PACE UNIVERSITY
SEIDENBERG COMPUTER SCIENCE AND INFORMATION SYSTEMS:
COMPUTER SCIENCE
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COURSE TITLE: |
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Entrepreneurial Health
Informatics (CS 398B_CIT 397B) |
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CREDIT HOURS: |
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4 |
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PREREQUISTES: |
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CS 397N (Technology
Entrepreneurship) |
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TEXTBOOKS: |
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1.
R. Gartee, Health Information Technology Management,
Pearson, 2011. 2.
M. Hunink et
al, Decision Making in Health and
Medicine: Integrating Evidence and Values, Cambridge University Press,
2001. 3.
E. Berner
(Editor), Clinical Decision Support
Systems: Theory and Practice, 2nd ed., Springer, 2007. 4.
J. Timmons and |
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REFERENCES: |
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SEMESTER: |
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Spring 2013 |
Course
Description: Entrepreneurial Health
Informatics is an
interdisciplinary course that provides an overview of computer based clinical
record systems as well as decision support systems for medical application. The
course is project-based with main focus on experiential entrepreneurship
through innovation, evolution, and imitation as well as algorithmic solutions
for health decision support; data acquisition, processing, and analysis; and
delivery systems and services. The main topics covered include health
information technology systems’ standards and terminologies, risks and uncertainty,
data and work-flow modeling, data mining, data visualization, and medical
decision making. Teamwork and entrepreneurship will be infused throughout the
course in the form of creative critical thinking and problem-solving and
calculated risk-taking in the design and development of the algorithms
supported by a quality business plan for a health related information
technology company. Entrepreneurs
and guest speakers will be used; entrepreneurs are for the roles of team
mentors, project selection and scaling,.
Learning Objectives and Outcomes
By the end of the course, each student and team is expected to do the
following:
Objective A
Develop the knowledge and know-how needed to
understand, design, implement, use, evaluate, and manipulate the hardware/software
or algorithms that capture health related data and transform them into readily
accessible user-friendly information that is helpful in medical and healthcare
decision making.
Outcomes
1.
Able
to compare and contrast various data mining techniques used in clinical
decision support.
2.
Can explain
and evaluate how different data mining techniques built-in clinical decision
support systems help medical and healthcare practitioners in providing better
healthcare service, management, and resource utilization.
3.
Understand
the technical design and human-interaction issues of clinical decision support
systems and know how they may be resolved as well as able to think of
additional ways to resolve these hardware/software or algorithmic issues of
clinical decision support systems.
4.
Able
to simply discuss the issues involved in developing, implementing, evaluating,
and maintaining clinical diagnostic decision support systems as well as able
use this acquired knowledge to help explain the challenges involved in using a
computer system to model or emulate medical and healthcare diagnostic methods and
practices.
Objective B
Develop knowledge and critical thinking skills in medical
and healthcare decision making and problem solving of real life problems
through selected and varied clinical cases and examples.
Outcomes
1.
Able
to identify and discuss the sources of uncertainty in actual and hypothetical
medical and healthcare decision making together with knowing the best ways to
describe such uncertainties.
2.
Develop
a clear understanding of the 3-step PROACTIVE algorithm and know its
significance in efficient healthcare decision making as well as be able to implement
into a computer program.
3.
Understand
how to and able to demonstrate use of the results of a medical or healthcare
decision making process as well as know the extent of and the factors affecting
the applicability of such decisions.
4.
Know
how to apply the probabilities used to aid the decision making process for a
patient’s diagnosis, prognosis, and treatment.
5.
Able
to differentiate and compare individual and societal decision making strategies
with the different value judgments associated with each as well as know the
importance and extent of value judgments and how it is used in clinical
decisions.
Objective C
Develop a basic understanding of the healthcare
delivery system including the facilities, technologies, providers,
organizations, and health insurance portability and accountability Act
(HIPPAA).
Outcomes
1.
Able
to read an organizational chart; differentiate between as well as compare
ambulatory, acute, rehabilitation, and long-term care facilities; and can explain
the roles of various direct care providers.
