Program mission statement

B.S. in Health Systems Management
Proposed Program Assessment Plan
February 21, 2007
Teaching Mission Statement of the School of Public Affairs (draft statement)
The School of Public Affairs provides students with a high quality education which emphasizes
the acquisition of skills and knowledge in their chosen profession. Our programs emphasize
mastery of knowledge in their field of study, critical thinking, problem solving, written and oral
communication, technical competency and information literacy. We produce graduates who are
highly sought after by employers, and who become leaders in their community, professions,
government, non-profit and private sectors.

Mission of the Health Systems Management BS Program

The B.S. Program in Health Systems Management within the School of Public Affairs is
oriented toward adult learners currently employed in health professions and related fields who
seek greater knowledge of the complexities and interrelationships in the management and
development of health systems organizations. This program provides students with policy,
management, assessment and quantitative knowledge and skills to prepare them for
employment and career advancement in the health systems management field. Upon
completion of the program, students will be able to assess critically, write lucidly, and speak
clearly and persuasively in the profession of health systems management.
Conceptual relationship among university, program, and course learning goals and objectives:

The University of Baltimore’s mission emphasizes excellence in education that is inclusive in its
student body, focused on application of theory to practice and structured to support students in
their professional development and graduates in their career advancement.
On May 5, 2005, the University of Baltimore’s Academic Outcomes Assessment Committee
presented the University’s Plan for Assessment of Student Learning. This was not the first
statement of the University of Baltimore’s learning goals, but it did explicitly integrate the
University Mission, Strategic Plan and related documents. The process for developing the
University learning goals included extensive faculty input. Noting that “It is neither expected
that every program goal meet or fit an institutional goal, nor is it required that every course have
objectives that meet all of the program goals,” the plan integrates the levels of the university and
supports the achievement of its learning goals through the composite curriculum. These
University of Baltimore goals are to provide experiences that emphasize:
• effective communication that employs various media • development of a knowledge and skills base • engagement with others to take responsibility for local and global communities • enthusiasm for the pursuit of excellence throughout a lifetime of learning • maturing interpersonal behavior and professional conduct Proposed Assessment Plan 1 BS in Health Systems Management
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• thinking critically and creatively, analyzing and synthesizing information to solve • attaining quantitative and scientific knowledge and skills.
These university goals are focused and consistent with the mission of the Yale Gordon College
of Liberal Arts to “emphasize a career-oriented, student-focused education in applied liberals arts
and related professional studies.”
From its inception, the need and rationale for the Bachelor of Science in Health Systems
Management (B.S. in HSMG) program implement the spirit and the content of these goals. The
health systems management profession has undergone substantial and accelerating change in the
past forty years. Academic preparation that includes business, quantitative, qualitative and
policy skills are mandatory for a career in this field. The B.S. in HSMG program provides entry
level and middle management level training for careers in health care management. Continuing
professional development beyond the bachelor’s level is available within UB’s School of Public
Affairs – a nationally recognized school with accreditation by the National Association of
Schools of Public Affairs and Administration (NASPAA).
The School of Public Affairs faculty and, within it, those who teach in the HSMG program,
consist of productive academics who have a variety of experiences in the field – from
management to policy to clinical services to government agencies and private sector
organizations. Among the practice related recognitions received by UB’s HSMG faculty we
have a National Academy of Public Administrator Fellow and Fulbright Scholars – emphasizing
the theory-to-practice focus of our university, college, school and program.
Our faculty and curriculum address the fundamental transformations in financing and delivery of
health services – with an emphasis on evidence-based decision and multicultural workforce and
patients. These changes present opportunities but require a sound foundation in conceptual and
practical knowledge of management skills. Graduates are being prepared to function in diverse
settings, including public, private and not-for-profit sector organizations.
The B.S. in HSMG program accomplishes its educational goals through coursework, interactions
with faculty and participation in ethics symposia / presentations throughout the program. Each
course works to identify specific learning objectives, some coming from the program and
university goals; links between courses and program goals are identified in the matrix on page 4.
Individually courses provide an emphasis on a sub-set of learning goals; collectively, the
curriculum covers all of the learning goals and facilitates integration across the program. The
conceptual and actual fit in practice supports a hierarchical assessment of learning goals at each
level that are consistent with the higher strategic learning goals.

