Various descriptions related to global policy. Topics will change from year to year depending on the instructor and course emphasis.

Various descriptions related to global policy. Topics will change from year to year depending on the instructor and course emphasis.

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.

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.

In HAD2005H, students get a general grounding on quality improvement theory and practice using these concepts through simulation exercises. This course is designed to give students the opportunity to apply these new skills in a real-world context, by working on a quality improvement project in a low-resource setting or for disadvantaged populations.

Objectives: The overall objective of the practicum is to broaden the student's appreciation for and skills in quality improvement. The practicum will allow students to evaluate, test, and further develop their quality improvement competencies learned in HAD2005H in a practical setting. Practicum placements are tailored to individual student needs given their past work experience, current level of competency development, areas of interest and career objectives. While the student is expected to synthesize and apply the academic knowledge gained in HAD2005H to a specific project, the focus of the practicum is on providing each student with an individual developmental experience based on their specific learning goals. The practicum is designed to provide supervision and mentorship from experienced senior health care leaders.

Now, more than ever, there is a need for health systems leaders to have the skills to leverage analytical insights, patient experience and research evidence to make health systems decisions that will result in higher quality, safer, more efficient care for patients. Health systems leaders need training to align "science, informatics, incentives, and culture" to promote "continuous improvement and innovation, with best practices seamlessly embedded in the delivery process and new knowledge captured as an integral by‐product of the delivery experience" (Institute of Medicine, 2015). Building on the concepts of learning health systems, this online seminar course will equip leaners with the foundational skills required to lead health systems innovation research.

Objectives: at the completion of this course, students will be able to: 1) Systematically gather and apply evidence in real time to guide health systems innovation. 2) Integrate patients' values and technological advances to transform health care delivery. 3) Assess outcomes refine processes for continuous quality improvement. 4) Demonstrate the outcomes and outputs of the innovation in patient care and quality.

This graduate-level course will draw on key concepts from health economics, international health system financing, health system performance and quality improvement, and policy studies to equip you with a foundation of knowledge in health systems and policy. You will use a combination of independent and guided reading, as well as problem-solving seminars to apply your lecture learning to the Ontario context. Students will be able to critically think about economic aspects of health systems issues, and the policy process in the health sector.

Objectives: by the end of the course, students are expected to demonstrate: 1) An understanding of why the competitive market model fails health care. 2) An overview of the different ways of financing health systems, and funding providers. 3) An understanding of why quality improvement has garnered such attention. 4) An appreciation for the challenges of measuring health system performance. 5) A grasp of the health policy process.

This is a continuation of HAD2040Y (Systems Innovation Capstone). This course requires students to prepare the results of their capstone project as a manuscript in a format acceptable for publication in a peer-reviewed journal, though it need not necessarily be accepted for publication in order to receive credit for the course. Specifics of the course are described below:

Learner competencies: Write scholarly abstracts. Prepare an academic manuscript based on a journal requirement. Appreciate the scientific writing and publishing process. Identify critical elements required to write clear, concise, and evidence-based academic publications. Submit a manuscript for publication. Respond effectively to reviewers' comments.

This required three-semester capstone course provides MSc HSLI students with hands-on experience in the leadership of health systems innovation and transformation. Students in this course will work on a systems innovation project related to one of the following health systems building blocks: Health Care Financing. Health Workforce Planning. Health Services Delivery and Redesign. Data and Information Systems. Healthcare Governance. Health Technologies.

This course is designed to fulfill two primary goals: 1) To provide students with an opportunity to apply the conceptual and theoretical grounding obtained in HSLI core courses. Students will think analytically and practically about basic concepts of health systems, innovation, entrepreneurship, health sector strategy, and innovation and change management and participate in and/or observe the role of leaders and leadership in these processes. 2) To provide students with experiential knowledge in designing and developing a creative solution to a specific health systems problem, using technological, managerial, or business model innovation. The innovation should address at least one of the following health systems performance goals: access, quality, efficiency, and safety.