2.
Able
to compare and contrast the workflows of an inpatient facility relative to an
outpatient setting and can identify the organizations important to the
healthcare professions.
3.
Understand
HIPAA privacy and security concepts and can apply HIPAA privacy policy and
follow HIPAA security policy guidelines in a medical facility as well as able
to demonstrate knowledge of HIPAA transactions, uniform identifiers, and
security requirements and safeguards.
Objective D
Develop the sound knowledge, understanding, and skills
needed for classical and electronic healthcare records description, contents,
documentation, organization, storage, and management; as well as the functions
and benefits of these health records in improving healthcare delivery.
Outcomes
1.
Can
demonstrate sound knowledge and reasonable understanding of both primary and
secondary healthcare records and their relative functions including the
continuity of care; the different forms used to record patient information as
well as the data elements, data sets, and policies and procedures.
2.
Able
to discuss the various forms of telemedicine including the relative value of
e-visit.
3.
Differentiate
between source-oriented, problem-oriented, integrated paper records and compare
and contrast them with electronic and hybrid health records.
4.
Compare
and contrast the different methods of filing paper records and can explain the
different techniques used to number health record as well as the value of color
coding.
5.
Able
to clearly and accurately explain the process involved in documenting an image.
6.
Able
to demonstrably describe the workflow of paper records including their inherent
problems, tracking, and storage.
7.
Able
to demonstrate clear knowledge and reasonable understanding of electronic
health records (EHRs), their relative importance, and functional benefits.
8.
Compare
and contrast the different forms of HER data as well as the different methods
use to capture and record the data.
9.
Compare
and contrast the workflow of a healthcare facility using paper health records
and one using EHRs.
Objective E
Acquire usable knowledge and skills in the use of
secondary health records in the healthcare business and the processing
(including data analysis, statistics, and research), reporting, maintenance, and
quality improvement of these records.
Outcomes
1.
Can
adequately explain the purpose and value of secondary health records as well as
the internal and external uses for secondary data.
2.
Able
to compare and contrast an index and a registry, and can clearly discuss the
different types of registries.
3.
Able
to adequately discuss health plan employer data and information set and the
national hospital quality measures.
4.
Understand
healthcare statistical terms and formulas and able to perform data sampling and
statistical calculations for ratio, proportion, mean, median, mode, range, and
standard deviation.
5.
Show
clear knowledge and understanding of significance of data quality and
confidentiality.
Objective F
Able to refine and use the acquired knowledge, skills,
awareness, resources, and tools of entrepreneurship as well as related case
studies and the advice and wisdom of entrepreneurs in a new healthcare product,
service, or venture.
Outcomes
1.
Discuss
the critical aspects of the entrepreneurial mind – the strategies, habits,
attitudes, and behaviors that work for entrepreneurs who build higher-potential
ventures.
2.
Describe
the characteristics of various entrepreneurial groups.
3.
Develop
concepts for evaluating a personal entrepreneurial strategy and an
apprenticeship, and be able to discuss the entrepreneur’s creed.
4.
Able
to assess a small business from a case study and determine its entrepreneurial
aspects
5.
Able
to utilize a framework for self-assessment, develop a personal entrepreneurial
strategy, as well as can initiate a self-assessment and goal-setting process
that can become a lifelong habit of entrepreneurial thinking and action.
6.
Discuss
how entrepreneurs and their financial backers get the odds for success in their
favor by defying the familiar pattern of disappointment and failure.
7.
Articulate
the Timmons’ model of the entrepreneurial process; describe how it can be
applied to your entrepreneurial career aspirations and ideas for businesses;
and describe how recent research confirms its validity.
8.
Able
to analyze and determine the difference between an idea and opportunity as well
as compare and contrast the risks, rewards and tradeoffs of different types of
business from knowledge gained from a case study.
9.
Able
to apply entrepreneurial knowledge and skills in a “real world” business
venture with advice from experienced entrepreneurs
and to present the resulting project of the venture with a supporting business
plan.
10.
