Graduate School of Public Health Medical Sciences Campus | University of Puerto Rico

Master in Health Services Administration Graduate Program

Student Manual AY 2015-2016

Jose A. Capriles Quirós, MD, MPH, MHSA Graduate Program Director Associate Dean for Academic Affairs Medical Sciences Campus August 4, 2015

Program Director Duties and Responsibilities 1 (Official position at GSPH known as Program Coordinator) Sección 10.2 - Nombramiento de Coordinador/a o Director/a de Programa El/a Director/a de Departamento nombrará al/a Coordinador/a de Programa en todos los programas de su departamento. Sección 10.2.1

Funciones Programa

del/a

Coordinador/a

o

Director/a

de

Bajo la dirección general del/a Director/a de Departamento, el/a coordinador /a tendrá todas o algunas de las siguientes funciones. Sección 10.2.2

Coordinar el diseño, la implantación y la revisión del programa académico, así como definir las competencias profesionales de los recursos que participarán en la implantación de dicho programa académico.

Sección 10.2.3

Coordinar la selección y admisión de estudiantes y participar en la promoción del programa académico de los/as estudiantes.

Sección 10.2.4

Coordinar los procesos de matrícula, consejería, tutoría, evaluación y promoción de los/as estudiantes del programa.

Sección 10.2.5

Coordinar la evaluación continua del proceso académico del programa.

Sección 10.2.6

Asesorar al/a Director/a de Departamento en la identificación de las necesidades, oportunidades académicas, prácticas y petición presupuestaria relacionadas con el programa.

Sección 10.2.7

Compensación La compensación por la tarea que desarrollará el/a Coordinador/a del Programa, podrá ser: sustitución de funciones, equivalencia en número de créditos o compensación económica adicional; según acuerdo con el/a Director/a de Departamento y con la aprobación del/a Decano/a.

1

Source: Internal By Laws, Rules and Regulations of the University of Puerto Rico, Graduate School of Public Health, Approved on Faculty Meeting in June 9, 1999 and updated in December 2012.

A Brief History of the University of Puerto Rico Graduate School of Public Health The School of Public Health had its origin in the School of Tropical Medicine, which was founded in 1926 with support from the Rockefeller Foundation and under the auspices of Columbia University. The School of Tropical Medicine soon became a renowned center for research and postgraduate studies. In 1941, at the request of the Department of Health, the School of Tropical Medicine developed graduate courses in the field of public health. These were primarily courses in sanitary engineering leading to a Master of Sanitary Sciences developed as a response to the need for specialized personnel in that area. Subsequently, programs toward the Master of Public Health, Master of Health Education, and Master of Nursing were developed. On May 15, 1949, the Puerto Rico Legislature approved Public Law No.378 authorizing the creation of a School of Medicine at the University of Puerto Rico. The School began operations in the fall of 1950. The Department of Preventive Medicine and Public Health was part of the School of Medicine from its inception. It offered courses in preventive medicine and public health to medical students. In 1955, the Department of Preventive Medicine and Public Health was accredited by the American Public Health Association, a function carried by APHA until 1974 when the Council on Education for Public Health was created. In 1956, the School (still a department of the School of Medicine) assumed an important role in the regionalization of health services in the Island, a plan by which primary, secondary, and tertiary care services were delivered in a coordinated fashion throughout the Island in order to maximize utilization of resources. The School's primary role was and continues to be to train the necessary human resources to deliver many of those services, and one of assessing health needs in the community in order to respond with relevant curricular changes. Due to the outstanding contribution of the Department of Preventive Medicine and Public Health and its teaching programs in the development and organization of health care services in the Island, and due to the growth of its programs, the Academic Senate of the Medical Sciences Campus recommended the creation of the Graduate School of Public Health. On January 27, 1970, the Council on Higher Education authorized, through Certification 42, the creation of the Graduate School of Public Health of the Medical Sciences Campus, which comprised 13 programs. The School thus gained independent status. In 1972, the Medical Sciences Campus moved from the old building of the School of Tropical Medicine in San Juan to a new 10-story building near the University Hospital and other health institutions within the Puerto Rico Medical Center in Río Piedras. That same year the Graduate School of Public Health moved to its facilities within the new building. In 1976, the Council on Higher Education authorized a total reorganization of the Medical Sciences Campus. As part of that reorganization, the School became the Faculty of Biosocial Sciences and Graduate School of Public Health. In 1981, following the recommendation of the faculty, the School was reorganized into five departments: Health Services Administration, Biostatistics and Epidemiology, Environmental Health, Human Development, and Social Sciences. This new organization reflected more adequately the School's

mission, goals, its interdisciplinary character, and commitment to train a new type of public health professional. The eighties were a decade of growth and strengthening of the School's programs in response to social needs and areas of concern in the field of public health. It was a period of development of the biosocial sciences, as evidenced by the creation of the Center for Census Data, the Center for Sociomedical Research, and the Center for Demographic Research. In keeping with the needs of an aging population, the School also created a graduate certificate in Gerontology. It was also involved in outreach efforts through continuing education, extension and extramural courses and programs. In 1984 and 1985, it began offering Master of Science with specialty in Environmental Health, currently an MPH with speciality in Environmental Health, and a Master of Public Health evening programs. An extramural program with the University of Cádiz, Spain, began in 1986. Through this collaborative effort, the faculty offered courses at the University of Cádiz leading to the Master of Public Health and a Master of Science with specialty in Environmental Health. In 1993, the School established the Child Development Center as an exemplary service center, practicing inclusion of infants and toddlers from two months to three years of age. New additions to the School’s academic offerings in the 1990s included a graduate certificate in Developmental Disabilities-Early Intervention, offered by the Center for Developmental Disabilities though the Human Development Department, and an MPH program with a specialty in Gerontology and a program leading to a Master of Public Health Education, both offered as evening programs. In 1996, the Occupational Health Program became a Master of Science with specialty in Industrial Hygiene. In 1998-1999 the Department of Human Development added two new programs, a Master of Public Health with specialty in Nurse Midwifery and a Graduate Certificate in Nurse-Midwifery. These programs prepare professionals in the women’s health care area, particularly in the processes of pregnancy and childbirth, as well as, in family planning and newborn care. In 1999-2000, the School began offering the Doctor of Public Health with a specialty in Environmental Health degree. A second DrPH program in Health Systems Analysis began in 2010-2011 and a third one in Social Determinants of Health began in 2011-2012. The School is currently working on the creation of a doctoral degree in Biostatistics and Epidemiology.

The Socioeconomic and Political Context of the UPR Graduate School of Public Health Puerto Rico is a Caribbean island located between the Caribbean Sea and the North Atlantic Ocean, east of the Dominican Republic. It is the smallest of the Greater Antilles. It includes the main island and a number of smaller islands and keys, including Mona, Vieques, and Culebra. The main island measures 3,500 square miles. It is mostly mountainous with large coastal areas in the northern and southern regions. The Taíno Indians that populated the island for centuries before the arrival of Europeans called the island "Borikén", which was later pronounced by the Spaniards as "Borinquen.” The island was claimed by the Spanish Crown in 1493 in Columbus' second voyage. The native Taínos, were subjected to hard labor and exposed to diseases that greatly reduced the population. African slaves were brought to the Island for agricultural activities, particularly sugar cane. Slavery was abolished in 1873. Intermarriages between Europeans, Taínos, and Africans led to a population of mixed ancestry. As a result of the Treaty of Paris, that ended the Spanish-American War, Spain ceded Puerto Rico to the United States in 1898. The Jones Act of 1917 granted US citizenship to Puerto Ricans. As a result, Puerto Ricans have served in the US military in all wars since World War I. In 1952, Puerto Rico became a Commonwealth and as such, elects governors and legislators for four years terms and a congressional representative—the Resident Commissioner--who has voice, but no vote in the House of Representatives. Political parties have evolved over the 20th century and have platforms supporting one of three formulas of government—commonwealth, statehood, or independence. Plebiscites held in 1967, 1993, 1998, and 2012 have not lead to a change in political status. The government of Puerto Rico is based on the Republican system and is composed of three branches: the executive branch headed by the governor, the legislative branch consisting of a bicameral legislature (a Senate and a House of Representatives) and the judicial branch. The legal system is based on the Spanish civil law system, but has incorporated numerous elements of the common law system by its relation to the US judicial system. As the 50 states, the Island has a state court system and a Supreme Court, as well as federal courts. In the federal court system Puerto Rico is under the Circuit Court of Boston and ultimately, the US Supreme Court. Members of the Judicial Branch are appointed by the governor and confirmed by the senate. Puerto Rico is divided into 78 municipalities, each of which elects a mayor and a municipal legislature. The official languages of Puerto Rico are Spanish and English. Spanish is the primary language used in government and business. English is taught in schools through high school and in college. While Spanish is the vernacular language, many Puerto Ricans are bilingual or have some knowledge of English. Migration has been a major part of Puerto Rico's history. Besides the forced migration of African slaves, during the 19 th century immigrants came from

Spain, and to a lesser extent, from other Latin American countries. In the 20 th century, Puerto Ricans migrated in large numbers to New York and other northeastern cities. During the last two decades of the 20 th century, migration extended to southern cities, such as Orlando, Miami, and Atlanta. Census data indicates that about four million Puerto Ricans live in the continental United States. In the early 1900s the main component of Puerto Rico's economy was agriculture. In the late 1940s an economic initiative called Operation Bootstrap sought the development of manufacturing industries throughout the island by offering tax exemptions to corporations willing to establish factories in the Island. In a period of less than thirty years, manufacturing replaced agriculture as the main source of employment. The economic conditions in Puerto Rico have improved dramatically since the 1940s mostly due to external investment in capital-intensive industries such as petrochemicals, pharmaceuticals, and the tourist industry. The end of the 20th century saw the end of tax exemptions to industries investing in Puerto Rico. This contributed to the relocation of some industries to Latin American and Asian countries. Puerto Rico has not been the exception to the challenging global economic situation. This is demonstrated by a per capita GDP (at constant 1954 dollars) estimate of $2,861 for 2013, which shows a decrease from the $3,034 level measured in 2004 [1]. After accounting for inflation and a decrease in the total population of the island, this represents a reduction of 5.7% in the per capita income of the average citizen. This economic deceleration has had a direct effect on University of Puerto Rico resources, since the university receives 9.6% of all Puerto Rico tax revenues. For comparison, by 2011, Puerto Rico had a 45.6% poverty rate, according to the US Census Bureau, which doubles that of the poorest state in the US (Mississippi) with a poverty rate of 22.6% in 2011.

