Transforming Leaders. Transforming Healthcare.
The Executive Master of Healthcare Leadership is an accelerated program of intense study focused on leading transformative change in the healthcare industry. The faculty and participants in the program have a depth of experience in the healthcare industry and are fully engaged in addressing the gaps and constraints of the current system. The course of study is tailored to this industry and leadership development is purposefully considered in the healthcare context.
With this program, students:
- Benefit from Brown’s strength in public health, public policy, health economics, and evidence-based medicine
- Examine the conditions and limitations of healthcare systems around the world and confront the challenges of reformulating them
- Contribute significantly to peer-to-peer learning while working as cohorts closely with expert faculty
- Gain a comprehensive perspective that goes beyond local concerns, and develop the knowledge and skills to create flexible, responsive and sustainable organizations across the healthcare industry
- Leave the classroom well-positioned to lead in the clinical, corporate, and public sectors; interpret and use data for sound decision making; and promote outstanding health care for patients as well as financial health for their organizations
In this course, students appraise past and current healthcare policy developments. Students explore some of the peculiar features of medical care in the U.S. from the patient’s perspective, and in terms of coverage, financing, and special populations. Students put the U.S. healthcare system in perspective by critically examining various methods of health services delivery and financing in other countries. Participants examine various efforts in the U.S. to change the delivery of medical care, as they question assumptions, think creatively and consider integrated patient care solutions. The objective is to ground the students’ ability to lead change in an understanding of the current financing and delivery system, to provide some sense of the degree of change in the status quo that is possible, and to prepare them to lead new paradigms of integrated care in the U.S. and globally.
On completion of this course, students will be able to compare and contrast U.S. healthcare policies to those of other nations, and explore the potential applications of importing and exporting these practices to demonstrate how political, economic, social, and cultural determinants have shaped the evolution of current national, regional, and local healthcare policies. Throughout this course, students collaborate to develop their critical challenge projects and a healthcare system model focused on integrated patient care.
Instructor: Laurence Chait, MBA
In this course, participants explore the meaning of value creation in healthcare organizations—how it relates to high performance, how it varies and is measured in different healthcare segments, and how it is embodied in the structure and performance of their own organizations. Understanding the tools and techniques of “high performance” is a key to building flexible, responsive, innovative organizations that can adapt and continue to create value in the constantly changing healthcare environment.
A primary focus of the course is on the role of the students as leaders in their own healthcare organizations. A holistic and highly practical High Performance Model of enterprise value creation is presented, and its elements and their relationships are discussed. These elements include tools and techniques such as strategic planning, process improvement, and resource and organizational alignment—as well as change management and knowledge leverage. The elements are discussed from the perspectives of a variety of healthcare organizations, including hospitals, medical practices, healthcare product manufacturers, care providers, insurance companies, and government agencies.
Most importantly, the model is discussed from a practical standpoint—how the participants can apply it to create value in their own organizations. Achieving “high performance” is a key to building flexible, responsive, innovative organizations that can adapt and continue to create value in the constantly changing healthcare environment. Also discussed is how collaborations among organizations in the healthcare arena can support and leverage value creation.
Upon completion of this course, students will be able to describe and give examples of how different healthcare organizations (including their own organizations) create or fail to create value; describe the High Performance Model of value creation, its elements, the relationships among those elements, and the significance of the model; and employ the model to create value for their own healthcare organizations, including the roles and effectiveness of strategy, process, resources, and organization.
Instructor: Jim Austin, MPA, MURP
In the rapidly changing landscape of today, healthcare leaders require critical management and marketing skills to help them guide the transformation of their organizations. In this course, students develop several essential management and marketing skills, specifically in negotiation, conflict management, collaboration, team building, branding, and social media. Students assess their personal leadership styles and build a robust plan for continuous leadership development. Particular emphasis is placed on assessing how these skills are applied in healthcare vis-a-vis other industries.
Upon completion of this course, students will be able to dissect leadership theory and practice to maximize the potential for effective leadership within their organizations and importantly contribute to critical negotiations for transformative change within the healthcare sector.
Through the continuous development of teamwork skills specific to healthcare organizations and analysis, role-playing, and discussion; students will create a robust personal plan for leadership development; emphasizing the specific management and marketing skills that contribute to their effective leadership.
This course provides an overview of the methods and applications of therapy economics, biostatistics and epidemiology in healthcare decision-making. Specific topics include: pharmacoeconomics, decision analysis, comparative effectiveness research, and technology assessment; program evaluation; the critical review and interpretation of published epidemiological studies, institutional oversight of epidemiological research programs; the key four steps of statistical analysis (identification of scientific programs or problems of interest, collection of the required data, analysis and summary of data, and generation of a conclusion).
The primary goal of this course is to enhance each participant’s ability to conduct, supervise, and review health-related program, procedure, and product research, based on fundamental concepts and pragmatic applications of epidemiology, biostatistics, decision analysis, and economics. There is an emphasis on the critical review of professional reading as a method to enhance the ability to process conflicting study results and correctly appraise published printed and electronic information.