Can
discuss the realities that accompany most new ventures and able to describe how
the most successful higher-potential ventures track a circle of ecstasy and
match investors appetites in the food chain for ventures.
11.
Able to
assess an opportunity via a zoom lens on the criteria used by successful
entrepreneurs, angels, and venture capital investors in evaluating potential
ventures
12.
Can
explain the roles that ideas, pattern recognition, and creative process play in
entrepreneurship.
13.
Able
to identify sources of information for finding and screening venture
opportunities.
14.
Able
to use the quickscreen and the venture opportunity screening exercises (VOSE)
techniques to determine whether their ideas are potential opportunities for new
ventures as well as determine the sufficiency of the potential to embark on the
development of a complete business plan.
Professor:
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Dr. A. Joseph
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Office:
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Telephone: |
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212 346 1492 |
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Email: |
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Office Hours: |
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Wednesday: 9:00 pm – 2:00pm |
Project (including
prototype and Business Plan):
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20% [Due date: April
24]
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Business Pitch: |
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10% |
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Team/class participation
and performance: Journal: Collaboration and meetings with
Mentors: |
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20% 10% 10% |
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Homework : Deliverables: |
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0% 16% [Due dates: 2/6; 2/20;
3/20; & 4/10] |
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Midterm examination: |
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14% |
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Final examination: |
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20% |
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Team’s Average Performance
[Bonus]: Above 87%: 75% -- 87%: 65% -- 74%: Below 60%: |
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maximum 10% 10% 6% 3% 0% |
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Note: Writing your business plan for your business
project, work with the Small Business Development Corporation, which is
located here at Pace, to develop and approve the business before submission. |
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Above 92%
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A
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90% -- 92% |
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A- |
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87% -- 89% |
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B+ |
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83% -- 86% |
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B |
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80% -- 82% |
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B- |
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77% --79% |
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C+ |
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70% -- 76% |
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C |
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67% -- 69% |
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D+ |
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60% -- 66% |
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D |
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Below 60% |
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F |
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Note: Grade is computed to the
nearest whole number. |
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TOPICS
AND ASSIGNMENTS
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Week #1 |
A.
The
entrepreneurial mind: crafting a personal entrepreneurial strategy:
Entrepreneurs are leaders; three principles for the entrepreneurial
leadership; timeless research; converging of the entrepreneurial mind;
entrepreneurial reasoning; apprenticeship; myths and realities; a word of
caution; a personal strategy; and the entrepreneur’s creed. The entrepreneurial process:
Entrepreneurship (demystification, start-up, beyond start-up, and paradoxes);
smaller means higher failure odds; Timmons’ model; and practice collide and
the real world. B.
Project:
Orientation to and discussion of project assignment; collaborative learning,
project-based learning, and team dynamics; collection of student information for
team formation; overview of the creative and innovative processes and ways to
improve them; and protecting one’s ideas through patents, trademarks, and
copyrights. C.
Assignment
1a: Individual student project idea and brief class
presentation of it (in week 2) Assignment 1b:
Introduction to and follow-up with mentor to discuss the project idea and its
scope if it is to be completed on schedule (in week 2). |
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Week
#2 |
A.
The
opportunity and screening venture opportunities:
Think big enough; opportunity through a zoom lens; the circle of ecstasy and
food chain for ventures; when an idea is an opportunity; the real world;
spawners and drivers of opportunities; desirable business/revenue model
metrics; the role of ideas; pattern recognition; screening opportunities;
screening opportunities with quick screen and venture opportunity screening
exercises techniques; gathering information and published sources and the
business plan. B.
Project:
Orientation to and discussion of project assignment; collaborative learning,
project-based learning, and team dynamics; collection of student information
for team formation; overview of the creative and innovative processes and
ways to improve them; and protecting one’s ideas through patents, trademarks,
and copyrights. C.
Assignment
1a: Individual student project idea and brief class
presentation of it (in week 2) Assignment 1b:
Introduction to and follow-up with mentor to discuss the project idea and its
scope if it is to be completed on schedule (in week 2): |
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Week #3 |
A.