Process for setting learning goals and objectives:

The program faculty has been vitally concerned with programmatic goals and course learning
objectives in the B.S. Health Systems Management Program. Faculty members, both formally
and informally, have discussed what they hope to accomplish through the program and what they
expect to students to learn while in the program. The HSMG faculty met together and mutually
Proposed Assessment Plan 2 BS in Health Systems Management
School of Public Affairs University of Baltimore
agreed on the set of program goals that will be the foundation for the program. Program goals and learning objectives are being shared with adjunct faculty members, current students and alumni. Learning goals and objectives will undergo will undergo continuing development as part of the annual review of assessment results. Another critical element of this process will be the continued interaction (especially during the time between semesters) with students, alumni, and area employers to insure that
learning goals and objectives adapt to the changing nature of the health systems field. To that
end, we intend to create a ten member Advisory Board that will meet semi-annually for an
independent review of our learning assessment goals and objectives as well as the learning
assessment data from selected courses. Semi-annual “town halls” of B.S. HSMG students will be
held as well to provide regular student feedback on learning goals and objectives. Finally, the
Program Director will meet personally with every graduating student for an “exit” interview
relating to their perspectives on the B.S. HSMG learning assessment program.
Program Learning Goals:

Upon successful completion of the B.S. in Health Systems Management program, students will have 1. An understanding of the organization, financing and delivery of health systems services. 2. The ability to conduct assessments of health status populations; determinants of health and illness; and, factors influencing the use of health services. 3. An understanding of the values and the legal and ethical issues associated with the practice of health services administration. 4. The ability to convey ideas and information effectively in writing and in speech to a variety of health-related audiences. 5. An understanding and utilization of critical management skills in the health care field. Proposed Assessment Plan 3 BS in Health Systems Management
School of Public Affairs University of Baltimore
Health Systems Management
organization, financing and assessments of health delivery of health systems status population; information to a variety of management skills in the determinants of health and with the practice of health health-related audiences.
Core Requirements
Principles of Health Care Mgmt IIHSMG 373 Health Planning/Program EvaluationHSMG 492
Guiding principles for assessment:

The learning assessment process is a principal responsibility of the faculty of the B.S. HSMG program. They shall originate and approve the desired educational objectives of this program. At the same time, faculty will seek the active involvement of students, administration and staff in the process of the learning assessment process, especially the University’s Learning Assessment Committee. The faculty will develop a unified and coherent program to evaluate its educational activities and will have primary responsibility for the development and implementation of
assessment activities. This assessment process will be conducted in a manner that is consistent
with the University’s and Division’s mission and will be an ongoing process over time.
Indirect Methods of Measuring Program Goals

Student learning will be assessed by both direct and indirect methods as well as with quantitative and qualitative data. The non-aggregated data gathered for assessment purposes shall remain confidential and will be used only for purposes of assessment. The assessment data so collected will be used for improving learning and not for evaluating faculty. Other current University-based instruments are already being used for faculty evaluation. Finally programs Proposed Assessment Plan 4 BS in Health Systems Management
School of Public Affairs University of Baltimore
evaluated by external accrediting bodies may have to meet additional requirements, but these requirements will not supplant University or program assessment guidelines In addition to the learning objectives directly assessed by the course objectives and rubrics identified in the previous paragraph, learning goals are indirectly measured through an Undergraduate Exit Survey mailed by the College of Liberal Arts to graduating students, in all programs each of the three semesters. The survey attempts to obtain information about attainment of competencies thought to be important for students in all disciplines. In particular, these competencies are related to University Learning Goals and help establish whether students are reaching these goals. Furthermore, focus groups will be conducted specifically with the HSMG undergraduate students annually to evaluate the achievement of learning objectives and to provide feedback to the program director and faculty on how to improve the learning process. The focus groups and general survey are combined with a program specific survey generating a three prong approach to measure indirect methods. Each graduating student receives
a program specific survey which includes items that measure competencies related to their major
discipline. Beginning in August 2007 this survey will reflect the program learning goals agreed
upon by faculty and listed in this assessment plan.
Projected Assessment Activities: Year by Year

