brief overview of practical issues such as grant opportunities, data options, publishing, and dissemination.

HPR 603: Health Services and Policy Research Methods I: Primary Data Design and Collection

Marilyn Schapira, MD, MPH, Associate Professor of Medicine, Perelman School of Medicine
Judy Shea, PhD, Professor of Medicine; Co-Director, Masters of Science in Health Policy Research, Perelman School of Medicine

This course will introduce students to commonly used primary data collection methods and provide multiple examples of how they have been used in health services research. Through the course students will define a primary data collection research project and develop the methods necessary to conduct the project. To get the full benefit of this course, students should use this course to develop the methods they plan to employ in their primary data collection project.

HPR 604: Introduction to Statistics for Health Policy

Kevin Lynch, PhD, Associate Professor of Biostatistics

This is the first semester of a two-semester sequence in biostatistics. It is an introductory statistics course covering descriptive statistics and data presentation, probability, random variables and their distributions, sampling, estimation, confidence intervals, and hypothesis testing. We focus on normally distributed and binary data. Students will learn how to recognize different sources and structures of data, formulate hypotheses, choose an appropriate approach to estimation and testing, and interpret the results.

HPR 606: Fundamentals of Health Policy

David Grande, MD, MBA, Assistant Professor of Medicine at the Hospital of the University of Pennsylvania

While academic researchers often think of health policy in terms of research evidence and outcomes, politics and political processes also play important roles. The purpose of this course is to provide those pursuing careers in health services research and health policy with an understanding of the political context from which U.S. health policy emerges. This understanding is important for researchers who hope to ask and answer questions relevant to health policy and position their findings for policy translation. This understanding is important as well to policy leaders seeking to use evidence to create change. The class provides an overview of the U.S. health care system and then moves on to more comprehensive understanding of politics and government, including the economics of the public sector, the nature of persuasion, and techniques and formats for communication. The course emphasizes reading, discussion and applied policy analysis skills in both written and oral forms. Concepts will be reinforced with case studies, written assignments and a final policy simulation exercise where students will be placed in the position of political advisors and policy researchers.

HPR 607: Health Services and Policy Research Methods II: Causal Inference Using Secondary Data 

Rachel Werner, MD, PhD, Professor of Medicine, Perelman School of Medicine; Executive Director, Leonard Davis Institute of Health Economics
Molly Candon, Research Assistant Professor of Psychiatry, Perelman School of Medicine; Lecturer of Health Care Management, Wharton School

Empirical research for health care policy frequently involves the analysis of observational data-information that is not primarily collected for research purposes. With the rapid increase in U.S. health information technology capacity, future opportunities for research using these "secondary data" appear promising. The objective of this course is to teach the skills necessary to conduct quality health policy research using secondary data. These skills include formulating research aims and applying appropriate study designs for achieving these aims. The course will also include a survey of the content and structure of several commonly used administrative and public databases available to researchers and workshops to develop the skills to access and manipulate these valuable resources.

HPR 608: Applied Regression Analysis for Health Policy Research

Nandita Mitra, PhD, Associate Professor of Biostatistics, Biostatistics and Epidemiology at the Hospital of the University of Pennsylvania

The course deals with the work horse of quantitative research in health policy research-the single outcome, multiple predictor regression model. In this course, students will learn how to 1) select an appropriate regression model for a given set of research questions/hypotheses, 2) assess how adequately a given model fits a particular set of observed data, and 3) how to correctlyinterpret the results from the model fitting procedure. After a brief review of fundamental concepts, students will spend five weeks covering the major topics in this course using the example of ordinary least squares (OLS) regression. In the second half of this course, students will extend what they have learned to cover more complicated data situations.

Elective Courses

Three credit units of electives are available to supplement the core curriculum to provide instruction in quantitative and qualitative methods. Electives can be taken from within the program or in schools across the university.

HPR 503: Qualitative Methods Research

Frances K. Barg, PhD, MEd, Associate Professor, Perelman School of Medicine
Judy Shea, PhD, Professor of Medicine; Co-Director, Masters of Science in Health Policy Research, Perelman School of Medicine

The purpose of this course is to expose students to a variety of qualitative approaches/methodologies that may be used in health services/policy research. In didactics we will discuss the pros and cons of a range of qualitative method how the method is actually implemented (with multiple experts presenting approaches), and pair the presentation with a broader discussion in which students compare and contrast health oriented articles in which the method was used. Students will compare and contrast health oriented articles in which the method was used. Students will have the opportunity to apply the theoretical approaches to their own research interests with direct input from the faculty and their peers.