Elements
of decision making in healthcare: Decision making and
uncertainty; the problem and objectives of PROACTIVE (problem-reframe-objectives-alternatives-consequences
and chances-trade-offs-integrate-value-explore and evaluate); the
alternatives, consequences, and trade-offs of PROACTIVE; integration and
exploration of PROACTIVE; and using the results. B.
Project:
Team project presentation and project approval; strategic problem solving
techniques; case studies of algorithmic solutions to practical problems; overview
of the elements of an effective business plan; plan and design an algorithmic
solution to a financial problem with big data; develop an effective marketing
plan; and entrepreneurship, creativity, and innovation. C.
Assignment
2a: Guest lecturer – Creativity, innovation and
entrepreneurship, and elements of an effective business plan (in week 3) Assignment 2b: Team project idea
presentation, submission, and approval as well as the role and function of
each team member on a team (in week 3) Assignment 2c:
Begin work on project (in week 4) Assignment 2d:
Meeting with mentor (in week 5) |
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Week #4 |
A.
Managing
uncertainty: Introduction; types of probability; diagnostic
uncertainty; prognostic uncertainty; treatment uncertainty; combining
probabilities; and expected value. B.
Project:
Team project presentation and project approval; strategic problem solving
techniques; case studies of algorithmic solutions to practical problems;
overview of the elements of an effective business plan; plan and design an
algorithmic solution to a financial problem with big data; develop an
effective marketing plan; and entrepreneurship, creativity, and innovation. C.
Assignment
2a: Guest lecturer – Creativity, innovation and
entrepreneurship, and elements of an effective business plan (in week 3) Assignment 2b: Team project idea
presentation, submission, and approval as well as the role and function of
each team member on a team (in week 3) Assignment 2c:
Begin work on project (in week 4) Assignment 2d:
Meeting with mentor (in week 5): |
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Week #5 |
A.
Valuing
outcomes: Introduction; decision-making paradigms;
attributes of outcomes; quality-adjusted survival; techniques for valuing
outcomes; relationship among techniques for valuing outcomes; health indexes;
risk aversion and time preference; and quality-adjusted life expectancy
utility and other psychological issues in utility assessment. B.
Project:
Team project presentation and project approval; strategic problem solving
techniques; case studies of algorithmic solutions to practical problems;
overview of the elements of an effective business plan; plan and design an
algorithmic solution to a financial problem with big data; develop an
effective marketing plan; and entrepreneurship, creativity, and innovation. C.
Assignment
2a: Guest lecturer – Creativity, innovation and
entrepreneurship, and elements of an effective business plan (in week 3) Assignment 2b: Team project idea
presentation, submission, and approval as well as the role and function of
each team member on a team (in week 3) Assignment 2c:
Begin work on project (in week 4) Assignment 2d:
Meeting with mentor (in week 5) |
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Week #6 |
A.
Data
mining and clinical decision support systems:
Introduction; data mining and statistical pattern recognition; data mining
and clinical decision support systems; supervised versus unsupervised
learning; classifiers for supervised learning and their evaluation;
unsupervised learning; and other techniques. Design and Implementation Issues:
Technical design issues; reasoning; knowledge acquisition; and human-computer
interaction. B.
Project:
Continue with work on project (algorithmic problem solving – design and
development of prototype); preprocessing of raw data; develop an
understanding of financial statements and prepare a financial plan; develop
and present idea of a new business to the professor and mentor; academic,
technical, and moral supports to teams; and guest speaker C.
Assignment
3a: Regular meetings with mentors (in weeks 7 and 9) Assignment 3b:
Guest Lecturer -- Understanding financial statements and preparing a
financial plan for inclusion into a business plan as well as technical
support for teamwork and develop pitch of new business (in weeks 6 and 9) Assignment 3c:
Project update – team project presentation of progress report (in weeks 6 and
9) |
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Week #7 |
A.
Diagnostic
decision support systems: Definitions of diagnosis; human
diagnostic reasoning; survey of diagnostic decision support systems;
developing, implementing, evaluating, and maintaining decision support
systems; and future diagnostic decision support systems. B.