AY 2006-2007___________________________________________________________
Fall Semester
Complete Initial BS HSMG Learning Assessment Plan Develop Course Learning Objectives, Activities and Performance measures for Goal 4. Test aforementioned objectives, activities, and performance measures in HSMG 300 and HSMG 498. Revise as appropriate for HSMG 371, 372, and 492. (See Appendices 1) AY 2007-2008___________________________________________________________ Fall Semester Develop course learning objectives, activities, and performance measures for Goal 2. Test aforementioned objectives, activities, and performance measures in HSMG 374 and HSMG 491. Revise as appropriate for HSMG 300, HSMG 490, and HSMG 498 Develop course learning objectives, activities, and performance measures for Goal 3. Test aforementioned objectives, activities, and performance measures in HSMG 477. Revise as appropriate for HSMG 373, 475. Proposed Assessment Plan 5 BS in Health Systems Management
School of Public Affairs University of Baltimore
AY 2008-2009___________________________________________________________ Fall Semester Develop course learning objectives, activities, and performance measures for Goal 5. Test aforementioned objectives, activities, and performance measures for HSMG 371 and HSMG 498. Revise as appropriate for HSMG 372 and HSMG 492 Develop course learning objectives, activities, and performance measures for Goal 1. Test aforementioned objectives, activities, and performance measures for HSMG 370 and HSMG 475. Revise as appropriate for HSMG 371, 372, 373 and HSMG 498.
Who is responsible for plan implementation:

The HSMG Program Director is responsible for implementing the assessment plan. The Director
will insure that the time line for the plan is adhered to, that assessment results are compiled and
that reports are filed with the University Assessment Committee. The Program Director is also
responsible for integrating the results of assessment into the program and its curriculum. All
these responsibilities are to be conducted in a collegial fashion so that all program faculty
contribute to design and delivery of a curriculum that achieves B.S. Health Systems Management
program goals.
Proposed Assessment Plan 6 BS in Health Systems Management
School of Public Affairs University of Baltimore
Health Indicators Research Paper Assignment description, Assessment Rubric,
A. Health Indicators Research Paper Assignment Description

A health education organization aimed at improving patients’ knowledge of a variety of
conditions and treatments is updating their materials on a variety of conditions and treatments.
For this group, you seek to investigate the nature of the condition and the effectiveness of
treatment.
Prepare a paper that includes
1. A description of the condition and its symptoms.
2. the etiology (cause) of the condition
3. the prognosis (outcome) of the condition.
4. a summary of the scientific evidence of the prescribed or suggested treatment, its side effects
and contraindications (conditions under which it should not be used). You do not need to
explain the mode action of the treatment.
5. focus on a particular research paper and describe the study's design and the major findings
(include at least 2 graphs or charts from the study in your paper).
6. If you do not recommend the prescribed treatment, recommend an alternative and include
some evidence that indicates that this might be a better alternative.
7. Use at least four sources for your paper
8. Cite your sources using the authors name and date in a Literature cited section of your paper.
Treatment/condition options:
AIDS: protease inhibitors
Diabetes (non insulin dependent): exercise diabetes (non insulin dependent): trogiotizone malaria prevention: mefloquine or chloroquine Attention Deficit Disorder: methylphenidate Bipolar disorder (manic depression): lithium obsessive compulsive disorder: clomipramine urinary incontinence: physical therapy weight control: surgical reduction of stomach size Proposed Assessment Plan 7 BS in Health Systems Management
School of Public Affairs University of Baltimore
B. Assessment Rubric for the Health Indicators Research Paper

This rubric will be used to assess student performance on learning goal 4 of HSMG program goals. Learning Goal 4 is “The ability to effectively convey ideas and information to a variety of health related audiences.” Ratings: A rating of 5: There is maximum evidence in the response of fulfillment of the objective being considered. Thorough knowledge, application, or skill is observed. Presenter shows expert command of the topic or skill. There is little or no room for improvement. Quality is acceptable as observed. A rating of 4: There is above-average evidence in the response of fulfillment of the objective being considered. Thorough knowledge, application, or skill is observed. Presenter shows near-expert command of the topic or skill, but some improvement is possible. Quality is acceptable as observed. A rating of 3 There is average evidence in the response of fulfillment of the objective being considered. An acceptable level of knowledge, application, or skill is observed. Presenter shows adequate command of the topic or skill, but improvement is preferred. Quality is acceptable as observed. A rating of 2: There is less-than-average evidence in the response of fulfillment of the objective being considered. Some knowledge, application, or skill is observed. Presenter is familiar with the topic, but not in command of the topic or skill. Some improvement is needed. Quality is unacceptable. A rating of 1: There is minimal evidence in the response of fulfillment of the objective being considered. Very little knowledge, application, or skill is observed. Presenter is barely familiar with the topic or skill, and significant improvement is needed. Quality is unacceptable. A rating of 0: There is no evidence whatsoever in the response of fulfillment of the objective being considered. No knowledge, application, or skill is observed. Quality is unacceptable. N/A: Demonstrated elsewhere. Proposed Assessment Plan 8 BS in Health Systems Management
School of Public Affairs University of Baltimore
C. Score Sheet