Introduction to Master in Health Services Administration (MHSA) University of Puerto Rico Graduate School of Public Health Brief History of the UPR GSPH and the MHSA Program The Graduate School of Public Health had its origin in the School of Tropical Medicine, which was founded in 1926 with support from the Rockefeller Foundation and under the auspices of Columbia University. The School of Tropical Medicine soon became a renowned center for research and postgraduate studies. In 1941, at the request of the Department of Health, the School of Tropical Medicine developed graduate courses in the field of public health. These were primarily courses in sanitary engineering leading to a Master in Sanitary Sciences developed as a response to the need for specialized personnel in that area. Subsequently, programs toward the Master in Public Health, Master in Health Education, and Master in Nursing were developed. On May 15, 1949, Public Law No.378 authorizing the creation of a School of Medicine at the University of Puerto Rico was approved by the legislature. The School was organized and began operations in the fall of 1950. The Department of Preventive Medicine and Public Health was part of the School of Medicine from its inception. It offered courses in preventive medicine and public health to medical students. In 1955, the Council on Education accredited the Department of Preventive Medicine and Public Health as a school of public health for Public Health (CEPH). In 1956, it assumed an important role in the regionalization of health services in the Island, a plan by which primary, secondary, and tertiary care services are delivered in a coordinated fashion throughout the Island in order to maximize utilization of resources. The School's primary role has been one of training the necessary human resources to deliver many of these services, and one of assessing health needs in the community in order to respond with relevant curricular changes. The Program was established in 1966 and approved by the Council on Higher Education of the Commonwealth of Puerto Rico on June 12, 1967 (Certification No. 103). The Health Services Administration Program began in the month of August of the Academic Year 1966-1967 in the School of Tropical Medicine in the Old San Juan. In May of 1968 it graduated its first class. A total of fifteen new health services administrators began the arduous task improving the managerial function of our local hospitals. In 1969, the MHSA Program received its first accreditation. On January 27, 1970, the Council on Higher Education authorized, by Certification No. 42, creation of the Faculty of Public Health of the Medical Sciences Campus of the University of Puerto Rico. The School thus gained independent status. At the time there were thirteen academic programs that

reflected the School's philosophy and sense under mission, including the MHSA program. In 1972, the Medical Sciences Campus moved from the old building of the School of Tropical Medicine in San Juan to a new 10-story building near the University Hospital and other health institutions within the Puerto Rico Medical Center in Río Piedras. That same year the Graduate School of Public Health moved to its new facilities within that structure. In 1976, following Certification No.4 of the Council on Higher Education, which called for a total reorganization of the Medical Sciences Campus, a new organization for the School, was proposed. The following departments were established: Department of Environmental Health, Department of Biostatistics and Epidemiology, Department of Social Sciences, and Department of Administration. The MHSA Program of the University of Puerto Rico, Graduate School of Public Health established its Vision, Mission, Goals and Objectives statement in June 2007, after an assessment based on internal and external inputs from the program's primary constituencies. The Vision, Mission, Goals and Objectives statement that follows has been instrumental in guiding the program through its educational, service and research activities were reviewed and update during AY 2012-2013. During Academic Year 2012-2013, the MHSA Faculty adopted a mission driven competency model that guides the MHSA Curriculum. Mission: Develop through scholarly and service activities, professionals with public health knowledge and the managerial skills required to positively impact the health of the community. Vision: To be the excellent leading Program that guides health administrators in meeting the challenges and finding innovative solutions in the provision of health services. Values: Leadership Integrity Responsibility Respect Diversity Excellence Teamwork GOALS AND OBJECTIVES The Program's goals and objectives comprise the three basic components of our mission: teaching, research and community service. The goals provide areas of

emphasis and the objectives help reconcile our performance with our aspirations, providing the means for our outcome measures. Teaching Goal Develop highly qualified health services administrators through academic experiences that facilitate the students’ development of knowledge, skills, attitudes and behaviors needed to leadership positions for the health care delivery system. Teaching Objectives 1.

Enhance the student ability to communicate clearly and concisely with internal and external customers in the healthcare environment.

2.

Prepare students to facilitate collaborations and alliances among key healthcare stakeholders.

3.

Develop leaders with the knowledge, skills and attitudes to successfully manage decision-making, change and organizational performance.

4.

Develop leaders with the ability to align personal and organizational conduct with ethical and professional standards in healthcare.

5.

Prepare students to evaluate the healthcare system from their managerial and providers role function.

6.

Prepare students to apply business principles in the healthcare environment.

7.

Prepare students to assess disease patterns and community needs for health services.

Research goal Promote scholarly and applied research in the area of health care administration in order to contribute to problem solving. Research objectives 1.

Disseminate scholarly and applied research findings in local and international forums.

2.

Maintain liaisons with public and private agencies, professional organizations, and universities that are conducting research in areas of mutual interest within the health care field.

Community Service goal Provide professional consultation and technical assistance in the area of Health Services Administration to local agencies, programs, and professional associations, in order to improve the quality of the health services. Community Service Objectives 1.

Provide expert technical assistance to private and public health care delivery organizations.

2.

Maintain an active and dynamic role in the community through the placement of students in outpatient and inpatient health care delivery organizations as administrative residents.

3.

Foster networking opportunities and activities with health care executives and other professionals in the field.

4.

Maintain communication with the Puerto Rico Hospital Association and the Puerto Rico College of Health Services Administrators to coordinate the participation of students in professional educational activities.

Last revision: July 2014

UPR MHSA Core Faculty Dr. José A. Capriles-Quirós is a full Tenured Professor and Program Director since he joined the program in 2001. Dr. José A. Capriles is at present the Associate Dean for Academic Affairs of the Medical Sciences Campus, former Associate Dean at the University of Puerto Rico Graduate School of Public Health from 2006 to 2014. His main project in the years has been the development of two doctoral programs in public health, one with specialization in Health System Analysis and Management, and the other with specialization in Social Determinants of Health. Dr. Capriles has occupied different leadership positions at the Graduate School of Public Health, including Acting Chair of the Department of Health Services Administration since May 2005 till August 2006, Program Director – Master in Health Services Administration since 2001, Advisor to the Council of Higher Education in 2002 and 2005, and President, of the GSPH Curriculum Committee from 2003 - 2006. He is at present part of the active faculty team members in charge of the UPR Center for Public Health Preparedness in collaboration with Emory University, Rollins School of Public Health. Dr. Capriles has been actively involved in the development and design of a tabletop exercise to address mass weapon biological agents through this learning strategy. Also, Dr. Capriles has a leading role in developing the curriculum in PH preparedness to address the core competencies needed for first responders, proposed educational and training activities for the UPR Center, contributed to the translation of PH Preparedness materials in CD Rom format, and collaborates with others schools at the Medical Sciences Campus. Dr. Capriles had a leading role in the design and implementation of the first online course on PH Preparedness for graduate students. Dr. José Capriles was appointed as the Director of the Puerto Rico Public Health Leadership Institute, at the Graduate School of Public Health as recommended by Dr. Rosa Pérez-Perdomo, former Dean of the Graduate School of Public Health and ex-Secretary of Health of the Government of Puerto Rico. This innovative program for leadership development of 24 months of duration was co-sponsored by the Department of Health and the Graduate School of Public Health. The curriculum design under the leadership of Dr. Capriles included competencies in transformational leadership, communication, team building, collaboration, and emergency preparedness among others. Over the past three years, The Department of Health and Human Services, Health Resources and Services Administration, Award UB6HP20189-01 funded this center. The center is a partnership between two CEPH accredited academic institutions, the University of Puerto Rico, and the Florida International University, Robert Stempel College of Public Health and Social Work. Dr. Capriles was awarded with $3.2 million training grant to address the needs of the public health workforce in Puerto Rico and the State of Florida (2010-2015). The PHTCs develop and deliver competency based training programs to meet public health workers’ core training needs. These training programs range from basic public health sciences skills to leadership and systems thinking skills. Training from PHTCs is easily available. The PHTCs offer both face-to-face and distance based training opportunities. This is the

first PHTC to offer trainings in Spanish to Hispanic/Latinos in the US. At present, Dr. Capriles is the Principal Investigator of the Puerto Rico Local Performance Site of Region 2 Public Health Training Center (New York, New Jersey, Puerto Rico, and US Virgin Island). Dr. Capriles studied natural sciences at the University of Puerto Rico where he obtained a BS, Major in Biology, Magna Cum Laude. In 1981 he graduated as Doctor of Medicine from the UPR School of Medicine. After this degree, he completed his residency in Pediatrics and Sub-specialty in Neonatal Perinatal Medicine from the San Juan City Hospital Accredited Program in 1984 and 1986 respectively He has received several degrees from the UPR Graduate School of Public Health such as Master in Public Health – Maternal and Child Concentration (1992), Graduate Certificate in Developmental Disabilities and Early Intervention (1995), and Master in Health Services Administration (2001), with 4.00 GPA and Recognition for his Academic Excellence and Leadership, and Graduate Certificate in Gerontology (2015). Dr. Capriles has completed several postdoctoral fellowships at New York University in the areas of Business Education, Ethics, and Online Course Development. He is an active member of the Puerto Rico Health Services Research Institute, Department of Health Services Administration, University of Puerto Rico. Dr. Capriles is a member in good standing of the following associations: ACHE, AUPHA, CAHME, ASPPH, and APHA. Also is the first Puertorrican to be elected for third period at Standard Council of the Commission on Accreditation for Healthcare Managemente Education (CAHME). Dr. Capriles participated in Yale Global Health Leadership Institute during Summer 2015. Professor Roberto Ramírez-García joined the Program in 1981. He is a full Tenured Professor and has a Master’s degree in Health Services Administration from the University of Puerto Rico, as well a doctoral degree in Philosophy-Health Policy from Boston University, where he was a Pew Memorial Trust Fellow in Health Policy. He was the Chair of the Department of Health Services Administration, and held that position from 1996 to 2002. His current work focus is on health care reform initiatives and primary care organizations. He is a frequent guest speaker and lecturer to different health professional organizations, the legislative branch of the Puerto Rico Commonwealth and the School of Medicine of the UPR. Dr. Ramirez was President of the Puerto Rico Foundation for Health, a non-profit organization created through a beginning grant from the Pfizer Corporation to study health and health care issues and submit recommendations to the Governor of Puerto Rico and other interested parties. The Governor of Puerto Rico as part of the group of leaders who evaluated the Healthcare Reform in Puerto Rico in February 2005 and in 2012 appointed Dr. Ramirez. He is an active member of the Puerto Rico Health Services Research Institute, Department of Health Services Administration (University of Puerto Rico). Dr. Ramirez is a member in good standing of the following associations: ACHE and CASS. Professor Roberto Torres-Zeno is a full Tenured Professor who joined the program in 2001. He served as Coordinator of the MPH-General Track Program from 2009-2011 and Chair of the Department of Health Services Administration from 2007-2010. Dr. Roberto Torres, who has a Degree in Health Planning

(1989) and a postdoctoral fellowship in Public Health Policy (1991) from the University of Michigan, was hired initially to teach the health planning content of the curriculum. His specialty areas and research strength focus on strategic planning, indigent care, Latino Health, minority health issues, maternal and child health, complementary and alternative medicine, medical technology assessment and policy studies related to health care delivery systems. Scientific journals where Dr. Torres has published include the Journal of Health Care for the Poor and Underserved, Latino Studies Journal, the American Journal of Electroneurodiagnostic Technology, Human Systems Management, Inquiry, the Journal of Public Health Public and Maternal and Child Health Journal. Dr. Torres taught at Eastern Michigan University for 11 years, where he also served as Director of the Health Administration Program for four years. One of Dr. Torres’ major contributions was the development under his leadership of the Puerto Rico Health Services Research Institute (PRHSRI) established on October, 2003 to develop and enhance the capacity to conduct health services research in the Department of Health Services Administration (DHSA), the MHSA Faculty and the Graduate School of Public Health (SPH) at the University of Puerto Rico Medical Sciences Campus. This initiative was funded initially through a one-million dollars MRISP grant awarded by the Agency for Healthcare Research and Quality for the period 2003-2009. The Institute has been active up to the present with important project contributions from Dr. Ruth Rios-Motta, Coordinator of the DrPH Program on Analysis of Health Service Systems and Management. More recently, Dr. Torres-Zeno collaborated with Dr. Heriberto Marín in the development of feasibility studies regarding the implementation of the Health Information Exchange initiative in Puerto Rico. Professor Heriberto Marín-Centeno is a full Tenured Professor who joined on a full time basis our program in 2007, was appointed during AY 2014-2015 as the Chair of the Department of Health Services Administration. Dr. Heriberto Marín-Centeno is an economist and a professor of the Evaluation Research program. Dr. Marín has been a co-investigator in most of the externally funded research and evaluation projects carried out at the Center for Evaluation and Sociomedical Research of the GSPH since his arrival. His various research interests include the role of mental illness, particularly depression, in work performance; the economic aspects of Puerto Rico's Health Care Reform; and the costs associated with current drug policy in Puerto Rico. He has also provided technical assistance and was an advisor for studies projecting workforce needs for the general economy and the health services sector in Puerto Rico. Over the past three years, he has developed important research projects on service delivery related to cancer, oral cancer and smoking, evaluation of laws on health outcomes, health information exchange initiatives and health issues of the uninsured in PR. He is an active member of the Puerto Rico Health Services Research Institute at the Department of Health Services Administration, University of Puerto Rico. Dr. Marín served as Department Head from 2011-2013 and returned to his faculty position on June 30, 2013. Dr. Marín is a member in good standing of the following associations: APHA. Professor Wanda Altreche-Bernal is a full Tenured Professor who joined the program in 1999. She has a master in science in Evaluation Research of

