In this course students will learn the basics of research and project design. Students will learn how to conduct a literature review, construct a research questions and hypotheses, conduct case study analysis from both primary and secondary data. As the course is a gateway to working on client projects in the second semester as part of GLA2000H Capstone Seminar, students will learn how to work with clients, how to work in teams, presentation skills, memo and report writing.

The course supports students in the dual degree programs (MPP/MGA, MIA/MGA, MPA/MGA) to develop their research question and arguments, review relevant research, choose an appropriate methodology for analysis, and present first empirical findings in preparation for their respective final papers.

This course provides students with the opportunity to research and write an independent research paper on a selected topic or problem in global affairs. The course will be delivered through regularly scheduled workshops and class sessions.

The Dual Degree Master's Thesis is an independent research project in which students apply the theoretical and methodological knowledge acquired in their studies to a practical policy problem in global affairs. The master’s thesis will fully conform to U of T's standards as an independent research project under the supervision of a Munk School faculty member with relevant expertise.

This course is required for students enrolled in the MPA/MGA and MPP/MGA dual degree programs. Students will write a policy brief based on their research paper completed for the prerequisite course GLA2887H Final Research and Design. Students will present their policy brief to a panel of judges and submit a poster as part of their final grade.

A course designed to enhance language skills. Prose composition, sight translation, stylistic analysis of classical Greek prose.

An intensive introduction to Ancient Greek for students who have no knowledge of the language; preparation for the reading of Ancient Greek literature.

A continuation of the intensive introduction to Ancient Greek. Also appropriate for students who have some training in Ancient Greek.

Reading of selections of Ancient Greek prose works with systematic language study.

Continued language training with readings in Ancient Greek prose and verse.

Advanced readings from one or more philosophical texts.

Advanced readings from one or more Greek historians.

Advanced readings from Greek prose authors (e.g., biography, novels, essays, texts in koine).

Advanced readings from Greek epics, including Homer.

Advanced readings from Greek tragedy and/or comedy.

Advanced readings from Greek verse (e.g., elegy, iambic, lyric).

Advanced readings from one or more Greek texts, in prose or poetry, from Athens of the 5th-4th centuries BCE.

Advanced readings from one or more Greek texts, in prose or poetry, from the Hellenistic and/or Roman Period.

The purpose of this course is to deepen students' familiarity with Greek literature and to improve their skills in reading texts in ancient Greek. Readings may be selected from prose or verse according to the instructor. See departmental website for annual offering details.

The purpose of this course is to deepen students' familiarity with Greek literature of the Classical period and to improve their skills in reading texts in ancient Greek.

The purpose of this course is to deepen students' familiarity with Greek literature of the Hellenistic period and to improve their skills in reading texts in ancient Greek.

This course code tracks the completion of the Greek Sight Examination. For more information, consult with the Department.

This seminar course covers an introduction to concepts that can be used to understand and respond to critical strategy and performance measurement challenges in system change. Focus is on the application of tools including balanced scorecards and scenario planning. This course provides an overview of the central issues in the management of health care organizations and health care systems. This includes developing a working knowledge of the key facts about our health care system. Some of the issues we will examine are unique to the Canadian context (e.g., the role of government), and others transcend jurisdictional boundaries (e.g., stakeholder relations).

Objectives: This course endeavors to show how these tools can be used to understand and respond to critical issues in Canadian health system management. Students taking this course explore a number of issues around the application of strategy and performance measurement frameworks to cases from the for-profit, government, and broader public sectors in health care. This is a survey course that touches on a number of issues and examples in the management of health system organizations.

This course builds on the content of HAD2003H Learning Health Systems Part 1: Identifying Opportunities for System Change and Designing Sound Innovations. The course draws on multidisciplinary principles to provide a range of conceptual models and practical tools students can use to understand and address issues related to the implementation and evaluation of components of the learning health system paradigm.

Objectives: at the end of the course students will: Demonstrate that they understand key and can apply conceptual models and tools around the implementation of system innovations and population health improvements. Demonstrate the ability to apply key principles and tools to the critically appraisal and development of evaluations of health system innovations or population health improvements.

This course offers an introduction to the learning health system approach to system innovation and transformation. The course will draw on multidisciplinary principles to provide a range of conceptual models and practical tools students can employ in different contexts. The course provides students with core concepts and practical tools that they can use to understand and identify opportunities for health system innovation and system change in range of settings. The course will provide them with skills to develop and design innovations and the written and oral communication strategies and skills so that they can concisely describe and defend system innovation options.

