PUB380 Casemix and Activity Based Funding
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | PUB380 |
|---|---|
| Assumed Knowledge: | Basic Word Processing skills, research skills, data manipulation using tools such as Excel and Access |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,040 |
| Pre-2021 CSP student contribution | $1,597 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $3,024 |
| International unit fee | $4,044 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | PUB380 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Basic Word Processing skills, research skills, data manipulation using tools such as Excel and Access |
| Coordinators: | Bronwyn Whelan | bm.whelan@qut.edu.au Sue Walker | s.walker@qut.edu.au |
Overview
Health care is complex and involves many different interventions and activities. To better understand this complexity, and to describe and manage it, methods for describing the ‘products’ or ‘activities’ that the health system delivers are needed. Casemix systems are information tools that group patients into clinical meaningful and resource homogenous groups to classify episodes of patient care. Casemix enables better decisions about equitable allocation of resources, changes aimed at increasing productivity and improved service delivery, while facilitating the evaluation of care outcomes. Casemix classifications help explain the relationship between health care activity and the costs of providing care. Activity Based Funding with the AR-DRG classification defines and counts hospital ‘activity’ for acute admitted patients. Other casemix classifications classify the other patient care that hospitals provide: ambulatory, emergency and sub and nonacute care.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically examine, analyse and report on the application of casemix data for production of activity and cost information, quality improvement, utilisation review, planning and funding of health services;
- Describe the processes for counting, costing and modelling health activity data;
- Describe the casemix classification systems applicable to acute, ambulatory, emergency and sub and nonacute care
- Explore data quality issues associated with casemix information systems and review strategies for improving data quality and timeliness;
- Effectively communicate a contemporary working knowledge of casemix information and ABF as it applies to healthcare management
Content
Major topics include history and development of casemix classification systems, current ABF and casemix systems and funding models; ABF in the public and private health sectors; information fundamentals for ABF; approaches to casemix data quality issues; uses of casemix data for purposes other than funding. Topics also include consideration of funding of health care across diverse cultural populations (including indigenous and rural and remote populations), industry-relevant digital practices, and capturing information related to the sustainable development goals.
Learning Approaches
Teaching approaches to this unit have been based on the principles of adult learning theory and practice and will use flexible learning approaches that will include weekly recorded lectures, online tutorials and four intensive workshops, which will be available both on campus and online. Guest lectures and presentations will be provided by health managers with experience in ABF developments and casemix management.
The unit is designed to provide a balance between breadth, for example through coverage of topics in lectures, workshops and readings; and detail, achieved, for example, through focus on fields of particular interest in the assignments.
You can undertake this unit fully online through a combination of synchronous and asynchronous learning activities. Weekly study notes and activities will assist in raising key issues for student learning.
Feedback on Learning and Assessment
Individual and whole of class feedback on the discussions and activities conducted in workshops and tutorials will form the basis of the formative assessment. In addition, individual written and oral feedback associated with the marking of assessments will constitute summative assessment for the unit.
Assessment
Overview
Feedback on issues discussed in tutorials and workshops will form the basis of the formative assessment in this unit.
Summative Assessment will be comprised of two assessment items. Assessment 1 is a research-based assignment requiring written responses to a series of questions about casemix and ABF. Assessment 2 has two parts. Part 1 requires research and responses to a series of questions relating to casemix and ABF in a Hospital and Health Service, Part 2 requires development of a Powerpoint presentation relating to the answers in part 1. This presentation will be developed to be suitable for delivery to senior clinicians and the management team of the Hospital and Health Service.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research Paper
This research-based assignment requires you to demonstrate knowledge about the way that activity based funding and casemix management inform decision-making and improve service delivery.
This assignment is eligible for the 48 hour late submission and assignment extensions.
Assessment: Real World Case Analysis and Presentation
This assignment is designed to give you practical experience in researching specific casemix issues relevant to the workplace and developing a presentation that would be provided to hospital management and senior clinicians about those issues. The first part of the assignment requires responding to a series of questions and the second part requires the development of a PowerPoint presentation about those issues.
Part 2 represents a verified identity assessment as the presentation must be recorded with your image seen as you present.
This assignment is eligible for the 48 hour late submission and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There are no required references for this unit.
Resource Materials
Other
Weekly lecture notes and recordings made available online. Canvas site with links to electronic and other resources. Course Materials Database for reading materials.
References from various government sources (State, Federal and international) will be available.