Health Systems and a doctorate in Institutional Research from Florida State University. Dr. Altreche served as Director of the Office of Institutional and Academic Research of the Medical Sciences Campus for two years (19992001). Dr. Altreche has made important contributions in Educational Research and Testing (Institutional and Evaluation Research) for the President and Vice President for Academic Affairs of the UPR System. Among Dr. Altreche’s responsibilities is the development of the competency of quality assessment of both public health practices and health care delivery focusing on outcomes measurements, process/outcome relationships, and methods for process improvement. Dr. Altreche is a member in good standing of the following associations: APHA and Asociación de Calidad de Salud de Puerto Rico. Professor Mario H. Rodríguez-Sánchez is a full Tenured Associate Professor who joined the program in 1995. He has a Master in Environmental Health, a Master in Public Health Epidemiology and PhD in Organization Psychology. Dr. Rodríguez provided consultant services in the areas of strategic planning, organizational and industrial psychology, education competency models, and student’s assessment to various organizations. Dr. Rodríguez was a key leader in the development of the GSPH Strategic Plan for 2005-2010. He is an active member of the Puerto Rico Health Services Research Institute, UPR Department of Health Services Administration. Dr. Rodríguez is a member in good standing of the following associations: APA and APHA. Over the past years, he has developed considerable scholarly work about asthma prevalence and intervention strategies in Puerto Rico. Dr. Rodríguez is also Vice-President of the St. Luke Evangelical Healthcare System, the largest private provider network in the South region of Puerto Rico. This system includes two hospitals with a total of 510 beds and a home health care component. Professor Dharma Vázquez-Torres is an full Tenured Associate Professor and has a master degree in Health Services Administration from the University of Puerto Rico, Medical Sciences Campus and a doctoral degree in Public Health from Walden University (PhD). Prof. Vázquez is a licensed healthcare administrator and a licensed Public Relation officer with experience in the areas of hospital administration, public relations, marketing, and continuing education. She was appointed as the Residency Coordinator for the Program in 2005. Prof. Vázquez is the Program’s liaison with community preceptors and professional organizations such as Colegio de Administradores de Servicios de Salud de Puerto Rico (Puerto Rico College of Health Services Administrators) and the Asociación de Hospitales de Puerto Rico (Puerto Rico Hospital Association). Her leadership in these organizations has facilitated student participation in seminars and other educational activities where state of the art practices in health services and health services administration are discussed. She has been responsible for the new administrative residency model. Advice students and help them on job placement. Professor Vázquez is a member in good standing of the following associations: ACHE, CASS and AUPHA. Dr. Vázquez is the Liaison with the External Healthcare Community. Professor Angel Rivera was awarded as Full Professor (2015) and works full time for the Program. He has a master’s degree in economics and

completed all requirements for a PhD except for the thesis from Harvard University. He teaches quantitative methods, cost-effectiveness analysis and budgeting. He provides advice to students who continue into research. Professor Rivera is active in applied research and has made studies related to cost estimation, actuarial analysis and financial management. Professor José Pérez-Díaz is an Assistant Professor in the DrPH Program in the UPR Health Services Administration Department. Though his primary appointment is in this program, he is part time faculty in the Program and is involved in its development and decision-making process. Prof. Pérez-Díaz is an expert in financial management of health care organizations. He has extensive experience as an actuarial consultant and health insurance actuarial expert. Prof. Pérez-Díaz has participated in important research studies looking at direct contracting for mental health services in Puerto Rico. He teaches financial management and cost accounting for the Program as well as financial management of health care systems for the DrPH program (specialty in Analysis of Health Care Systems and Management).

Faculty Information

José A. Capriles-Quirós, B.S., M.P.H., M.H.S.A., M.D. Associate Dean for Academic Affairs Medical Sciences Campus Professor and MHSA Program Director GPO Box 365067, Office A756 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 Extensions (787) 758-2525, ext. 1403, 1444, or 1655 Direct (787) 753-4978 Fax (787) 758-2556 [email protected]

Roberto Ramírez-García B.B.A., M.H.S.A., Ph.D. Professor GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1467 (787) 758-2783 [email protected]

Roberto Torres-Zeno B.A., M.P., Ph.D. Professor GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1400 (787) 758-2783 [email protected]

Heriberto Marín-Centeno B.A., M.A., Ph.D. Professor, Chair of the Department of Health Services Administration GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1666 (787) 758-2783 [email protected]

Wanda Altreche-Bernal B.S., M.S., Ph.D. Professor GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1441 (787) 758-2783

Mario H. Rodríguez-Sánchez B.S., M.S., M.S.E.H., M.P.H., Ph.D. Professor GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1436 (787) 758-2783 [email protected]

Dharma Vázquez-Torres B.S., M.H.S.A., Ph.D. Associate Professor, Residency Coordinator, and Liaison with External Healthcare Community GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1434 (787) 758-2783 [email protected]

Angel Rivera-Rodríguez, M.A. Professor GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1468 (787) 758-2783 [email protected]

José M. Pérez-Díaz, B.S, M.B.A., Ph.D. Assistant Professor GPO Box 365067, Office A403 Medical Sciences Campus, Main Building San Juan, PR 00936-5067 (787) 758-2525, ext. 1442 (787) 758-2783 [email protected]

Faculty Publications José A. Capriles-Quirós, MD, MPH, MHSA Grants 

Award UB6HP20189, (HRSA) Period 09/01/2010 – 08/31/2015 Puerto Rico – Florida Public Health Training Center Project Budget - $3,236,711, Capriles JA, Principal Investigator

Publications Peer Review Journals 

Recruitment of HIV positive and negative women in Puerto Rico: the experience of a research team. Lopez-Cordova NM, Figueroa-Cosme, WI, Capriles JA. Ethn Dis. 2010 Winter;20(1 Suppl 1):S1-155-7.



Evidence-based medicine as a tool for clinical decision-making in Puerto Rico. Parrilla-Castellar ER, Almeyda R, Nogales E, Vélez M, Ramos M, Rivera JE, Dá Vila B, Torres V, Capriles JA, Adamsons K. P R Health Sci J. 2008 Jun;27(2):135-40.



"A needs assessment of Health Department employees in Puerto Rico and Floridaʺ (Manuscript ID - HPP-12-0258.R2), accepted for publication in Health Promotion Practice Journal (2013). Capriles JA, et al.

Other Publications 

El derecho a la salud: una perspectiva histórica-legal desde 1947 al 2000. Capriles JA, Lebrón-González, E. Revista Ethos; 6(2008-2009), electronic address http://www.oegpr.net/revista/

Oral Presentations (local, national, and international forums) 

The Way Forward: Leading for Diversity and Inclusion in Healthcare Management Education. Gentry, D., Capriles, JA and Howard, D. AUPHA Annual Meeting 2015. Miami, FL.



El matrimonio de parejas del mismo sexo: un asunto ético de justicia social. Ruiz, E, Capriles JA. Encuentro de Profesionales de la Bioética. Carolina, Puerto Rico (2011).



Competent Public Health workforce: training needs in Puerto Rico. Capriles JA, Rios-Motta, R, Marrero-Padilla, C, Calderón-Rojas, G. 32nd Annual Research and Education Forum, University of Puerto Rico, Medical Sciences Campus (2012).



Competency model development as primary tool for curricular innovations. Capriles JA. 30th Annual Research and Education Forum, University of Puerto Rico, Medical Sciences Campus (2010).



Estudio para la identificación de competencias en genómica para su integración en el currículo de maestría en educación en salud. OrtizPérez W, Rabionet SE, Capriles JA. (2009). 9th. Annual Research and Education Forum, University of Puerto Rico, Medical Sciences Campus.



Communication between Hispanics HIV+ mothers and their adolescent mothers. Capriles JA, Figueroa W, López, N. (2009). 9th. Annual Research and Education Forum, University of Puerto Rico, Medical Sciences Campus.

Poster Presentations 

Necesidades de capacitación en salud pública de la fuerza laboral del sistema de Salud de la Capital. Santiago-Rodríguez, E, Capriles JA, Rios-Motta, R, Marrero-Padilla, C. 33rd Annual Research and Education Forum, University of Puerto Rico, Medical Sciences Campus (2013).



Liaison between Academia and Practice: new strategy to embrace healthcare transformation. Vazquez-Torres, D, Capriles JA, Rodríguez-Sánchez, MH, Martínez-Ruiz, L. AUPHA Annual Meeting, Minneapolis, MN (2012).



Computer literaty among Public Health Workforce in Puerto Rico, poster presentation 14.04.004, 13th. RCMI International Symposium of Health Disparities, (2012), Capriles JA, Rios, R, and Marrero, C.



Competency-based training for Public Health Workforce, Session 4252.0: Academic Public Health Caucus Poster Session II, (2012), Capriles, JA, Rios, R, and Marrero, C.



Sex-based communication among Hispanic HIV+ mothers and their adolescent daughters Capriles JA, Figueroa WI, López-Córdova, NM and Ramón, RO. APHA 137th Annual Meeting, Philadelphia, PA (2009)

Chapter in Books 

El matrimonio de parejas del mismo sexo: un asunto ético de justicia social. Ruiz, E, Capriles JA. In Ensayos en Bioética: una perspectiva puertorriqueña. (2013) Serie Bioética Caribeña. Editorial Argüeso y Garzón, San Juan/ Colombia.

Advocacy Papers 

Resolución Conjunta de la Cámara de Representantes núm. 107 para la evaluación del Proyecto de Ley de la Cámara núm. 99. Capriles JA, Decano Asociado. (2010).



Ponencia Projecto de Ley del Senado núm. 238. Capriles JA et al. (2013).

Heriberto Marín-Centeno, PhD Research Contracts 

Assessment Act No. 66 of March 2, 2006 that prohibits smoking in enclosed on air quality and health of employees. (2006-2008) Principal Investigator. Contract with the Department of Health with funding from the Center for Disease Control and Prevention Cooperative Agreement.



The Cost of Living in the Elderly Population in Puerto Rico. (2007 to 2008) Co-Investigator with Dr. Linda Colon. Study for the Office of the Ombudsman for Older Advance Persons of the Commonwealth of Puerto Rico.



The level Emergency Preparedness and Disaster Tourist Facilities in Puerto Rico. (2008) Co-Investigator with Dr. Ralph Rivera Gutierrez. Center for Public Health Preparedness at the University of Puerto Rico, Medical Sciences Campus.



"Cancer Risk Reduction through Combined Treatment for Tobacco and Alcohol Use". Co-Investigator. Cancer Center of the Medical Sciences Campus of the UPR. (2008)



Level Emergency Preparedness Emergency Room in Puerto Rico. (20092010). Co-Investigator with Dr. Ralph Rivera Gutierrez. Center for Public Health Preparedness at the University of Puerto Rico, Medical Sciences Campus.



Voluntary Organizations and their Role in Emergencies in Puerto Rico. (20092010). Co-Investigator with Dr. Ralph Rivera Gutierrez. Center for Public Health Preparedness at the University of Puerto Rico, Medical Sciences Campus.



Plan for Economic Viability of a Corporation for Health Information Exchange (2011). Principal Investigator, contract with the Department of Health of Puerto Rico.



Evaluation Plan for the Puerto Rico Health Information Exchange Corporation (2012). Co-Investigator. Contract with the Department of Health of Puerto Rico.



Report from the 2012 U.S. Virgin Islands Health Insurance Survey (2012). Coinvestigator. Contract between the RCM and the company Value Advisory Group, LLC



Asthma Management and Control in Puerto Rico: Results from the Asthma Insight and Management Survey (2013). Principal Investigator. Collaboration agreement with Merck pharmaceutical.