HPR 504: Principles and Practice of Quality Improvement

Jennifer S. Myers, MD, Associate Professor of Medicine, Perelman School of Medicine
Kathleen Burke, PhD, RN, Assistant Dean for Clinical Nurse Learning and Innovation, University of Pennsylvania School of Nursing

Healthcare delivery is complex and constantly changing. A primary mission of leading healthcare organizations is to advance the quality of patient care by striving to deliver care that is safe, effective, efficient, timely, cost effective, and patient-centered. The goal of this inter professional course is to provide students with a broad overview of the principles and tools of quality improvement and patient safety in health care. It will provide a foundation for students or practicing clinicians who are interested in quality improvement and patient safety research, administration, or clinical applications to get the full benefit of this course, students should use this course to identify the tools and design methods that they plan to employ in a real quality improvement or patient safety project in their area of interest.

HPR 550: Clinical Economics and Decision Making

Sankey Williams, MD, Professor of Medicine, Perelman School of Medicine
Henry Glick, PhD, Professor of Medicine, Perelman School of Medicine

This course focuses on the application of decision analysis and economic analysis of diagnostic tests using two by two tables, likelihood ratios, and ROC curves. The course continues with the introduction of more general tools for decision analysis, including decision trees and other mathematical models. A major focus of the course is the application of economic principles to the evaluation of health outcomes. During seminars, students will carry out practical exercises that include problem solving, critically analyzing published articles, and learning to use computer software that facilitates decision and economic analyses.

HPR 580: Outcomes Research

Jeffrey Silber, MD, PhD, Professor of Health Care Management; Director, Center for Outcomes Research, The Children's Hospital of Philadelphia

This course is divided into two main parts. The first part addresses issues related to the measurement of quality in healthcare. Included is a review of the classical-structure-process-outcome quality paradigm. The paradigm's strengths and limitations are addressed. This part especially focuses on outcome measures of quality and examines the validity of alternative measures. The second part deals with observational, or quasi-experimental, research studies. It addresses the advantages and limitations of alternative designs, and covers the role of clinical risk adjustment in observational studies of medical interventions. It focuses on the problem of selection bias, and reviews recent methods for dealing with this bias, such as instrumental variables.

HPR 611: Implementation Science in Health and Health Care

Meghan Lane-Fall, MD, MSHP, Assistant Professor, Perelman School of Medicine
Rinad Beidas, PhD, Associate Professor, Perelman School of Medicine

This course presents a survey of the field of implementation science in health. The structure of the course will include two parts. In the first part, we will introduce the field of implementation science, with an emphasis on theory, design and measurement. In the second part, we will focus on applied implementation science which will include examples of research programs in implementation science as well as applying insights of implementation science to practical implementation.  An emphasis on qualitative and mixed methods approaches is included.

HPR 612: Advanced Topics in Implementation Science

Meghan Lane-Fall, MD, MSHP, Assistant Professor, Perelman School of Medicine
Rinad Beidas, PhD, Associate Professor, Perelman School of Medicine

This seminar course offers an opportunity for students to advance their understanding of the thorniest methodological challenges in implementation science. Broadly, topics include study design, study execution, and tensions in the field. The intention will be for attendees to directly apply their learnings to their ongoing or proposed implementation research. This half credit course is intended for those who have already been exposed to the foundational content of implementation science. This can be achieved via HPR 611, the Penn Implementation Science Institute, or other training opportunities such as the NIH TIDIRH/TIDIRC or mentored K awards. Instructor permission is required for enrollment.

HPR 637: Advocacy & Public Health: Turning Knowledge into Action

Ahavia D. Glaser, JD, Director of Health Policy for the Office of Government Affairs and PolicyLab at Children's Hospital of Pennsylvania

This course is designed to provide the foundational context and practical skills necessary to effectively advocate for evidence-based policy change in furtherance of public health objectives. The class will be interactive in nature and will require participation in public health advocacy exercises in order to hone advocacy skills. There will also be a focus on persuasive communication, both oral and written. We will explore the entire advocacy process from the identification of a problem and evaluation of possible policy solutions to utilizing the full range of advocacy tools to promote policy change. We will be using real-time examples of public health challenges affecting the health, safety, and well-being of children and families here in Philadelphia and in communities across the country.