Risk Assessment Statement
There are no out-of-the-ordinary risks in this unit apart from those associated with substantial computer-based work.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU51 Bachelor of Health Information Management
- Critically evaluate and apply theoretical and technical perspectives on health information management (HIM), applicable to professional practice to solve routine and emergent problems. [Knowledge, Practice]
Relates to: Research Paper, Real World Case Analysis and Presentation - Initiate effective approaches for engaging in critical thinking, decision making and problem solving that reflect diverse perspectives and culturally safe and responsive practice, encompassing evidence-based HIM solutions. [Practice, Values/Disposition
Relates to: Research Paper, Real World Case Analysis and Presentation - Employ digital capabilities in accessing, evaluating, utilising and communicating digital health information across a range of stakeholders, and intra- and inter-professional contexts that demonstrate independence, accountability, creativity and initiative as a HIM professional. [Practice, Values/Disposition]
Relates to: Research Paper, Real World Case Analysis and Presentation - Exercise judgement in the context of HIM, informed by sustainable, legal, ethical, and professional perspectives that promote social inclusivity, multidisciplinary collaboration and reflective practice. [Values/Disposition, Knowledge, Practice]
Relates to: Research Paper, Real World Case Analysis and Presentation
Unit Outline: Semester 1 2024, Online
| Unit code: | PUB380 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Basic Word Processing skills, research skills, data manipulation using tools such as Excel and Access |
Overview
Health care is complex and involves many different interventions and activities. To better understand this complexity, and to describe and manage it, methods for describing the ‘products’ or ‘activities’ that the health system delivers are needed. Casemix systems are information tools that group patients into clinical meaningful and resource homogenous groups to classify episodes of patient care. Casemix enables better decisions about equitable allocation of resources, changes aimed at increasing productivity and improved service delivery, while facilitating the evaluation of care outcomes. Casemix classifications help explain the relationship between health care activity and the costs of providing care. Activity Based Funding with the AR-DRG classification defines and counts hospital ‘activity’ for acute admitted patients. Other casemix classifications classify the other patient care that hospitals provide: ambulatory, emergency and sub and nonacute care.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically examine, analyse and report on the application of casemix data for production of activity and cost information, quality improvement, utilisation review, planning and funding of health services;
- Describe the processes for counting, costing and modelling health activity data;
- Describe the casemix classification systems applicable to acute, ambulatory, emergency and sub and nonacute care
- Explore data quality issues associated with casemix information systems and review strategies for improving data quality and timeliness;
- Effectively communicate a contemporary working knowledge of casemix information and ABF as it applies to healthcare management
Content
Major topics include history and development of casemix classification systems, current ABF and casemix systems and funding models; ABF in the public and private health sectors; information fundamentals for ABF; approaches to casemix data quality issues; uses of casemix data for purposes other than funding. Topics also include consideration of funding of health care across diverse cultural populations (including indigenous and rural and remote populations), industry-relevant digital practices, and capturing information related to the sustainable development goals.
Learning Approaches
Teaching approaches to this unit have been based on the principles of adult learning theory and practice and will use flexible learning approaches that will include weekly recorded lectures, online tutorials and four intensive workshops, which will be available both on campus and online. Guest lectures and presentations will be provided by health managers with experience in ABF developments and casemix management.
The unit is designed to provide a balance between breadth, for example through coverage of topics in lectures, workshops and readings; and detail, achieved, for example, through focus on fields of particular interest in the assignments.
You can undertake this unit fully online through a combination of synchronous and asynchronous learning activities. Weekly study notes and activities will assist in raising key issues for student learning.
Feedback on Learning and Assessment
Individual and whole of class feedback on the discussions and activities conducted in workshops and tutorials will form the basis of the formative assessment. In addition, individual written and oral feedback associated with the marking of assessments will constitute summative assessment for the unit.
Assessment
Overview
Feedback on issues discussed in tutorials and workshops will form the basis of the formative assessment in this unit.
Summative Assessment will be comprised of two assessment items. Assessment 1 is a research-based assignment requiring written responses to a series of questions about casemix and ABF. Assessment 2 has two parts. Part 1 requires research and responses to a series of questions relating to casemix and ABF in a Hospital and Health Service, Part 2 requires development of a Powerpoint presentation relating to the answers in part 1. This presentation will be developed to be suitable for delivery to senior clinicians and the management team of the Hospital and Health Service.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research Paper
This research-based assignment requires you to demonstrate knowledge about the way that activity based funding and casemix management inform decision-making and improve service delivery.
This assignment is eligible for the 48 hour late submission and assignment extensions.
Assessment: Real World Case Analysis and Presentation
This assignment is designed to give you practical experience in researching specific casemix issues relevant to the workplace and developing a presentation that would be provided to hospital management and senior clinicians about those issues. The first part of the assignment requires responding to a series of questions and the second part requires the development of a PowerPoint presentation about those issues.
Part 2 represents a verified identity assessment as the presentation must be recorded with your image seen as you present.
This assignment is eligible for the 48 hour late submission and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There are no required references for this unit.
Resource Materials
Other
Weekly lecture notes and recordings made available online. Canvas site with links to electronic and other resources. Course Materials Database for reading materials.
References from various government sources (State, Federal and international) will be available.
Risk Assessment Statement
There are no out-of-the-ordinary risks in this unit apart from those associated with substantial computer-based work.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU51 Bachelor of Health Information Management
- Critically evaluate and apply theoretical and technical perspectives on health information management (HIM), applicable to professional practice to solve routine and emergent problems. [Knowledge, Practice]
Relates to: Research Paper, Real World Case Analysis and Presentation - Initiate effective approaches for engaging in critical thinking, decision making and problem solving that reflect diverse perspectives and culturally safe and responsive practice, encompassing evidence-based HIM solutions. [Practice, Values/Disposition
Relates to: Research Paper, Real World Case Analysis and Presentation - Employ digital capabilities in accessing, evaluating, utilising and communicating digital health information across a range of stakeholders, and intra- and inter-professional contexts that demonstrate independence, accountability, creativity and initiative as a HIM professional. [Practice, Values/Disposition]
Relates to: Research Paper, Real World Case Analysis and Presentation - Exercise judgement in the context of HIM, informed by sustainable, legal, ethical, and professional perspectives that promote social inclusivity, multidisciplinary collaboration and reflective practice. [Values/Disposition, Knowledge, Practice]
Relates to: Research Paper, Real World Case Analysis and Presentation