Project:
Continue with work on project (algorithmic problem solving – design and
development of prototype); preprocessing of raw data; develop an
understanding of financial statements and prepare a financial plan; develop
and present idea of a new business to the professor and mentor; academic,
technical, and moral supports to teams; and guest speaker C.
Assignment
3a: Regular meetings with mentors (in weeks 7 and 9) Assignment 3b:
Guest Lecturer -- Understanding financial statements and preparing a
financial plan for inclusion into a business plan as well as technical
support for teamwork and develop pitch of new business (in weeks 6 and 9) Assignment 3c:
Project update – team project presentation of progress report (in weeks 6 and
9) |
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Week #8 |
A.
Healthcare
delivery fundamentals and HIPAA: Understanding
healthcare facilities; comparing inpatient and outpatient facilities;
healthcare providers and professions; organizations of importance to clinical
professionals; HIPAA; and privacy and security of patient records. B.
Project:
Continue with work on project (algorithmic problem solving – design and
development of prototype); preprocessing of raw data; develop an
understanding of financial statements and prepare a financial plan; develop
and present idea of a new business to the professor and mentor; academic,
technical, and moral supports to teams; and guest speaker C.
Assignment
3a: Regular meetings with mentors (in weeks 7 and 9) Assignment 3b:
Guest Lecturer -- Understanding financial statements and preparing a
financial plan for inclusion into a business plan as well as technical
support for teamwork and develop pitch of new business (in weeks 6 and 9) Assignment 3c:
Project update – team project presentation of progress report (in weeks 6 and
9) |
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Week #9 |
A.
Healthcare
records, organization, and management of health records:
Understanding healthcare records; functions of healthcare records; primary
and secondary records; contents of health records; documentation standards;
continuity of care records; telemedicine; managing health records; how paper
charts are organized; filing paper records; record circulation and storage;
and document imaging systems. B.
Project:
Continue with work on project (algorithmic problem solving – design and
development of prototype); preprocessing of raw data; develop an
understanding of financial statements and prepare a financial plan; develop
and present idea of a new business to the professor and mentor; academic,
technical, and moral supports to teams; and guest speaker C.
Assignment
3a: Regular meetings with mentors (in weeks 7 and 9) Assignment 3b:
Guest Lecturer -- Understanding financial statements and preparing a
financial plan for inclusion into a business plan as well as technical
support for teamwork and develop pitch of new business (in weeks 6 and 9) Assignment 3c:
Project update – team project presentation of progress report (in weeks 6 and
9) |
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Week #10 |
A.
Electronics
health records: Evolution of electronic health records;
functional benefits of an EHR; capturing and recording EHR data; electronic
signatures; and flow of an office fully using EHRs. B.
Prototype of algorithmic solution for
problem of project assignment completed and presented to class for review and
feedback from class and the professor; teams contemplate how to implement the
algorithm in software; teams are aware of how the resulting software product
of the algorithmic solution to the identified problem would test on real data
as well as the implications of such testing; and case study of information
technology entrepreneurship. C.
Assignment
4a: Meeting with mentors (in week 11) Assignment 4b:
Project update – team project presentation of progress report (in week 11) Assignment 4c:
Guest Lecturer – pitching a new business idea to potential investors in hopes
of receiving seed funding (in week 11) |
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Week #11 |
A.
Health
statistics, research, and quality improvement:
Secondary health records, and indexes; registries; processing and maintaining
secondary data; using and reporting
secondary health records; using data for quality improvement;
understanding data analysis and statistics; healthcare statistics; and
keeping data valuable. B.
Prototype of algorithmic solution for
problem of project assignment completed and presented to class for review and
feedback from class and the professor; teams contemplate how to implement the
algorithm in software; teams are aware of how the resulting software product
of the algorithmic solution to the identified problem would test on real data
as well as the implications of such testing; and case study of information
technology entrepreneurship. C.
Assignment
4a: Meeting with mentors (in week 11) Assignment 4b:
Project update – team project presentation of progress report (in week 11) Assignment 4c:
Guest Lecturer – pitching a new business idea to potential investors in hopes
of receiving seed funding (in week 11) |
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Week #12 |
A.