Topic Area
Specifications of the paper
3. A description of the etiology (cause) of the 4. A description of the prognosis (outcome) 1. A summary of the scientific evidence of the 3. Any contraindications (conditions under 2. A description of the studies the major 3. At least two graphs or charts were included 1. Use at least four sources for your paper and cite your sources using the authors name and date in a Literature cited section of your paper. 2. The research paper was handed in prior to Proposed Assessment Plan 9 BS in Health Systems Management
School of Public Affairs University of Baltimore
Health Policy Issue Paper description, Assessment Rubric, A. Policy Issue Report Assignment Description
Please do not wait until the last week to pick your topic or complete your research. Identify a current issue in health policy (e.g. Medicare coverage for prescription drugs, legislation influencing end-of-life treatment, AIDS policy, tobacco legislation, etc). Trace the issue as it has developed, utilizing professional articles and/or books, as well as the popular media. The paper should cover: Background of the issue. Provide a brief description of the origin of the problem and Current Problem Statement: Describe the specific policy issue. Discuss the conflicting perspectives, values, and/or assumptions that underlie this issue. Who is directly involved in working on or advancing this policy issue? Analyze who is affected by this policy issue including those groups who stand to gain or How is this issue likely to be resolved? Identify the major political, social or economic factors that will influence the outcome. Describe the implications of this policy issue for health administrators in a healthcare Reference both in the text and at the end! Do not type word for word more than 300 words from any one source even if you reference. Your references should include at least four articles or books. Proposed Assessment Plan 10 BS in Health Systems Management
School of Public Affairs University of Baltimore
B. Assessment Rubric for the Health Policy Issue Paper
This rubric will be used to assess student performance on the HSMG learning program goal #3 that the student will develop an understanding of the values and the legal and ethical issues associated with the practice of health services administration. A rating of 5 There is maximum evidence in the presentation of fulfillment of the objective being considered. Thorough knowledge, application, or skill is observed. Presenter shows expert command of the topic or skill. There is little or no room for improvement. Quality is acceptable as observed. A rating of 4 There is above-average evidence in the presentation of fulfillment of the objective being considered. Thorough knowledge, application, or skill is observed. Presenter shows near-expert command of the topic or skill. Improvement possible. Quality is acceptable as observed. A rating of 3 There is average evidence in the presentation of fulfillment of the objective being considered. An acceptable level of knowledge, application, or skill is observed. Presenter shows adequate command of the topic or skill, but improvement is preferred. Quality is acceptable as observed. A rating of 2 There is less-than-average evidence in the presentation of fulfillment of the objective being considered. Some knowledge, application, or skill is observed. Presenter is familiar with the topic, but not in command of the topic or skill. Some improvement is needed. Quality is unacceptable. A rating of 1 There is minimal evidence in the presentation of fulfillment of the objective being considered. Very little knowledge, application, or skill is observed. Presenter is barely familiar with the topic or skill, and significant improvement is needed. Quality is unacceptable. A rating of 0 There is no evidence whatsoever in the presentation of fulfillment of the objective being considered. No knowledge, application, or skill is observed. Quality is unacceptable. N/A: Not applicable in this observation
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School of Public Affairs University of Baltimore
C. Score Sheet
Description of the specific health policy problem or issue that was studied in sufficient detail that it is clear and understandable to the audience, explaining its importance and its relevance. Synopsis of the relevant literature sufficient to place the problem in an historical, Describe the specific policy issue and its relevance today. Discussion of the conflicting perspectives, values, and/or assumptions that underlie this issue. Identification of those who Identification and description of groups that will be affected, including those groups who stand to gain or lose, by the changes relevant A possible resolution should be presented along with identification of major, social and/or economic factors that may influence Commentary on the implications and highlight the relevancy of the policy issue with respect to health administrators in a healthcare setting. Demonstrated application of all current, presentation of ideas; precision and clarity of language; proper spelling, punctuation, and grammar;, proper citation of references; etc. Proposed Assessment Plan 12 BS in Health Systems Management
School of Public Affairs University of Baltimore
External Environmental Analysis/Service Area Competitor Analysis description, Assessment A. External Environmental Analysis/Service Area Competitor Analysis description