Publications  Marín, Heriberto A. El Problema de la Población sin Seguro de Salud en Puerto Rico: Apuntes para el Desarrollo de una Política Pública preparada para la Comisión Evaluadora del Sistema de Salud en Puerto Rico presidida por el Dr. Jorge Sánchez y entregada el jueves 1 de septiembre del 2005.  Marín, H. A., Ramirez, R., Wise, P. H., Torres, R., Peña, M., Sanchez Y. (2009) The Effect of Medicaid Manager Care on Prenatal Care: The Case of Puerto Rico, Maternal and Child Health Journal, Mar;13 (2):187-97.  Ortiz-Ortiz, K. J., Pérez-Irizarry, J., Marín-Centeno, H., Ortiz, A. P., Torres-Berrios, N., Torres-Cintron, M., Figueroa-Valles, N. R. (2010). Productivity Loss in Puerto Rico's Labor Market due to Cancer Mortality. Puerto Rico Health Sciences Journal, 29(3), 241-249.  Marín, H. A. & Diaz-Toro, E. (2010). The Effect of the Smoke-Free Workplace Policy in the Exposure to Secondhand Smoke in Restaurants, Pubs, and Discos in San Juan, Puerto Rico. Puerto Rico Health Sciences Journal, 29(3), 279-285.  Marín, H. A. & Diaz-Toro, E. (2011). Reduced Exposure to Environmental Tobacco Smoke at Casinos in Puerto Rico after the Implementation of a Workplace Smoking Ban in 2007: a Pre-Post Design. Puerto Rico Health Science Journal, 30(4), 182187.  Marín, H. A., Laborde, J. E., Ramírez, R. (2012) Perfil de la población sin seguro de salud en Puerto Rico: Una perspectiva salubrista. Boletín de Economía, Vol. XI, Núm. 2; 6-16.  Lara, M., Ramos, G., Gonzalez, J., Lopez, F., Morales, B., Marin, H., Rodriguez, M., & Mitchel, H. (2013). Reducing Quality-of-Care Disparities in Childhood Asthma: La Red de Asma Infantil Intervention in San Juan, Puerto Rico. Pediatrics, Volume 131, Supplement 1.  Burgos, J., Colon, H., Reyes, V., Marin, H. (2013). Disparities and Barriers encountered by Immigrant Dominican Mothers Accessing Prenatal Care Services in Puerto Rico. Journal of Immigrant and Minority Health (accepted for publication in June 2013). Special Reports 

Rivera Gutiérrez, R., Molina De Jesús, V. D., Marín Centeno, H. A., Rodríguez Figueroa, L., Oliver Vázquez, M., Norat Rodríguez, J. A. (2009). Informe metodológico sobre la evaluación del nivel de preparación y la capacidad de respuesta a emergencias y desastres de los establecimientos que proveen servicios a niñas y niños pre-escolares, personas de edad avanzada y turistas en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.



Oliver Vázquez, M., Rivera Gutiérrez, R., Marín Centeno, H. A., Rodríguez Figueroa, L., Norat Rodríguez, J. A., Molina De Jesús, V. D. (2009). Evaluación del nivel de preparación y la capacidad de respuesta a emergencias y desastres de los establecimientos que proveen servicios a las personas de edad avanzada en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.



Rodríguez Figueroa, L., Rivera Gutiérrez, R., Marín Centeno, H. A., Oliver Vázquez, M., Norat Rodríguez, J. A., Molina De Jesús, V. D. (2009). Evaluación del nivel de preparación y la capacidad de respuesta a emergencias y desastres de los establecimientos que proveen servicios a niñas y niños pre-escolares en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.



Marín Centeno, H. A., Rivera Gutiérrez, R., Rodríguez Figueroa, L., Oliver Vázquez, M., Norat Rodríguez, J. A., Molina De Jesús, V. D. (2009). Evaluación del nivel de preparación y la capacidad de respuesta a emergencias y desastres de los hoteles y paradores en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.



Peña Orellana, M., Padilla Elías, N., Rivera Gutiérrez, R., González Sánchez, J. A., Alonso Serra, H. M., Molina Vicenty, I. L., Marín Centeno, H. A., Millán Pérez, L. I., Monserrate Vázquez, P. E. (2011) Estudio sobre el nivel de preparación para el manejo de emergencias y desastres con víctimas en masa de las salas de emergencias de los hospitales en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.



Molina De Jesús, V. D., Meléndez Larroy, T., Marín Centeno, H. A., Rivera Gutiérrez, R., (2011). Las organizaciones voluntarias y su rol en el manejo de emergencias y desastres en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.



Peña Orellana, M., Padilla Elías, N., Rivera Gutiérrez, R., Marín Centeno, H. A., Miguel Vázquez, L. A., Miranda Bermúdez, J., Molina De Jesús, V. D., Monserrate Vázquez, P. E. (2012) Estudio de Necesidades sobre la Preparación y Capacidad de Respuesta a Emergencias y Desastres en Organizaciones Comunitarias y Hospitales que sirven a Personas sin Hogar en Puerto Rico. Centro de Preparación en Salud Pública - UPR, Escuela Graduada de Salud Pública, San Juan, Puerto Rico.

Poster Presentations 

Effect of the smoking free work places ban law in Puerto Rico on the quitline smoking cessation counseling program (APHA 2008). Elba Cecilia Díaz-Toro, DMD, School of Dental Medicine, Cancer Center of Puerto Rico, San Juan, PR; William A. Calo-Perez, MPH, Cancer Center of Puerto Rico, University of Puerto Rico, San Juan, PR and Heriberto A. Marín, PhD, Institute of Health Services Research of Puerto Rico, University of Puerto Rico, School of Public Health, San Juan, PR.



Effect of the smoking free work places ban law on the exposition to second hand smoke of employees in the hospitality industry in Puerto Rico (APHA 2008). Heriberto A. Marín, PhD, Institute of Health Services Research of Puerto Rico, University of Puerto Rico, School of Public Health, San Juan, PR; Antonio Cases, MPA, Tobacco Control Prevention Department, Puerto Rico Health Department, San Juan, PR; Elba Cecilia Díaz-Toro, DMD, School of Dental Medicine, Cancer Center of Puerto Rico, San Juan, PR.



Evaluation of emergency and disaster preparedness of Head Start and Child Care Centers in Puerto Rico, 2008 (APHA 2009). Linnette Rodriguez-Figueroa, MS, PhD, Dept. of Biostatistics and Epidemiology, University of Puerto Rico, Graduate School of Public Health, San Juan, PR Ralph Rivera-Gutierrez, PhD, MSW, Dept. of Health Services Administration, University of Puerto Rico, Graduate School of Public Health, San Juan, PR, Marlen Oliver-Vazquez, EdD, MPHE , Dept. of Human Development, University of Puerto Rico, Graduate School of Public Health, San Juan, PR, Heriberto A. MarinCenteno, PhD , Dept. of Health Services Administration, University of Puerto Rico, Graduate School of Public Health, San Juan, PR, José A. Norat-Ramirez, PhD, JD , Dept. of Environmental Health, University of Puerto Rico, Graduate School of Public Health, San Juan, PR, Victor D. Molina-De Jesus, PhD , Center for Public Health Preparedness, University of Puerto Rico, Graduate School of Public Health, San Juan, PR.

Roberto Torres-Zeno, PhD Grants Grant #5 R24 HSO1460-05 Torres (PI)

9/30/2006-9/29/2009

Agency for Health Care Research and Quality (AHRQ)-Minority Research Infrastructure Support Program (MRISP) Renewal: Puerto Rico Health Services Research Institute

$

825,000

This grant provided support for the maintenance, expansion and development of new health services projects focusing on children and adult populations and issues related to prevention, obesity, quality of primary care and complementary and alternative medicine. The Institute is part of the University of Puerto Rico Graduate School of Public Health. Oral Presentations 

Cultural adaptation of a complementary and alternative medicine use pattern survey instrument in Puerto Rico (APHA 2008). Roberto Torres-Zeno, PhD, Leida Matías, PhD, Jorge Miranda, PhD, Ruth Ríos, PhD and Yelitza Sánchez, MS. Institute of Health Services Research of Puerto Rico, University of Puerto Rico, School of Public Health, San Juan, PR.



Use of complementary and alternative medicine in Puerto Rico, (APHA 2009). Roberto Torres-Zeno, PhD, Matías Leida, PhD, Ruth Ríos, Jorge MirandaMassari, PhD and Yelitza Sánchez, MS. Institute of Health Services Research of Puerto Rico, University of Puerto Rico, School of Public Health, San Juan, PR.



Development of a Medicinal Plant Module for Puerto Rico, Michigan Academy of Science, Arts & Letters, Hope College, Holland, Michigan, March 22, 2013.



Planning, Design and Implementation of the P.R. Health Information Exchange Network, Michigan Academy of Science, Arts & Letters, Alma College, Alma, Michigan, March 2, 2012.



Prevalence of Complementary and Alternative Medicine Use for Musculoskeletal Problems in P.R., Michigan Academy of Science, Arts & Letters, Saginaw Valley State University, Saginaw, Michigan, March 11, 2011.



Predictors of Complementary and Alternative Medicine Use in P.R., Michigan Academy of Science, Arts & Letters, Calvin College, Grand Rapids, Michigan, March 26, 2010.

Mario H. Rodríguez-Sánchez, Ph D Oral Presentations 

Senate of Government of Puerto Rico, Presenter in the Senate Project 1008 about “Acoso Moral en el Lugar de Trabajo”. Commition of Government and Labor Issues. Martínez Lugo, M. & Rodríguez Sánchez, MH. (Febrero, 2006).



“Consideraciones para la Promoción de la Salud en el Lugar de Trabajo”. 3th Puerto Rico Conference in Public Health, Rodríguez Sánchez, M. (2007).



Variables que inciden en lavinculación psicológica con el trabajo o engagement. Ponencia presentada en 55 Convención Anual Asociación de Psicología de Puerto Rico, San Juan, Puerto Rico. Martínez Lugo, M. & Rodríguez Sánchez, M. (2008).



An Intervention to improve asthma-related health status among children in two communities in San Juan, Puerto Rico: Results of La Red de Asma Infantil de Puerto Rico Project. 31er Foro Anual de Investigación y Educación, Recinto de Ciencias Médicas, UPR, 2011. Ramos Valencia, G., González Gavillan, J., Morales Reyes, B., López Malpica. F., Rodríguez-Sánchez, M.



Worries Associated with Pregnancy in a Group of Low Socio Economic Status WIC Participants. Foro Anual Investigación 2012, Recinto de Ciencias Medicas. Zeleida M. Vazquez, René Dávila, Ivelisse García, Victor Reyes, Mario Rodríguez.



Plan para Fortalecer la Retención y Graduación de Estudiantes en la Escuela Graduada de Salud Pública. 12vo Congreso Puertorriqueño de Investigación en la

Educación, San Juan, 2013. Juan Carlos Reyes Pulliza, Héctor Colón, Vician Colón, Ivelisse García Meléndez, Mario H. Rodríguez, Mayra Santiago. Poster Presentations 

La promoción de la salud en el desarrollo de política pública en Puerto Rico: La producción legislativa años 2005-2012. Estudiantes MPH General Vespertino 2012, Departamento de Administración de Servicios de Salud, UPR, RCM & Mario H. Rodríguez-Sánchez. VI Congreso Internacional de Universidades Promotoras de la Salud y IV Conferencia Puertorriqueña de Salud Pública, 2013.



Una mirada a la formación de capacidades en el campo de las DD-OI. : Ivelisse M. García-Meléndez, Annie Alonso-Amador, Mario H. Rodríguez-Sánchez. VI Congreso Internacional de Universidades Promotoras de la Salud y IV Conferencia Puertorriqueña de Salud Pública, 2013.



