Instytut Zdrowia Publicznego Wydział Nauk o Zdrowiu Uniwersytet Jagielloński Collegium Medicum Szczegółowy program i plan studiów stacjonarnych drugiego stopnia Zdrowie Publiczne

1. Student has knowledge about basic categories in economics and organization of health insurance

2. Student can explain the determinants of demand and supply of health insurance

3. Student discusses the forms of insurance market failures

4. Student describes the similarities and the differences of diverse health insurance systems
Abilities:

5. Student is able to calculate actuarial insurance premiums

6. Student is able to calculate basic determinants of insurance demand and supply (e.g. certainty equivalent, risk premium, loading fees)
Social competences:

7. Student can broadly formulate clear and detailed statements, in written and orally, and also explains his/her position on issues at stake, considering advantages and disadvantages of various solutions in area of health insurance

8. Student is able to search for and obtain the objective sources of health insurance problems

mgr Irmina Jurkiewicz-Świętek

- preparation for the seminars based on literature: 20 hours - 0,75 ECTS

- preparation of presentation and essay: 30 hours - 1 ECTS

- preparation for an examination: 15 hours - 0,5 ECTS

course grading

Effect 7-8 presentation prepared by a student, participation in discussion

Final score: weighted averadge of the scores for presentation (40%) and exam (60%). Both parts have to be passed with minimum 3,0 (sufficient).

Scores for the presentation

- insufficient less than 9 points

-sufficent (dst) - 9-10 points

- sufficient plus (+ dst) - 11-12 points

- good (db) - 13-14 points

- very good (bdb) - 15-16 points
Scores for the exam:

- insufficient less than 60% of points

-sufficent (dst) - 60-69%

- sufficient plus (+ dst) - 69-79%

- good (db) - 80-89%

- very good (bdb) - 90-100%

2. Decisions under uncertainty, expected utility function, certainty equivalent, risk premium

3. Demand for health insurance, actuarially fair insurance premium, loading fee, optimal health insurance

4. Market failures in health insurance - information asymmetries, moral hazard, adverse selection, cream skimming

5. Types of health insurance - social health insurance, private (voluntary) health insurance

6. Insurance systems in Europe - examples

• 
  Kifmann M. (2002), Insuring Premium Risk in Competitive Health Insurance Markets, Mohr Verlag, Tubingen, p. 14-20
  
• 
  Phelps C. (2003), Health Economics 3rd ed., Addison Wesley, Boston, p. 324-330, 344-351
  
• 
  Folland S., Goodman A.C., Stano M. (2004), The Economics of Health and Health Care, Pearson Prentice Hall, Upper Saddle River NJ, in 4th ed. chapter 7 - 12, 17 - 21
  
• 
  Folland S., The Quality of Mercy: Social Health Insurance in the Charitable Liberal State, in: Journal of Health Care Finance and Economics, vol. 5, p. 23-46
  
• 
  Zweifel P. (2007), The Theory of Social Health Insurance, NOW Publisher, Boston
  
• 
  Blum W.F. (2007), Individual Health Insurance, ACTEX Publications, Winsted, CT
  

1. Student is acquainted with rules of designing scientific studies, modern technologies of data gathering and research tools in area of health technology assessment

2. Student has expanded knowledge on information tools and computer technologies applicable in designing and implementing health technology assessment programs

3. Student has knowledge on rules of preparing and writing scientific reports and papers in area of health technology assessment, as well as broadened knowledge and understanding of HTA methodology

4. Student can present results of scientific research from area of health technology assessment, in form of individually prepared report and presentation. These scientific research products should contain description and justification of study goal, methodology, results and their meaning in comparison with other, similar studies

5. Student can independently propose solutions of particular problem from area of health technology assessment and procedures of implementing relevant solutions

6. Student knows foreign language - understands meaning of main plots of messages included in complex texts on specific and abstract topics. This includes also understanding of discussion on topics related to health technology assessment

7. Student knows level of his/her competencies in area of health technology assessment and is ready for absorbing help provided by experts. Cooperates with interdisciplinary HTA team, in compliance with rules of professional ethics and appropriate legal regulations