Upon completion of the course, students will be prepared to supervise and collaboratively undertake various types of economic evaluations of technology when confronted with the real- world constraints of time, data and budget. Specifically, students will be able to explain and apply basic terminology, concepts, and definitions of epidemiology, health economics, and statistics, interpret measures of disease occurrence and measures of effect, understand the advantages and disadvantages of common study designs in statistics, pharmacoeconomics, health care technology assessments, comparativeness effectiveness research, and epidemiology. Students will work collaboratively to develop and implement an analytical plan that relates to their Critical Challenge Project.
Instructor: David Dosa, MD, MPH
This course explores the culture of decision-making as well as the structure and role of key US and international regulatory bodies. Students explore how healthcare is regulated, focusing on the major question asked of every health care system: Do existing regulations improve quality, enhance access, and control cost? Within this context, the topics of risk management, public health, and product/drug regulation are emphasized.
At the end of this course, students will be able to define the various ways that healthcare is – or can be – regulated to improve quality, enhance access and control costs. This course will empower students to discuss the policy issues and conflicts that underlie regulation; they will be able to identify and opine on the forces that drive regulation at the local, state, and federal level; critique and contrast international healthcare regulation, and explain how it differs from that seen in the United States; identify public health challenges that can often contradict personal liberties; assess how health care is changing, and be able to speculate how advancements in technology will affect health care regulation in the future. Participants will be able to relate particular past, existing, or future regulatory initiatives to their Critical Challenge Projects.
Instructor: Mark Schneider, MBA
Participants identify and exploit the leverage available from information technology in improving patient care, through the study and use of electronic patient records, electronic personal health records, patient-provider-payer portals security requirements, computerized prescribing, electronic documentation, the use of data for standard reports, scorecards, dashboards, and sharing of information for research.
Upon completion of this course, students will be able to recognize the issues that led to the current state of health information technology (HIT) and the barriers that need to be overcome for HIT to be a positive agent for change in healthcare. Students will also be able to apply the knowledge they have gained to provide strategic vision and leadership regarding implementing HIT in their Critical Challenge.
Instructor: Randy Peto, MD, MPH
In this course, students explore the quality improvement drivers, principles, systems, and tools that help create a healthcare learning organization. Students discover how quality improvement creates value, how to demonstrate the value of quality improvement to their colleagues, and how to ultimately develop a culture of learning within their organization. Students compare the learning needs of healthcare organizations to those in other industries. Students design and implement a quality improvement project within their own organization, and develop a “learning organization roadmap” for their organization.
Upon completion of this course, students will be able to assess the drivers and history of previous efforts to build systems of improvement within healthcare organizations; explore how to use systems, principles, and tools of improvement to increase quality and value within healthcare organizations; and develop a plan to transform their institutions into learning organizations.
Instructor: Joseph Coyne, Dr.P.H., MPH
This course focuses on the area of financial management as applied to international health organizations. The emphasis in this course is to apply the principles and concepts of international health financial management to global health providers that represent innovative new structures and organizations, such as Accountable Care Organizations (ACOs) offering integrated patient care. Students will gain competency in the application of financial analysis tools and techniques internationally through a case study approach. The financial tools and techniques covered include: (1) working capital management and cash budgeting; (2) break-even analysis and contribution margin analysis using “what-if” scenarios; (3) pricing analysis techniques under different competitive conditions; (4) financial condition analysis using financial statements from international healthcare companies; (5) capital budgeting and cost of capital analysis techniques; (6) return on investment analysis techniques as applied to global healthcare investment ventures; and (7) financial forecasting of future cash flows. Students will gain competencies in interpreting data for sound decision making through application of these financial tools and techniques through case assignments and a class project to analyze the financial results of high performing healthcare organizations serving global markets.
Upon completion of this course, students will be able to utilize a comprehensive range of tools and techniques that can assist them in future financial decision making in complex, multinational healthcare organizations. Students will be able to employ these methods and tools in a meaningful manner that relates to their Critical Challenge Project.
The Critical Challenge: Capstone Project
Instructors: All EMHL faculty
The Critical Challenge Project (CCP) course is an independent project that spans the duration of the Executive Master of Healthcare Leadership (EMHL) program. Each student identifies a critical challenge related to healthcare upon applying to the Executive Master of Healthcare Leadership program; the challenge could relate to his/her organization or to a personal interest. Throughout EMHL, each student works collaboratively with a variety of people including their EMHL peers, professional colleagues, course faculty, advisors, and chairs, integrating various perspectives across healthcare sectors to develop possible solutions to his or her challenge.
Students draw upon knowledge and skills from their coursework with particular emphasis on collaborating across healthcare sectors, considering ethical implications, communicating effectively, and developing innovative, transformative, creative, and viable solutions. In addition, students think critically about their challenges throughout their coursework, leveraging course assignments to make progress on discreet components of their critical challenge project, including development of their strategic plan, business plan, and quality improvement plan. Students relate other assignments, as appropriate, to their CCPs.
Key principles students use to define their CCPs include:
- Relevant – meaningful to the student in terms of background, interests, current job, future aspirations, and/or organization
- Consequential – project is broad enough scope to have an impact on stakeholders across the healthcare industry, including patients, providers, and payers
- Realistic – feasible and viable set of steps and expectations within the 16-month program (the overarching challenge does not need to be resolved within the program, but measurable progress toward the defined CCP must be reasonable and appropriate)
- Measurable – contains measurable outcomes of success