Participation in recreation activities in a sample of aging population with disabilities Annie Alonso-Amador, Ilia Torres-Avillan, Karla Davila-Cruz, and Mario H. Rodríguez. Annual Meeting, American Public Health Association, 2012.



Improvement in asthma related health status among children in two housing projects in Puerto Rico after clinical and home based interventions. Gilberto Ramos-Valencia, Jesús Gonzalez-Gavillán, Mario H. Rodríguez, and Marielena Lara, MD, MPH. Annual Meeting, American Public Health Association, 2012.



Development of the Primary Care Assessment Tool (PCAT) Spanish Version. Ruth Ríos, Mario H. Rodríguez, Roberto Ramirez, Carlos Morales, Glena Calderon and Camille Velez. Annual Meeting, American Public Health Association, 2012.



Aponte-Soto, M., Repollet-Otero, Y., Alonso-Amador, A., y Rodríguez-Sánchez, M. Development of “Audience Appropriate” Health Literacy Materials on Newborn Screening Procedures in Puerto Rico: A family approach. Leadership Education in Neurodevelopmental and related Disabilities (LEND) Program. Westchester Institute for Human Development University Center for Excellence in Developmental Disabilities and New York Medical College. May, 2010.



Mario H., Rodríguez, María del C. Santos (2011). Age differences in Sexual Risk Behavior among a sample of Puerto Rican Adolescents. 31er Foro Anual de Investigación y Educación, Recinto de Ciencias Médicas, UPR.



Sexual behavior among Puerto Rican adolescents: Considerations for School Health Education and Services. American Public Health Association Annual Meeting, 137th Meeting. , 6-11, November 2009 (Santos-Ortiz, M & RodriguezSánchez, M).



Doctoral Studies in Developmental Disability: Competency Model Development. American Public Health Association Annual Meeting, 137th Meeting. , 6-11, November, 2009 (García-Meléndez, I, Alonso, A, Garcia-Carrasquillo, A, LópezTosado, V, Rodriguez-Sánchez, M, & Verdejo-Carrión, A.).



The Experience of University Students with Disabilities: Issues Related to the Transition and Adaptation Process. Association of University Centers on Disability Annual Meeting and Conference. Washington, DC, November, 2008 (Alonso, A, Rodríguez, MH et al.)



Cultural Adaptation of the Maine Employment Curriculum for Employment Support Personnel in Puerto Rico. Association of University Centers on Disability Annual Meeting and Conference. Washington, DC, November, 2008 (Alonso, A, Zeph, L., Torres, I., Rodríguez, MH, et al.)



Gender differences, Occupational and Demographics Characteristics of Workers with Bronchial Asthma. American Public Health Association Annual Meeting, 136th Meeting. 25-29, October, 2008 (Figueroa-Sánchez, I., Orta-Anes, L., González, J., Rodríguez-Sánchez, MH & Cruz M. Nazario)



Proyecto de Desarrollo de Liderato: La experiencia de Trabajar y Crecer con Jóvenes en Puerto Rico. XXVIII Foro Anual de Investigación y Educación del Recinto de Ciencias Médicas. San Juan. Marzo, 2008 (Alonso, A, Torres, I, Reyes, M, Rodríguez, MH et al.)



Leadership Development Project: Working and Growing with Youth in Puerto Rico. Association of University Centers on Disability Annual Meeting and Conference. Washington, DC, November, 2007 (Alonso, A, Torres, I, Reyes, M, Rodríguez, MH, et al.)



“Evaluación de necesidades de la población con deficiencias en el desarrollo y otros impedimentos en Vieques y Culebra”. Alonso, A., Torres, I., Figueroa, R., Rodríguez, MH. 3th Puerto Rico Conference in Public Health May. 2007.



“Estudio para determinar las competencias de los Educadores(as) en Salud Pública en las fases de preparación, respuesta y recuperación de una emergencia de Salud Pública”. Estremera, L, Rabionet, S., Rodríguez, MH. 3th Puerto Rico Conference in Public Health. May, 2007.



Factors Influencing Health Relate Quality of Life (HRQOL) in Children with Epilepsy Sánchez, Y., Ríos, R., Rodríguez, Mario H. Third Puerto Rico Conference in Public Health. May, 2007.



Provider's perceptions of the organizational climate in public mental health services for children and adolescents. American Public Health Association Annual Meeting, 134th Meeting. November 4-8, 2006, Boston, MA (Carmen E. Albizu-García, Rafael R. Ramírez, Mario H. Rodríguez, & Pedro García-Pedraza)



Asthma medications and health services utilization in a Medicaid managed care pediatric population. American Public Health Association Annual Meeting, 134th Meeting. November 4-8, 2006, Boston, MA (José Capriles, Mario Rodríguez, Ruth Ríos, and Yelitza Sánchez.)



Community assessment: A voice for people with developmental disabilities and their families. American Public Health Association Annual Meeting, 134th Meeting, November 4-8, 2006,Boston, MA (Annie Alonso, Ilia Torres & Mario H. Rodríguez)



Impact of Managed Care on Healthcare Utilization among Adolescents with Asthma. XXVI Anual Research Forum, Medical Sciences Campus. April 5-7, 2006.(J.A. Capriles-Quirós; M.H. Rodríguez-Sánchez, R. Rios Motta; R. DávilaTorres; Y. Sánchez-Rodríguez)

Advocacy Papers 

Senate of Government of Puerto Rico, Presenter in the Senate Project 1008 about “Acoso Moral en el Lugar de Trabajo”. Commition of Government and Labor Issues. Martínez Lugo, M. & Rodríguez Sánchez, MH. (February, 2006).

Publications 

Marielena Lara, Gilberto Ramos-Valencia, Jesús A. González-Gavillán, Fernando López-Malpica, Beatriz Morales-Reyes, Heriberto Marín, Mario H. RodríguezSánchez, and Herman Mitchell (2013).Reducing Quality-of-Care Disparities in Childhood Asthma: La Red de Asma Infantil Intervention in San Juan, Puerto Rico. Pediatrics, 131 (S26-S37).



Lara, M., Ramos Valencia, G., González Gavillan, J., Morales Reyes, B., Arabía, C., López Malpica. F., Freytes, D., Rodríguez-Sánchez, M. & Chinman, M. (2009). Reducing Inequities among Children with Asthma in the Island of Puerto Rico: Experiences of a Community-Based, Trans-Sectoral Effort. Journal of Health Care for the Poor and Underserved, 20 (4).



Guerrero-Preston, R., Norat, J., Rodríguez, M., Santiago, L. & Suárez, E. (2008) Determinants of compliance with drinking water standards in rural Puerto Rico between 1996 and 2000: a multilevel approach. PRHSJ, 27 (3).



Martínez, M. Guzmán, N., Martínez, M., Merle, J., Torres, W. Rodríguez, M.H. (2006). El acoso psicológico en el trabajo en una muestra de empleados públicos en Puerto Rico”. Revista Interamericana de Psicología Ocupacional, 23 (1).

Last update: August 2013

34 University of Puerto Rico Medical Sciences Campus Graduate School of Public Health

MHSA Competency Model

The UPR GSPH MHSA Program adopted a set of competencies that align with the mission and types of jobs graduates enter effective academic year 2012-13. The Program used these competencies as the basis of the curriculum, course content, learning objectives, and teaching and assessment methods. Competencies are essential skills that adults need to be successful members of families, the community, and the workplace. A Competency Based Education is a functional approach to education that emphasizes life skills and evaluates mastery of those skills according to actual leaner performance. It was defined by the U.S. Office of Education as a “performance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in society” (U.S. Office of Education, 1978). The Program statement of mission, vision, and values guides the Program’s design, competency model, curriculum, evaluation and quality improvement efforts. The program competency model includes 5 domains built within a public health framework: 1. Communication and Relationship Management The ability to communicate clearly and concisely with internal and external customers, establish and maintain relationships, and facilitate constructive interactions with individuals and groups. Communication and Relationship Management includes:

35 A. Relationship Management B. Communication Skills C. Facilitation and Negotiation 2. Leadership The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. Leadership includes: A. Leadership Skills and Behavior B. Organizational Climate and Culture C. Communicating Vision D. Managing Change 3. Professionalism The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong learning and improvement. Professionalism includes: A. Personal and Professional Accountability B. Professional Development and Lifelong Learning C. Contributions to the Community and Profession 4. Knowledge of the Healthcare Environment The understanding of the healthcare system and the environment in which healthcare managers and provider function. Knowledge of the Healthcare Environment includes: A. Healthcare Systems and Organizations B. Healthcare Personnel C. The Patient’s Perspective D. The Community and the Environment 5. Business Skills and Knowledge The ability to apply business principles, including systems thinking, to the healthcare environment. Business Skills and Knowledge include: A. General Management B. Financial Management C. Human Resource Management D. Organizational Dynamics and Governance E. Strategic Planning and Marketing F. Information Management G. Risk Management H. Quality Improvement

University of Puerto Rico, Medical Sciences Campus Graduate School of Public Health Master in Health Services Administration Program Competency Model

LEVEL OF TAXONOMY

36

1. Communication and Relationship Management Domain Develop effective management skills and the ability to assess their impact on individual behavior, group behavior, and organizational culture and performance. Develops techniques for speak and write in a clear, logical, and grammatical manner in formal and informal situations, including cogent business presentations and use of social media. Apply theory and strategy-based communication principles across different settings and audiences. Demonstrate team building, negotiation, and conflict management skills. 2. Leadership Domain Apply pertinent concepts and principles of leadership in analyzing organizational issues through case studies and projects in healthcare settings. Commits to envision new directions, approaches, and solutions that are both creative and pragmatic. Inquire future scenarios in terms of alternatives for change. Applies innovative concepts and methods into strategic decision-making process. Builds effective group process behaviors including listening, dialoging, negotiating, rewarding, encouraging and motivating

C5 A4

C3 C3 C3 A3 C3 C3 C5

3. Professionalism Domain Promotes how professionalism and ethical standards relate to equity and accountability in diverse community settings. Promote high standards of personal and organizational integrity, empathy, honesty and respect for all people. Embrace the importance of working collaboratively with diverse communities and constituencies Value commitment to lifelong learning and professional service including active participation in professional organizations.

C3 C3 A3 A3 C3

Demonstrate commitment to objective self-assessment and on-going development that will lead to personal and professional growth throughout their career. 4. Knowledge of Healthcare Environment Domain Analyze the key determinants of population health and health disparities and their relative impact on individuals, communities, and society. Analyze the incidence and prevalence of injury and disease using epidemiological and statistical methods. Distinguish between the structure of the U.S. & P.R. healthcare system and the processes through which health policies are formulated and implemented at the state and federal levels. Assess the impact of government policy and regulatory requirements on healthcare organizations. Demonstrate understanding of the basic concepts of health law and compliance requirements as they affect decision-making in healthcare organizations.

C4 C4 C4

C6 C3

University of Puerto Rico, Medical Sciences Campus Graduate School of Public Health Master in Health Services Administration Program Competency Model Apply key concepts and principles of change management in modifying policies, practices, and programs in healthcare organizations. Apply basic approaches for monitoring the performance of healthcare organizations and programs. Apply basic concepts and principles that affect the selection, implementation, and evaluation of information technology in healthcare organizations.

LEVEL OF TAXONOMY

37

C3 C3 C3

5. Business skills and Knowledge Domain Apply appropriate quantitative methods for measuring and assessing the services (clinical and non-clinical) provided by healthcare organizations. Apply accounting, financial and budgeting management principles in analyzing financial statements and fiscals issues in healthcare organizations Apply key concepts, principles, and legal aspects of strategic human resources management in healthcare organizations. Manage the concepts of mission, vision, values, and policies and the responsibilities for establishing and implementing them in healthcare organizations. Explain the respective roles of governance and management in healthcare organizations, including multi-level organizations. Create strategic plans including methods for evaluating progress in relation to them. Apply statistical principles and methods in analyzing organizational issues and interpreting the results. Apply economic principles and methods in analyzing organizational and payment issues and interpreting the results. Apply the basic concepts and principles of healthcare ethics in analyzing organizational issues, policy formulation, and decision-making processes. Develop and demonstrate the capacity for critical thinking and the ability to employ a systematic, analytical approach to decision making. Discuss the main components and issues of the organization, financing and delivery of health services and public health systems in the US & P.R. Apply the principles of program planning, marketing, budgeting, management and evaluation in organizational and community initiatives.