Select a service category and a service area to conduct a complete external
environmental analysis as well as a service area competitor analysis. The project tends to have
two phases: one is to identify the macro issues (general/societal and industry trends) and the
second phase deals with service areas and competitor issues.
Define a local service area and select a service category. Service categories may include home
health, long-term care, rehabilitation, and so on. Service categories that are very competitive
such as plastic surgery and ophthalmology are typically somewhat easier to do.
Identify the general issues (economic, political/ regulatory, social, technological, and competitive) that affect all industries and organizations. This represents the general context for "doing business." For the project, use one of the organization techniques such as: Trend/Issue Identification and Evaluation, Stakeholder analysis, scenarios, and/or focus groups. Provide a competitor analysis that identifies other organizations that are competing with the organization that you have chosen. Consider the competitors’ strengths and weaknesses. Identify what factors are critical to success. How do you expect your competitors to respond to the current conditions in the environment described earlier in your paper. Provide a Synthesis. A written paper should be submitted. Proposed Assessment Plan 13 BS in Health Systems Management
School of Public Affairs University of Baltimore
B. Assessment Rubric for the External Environmental Analysis/Service Area
Competitor Analysis
This rubric will be used to assess student performance on the HSMG learning program goal #5
that the student will develop an understanding and utilization of critical management skills in the
health care field.
5: A rating of 5 means that there is maximum evidence in the presentation of fulfillment of the
objective being considered. Thorough knowledge, application, or skill is observed. Presenter shows expert command of the topic or skill. There is little or no room for improvement. Quality is acceptable as observed.
4: A rating of 4 means that there is above-average evidence in the presentation of fulfillment
of the objective being considered. Thorough knowledge, application, or skill is observed. Presenter shows near-expert command of the topic or skill. Improvement possible. Quality is acceptable as observed.
3: A rating of 3 means that there is average evidence in the presentation of fulfillment of the
objective being considered. An acceptable level of knowledge, application, or skill is observed. Presenter shows adequate command of the topic or skill, but improvement is preferred. Quality is acceptable as observed.
2: A rating of 2 means there is less-than-average evidence in the presentation of fulfillment of
the objective being considered. Some knowledge, application, or skill is observed. Presenter is familiar with the topic, but not in command of the topic or skill. Some improvement is needed. Quality is unacceptable.
1: A rating of 1 means there is minimal evidence in the presentation of fulfillment of the
objective being considered. Very little knowledge, application, or skill is observed. Presenter is barely familiar with the topic or skill, and significant improvement is needed. Quality is unacceptable.
0: A rating of 0 means there is no evidence whatsoever in the presentation of fulfillment of the
objective being considered. No knowledge, application, or skill is observed. Quality is unacceptable.
N/A: Not applicable in this observation
Proposed Assessment Plan 14 BS in Health Systems Management
School of Public Affairs University of Baltimore
C. Score Sheet
Identification of the general issues (economic, political/ regulatory, social, technological, and competitive) that affect all industries and organizations. This represents the general context for "doing business." Paper should include one of the organization techniques Evaluation, Stakeholder analysis, scenarios, and/or focus groups. The selected technique should be applied appropriately. Paper should provide a competitor analysis that identifies other organizations that are competing with the organization that the student has chosen. Paper should describe: the competitors’ strengths and weaknesses, identify what factors are critical to success and predict a response from competitors to the Key ideas from the environmental analysis and competitor analysis should be reiterated competitor analysis when considered together Demonstrated application of all current, presentation of ideas; precision and clarity of language; proper spelling, punctuation, and grammar;, proper citation of references; etc. Proposed Assessment Plan 15 BS in Health Systems Management
School of Public Affairs University of Baltimore

Source: http://www.ubalt.edu/downloads/cla_downloads/HSMG%20Final%20Draft_2007.pdf