On December 13, 2017, authors Donna K. Hammaker and Thomas M. Knadig will be conducting a special breakfast talk on health care management and the law. Hammaker and Knadig, who serve on the faculty at Saint Joseph's University in Philadelphia, are co-authors of two Jones & Bartlett Learning texts, including Health Care Management and the Law, Second Edition and Health Care Ethics and the Law.
Physical therapy students need both the knowledge and skills necessary to evaluate medical evidence and apply it to the practice of physical therapy. They find both in Guide to Evidence-Based Physical Therapist Practice, Fourth Edition by Dianne V. Jewell, the leading evidence-based practice text for physical therapy. In a recent 4-star review, Monique Serpas, PT, DPT, OCS, from Touro Infirmary, writes for Doody's Review Service that it is a "comprehensive introduction."
Teaching online is convenient and access is fast. However, that same convenience and speed of access can also create unwanted conflicts that might not occur in a face to face classroom. This month, I am going to follow up on my November post about Diversity and Online Learning with some conflict scenarios that revolve around diversity. These are not for students, however, they are for faculty who teach online. I have categorized the conflicts by Student/Student, Student/Faculty, and the dreaded Group Project. Sample solutions are at the end.
Ronald B. Gillam, co-author of Communication Sciences and Disorders: From Science to Clinical Practice, Third Edition, recently published an article for the American Speech-Language-Hearing Association (ASHA) entitled "ASHA Report: PhD Programs in Communication Sciences and Disorders: Innovative Models and Practices of PhD Education." In the featured piece, Gillam discusses a report from the Academic Affairs Board (AAB) of ASHA following interviews in fall 2016 from "73 of the 76 directors of PhD programs in communication sciences and disorders (CSD) in the United States."
by Sara Wilensky, JD, PhD
Co-author of Essentials of Health Policy and Law, 3rd Edition
With the passage of the American Health Care Act (AHCA) in the House on May 4, 2017, the health reform debate moved to the Senate. The Senate completely scrapped the House bill and released its own version of health reform, the Better Care Reconciliation Act of 2017 (BCRA). Despite important differences, AHCA and BCRA followed roughly the same contours. Both bills reduced taxes, eliminated government mandates, lowered federal government spending, lowered premiums for some people while increasing them for others, phased out Medicaid expansion under the Affordable Care Act (ACA), and ended Medicaid as an entitlement program. According to the nonpartisan Congressional Budget Office (CBO), the effect of the bills would be to increase the number of uninsured, reduce the deficit, lower costs for young and healthy consumers, and increase costs for older and poorer consumers., Unlike the House, however, the Senate could not muster enough Republican support to pass BCRA (or the Senate’s other two bills), stalling the health reform debate in Congress. After a month of relative quiet, the Senate is trying again with its consideration of the Graham-Cassidy bill to repeal and replace the ACA.
By Suzet M. McKinney, DrPH, MPH
Author of the upcoming Pubic Health Emergency Preparedness: Practical Solutions for the Real World
It’s hard to believe that it has been over 10 years since Hurricane Katrina tore through the Gulf Coast region, leaving damage and devastation that would take years to repair. I think it’s safe to say that Katrina was the most devastating storm ever seen here in the U.S.; a category 5 hurricane of epic proportions. The all too vivid images of entire neighborhoods underwater, desperate pleas for rescue scribbled across rooftops, and deceased bodies floating down the streets turned urban rivers, seemed more like a scene from a third world country, than a beloved, modern day American city. At the time, not many of us thought we’d ever see anything like it again in our lifetimes. And now comes, Harvey.
Topics: Public Health
By James A. Johnson, PhD, MPA, MSc
Author of Comparative Health Systems, 2nd Edition
Students in the U.S. and in many other countries as well, too often have a limited view of health care and population health, many times failing to see beyond their own borders. This is especially so when we consider the myriad health systems that emerged in the widest range of cultures and social contexts imaginable. Each of the countries of the world has a responsibility to its citizens and residents to provide for health and well-being. Some take this responsibility seriously and others do not. Some have severe resource constraints and others do not. Given the diversity of socio-political circumstances and variations in culture and history, we now see many variations.
Excerpted from the Preface of Health Program Planning and Evaluation, 4th Edition,
by L. Michele Issel, PhD, RN, University of North Carolina College of Health and Human Services Department of Public Health, Charlotte, North Carolina
By Kristina M. Young, MS & Philip J. Kroth, MD, MS
Authors of Health Care USA, 9th Edition
Amidst all the rhetoric and bluster of the health care debate, public discourse suggests that many lawmakers and the American public have little understanding of the fundamental principles of how insurance actually works. Regarding the ACA, calls to end its “individual mandate” because it infringes upon personal rights, suggestions to segregate people with pre-existing conditions into high-risk pools, and proposals to cap life-time health insurance benefits are only three examples of what seem to bespeak an enduring ignorance. In the face of all controversies, health insurance market principles remain grounded in insurers’ management of risk and how insurance works.
By Richard Skolnik, MPA
Author of Global Health 101
The quest for Universal Health Coverage (UHC) is central to all efforts in global health. Indeed, all high-income countries, except the United States, have had a system of universal health coverage for some time and all low-and middle-income countries have at least a commitment in principle to achieving UHC as soon as possible.
In this context, it is important for those of us who teach global health to understand the concept of UHC, some of the key reference materials that deal with UHC, and some of the countries that we want our students to study to best understand the “quest for universal health coverage.”