Students will pursue several specific course objectives: 1) Learn how to collaborate in the development of solutions to real needs using any or all of data, literature, peer/colleague interviews, and health systems innovation methodologies. 2) Develop expertise in one particular health systems area, thus understanding the social, political (including any or all of interpersonal, interprofessional, departmental, hospital, institutional, provincial or federal politics), and economic context and leverage points that influence the innovation process in the health sector. 3) Gain an understanding of the local health care context for implementing health care innovation. 4) Develop working relationships with stakeholders to define the innovation challenge and develop an appropriate solution set. 5) Build leadership skills in disciplined problem analysis, stakeholder management, innovation design, business plan preparation, solution development, validation, presentation and public speaking, performance evaluation of tasks and managing people and expectation.

This will provide core improvement concepts for students in the new Masters of Science in Improvement stream. Students will have varying experience with health care improvement and patient safety and will have different professional backgrounds. The fundamentals course will provide a solid baseline for future courses; an understanding of the prerequisite knowledge base; areas of focus (key themes) for the program; an understanding of critical quality and safety issues facing health care today, an appreciation of the research elements of the program and an introduction to statistical process controls used in improvement processes. Specifically the course provides an introduction to program themes related to quality improvement skills and capacity; the rate of uptake, spread, and sustainability of evidence-based quality improvement; leadership, innovation and change management skills; coordination and implementation of improvements across organization and between levels of health care.

Course content by module: all classes will combine didactic and small group interactive exercises, and guest lecturers will be invited to share expertise from the field for approximately one hour during most of the modules. This course will provide a framework for improvement science, and introduce key concepts that will be applied and expanded upon in subsequent courses in this master’s stream.

Objectives: 1) Describe the objectives and expectations of the MSc program. 2) Explain a conceptual framework for improvementApply this conceptual framework to a personal improvement plan. 3) Appreciate structural contributors to system qualityDescribe important features of measurement in improvement. 4) Understand the role of human factors in improvement. 5) Apply small-scale testing principles to improvement projects. 6) Analyze factors associated with successful implementation. 7) Critically appraise improvement studies. 8) Demonstrate skills in persuasive presentations. 9) Integrate all of these concepts to an improvement project protocol.

This course will cover concepts and methods used for quality improvement in health care and will build on the basics covered in the Fundamentals of Improvement Science course. Topics will include methods and tools required to design and implement a quality improvement project from start to finish. The course will begin with an organizational context for conducting quality improvement work at a micro-system level, identification of team-based enablers for successful improvement, and three key approaches/models for improvement. The course will subsequently focus on the most common methods, tools, and measurement techniques used to improve health care delivery, and will conclude with essentials for sustaining change at a microsystem level, as well as incorporating a workshop on Experience-Based Design, a method for engaging patients in improvement work. The course structure will mirror the flow of an improvement project, beginning with initial design, and continuing through the diagnostic, solution generation, testing, measuring, and implementation phases. Students will be expected to apply the concepts introduced throughout the course to their individual improvement projects. The course is designed to provide students with the knowledge and skill necessary to plan and implement a successful quality improvement project, and to distinguish the most appropriate methods and tools to include in project design, based on the specific improvement challenges being addressed.

Objectives: 1) Describe the history and evolution of quality improvement science. 2) Critique a quality improvement project to identify the presence or absence of factors that contribute to a success, including strategies for influencing and sustaining change at the micro-system level. 3) Describe and apply the principles of Lean methodology and distinguish the conditions under which Lean, Six Sigma, and the Model for Improvement are most applicable. 4) Apply basic improvement tools to a quality improvement project, and demonstrate an ability to distinguish the use of specific tools to address different types of improvement challenges. 5) Summarize key principles for measurement for improvement, and develop and interpret statistical methods used to display data. 6) Discuss and experiment with different strategies for generating innovative ideas for improvement. 7) Integrate fundamental principles, methods, and tools for quality improvement in order to design and implement a quality improvement project. 8) Analyze the strengths and weaknesses of common evaluation designs for quality improvement initiatives through application of the rules of evidence to the published literature.