8. Student can broadly formulate clear and detailed statements, in written and orally, and also explains his/her position on issues at stake, considering advantages and disadvantages of various solutions in area of health technology assessment

9. Student can independently gain knowledge and expand own research skills, using objective sources of information and undertaking autonomous actions aiming to solve practical problems related to health technology assessment

dr n. med. Paweł Kawalec

dr hab. Barbara Niedźwiedzka

dr n. med. Małgorzata Bała, dr n. med. Wiktoria Leśniak (Pracownia Podejmowania Decyzji Klinicznych, II Katedra Chorób Wewnętrznych, Wydział Lekarski CMUJ)

Ability to communicate in English at level enabling to effectively utilize scientific literature, actively participate in seminars and perform HTA project.

- preparation for seminars: 25 hours - 1 ECTS

- involvement in project, preparation of report and its presentation, preparation for exam and participation in it: 35 hours - 1 ECTS

Implementation of research project, based on HTA analysis.

Individual or group report, followed by its presentation on forum of group of students, discussion.
Implementation of "e-learning" techniques, tailored to needs and possibilities of particular groups of students, is possible.

course grading

Assessment criteria and course grading:

Grade 2 – Student has not sufficient knowledge on designinig HTA studies, methodolgy and writing scientific reports. Student has not abilities to present results of HTA research, to propose solutions of HTA problems and to understand discussion on HTA topics in foreign language. Student has not sufficient social competencies related to HTA research and implementation.

Grade 3 – Student has limited knowledge on designinig HTA studies, methodolgy and writing scientific reports. Student has limited abilities to present results of HTA research, to propose solutions of HTA problems and to understand discussion on HTA topics in foreign language. Student has limited social competencies related to HTA research and implementation.

Grade 4 – Student has sufficient knowledge on designinig HTA studies, methodolgy and writing scientific reports. Student has sufficient abilities to present results of HTA research, to propose solutions of HTA problems and to understand discussion on HTA topics in foreign language. Student has sufficient social competencies related to HTA research and implementation.

Grade 5 - Student has fluent knowledge on designinig HTA studies, methodolgy and writing scientific reports. Student has outstanding abilities to present results of HTA research, to propose solutions of HTA problems and to understand discussion on HTA topics in foreign language. Student has outstanding social competencies related to HTA research and implementation.

Methods of gathering and processing information necessary for performing HTA analyses.

Systematic reviews and metaanalyses of data coming from medical literature.

Clinical effectiveness analyses and HTA analyses.

Critical assessment of medical literature and analyses of cost-effectiveness of treatment.

Cost-effectiveness analyses in HTA and methods of modeling.

Budget impact analyses and health care system impact analyses.

Role of HTA analyses in decision making in health care system.

Overview of international applications of HTA.

HTA guidelines and HTA organizations in Poland and worldwide.

Scientific scope of this module: health technology assessment (HTA), evidence-based medicine (EBM), health economics, health policy.

• 
  Drummond M.F. et al. (2005), Methods for the economic evaluation of health care programmes, Oxford University Press, Oxford - New York
  
• 
  Drummond M., McGuire A. (2002), Economic evaluation in health care. Merging theory with practice, Oxford University Press, Oxford (selected chapters)
  
• 
  Agencja Oceny Technologii Medycznych (2009), Health Technology Assessment Guidelines, AOTM, Warszawa
  
• 
  National Institute for Health and Technology Assessment (2007), Guide to the methods of technology appraisal, NICE, London
  
• 
  The Cochrane Collaboration (2008), Cochrane Collaboration open learning material for reviewers. Version1.1., The Cochrane Collaboration (selected chapters)
  
• 
  Smith M.D. et al. (2003), Health care, cost, quality, and outcomes. ISPOR book of terms, ISPOR, Princeton
  
• 
  Stahl J.E. (2008) Modelling methods for pharmacoeconomics and health technology assessment. An overview and guide, Pharmacoeconomics 26 (2): 131-148
  
• 
  Orlewska E., Gulacsi L. (2009) Budget-Impact Analyses. A critical review of published studies, Pharmacoeconomics, 27 (10): 807-827
  

Supplementary literature:

• 
  Other scientific sources, including papers from specialist scientific literature, are recommended or delivered to students before some seminars.
  