C3 C3 C3 C3 C2 C5 C3 C3 C3 C5 C2 C3

6. Public Health Skills and Knowledge Domain Analyze a public health problem in terms of magnitude, person, time and place. Distinguish the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues. Apply the basic terminology, measurements and definitions of epidemiology. Apply basic concepts of probability, random variation and commonly used statistical probability distributions. Discuss the direct and indirect human, ecological and safety effects of major environmental and occupational agents. Discuss genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards. Demonstrate the role of social and community factors in both the onset and solution of public health problems. Illustrate the merits of social and behavioral science interventions and policies.

Last revision: June 2013

C4 C4 C3 C3 C2 C2 C3 C3

38

Communication and Relationship Management Develop effective management skills and the ability to assess their impact on individual behavior, group behavior, and organizational culture and performance. Develops techniques for speak and write in a clear, logical, and grammatical manner in formal and informal situations, including cogent business presentations and use of social media. Apply theory and strategy-based communication principles across different settings and audiences. Demonstrate team building, negotiation, and conflict management skills. Leadership

P P

Apply pertinent concepts and principles of leadership in analyzing organizational issues through case studies and projects in healthcare settings. Commits to envision new directions, approaches, and solutions that are both creative and pragmatic. Inquire future scenarios in terms of alternatives for change. Applies innovative concepts and methods into strategic decision-making process.

P

P

R R R

P P R P

R

P

R

P P R

P

R P

R R

R R R R R R

R R R

R R R

R

R

R

R

R

R

R

R

R R

R R R

R

R R R R R R R R

R R

EPID 6523

SAAM 6528

CISO 6538

SALP PH

ADSS 6597

ADSS 6589

ADSS 6535

ADSS 6585

ADSS 6610

ADSS 6606

ADSS 6625

ADSS 6598

ADSS 6594

ADSS 6609

ADSS 6607

ADSS 6586

ADSS 6584

ADSS 6583

ADSS 6579

ADSS 6592

ADSS 6591

Competencies/Student Learning Outcomes

ADSS 6525

Master in Health Services Administration

Builds effective group process behaviors including listening, dialoging, negotiating, rewarding, encouraging and motivating Professionalism Promotes how professionalism and ethical standards relate to equity and accountability in diverse community settings. Promote high standards of personal and organizational integrity, empathy, honesty and respect for all people. Embrace the importance of working collaboratively with diverse communities and constituencies Value commitment to lifelong learning and professional service including active participation in professional organizations. Demonstrate commitment to objective selfassessment and on-going development that will lead to personal and professional growth throughout their career. Knowledge of the Healthcare Environment Analyze the key determinants of population health and health disparities and their relative impact on individuals, communities, and society. Analyze the incidence and prevalence of injury and disease using epidemiological and statistical methods. Distinguish between the structure of the U.S. & P.R. healthcare system and the processes through which health policies are formulated and implemented at the state and federal levels.

P P R P

R

P

R

P P R

R

R R

R

R

R

R R P

R

R

R

R

R

EPID 6523

SAAM 6528

CISO 6538

R P P R P

R

P

R P P

R R P R

SALP PH

R R P

R

R

ADSS 6597

R

R

R

ADSS 6589

R

P P R P P R

ADSS 6535

ADSS 6585

ADSS 6610

ADSS 6606

ADSS 6625

ADSS 6598

ADSS 6594

ADSS 6609

ADSS 6607

ADSS 6586

ADSS 6584

ADSS 6583

ADSS 6579

ADSS 6592

ADSS 6591

Competencies/Student Learning Outcomes

ADSS 6525

39

R R

P

P

Assess the impact of government policy and regulatory requirements on healthcare organizations. Demonstrate understanding of the basic concepts of health law and compliance requirements as they affect decision-making in healthcare organizations. Apply key concepts and principles of change management in modifying policies, practices, and programs in healthcare organizations. Apply basic approaches for monitoring the performance of healthcare organizations and programs. Apply basic concepts and principles that affect the selection, implementation, and evaluation of information technology in healthcare organizations. Business Skills and Knowledge Apply appropriate quantitative methods for measuring and assessing the services (clinical and non-clinical) provided by healthcare organizations. Apply accounting, financial and budgeting management principles in analyzing financial statements and fiscals issues in healthcare organizations Apply key concepts, principles, and legal aspects of strategic human resources management in healthcare organizations. Manage the concepts of mission, vision, values, and policies and the responsibilities for establishing and implementing them in healthcare organizations.

P P P P

P

R P R

R P

R

R

R P

P R

R R

P R

P

R

P

R

R

R

R R R

R R

P

EPID 6523

SAAM 6528

CISO 6538

SALP PH

ADSS 6597

ADSS 6589

ADSS 6535

ADSS 6585

ADSS 6610

R R R

R

R R

P

ADSS 6606

ADSS 6625

R P F

R P R R P

P R

ADSS 6598

ADSS 6594

ADSS 6609

ADSS 6607

ADSS 6586

ADSS 6584

ADSS 6583

ADSS 6579

ADSS 6592

ADSS 6591

Competencies/Student Learning Outcomes

ADSS 6525

40

Explain the respective roles of governance and management in healthcare organizations, including multi-level organizations. Create strategic plans including methods for evaluating progress in relation to them. Apply statistical principles and methods in analyzing organizational issues and interpreting the results. Apply economic principles and methods in analyzing organizational and payment issues and interpreting the results. Apply the basic concepts and principles of healthcare ethics in analyzing organizational issues, policy formulation, and decision-making processes. Develop and demonstrate the capacity for critical thinking and the ability to employ a systematic, analytical approach to decision making. Discuss the main components and issues of the organization, financing and delivery of health services and public health systems in the US & P.R. Apply the principles of program planning, marketing, budgeting, management and evaluation in organizational and community initiatives. Public Health Skills And Knowledge Analyze a public health problem in terms of magnitude, person, time and place. Distinguish the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues. Apply the basic terminology, measurements and definitions of epidemiology.

P

R

R

EPID 6523

SAAM 6528

CISO 6538

SALP PH

ADSS 6597

ADSS 6589

ADSS 6535

ADSS 6585

ADSS 6610

ADSS 6606

ADSS 6625

ADSS 6598

ADSS 6594

ADSS 6609

ADSS 6607

ADSS 6586

ADSS 6584

ADSS 6583

ADSS 6579

ADSS 6592

ADSS 6591

Competencies/Student Learning Outcomes

ADSS 6525

41

R

P R R P R

P R

R

P R

R R R

P P R P P R

R

R P R R

P P

P R R

R R

R R

R

R

R R R

P

R

R

R

R R R P R

P

P

P

P

RP

P

Apply basic concepts of probability, random variation and commonly used statistical probability distributions. Discuss the direct and indirect human, ecological and safety effects of major environmental and occupational agents. Discuss genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards. Demonstrate the role of social and community factors in both the onset and solution of public health problems. Illustrate the merits of social and behavioral science interventions and policies.

P – Primary R- Reinforcing Note: Under revision AY 2015-2016.

PR

R

P

P

P

P

P

P

R

P P

P

R

P P

EPID 6523

SAAM 6528

CISO 6538

SALP PH

ADSS 6597

ADSS 6589

ADSS 6535

ADSS 6585

ADSS 6610

ADSS 6606

ADSS 6625

ADSS 6598

ADSS 6594

ADSS 6609

ADSS 6607

ADSS 6586

ADSS 6584

ADSS 6583

ADSS 6579

ADSS 6592

ADSS 6591

Competencies/Student Learning Outcomes

ADSS 6525

42

43 Master in Health Services Administration Full time Curricular Sequence (effective AY 2015-16) First Year Students First Trimester SALP 6006: Introduction to Public Health ADSS 6591: Quantitative Decision Making I ADSS 6525: Introduction to Healthcare Management CISO 6583: Culture, Society and Complex Organizations

3 credits 4 credits 3 credits 2 credits 12 credits

Second Trimester ADSS 6592: Quantitative Decision Making II ADSS 6579: Organizational Behavior SAAM 6528: Principles of Environmental Health ADSS 6583: Legal Aspects in Health Services

4 credits 3 credits 3 credits 3 credits 13 credits

Third Trimester ADSS 6585: Health Economy ADSS 6586: Health Systems ADSS 6584: Health Politics and Policy EPID 6523: Epidemiological Methodology

3 credits 3 credits 3 credits 4 credits 13 credits

Summer Session ADSS____: Elective course ADSS____: Elective course

3 credits 3 credits 6 credits

44 Second Year Students First Trimester ADSS 6625: Human Resources Management 4 credits ADSS 6598: Information Systems in Health Services Administration 3 credits ADSS 6607: Health Cost Accounting 3 credits ADSS 6594: Planning and Evaluation of Health Services 4 credits ADSS ____: Elective 3 credits 17 credits Second Trimester ADSS 6606: Capstone Seminar ADSS 6610: Principles of Health Insurance and Managed Care ADSS 6609: Healthcare Financial Management ADSS 6535: Continuous Quality Improvement ADSS ____: Elective

3 credits 3 credits 3 credits 3 credits 3 credits 15 credits

Third Trimester ADSS 6597: Administrative Residency ADSS 6589: Bioethics in Healthcare Management

0 credits 1 credits 1 credits

Summer Session ADSS 6597: Administrative Residency

Revised July 2015

0 credits

45 Master in Health Services Administration Part time Curricular Sequence (effective AY 2015-16) First Year Students First Trimester SALP 6006: Introduction to Public Health ADSS 6591: Quantitative Decision Making I ADSS 6525: Introduction to Healthcare Management

3 credits 4 credits 3 credits 10 credits

Second Trimester ADSS 6592: Quantitative Decision Making II ADSS 6579: Organizational Behavior ADSS 6583: Legal Aspects in Health Services

4 credits 3 credits 3 credits 10 credits

Third Trimester ADSS 6584: Health Politics and Policy EPID 6523: Epidemiological Methodology ADSS____: Elective course

Summer Session Academic recess

3 credits 4 credits 3 credits 9 credits

46 Second Year Students First Trimester ADSS 6625: Human Resources Management 4 credits ADSS 6598: Information Systems in Health Services Administration 3 credits CISO 6538: Culture, Society and Complex Organizations 2 credits 9 credits Second Trimester SAAM 6528: Principles of Environmental Health ADSS 6535: Continuous Quality Improvement ADSS ____: Elective

3 credits 3 credits 3 credits 9 credits

Third Trimester ADSS 6585: Health Economics EPID 6523: Epidemiological Methodology ADSS ____: Elective

Summer Session Academic recess

3 credits 4 credits 3 credits

47 Third Year Students First Trimester ADSS 6607: Cost Accounting ADSS 6594: Planning, Development and Evaluation ADSS ____: Elective

3 credits 4 credits 3 credits 10 credits

Second Trimester ADSS 6606: Capstone Seminar ADSS 6610: Health Insurance and Managed Care ADSS 6609: Healthcare Financial Management

3 credits 3 credits 3 credits 9 credits

Third Trimester ADSS 6597: Administrative Residency ADSS 6589: Bioethics in Healthcare Management

