Universitat Internacional de Catalunya
Healthcare Procedure Management
Other languages of instruction: Catalan, English
Teaching staff
Dr. Boi Ruiz boi.ruiz@uic.es
Objectives
- Analyze the management of healthcare processes in the context of knowledge-based organizations, with patient participation and a patient-centered approach.
- Apply the principles and tools of clinical management at different levels, centers, and care units.
- Design and evaluate care processes focused on quality, efficiency, continuity of care, and safety.
- Use information systems for the management, monitoring, and improvement of clinical processes.
- Analyze clinical management in the field of primary care and its impact on health outcomes.
- Evaluate process management models in specialized, intermediate, and mental health care, and manage the impact of chronic conditions.
- Manage the daily operations of general hospitals and highly specialized hospitals, as well as their diagnostic services.
- Integrate the perspective of continuity of care and coordination between levels in process management.
- Analyze and apply network-based management models in the healthcare field.
- Understand and manage urgent care and emergencies.
- Manage innovation and research in healthcare organizations.
Competences/Learning outcomes of the degree programme
- CN02 - Identify the portfolio of services and the key healthcare processes of each organisation and level of health level.
- CP03 - Interpret the needs and expectations of patients, either real or potential, to evaluate management programmes in the healthcare field.
- CP05 - Apply the techniques for the correct management of people in a real healthcare management situation, respecting fundamental equal rights between men and women, and the promotion of human rights and the values inherent in a peaceful society of democratic values using inclusive, non-discriminatory language without stereotypes.
- HB01 - Apply a multidimensional view to planning (planning, organising and directing) in order to develop the capacity for autonomous and multidisciplinary work with agile decision-making in the field of health management
- HB02 - Analyse the benefits and potential of each element that makes up the various healthcare models (local, national and international, public and private sectors), prioritising decisions that take into account the benefit of well-being and health for the healthcare system.
- HB03 - Suggest solutions for target requirements to achieve a balance between supply and demand in the field of healthcare management.
- HB04 - Use reliable sources of information for appropriate decision-making at all levels of the healthcare organisation, and use these sources to form the basis for innovation and research management in their centre. In doing so, identify ideas that generate new products or services and that can be transferred to society through patents, the creation of new start-ups, spin-offs or companies.
- HB05 - Propose an action plan to ensure coordination between different levels of care in the field of health management.
- HB07 - Relate learned concepts to real situations and apply them properly. Keep informed of the aspects that directly or indirectly influence healthcare organisations (budget management, regulatory applications, environmental health situations, etc.).
Teaching and learning activities
In person
Teaching methodologies
The teaching methodologies planned for the basic, compulsory, and elective subjects are:
• Theoretical Classes (TC): This is a scenario in which the teacher conveys knowledge to the entire group of students in a classroom, intending to activate the cognitive processes in the student. The teacher is the one who presents, and the student primarily takes on the role of a receiver. In these classes, the teacher will utilize various teaching methodologies.
• Case Work (CW): This methodology will be conducted in small groups of students who will deliberate on cases or examples related to healthcare management, both real and simulated, with the participation of the teacher, culminating in a presentation of a common conclusion that allows for knowledge acquisition.
• Discussion and Debate (DD):Students will have documentation and time to review, prepare, or gather information, so that their contributions to the group are maximized. Discussions and activities will take place in small groups within the classroom, employing strategies that encourage student participation. This format may also be conducted during lectures as a complementary activity.
• Tutorials (TUT): A personalized advisory relationship is established, where the teacher attends to, facilitates, and guides one or several students in their educational process.
• Self-Learning Activities (SLA): These activities are designed for the student to solve problems independently, using the materials provided and the information gathered in classroom sessions and/or during the internship period, as well as the supplementary documentation provided, bibliographic references, etc.
• Personal Study (PS): The student will need to dedicate time to personal study, preparation for classes, and preparation of cases to be worked on in the classrooms, etc.
Learnig Activities
The Learnig Activities planned for the basic, compulsory, and elective subjects are:
• Lectures (L): This is a scenario in which the teacher conveys knowledge to the entire group of students in a classroom, intending to activate the cognitive processes in the student. The teacher is the one who presents, and the student primarily takes on the role of a receiver. This methodology will be the most frequent for transmitting general knowledge and ensuring the achievement of most competencies.
•Seminar (S): Students will have documentation and time to review, prepare, or gather information, so that their contributions to the group are maximized.
• Tutorials (TUT): A personalized advisory relationship is established, where the teacher attends to, facilitates, and guides one or several students in their educational process, whether for theoretical training, practical work, or master’s thesis. It helps to identify aspects that require reinforcement or further development.
•Personal Study and Self-Learning Activities (PSA):These activities are designed for the student to analyze, seek information, or solve problems independently, using the materials provided and the information gathered in classroom sessions and/or during the internship period, as well as the supplementary documentation provided, bibliographic references, etc. This takes place in all modules and throughout the entire master’s program, including internships and the master’s thesis. The objective is to deepen
Evaluation systems and criteria
In person
The assessment systems planned for basic, compulsory, and elective subjects are as follows:
Written Exam (WE): The course will be assessed on a continuous basis through written examinations conducted throughout the academic year. The final mark will be calculated as the arithmetic mean of the different exams, each with an equal weight in the final mark.
The student will have one week to develop the proposed topics, supported by bibliography, documentation provided by the teachers, notes, etc. The teaching committee will evaluate the content and coherence, the assimilation, acquisition, and utilization of concepts, innovative contributions, the presentation in order and method, and the acquisition and integration of competencies.