|Organization and Management of Health Services||1080OGSS|
|4||Undergraduate||Nutrition Sciences||1 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|Confer the students the ability to:|
OA1. Identify health management trends;
OA2. Describe health policy dynamics;
OA3. Distinguish between problems in the field of Macroeconomics and Microeconomics;
OA4. Realize the usefulness of using the model of market demand and supply;
OA5. Realize the usefulness / applicability of the concepts and models of Economy on Health;
OA6. Being familiar with the literature concerning health policies analysis;
OA7. Understand the alternative models of health reform;
OA8. Analyze and criticize the management of healthcare organizations.
|CP1. Trends in the health sector|
CP2. Health management models: the diverse levels of healthcare
CP3. Demand, supply and market equilibrium
CP4. Applicability and usefulness of the concepts and models of Economy on Health
CP5. The State of Welfare and the universal right to health: the National Health Service
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|CP1. and CP2. >>>|
- Identify trends
- Figuring out how to make decisions in Health Management,
- Distinguish between problems in the field of Macroeconomics and Microeconomics,
- distinguish between positive analysis and normative analysis.
CP3. >>> See the utility of the use the demand and supply market model.
CP4. >>> Realize the usefulness / applicability of the concepts and models of Economy on Health.
CP5. >>> Being familiar with the literature concerning health policies analysis.
|Teaching Methodologies (Including Evaluation):|
|M1. The exhibition of essential theoretical concepts is done using examples to better understand concepts application. These resources are all made available to the students.|
M2. The assessment is continuous and requires two tests:
- the first one is about CP1, and CP2 (with a weight of 50%);
- the second is about CP3, CP4, and CP5 (with a weight of 50%).
The absence in an assessment moment counts as a grade of 0. The student will be approved to the module if the final grade is equal to or higher than 9.5, otherwise, the student will be sent to the exam season.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The combination of an expository methodology using small examples of application result in a better understanding of the concepts and help students achieve the proposed goals for that course.|
|International Journal of Healthcare Management: https://www.tandfonline.com/toc/yjhm20/current |
Mankiw, N.G. (2014). Introdução à Economia. Tradução da 6ª edição Norte-americana. Cengage Learning.
Morais, L. (2012). Liderança e estratégia – Casos de inovação nas organizações de saúde. Lisboa: Escolar Editora.
Porter, M. e Lee, T. (2013). The Big Idea: The Strategy That Will Fix Health Care, Harvard Business Review.
Shortell, S. e Kaluzny, A. (2000). Health care management: organization design and behaviour, 4th. Columbia: Delmar.
Cordeiro, Silvério. (2010). Estruturas Organizacionais Emergentes de Parcerias Público-Privadas. Lisboa: Universidade Lusíada Editora.
Barros, P. (2013). Economia da Saúde: Conceitos e Comportamentos. 3ª Edição. Coimbra: Edições Almedina.
|Lecturer (* Responsible):|
|Silvério Cordeiro (email@example.com)|