Course Details

Course Objectives: 
By the end of this course, students should be able to:
Define value in health care
Consider the outcomes that matter to patients
Understand the fundamentals to healthcare financing
Evaluate innovative approaches to value-based health care delivery
Practice strategies for reducing costs to patients 
Communicate effectively with patients and colleagues about high-value care
Critically appraise value-based payment models 
Identify tangible methods for adding value to their individual medical practice
 
Overall Course Schema:
As it is currently displayed, the course is organized around two, two-hour class meetings per week. On each day of the week, students are assigned modules and supplementary readings, videos, or other activities; the expectation is that discussions will review the majority of what students look into on their own. 
Each week includes separate tabs (i.e., "Overview," "Assignments," etc.). The "Overview" tab showcases each day's theme. "Assignments" displays the daily work, plus built-out instructions. Under "Session" tabs, you'll find some discussion questions as well as recommended time stamps for each topic. (The questions serve primarily as jumping off points; see where the discussion takes you!) 
Note: Credit needs to be given where credit is due. Dell Medical School generously provides discussion questions and sample class outlines. A majority of the discussion questions we provide are pulled from these materials; however, we've also added more readings, videos, and activities and provided follow-up questions as well. 
Many days of the syllabus include suggested but optional Deep Dives on topics related to high value care. High value care is complex and spans multiple spheres; practicing it successfully requires significant clinical acumen as well as an appreciation for Health Systems science. The purpose of many of the Deep Dives is to add counter-arguments and critiques of the value-based movement. We need to know what we're getting into after all! Sometimes the articles in the Deep Dives can make a person feel discouraged -- that's normal; but also, keep in mind that to advocate for, and to enable change, it's important that we consider the perspectives of all stakeholders. For convenience, we've created a separate section that lists out all of the Deep Dives, with embedded links to the area in the syllabus where you'll find the readings/assignments. 
Below we've defined the various components of the course.
Class meetings are at the instructors' discretion but it is recommended that students gather together twice per week. All sessions are be discussion-based; however, a few include lectures from subject matter experts (SMEs). We recommend that course facilitators seek out local SMEs to more powerfully inspire students that they, too, can be change makers at their own institutions.  
Principal course content derives from The Dell Medical School Value-Based Health Care (VBHC) modules. Students will create a free online account and follow the course syllabus to complete all modules. At each module’s completion they will have the opportunity to fill out a survey to receive a certificate of course completion. Students must complete the survey and send verification to course directors to receive credit. We recommend that students take a screenshot of each certificate and add to a Word document. At the course's end, they can submit the Word document.
Supplemental materials include readings, related TedTalks and/or online lecture content. Many resources can be found on HVPAA. All resources are available as hyperlinks; PDFs are embedded where possible. Additionally, we suggest times to allot for assignment completion. At various points, students will be offered "Optional Deep Dives (designated "Opt")," which supply resources on tangentially-related topics (see above). Facilitators can decide to assign these and formally review them in the discussion section. 
Mini-Presentations: There are a few opportunities in the course for students to take charge of the class discussion. These points in the class will be marked "Mini-Pres" in the course syllabus and are accompanied by resources and instructions.
Weekly Assignments consist of three short reflections and a final project which students can choose to complete as a pair or individually.
At the beginning of the course, facilitators should make time for a short one-hour course orientation and on the final Friday of the course, a one-hour closing session. During the orientation, facilitators can emphasize that the success of the course depends on student engagement and participation. We found that taking a moment to delineate these objectives helped set the tone for the remainder of the course. 
Recommended Attendance Policy:
All in-person sessions are required and attendance will be taken at each meeting. Students are expected to be prepared for, and actively contribute to, the discussions in each session. 
Suggested Assignments and Grading:
The course will be graded as Pass/Fail and will not contribute to class rank. Students will need to obtain a 70% cumulative score to pass the course. The weighting of assessments will be as follows:
Small Group attendance/participation * = 40%
Mini-Presentations: 2-3 students will be assigned to lead a small portion of the discussion. Very informal, no PowerPoint or writing assignment required.
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Screenshots of Dell Module Completion Certificates = 10%
Assignments:
Informal reflections (x3) = 30% (10% each)
Criteria: in 250-words or less, students share their main takeaways from the week. These are very informal and can be in bullet-form.
Final Project = 15%
Identify an experience that demonstrated “low value care,” and in a brief abstract or other modality, innovate a solution that might address a similar problem in the future. 
Note: students may work alone or with a partner. 
Sakai comments on 2-3 colleagues’ work = 5%

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