0 credits 1 credits 1 credit

Summer Session ADSS 6597: Administrative Residency

Revised July 2015

0 credits

48

MHSA COURSE DESCRIPTION ADSS 6525 (3) (only for students in MHSA program) Introduction to Healthcare Management The purpose of this course is to provide the student with a conceptual and applied vision of the organization theories and the inherent administrative processes to the field of the administration of health services. Likewise, the impact in the dynamics of the health sector and the impact on the administration of the system of health care services. The administrative process is presented from a theoretical/practical perspective, considering that the essential of a certain system of health constitutes the group of services that you provide and how these services satisfy the necessities and the population's demand to serve. The objectives of the course will be achieved through a series of lectures, case studies, presentations and selected readings. At the end of this course, the student will review the major aspects of management and the skills necessary to be successful as an executive in the healthcare system. ADSS 6548 (3) Hospital Administration (elective) The hospital is studied as a complex open system, examining the organizational structure and behavior necessary to solve its problems effectively and efficiently. Problems of the hospital industry and their possible solutions are presented. ADSS 6568 (3) Special Topics (elective) Under the supervision of faculty members, students undertake the study of specific administrative problems in the field of public health, particularly those in the hospital setting. This course requires approval by Program Coordinator, or Dr. Mario H. Rodriguez Sánchez (Co-Coordinator), or the Head of the Department of Health Services Administration. The Program allows only a maximum of 2-3 of the electives in this course modality. ADSS 6571 (3) Budgeting Theories and Practice (elective) Modern budgeting concepts are examined as instruments for programming and planning activities in the health field. The various stages of the budgeting process are analyzed. Budgeting theories are adapted to practices geared to designed and manage a budget. ADSS 6591 and ADSS 6592 (8) Quantitative Methods I & II This course has its fundamental purpose the introduction of students to research techniques, probability theory, probability distributions and their characteristics,

49 and parametric methods of estimation. Topics such as the following are also presented: decision theory under uncertainty, analysis of queuing systems, and some techniques for short and long term predictions. Emphasis is given to applications in the health field. The student will use computerized statistical programs for the solution of practice exercises. ADSS 6579 (4) Organizational Behavior The course addresses the nature and dynamics of organizational behavior affecting health services administration and individuals. The course aims at developing students' awareness of their own behavior and how it can affect their work within health services organizations. Behavioral patterns and models are studied in order to guide students in the decision making process within health organizations and in their role as health administrators. ADSS 6583 (3) Legal Aspects in Health Services This course is designed to offer students of the health professions the fundamental knowledge on the structure, organization, and operation of the legislative process, regarding the approval of legislation and regulation that apply to the health care field. The course familiarizes the students with the application of legislation and regulation both in the commonwealth as well as federal scenario, and enables them to employ the experience and knowledge gained in their specific employment. ADSS 6584 (3) Health Politics and Policy This course is designed to introduce students pursuing a career in the health care field to public policy formulation, and its impact on the organization, financing, and delivery of health services. The course examines the role of major actors and institutions, including government, providers, consumers and insurers as well as professional polices. Topics are presented from the perspective of the health care environments of Puerto Rico and the United States, with a comparative approach in each topic. Also, the policy decision process at different levels will be presented and discussed using political, social, and economic frameworks. The latter part of the course addresses specific issues that are currently being debated. ADSS 6585 (3) Health Economics This course has the main purpose of providing the student with analytical tools of economic theory to better understand the economic forces shaping the health care sector. Emphasis is given to issues related to demand, and supply of health

50 services cost containment measures, the role of health insurance, provider reimbursement, and theories regarding health care cost inflation. ADSS 6586 (3) Health Systems Methods or modes of health services delivery are critically analyzed against parameters derived from general concepts of administration and organization theories, ecology of health; and against standards of good health services such as accessibility, quality, efficiency, continuity and comprehensiveness. ADSS 6606 (3) Capstone Seminar The Capstone Seminar enables students to build linkages between the different curriculum content areas, by testing their level of knowledge and analytical skills through two different learning strategies. During the first part of the course, the instructor will conduct an assessment of student’s professional development needs using the Program’s Curriculum Description Matrix. This exercise will provide valuable feedback from the students, regarding content areas that were not addressed in specific courses. The results of this exercise will enable the instructor to organize these content areas into specific topics, and identify the appropriate teaching strategy that will fulfill these unmet learning needs. The teaching strategies will consist of teaching sessions from selected Program faculty, guest lectures from industry experts, case studies, and practical workshops. Students will present a written and oral report of the recommendations on how the curriculum will address Program competencies. The second part of the course consists of a research project designed to develop analytical skills in the students through an applied field research experience in groups. ADSS 6594 (4) Planning, Development and Evaluation of Health Services Planning is viewed as a dynamic and continuous process aimed toward the implementation of programs and projects necessary to achieve goals and objectives established in policies adopted by public and private entities. ADSS 6597 (0) Administrative Residency This residency is a logistically planned extension of the previous academic quarters. It provides and integrates experience for the application of theoretical concepts and principles in real life situations. Each student will be under the supervision of a preceptor. ADSS 6598 (3) Information Systems in Health Services Administration This course is an introduction to the basic principles underlying the design and operation of information systems, including the organizational and behavioral aspects of implementing them.

51

ADSS 6607 (3) Health Care Cost Accounting This course provides the student enrolled in the health services administration program the necessary analytical tools to determine the cost of the different components that intervene in the delivery of health services. The student will acquire skills in determining the human, technical, and capital resources that comprise the production of health services. These skills are of special importance in the new health care scenario, in which resources are limited, and managed care arrangements rely heavily on cost data to meet extensive demands for multiple health priorities. The course will be taught through lectures and discussion. ADSS 6609 (3) Health Care Financial Management This course is designed to develop health care financial management competencies in the health services administration student, to be applied in different health care settings. The course focuses specifically on investment and financing decisions in the health care corporate and institutional levels. The course includes topics in capital budgeting, uses of capital financing, evaluation of investment projects, financial reporting and statement analysis, rate-setting and negotiation, and the effect of managed care on financial management. The course will be offered principally through lectures and class discussions. ADSS 6610 (3) Principles of Health Insurance and Managed Care The course is designed for students seeking a working knowledge of health insurance and managed care at a time when the United States and Puerto Rico are facing a major health care reform. Students will acquire a working knowledge of managed care concepts as it relates to the Puerto Rico and United States health insurance industry. Upon the completion of the course, students will be able to apply the concepts of managed care to their work environment and evaluate the performance and outcomes of health care organizations. ADSS 6625 (4) Human Resources Management The course is designed for students undergoing graduate level training to assume executive positions in the health care field. The course provides the student the opportunity to become familiarized with the managerial and labor legislation activities in the field of human resources management and methods from this field to the healthcare scenario. It also has the purpose of generating interpersonal and organizational skills that are critical to human resources management. ADSS 6535(3) Continuous Quality Improvement in Health Services Organizations The course is designed to provide the health services administration students with a conceptual framework of the continuous quality improvement movement and its

52 application to healthcare. If examines the philosophy of Continuous Quality Improvement (CQI) and Total Quality Management (TQM) and provides guidelines for its implementation in healthcare organizations. ADSS 6589 (1) Bioethics in Healthcare Management The purpose of this course is to provide the student a framework for addressing bioethical issues in business, medicine and health care delivery with emphasis on the role of the manager. The course approaches bioethical issues in health care from societal, institutional and individual, and clinical perspectives. To achieve the objectives of the course the students will analyze case studies from the medical, scientific, moral and socioeconomic bases and examine the decision processed involved. Students will be encouraged to use the available institutional resources in bioethics, located at the Medical Library of the Medical Science Campus. There will be case studies discussion, guest lectures, and a final, short-essay exam designed to explore the concepts. ADSS 6555 (3) (elective) Legislative Process Este curso se ofrece como parte del currículo para el Grado de Maestría en Administración de Servicios de Salud y como electiva durante el período de verano (36 horas/mes). Su objetivo primario es proveer a los estudiantes un trasfondo y conocimiento básico del Proceso Legislativo según establecido en la Constitución del Estado Libre Asociado de Puerto Rico. Se llevarán a cabo cuatro conferencias que atenderán aquellos tópicos de mayor relevancia e interés inherentes al proceso legislativo y además recibirán una conferencia por un legislador. Para asegurar la aplicación de lo aprendido en clase, el estudiante presentará como requisito final del curso una propuesta de legislación relacionada con el campo de la salud que se discutirá previamente. Los aspectos éticos serán atendidos dentro de cada uno de los tópicos discutidos. La última clase se dedicará a la discusión de cualquier tópico de interés de los estudiantes, para clarificar dudas y contestar cualquier pregunta relacionada con el tema. Se requerirá una evaluación del curso. Updated July 2015

53

MHSA Administrative Residency This residency is a logistically planned extension of the previous academic quarters. It provides and integrates experience for the application of theoretical concepts and principles in real life situations. Each student will be under the supervision of a preceptor. Students under the guidance and supervision of the administrative residency program, Dr. Dharma Vázquez-Torres, will choose sites for administrative residency. Professional Resume and letter of referral, and interview are required prior starting on the residency program. RESIDENCY COORDINATOR POSITION The Residency Coordinator is the liaison between the academia and the healthcare practice organizations. Tasks        

Conduct or participate in networking activities, committees, and meetings of professional organizations in healthcare to promote the residency program among the healthcare managers in different practice scenarios. Discuss work of students with field preceptors to evaluate performance, and to recommend changes that could strengthen teaching, leadership and communication skills. Organize production and design of administrative residency materials such as Student Manual, Preceptors Manual, Student Evaluations, Preceptors Evaluations, and Student Portfolios. Establish practice schedules and placement assignments for students, according to student’s goals, residency competencies, and scenarios availability. Negotiate or approve contracts or agreements with the different healthcare organizational entities. Communicate to faculty, and students of available practicum sites annually. Evaluate the effectiveness of the administrative residency program in promoting knowledge or skill acquisition among students. Advise students for future career development and job placement opportunities.

The residency coordinator has been a key player in maintaining the best preceptors and sites for embracing the system transformations. This position has secure at present 78 diverse healthcare facilities that comply with criteria as excellent practice sites for the future healthcare leaders in PR. Years of experiences of field preceptors in different settings provides the graduate student

54 with different perspectives that will facilitate students to embrace the dynamics of the healthcare industry transformations.

(APPROVED RESIDENCY TRAINING CENTERS) AY 2004 – 2013 ACCA ASES (Insurance) Ashford Presbyterian Community Hospital (Ambulatory) Ashford Presbyterian Community Hospital (General Hospital and Ambulatory) Asociación de Maestros de PR Atlantic Medical Center, Barceloneta Bella Vista Hospital (2009) Camuy Health Service Casa del Veterano CDT Family Medicine, Gurabo (Primary Care) Centro Cardiovascular del Puerto Rico y del Caribe (Specialized) Centro de Diabetes (2004) Centro Medico de Mayaguez Clinica Las Americas Hato Rey Concilio Integral de Loíza (Primary Care – 330) Costa Salud Community Healthcare Centers (Rincón) Cruz Azul (insurance) Doctors Hospital (2007) Health Promed Health South (San Juan) First Hospital Corporation (Psychiatric Care) Gurabo Primary Healthcare Center HIMA San Pablo Bayamon HIMA San Pablo Caguas HIMA San Pablo Fajardo Hospital Alejandro Otero (2004) Hospital Bella Vista (2009) Hospital Castañer (2005) Hospital Cayetano Coll y Toste, Arecibo Hospital Damas Hospital El Maestro (General Hospital) Hospital El Buen Samaritano Hospital Hermanos Meléndez (General Hospital) Hospital Industrial Hospital La Concepcion Hospital Menonita Hospital Metropolitano Hospital Pediatrico Hospital Oncologico Ponce