1. Student has extensive knowledge on the rules of creation and realization of the public health strategy and heath politics at the local, national and international levels

2. Students has knowledge on conitions for effective and efficient human resources management

3. Student has basic knowledge on interpersonal process

4. Student is able to propose different solutions of the problems

5. Student is able to search for and obtain the objective sources to solve human resources problems)

prof. dr hab. Stanisława Golinowska

dr Marcin Kautsch

dr Anna Mokrzycka

- participation in the seminar and written examination: 25 hours - 1 ECTS

brainstorming

case studies,

small group work

course grading

Effect 2: written examination, students presentation

Effect 3: written examination

Effect 4: practical case studies realization assessment

Effect 5: practical case studies realization assessment

Effect 1

3 - Student has limited knowledge on the rules of creation and realization of the public health strategy and heath politics at the local, national and international levels (70% of the test).

4 - Student has extensive knowledge on the rules of creation and realization of the public health strategy and heath politics at the local, national and international levels (80% of the test).

5 - Student has extensive knowledge on the rules of creation and realization of the public health strategy and heath politics at the local, national and international levels and student can succesfully use the knowledge in the practice(more than 90% of the test).

2 - Students has no knowledge on conitions for effective and efficient human resources management (test at less than 60% ).

3 - Students has limited knowledge on conitions for effective and efficient human resources management (70% of the test).

4 - Students has extensive knowledge on conitions for effective and efficient human resources management (805 of the test).

5 - Students has extensive knowledge on conitions for effective and efficient human resources management and is able to apply this knowledge in the practice (more than 90% of the test)
Effect 3

2 - Student has no knowledge on interpersonal process (test at less than 60% ).

3 - Student has limited knowledge on interpersonal process (70% of the test)

4 - Student has broad knowledge on interpersonal process (80% of the test)

5 – Student has broad knowledge on interpersonal process and can apply this knowledge in practice (more than 90% of the test).
Abilities:

Effect 4.

2 - Student is not able to propose any solutions of the problems.

3 – Student is able to propose limited solutions of th eproblems

4 – Student is able to propose different solutions of the problems

5 - Student is able to propose different solutions of the problems and can define the limitations and adventage of particular solutions

Social competencies:

2 - Student is not able to search for and obtain the objective sources to solve human resources problems

3 -Student is able to search for and obtain the objective sources to solve human resources problems but only in limited scope

4 - Student is able to search for and obtain the objective sources to solve human resources problems

• 
  Human resources for health: definition, characteristics, international comparison
  
• 
  Employment of medical staff, trends in health employment, shortages of medical staff (scale and reason worldwide)
  
• 
  Process of health human resources planning at the national and international levels
  
• 
  Education for health. Training and specialization
  
• 
  Low regulations of medical staff
  
• 
  Motivation of health care personnel: incentives for health professional, financial and non-financial incentives, effective incentive scheme
  
• 
  Migration problems
  
• 
  The most important international initiatives on Human Resourses for Health
  

• 
  European Commission Green Paper on the European Workforce for Health, European Comission, December 2008
  
• 
  EU level Collaboration on Forecasting Health Workforce Needs, Workforce Planning and Health Workforce Trends – A Feasibility Study, European Comission, May 2012
  
• 
  Guidelines: Incentives for Health Professionals, Global Health Workforce Alliance, World Health Organization, 2008
  
• 
  Health Professional Mobility and Health Systems - Evidence from 17 European countries, European Observatory on Health Systems and Policies, Observatory Studies Series No. 23, 2011
  
• 
  Mladovsky P., Leone T. (2010), Specialist human resources for health in Europe: are we ready? Euro Observer, The Health Policy Bulletin of the European Observatory on Health Systems and Polices, Summer 2010, Vol.12, Nr 2