Project:
Completion of implementation of algorithmic solution to the health
informatics problem of the project and the related business plan and inclusive
technical report; have reasonable expectation of how the resulting software
product from the prototype algorithm would perform on real data, as well as
the evaluation and feedback on the completed prototype of the algorithm and
business plan from professor and mentors; and case study of information
technology entrepreneurship. B.
Assignment
5a:Meeting with mentors and share completed project
with mentors and solicit their feedback Assignment 5b:
Prepare project presentation and complete product documentation |
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Week #13 |
Project presentation and
pitch of technical and business plan as well as submission of project report
in the form of a well-conceived business plan and learning journal inclusive
of product documentation. |
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Week #14 |
Final Exam |
NOTE: This course will be
supplemented with two or three guest lectures; case study assignments; and a project
on current issues in entrepreneurship in the healthcare industry and potential
areas of innovations in recent developments in health related technologies. The
project will include the idea and initiative implementation strategies for the
creation of an innovative healthcare venture with a related business plan.
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Note 1:
This course is structured around small collaborative teams in a cooperative
learning environment. A main objective of the course is to have heterogeneous
teams of mixed gender and of different academic, experiential, cultural, and ethnic backgrounds work
together to develop a business plan and business plan related modules.
Students will be encouraged to work together in their respective teams to
form effective and productive entrepreneurial enterprises that share the
learning experience within the context of the course to attain the course’s
objectives and their expected outcomes. Team members will be also encouraged
to help each other with learning difficulties as well as to spend the
required amount time necessary to get to know each other and develop trust in
each other. Each team member is expected to partake in the research, design
and development, and decision making of its team’s projects and is
responsible for the projects’ successful completion, submission, presentation.
Importantly, each team member is expected to meet regularly with the team’s
designated mentor to get advice and suggestions on the designing and
developing the business plan and its modules. A team may identify and consult
with an existing company in need of a solution to problem that is hampering
its growth. Each team member will be individually graded in proportion to his
or her contribution to the projects and presentation. Teams must budget their
available time to ensure that they can devote the necessary amount of time
needed to successfully complete the projects. |
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Note 2:
During the first class session, student background information will be
collected for the purpose of forming the teams and assessing students’
knowledge of the relevant subject area. Students will be placed in teams by
the second class meeting. These teams will be viewed entrepreneurial entities
analogous to enterprising small businesses and as such may assign itself a
class acknowledged and recognized name. |
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Note 3: To
ensure that each team completes the projects in a timely fashion, a strict
time schedule will be followed consistent with regular assignment submission
deliverables. There will be deliverable dates for each team to have specific modules
of its projects completed. |
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Teams:
Each team will consist of three to four students who will participate in the
necessary research, planning, design, and development of the team’s projects.
The ultimate business plant resulting from the projects must be done using a MS
Word in Times New Roman with font size 11 or 12 and the reference list must
adhere to the publication manual of the American Psychological Association. In
addition, each team is expected to maintain proper documentation of all
activities relating to the projects including the business plan with the
marketing and sales plans, and a financial statement in their journal. |
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Web support:
This course will be supported with Blackboard postings of instruction and
guidelines pertaining to the course as well as class presentations, small
business related news, team and class discussions, email correspondence about
the course, questions relating to individual projects, and miscellaneous
course related activities and information.
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Supplementary materials: There will be handouts in class
or web postings of current events and issues that affect Technology Entrepreneurship. Some books that may be helpful for
the course will be posted on Blackboard along with links to pertinent
websites.
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Entrepreneurship,
creativity, and innovation
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Who
creates a new activity in the face of risk and uncertainty for the purpose of
achieving success and growth by identifying opportunities and putting
together the required resources to benefit from them? |
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Creativity is the ability to develop new
ideas and to
discover new ways to of looking at problems and opportunities |
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Innovation is the ability to apply creative
solutions to those problems and opportunities to enhance or to enrich
people’s lives. |
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What
is your team’s name? |