HPR 640: Coaching Quality Improvement Projects: A Longitudinal Course for Faculty

Jennifer S. Myers, MD, Associate Professor of Medicine, Perelman School of Medicine
Elena Huang, MD, FAAP, Associate Professor of Pediatrics, Perelman School of Medicine
Neha Patel, MD Associate Professor of Clinical Medicine

The purpose of the C-QuIP course is to provide participants with the skills and tools to successfully guide learners in experiential quality improvement (QI) work while developing a network of educators with similar roles.  Faculty will be placed into groups based upon their level of experience and comfort in teaching and advising in this field. Both groups will discuss topics such as project selection, using a QI framework to structure your teaching, key organizational and team factors, providing feedback, common teacher and learner pitfalls, and many others. Learn more about registration processes here.

HPR 650: Systems Thinking in Patient Safety

Kathy N. Shaw, MD, MSCE, Professor of Pediatrics, The Children's Hospital of Philadelphia
Susan Keim, PhD, MSN, MS, CRNP, Advanced Senior Lecturer, University of Pennsylvania School of Nursing

This blended online/in-classroom graduate level course integrates principles of systems thinking with foundational concepts in patient safety. Utilizing complexity theories, students assess healthcare practices and identify factors that contribute to medical errors and impact patient safety. Using a clinical microsystem framework, learners assess a potential patient safety issue and create preventive systems. Lessons learned from the science of safety are utilized in developing strategies to enhance safe system redesign. Core competencies for all healthcare professionals are emphasized, content is applicable for all healthcare providers including, but not limited to, nurses, pharmacists, physicians, social workers and healthcare administrators, and may be taken as an elective by non-majors.

HPR 660: Applied Predictive Modeling for Health Services Research

Gary Weissman, MD, MSHP, Fellow in Pulmonary and Critical Care at Hospital of University of Pennsylvania

The primary goals of this course are to help each student understand the fundamental concepts of predictive modeling and what distinguishes it from traditional causal inference approaches in statistics, and the different evaluation metrics for model performance and their appropriate use, and the role of domain knowledge in developing a statistical plan for model development with the end-user in mind. Students will be building their own predictive models by the end of the course and may elect to use R, Stata, or Python for coding exercises. No prior programming experience is required.

HPR 670: Health Care, Strategic Leadership & Business Acumen

Guy David, PhD, Gilbert and Shelley Harrison Associate Professor of Health Care Management
David Grande, MD, MPA, Assistant Professor of Medicine at the Hospital of the University of Pennsylvania
Guest Faculty

This week-long course aims at developing essential business acumen and leadership skills required to thrive in a constantly changing health care ecosystem. Taught by invited faculty who have experience working with health care leaders, this course will focus on actionable knowledge in financial acumen, strategic decision making, innovation, and building high-performance teams. Through interactive mixed-mode delivery methods, faculty will share tools and frameworks, always with a focus on how to apply them, both personally and within an organizational context.


HPR 714: Grant Writing and Review

John Farrar, MD, PhD, Associate Professor of Biostatistics and Epidemiology at the Hospital of the University of Pennsylvani
Jeffrey Gerber, MD, PhD, Associate Director for Inpatient Research Activities for the Center for Pediatric Clinical Effectiveness (CPCE) at The Children’s Hospital of Philadelphia
Marilyn Schapira, MD, MPH, Associate Professor of Medicine, Perelman School of Medicine

This course is designed to assist students in the design of an NIH Grant (F-32, K, R21, or R01) or other grants for submission by enhancing their appreciation of the specifics of the grant writing process and in understanding the grant review process. This course provides background, training, and practice with the writing and submitting of NIGH-style grants. As a minimum, students who enroll will be expected to write and submit a reasonable draft of a full NIGH style grant proposal by the end of the term. During the process, the portions of each proposal will be reviewed as a group by other students in the course. In response to each review, students revise and strengthen their grant sections.