Objectives: 1) Students will demonstrate that they understand key conceptual models and tools and are able to apply those to identifying opportunities for change and developing health system innovations in a range of contexts. 2) Students will demonstrate the ability to communicate in short written documents and oral presentations a structured synthesis of concepts, tools, and materials that provide the basis for describing and recommending approaches to system innovation in a range of contexts.

This course is focused on the development of foundational leadership skills for students in the MSc Health Systems Leadership and Innovation (HSLI) program. It is an elective course within the HSLI program. Focusing on leadership development and competency mastery, the course is structured as two 6-hour days of mandatory in person learning (one in July and the other in April) and a series of 7 remote (Zoom) learnings conducted in the evening approximately once a month which provide a set of evidence-informed, practical learning experiences. The course incorporates, among other subjects, the Leadership in a Caring Environment (LEADS) Leadership Capabilities Framework that represents many of the key skills, abilities, and knowledge required to lead at all levels of an organization. It will also include a variety of other essential skills such as change management, dealing with failure, the physician leader as advocate and accountability and responsibility. The course aligns and consolidates several competency frameworks and leadership strategies that are found in Canada's health sector and other progressive organizations. The speakers chosen to participate embody the collective wisdom of both the current literature and significant personal and professional experience in leadership and leadership development in the Canadian health sector.

Objectives: The theory of experiential learning, on which this course is built, depends on a cycle of practical experience, self-reflection, conceptualization of methods to improve, and testing of those methods. Each assignment is designed to provide learners with a series of individual or group exercises that will enhance their abilities to describe and reflect on their leadership practices and develop action goals for improvement.

This course provides participants with opportunities to strengthen their understanding of concepts of quality improvement (QI) in health care, and sharpen their skills in applying practical tools for measuring and improving quality. While these skills can be used in all settings, the emphasis will be on practical tools which do not require access to expensive technology or IT infrastructure and hence are most appropriate in low-resource settings such as developing countries or low-income communities within Canada. Furthermore, students will be exposed to scientific literature on attempts at applying QI science in such settings, and learn about frequently encountered barriers to implementing change in vulnerable populations.

Objectives: 1) Have a solid knowledge of definitions of quality and its different attributes. 2) Understand how system design issues lead to quality problems. 3) Understand common barriers to delivering good quality care to vulnerable populations in low-resource environments. 4) Participants should be able to lead a QI team through the following activities: conduct a process map; conduct a direct observation or audit of a process; do a cause & effect analysis; use a defect check sheet; identify ideas for improvement. analyze stakeholder incentives regarding improvement ideas; establish a QI team; set QI project charter (aims, measures, change ideas); use PDSA cycles.

Rapidly changing technology and demographics of health workforce require innovation across the continuum of health professions education. Using classic theories of teaching and learning, instructional design, and behavioural sciences, students in this seminar course will explore evidence-based frameworks, tools, and techniques to lead and transform medical education programs and curriculum. Upon completion of this course, students will be able to: 1) Apply design thinking and design processes to identify and meet learner needs. 2) Incorporate evidence-based teaching techniques to design learner-centered educational programs. 3) Implement educational innovation projects in complex practice settings. 4) Develop strategies to assess learner outcomes and evaluation program outcomes.

Objectives: this course will be delivered through online lectures, videos, expert panels, group discussions, and case-based exercises. Students are expected to be active participants in the learning process, creating their own learning experiences through critical reflection and analysis.

In this seminar course, students will examine what is meant by health systems innovation, explore the process of innovation design, implementation, and scaling. At the end of this course students will be able to demonstrate understanding and make critical assessments of the following: Innovation Context Innovation Design; Implementing Innovation: Finance, Organization, and Delivery; Process for Scaling Innovation.

Objectives: This course will be delivered through lectures, videos, expert panels, group discussions, and case-based exercises. Students are expected to be active participants in the learning process, creating their own learning experiences through critical reflection and analysis.

Leading in health care is a complex endeavour. Often leaders have to work under resource limitations, make decisions under time pressure and uncertainty, look for strategic approaches to address persistent and complex health challenges, and work across siloed structures. These challenges require health care leaders to demonstrate mastery in emotional intelligence, creativity, innovation, and adaptive leadership. Drawing upon theories and evidence from organizational behaviour, implementation science, complexity theory, and behavioural science, this course will explore how successful leaders utilize evidence to inspire people, improve engagement, optimize performance, and lead innovation and change.

Objectives: this course will prepare you to: 1) Discover strategies to increase self-awareness, empathy, and relationship management. 2) Recognize the drivers of human behaviour and performance. 3) Discuss strategies to harness individuals' strengths to inspire change and enhance performance. 4) Apply evidence-based approaches to innovation leadership.