55 Hospital Oncologico San Juan Hospital Pavia Santurce Hospital Perea (Mayaguez) Hospital Regional de Bayamon Hospital San Carlos de Boromeo (2005) Hospital San Cristobal (2005) Hospital San Geraldo Hospital San Juan de Capestrano Hospital San Lucas Hospital San Francisco Hospital Susan B Allen (Kansas) Hospital UPR Humana (Insurance) Jackson Memorial Hospital (Miami, Florida)2006 Kettering Medical Network (2005) La Cruz Azul (2007) La Montaña 330 Legal Consulting Frim in Healthcare (2005) Long Island Jewish Medical Center(New York) 2006 Medical Card System ( Insurance) Menonita General Hospital Aibonito (Acute-General) Menonita General Hospital Cayey (Acute-General) Metropolitan Hospital (Cabo Rojo) Pannel Kerr Foster, LLP (Healthcare Accountant Firm) Pavia Health System, Inc. Santurce Pavia Hospital (Hato Rey) Pediatrix, Inc. (2005) RCM Intramural Practice ROVICO (Mental Health) Rincón Primary Health Center Ryder Memorial Hospital (Acute-General and Ambulatory) San Jorge Children’s Hospital San Juan City Hospital (Acute-General and Ambulatory) San Juan City CDT Belaval San Juan Healthcare for the Homeless San Lucas Episcopal Hospital San Sebastian Health Service Senado de Puerto Rico SARAF (Department of Health License) Sociedad de Educacion y Rehabilitacion Sociedad Española Auxilio Mutuo (Acute-General and Ambulatory) Sistema de Salud Episcopal Triple S University of Puerto Rico Hospital (Acute-General and Ambulatory) VAMC Tennesse VAMC San Juan\

56 MHSA Program Policies • No student shall process any course withdrawal (partial or total) without receiving academic advisement and approval of the course professor, academic advisor or the graduate program director. • Students are responsible for being aware of the dates specified in the academic calendar of the University of Puerto Rico, Medical Sciences Campus regarding administrative and academic processes. • All students must use the official mail of the University of Puerto Rico while a student active in the program ([email protected]). • It is recommended that all students admitted to the program have a personal computer or tablet as part of the equipment needed to meet the requirements of the courses in the graduate program of study. The school has three computer centers to issue scheduled classes that require a specific software application. Students in the MHSA program may exceed the number of available computers available for some courses. • Students admitted to the program must have a minimum level of Literacy in computers and programmed such as word processing, presentations and spread sheets, basic statitics software, etc. • The introductory course in Public Health (SALP 6006 Introduction to Public Health) must be approved with (> 70%) as a requirement to continue further graduate studies in the Master's Program in Health Services Administration. Students who fail this course shall not continue in the Graduate Program. • It is recommended that the student identify electives in other programs at the Graduate School to meet the requirement of 12 credits for the degree electives or within the UPR System. • The program does not undertake to make special arrangements for student programs with program courses part-time studies. PARTIAL OR TOTAL CURRICULUM SEQUENCE SHOULD NOT BE ALTERED BY STUDENTS WITHOUT THE PROGRAM DIRECTOR APPROVAL. The student should be aware that most of the required courses are only offered once during the academic year. Not approving a specialty course or unsubscribe can mean up to an additional year of study in the graduate program. • The program does not undertake to make special arrangements for student course programs that works full time or part time to earned their living. NO EXCEPTIONS.

57 • The program will be offered in time from 2:00 PM to availability of resources and course requirements (from Monday to Friday, including Saturday from 9:00 to 12:00 pm. • Courses will be offered subject to availability of resources from Monday to Saturday inclusive. • The administrative residence must be completed mainly in daytime as Accrediting Agency requirements. The administrative residency entails 800 hours of applied experience in a minimum of 3 scenarios. The student must enroll officially in two quarters minimal administrative residence to meet graduation degree requirements. • An evaluation of previous experience recognized in the field to validate residency for hours. The initiative to validate the number of hours of residence rests solely in the discretion of the Program Director and Administrative Resident Coordinator. Recognition of prior experience hours is not a student right. Validation (waiver) will not exceed 260 hours subject to assessment years of experience, certification of experience for Human Resource Officer, duties and responsibilities of the position held, and alignment with the objectives of administrative residency and written report by pairing between the professional experiences and goals-objectives highlighted for the practical experience. • The student may accumulate hours of residence from the start in the program by attending continuing education activities related to the administration of health services. To apply these hours to be credited must submit a copy of the program and certificate of attendance, or participation in the Administrative Residency Coordinator, Dr. Dharma Vazquez Torres. • The student must completed and approved all course work (except for Bioethics Seminar prior going to the administrative residency. • Every candidate is entitled to go to Graduation Commencement Ceremony in MSC as long as it is registered in the first quarter of administrative residency program at the time of graduation. • A student who has met ALL required courses / electives and is in the process of administrative residence must apply for that year will march in graduation for that academic year. The grade recommendation will be made once the student has completed all requirements and the College has sent final grades to the Registrar of the MSC. • No conflict of interest may exist to validate residency hours with agency officials who certify their previous career.

58 • The student can not perform administrative residence at the place of employment or any institution which earns some income or salary. • The Faculty does not recommends performing administrative residency on evening hours only or weekends only. • The Faculty believes that the administrative residence must be performed continuously and consecutively to fully develop managerial skills necessary for the exercise of the profession of health services administrator. • The Faculty might recommend performing administrative practice part time on an individual basis. • The Faculty encourages and highly recommended to all students of the Program assets belonging to the different bar associations related to the field of study. • The Faculty recommends all students attend continuing education activities related to the Health Services Administration, which can be accredited as administrative residency hours as part of their education. • All students must develop a professional resume to be discussed and corrected by Dr. Dharma Vazquez Torres during their first year of study in the program. • Any request or changes related to administrative residence must be recommended by Dr. Dharma Vazquez Torres and approved by the Program Director. • The program encourages and recommends that during the summer of the first year students attend internships in government agencies, private entities or nonprofit organizations in the United States. • Continuing education activities duly certified by the Hospital Association, the Association of Directors of Health Services (CASS), the American College of Healthcare Executives (ACHE, PR Chapter), the Center for Medicaid-Medicare Services (CMS), the Commission on Accreditation of Health Care Facilities (JCAHO) insurers, hospitals, and institutions of higher education in Puerto Rico, or other activities duly accredited by the Board of Examiners of Health Services Administrators will be credited for hours of residence during the two years of graduate studies in the Master's Program in Health Services Administration. • The ADSS 6589 Bioethics course is offered in the first two weeks of the Administrative Residency Worshops of each academic year. The student enrolled in the course should make arrangements to attend both days between the hours of 9:00 to 4:00 PM. These hours of teaching can be credited as hours of administrative resident.

59

• During the administrative residence there will be workshops for advanced finance as part of the practical experience. All workshops planned by the Residency Coordinator are mandatory and must be completed prior to start at the practicum site. The student shall notify their field preceptors in their practice setting. • All students must submit the requested papers using the APA format (Publication Manual of the American Psychological Association ®, Sixth Edition).APA style tutorial is available at the following electronic address http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx • All students must make arrangements at their workplaces to meet field visits during the day of and be required within a course and this activity is part of the evaluation criteria. No excuses accepted to exempt the student from the activity or assessment criterion. Remind everyone that the administrative residence is primarily daytime experience and carries a maximum of 5 calendar months (40 hours minimum per day). • Students who do not maintain a 3.0 GPA in the concentration under study is automatically considered on probation and you reduce credit load by half in the next quarter to enroll until they increased their average to the minimum required. 

All new students should bring a certificate of having take an online tutorial on Human Subjects, HIPAA, and Plagiarism on the first day of class. o CITI Course (Human Subjects Protection, HIPAA, GCP training): http://www.citiprogram.org/. o Seleccionar entre Biomedical research course or Social-behavioral research course (seleccione solo uno). o Tomar el curso Health Information Privacy and Security (HIPS) Course.



Tardiness or absences

1. Tardiness to class constitutes an interruption in the teaching-learning process and could undermine discipline and teamwork. School attendance is compulsory and will be taken into consideration by the Instructor as evaluation criteria of the course. The Instructor may reduce the course grade according to the criteria established in relation to the number of absences or tardiness in the syllabus. The Instructor is responsible for having a clear system with proper documentation to implement this approach uniformly. 2. The class starts promptly after the first 5 minutes past the official start time of the course.

60 3. It is the total responsibility of the student to attend class with all readings and assignments for the class according to the course description provided in the syllabus. 

Reasonable Accommodation or Special Needs

1. At the beginning of the course the teacher should confidentially investigate if a student with a special need by a general question in the information requested for each student in accordance with Law 51. 2. The Instructor is responsible for guiding the student at the time of completing the application for reasonable accommodation and directs the student to Office of Student Affairs, Graduate School of Public Health. 3. The reasonable accommodation clause shall appear in any course syllabus in the section: Course Evaluation Criteria. 

Intolerable Conduct in the classroom

1. The regulations state that the Instructor may temporarily suspend a student exhibiting unacceptable behavior in class or for violation of academic work standards or student-teacher relationship. 2. The teacher concerned shall submit a detailed report of the facts and disciplinary action taken within a period not exceeding 48 hours the Dean of the UPR GSPH. 3. The Dean of the GSPH must solve the case within a period not exceeding 20 working days. 

Deadline for submission of papers

1. The student must submit assignments on time, on the date specified in the course syllabus. 2. The Instructor is responsible for stipulating disciplinary measures to take in case of late delivery of work in the course syllabus. 3. It is the prerogative of the professor decides whether or not to accept or penalize students who ship jobs out of time. 4. Accepted late assignments will always involve a penalty or have an impact in the grade percent. Last updated July 2015

61 Admission Procedures And Requirements The requirements for admission to the Program are the following: the Graduate Record Examination (GRE) or EXADEP (> 475); GPA (> 3.0), five prerequisite courses of three credits each in economics, algebra, finance, accounting, and statistics (approved with A or B); an interview; proficiency in the Spanish language and knowledge of the English language; and a baccalaureate degree from an accredited college or university. The UPR-MSC Office of the Registrar receives all applications and reviews these for admission exam and undergraduate degree requirements. These are then sent to the Student Affairs Office, which screens them for other School and Program admission requirements. Applications are then sent to the Health Services Administration Program Admissions Committee. This Committee interviews all eligible prospective students, and makes its recommendations to the Department of Health Services Administration Chair. The Chair makes the final recommendation to the Dean, who recommends admission to the UPR-MSC Chancellor, where the ultimate decision for admission is made. Address any inquiries to the Health Services Administration Program Director at the above address. Eligible students for admission must result with composite admission index above 78-80%. Interviews are not granted to all applicants. Interview will be scheduled only if applicant satisfies the conditions of GPA and EXADEP minimum scores. MASTER OF HEALTH SERVICES ADMINISTRATION The Master of Health Services Administration Program prepares health services administrators to be proficient in the planning, administration, operation, and evaluation of health services delivery systems. In preparing highly qualified health services administrators to assume leadership positions in the health care field, the program emphasizes analytical research methodology focusing on an interdisciplinary approach for the solution of problems in the health care field. Upon completion of the program of studies, graduates are eligible to apply for the licensure examination in Health Services Administration. Once they are licensed, they may serve as executive directors of health services facilities, executives or managers in the health insurance industry, consultants for pharmaceutical companies, and evaluators of health services institutions. Specific Admission Requirements Before admission, applicants must have completed the following courses, or their equivalents, in the areas specified below:

62 Required Courses Credit-Hours Accounting 3 Statistics or biostatistics 3 Economics 3 Mathematics 3 Business Finance 3 Work experience in the health care field is desirable. Graduation Requirements Students will receive a Master of Health Services Administration degree upon meeting the following requirements: o Completion of the 77 credit-hour program (65 in required courses, and 12 in elective courses). o Overall grade point average of at least 2.50 and 3.00 in the field of specialty. Readmissions Students who interrupt their studies may apply for readmission by filing an application for readmission at the Office of the Registrar before the deadline set for the academic term. The Office of the Registrar will send the application to the corresponding school or division for the Dean’s consideration. The Dean will make a decision considering, among other things, previously established time limits for each program. The Registrar will be notified of the decision within thirty days prior to the academic session for which the student is seeking readmission. The school will notify the student of the decision made by the Dean or Program Director. Readmission of candidates will be governed by the following regulations: • •

• •

First year students who interrupt their studies before the end of the first academic session must comply with the admission requirements in effect during the year in which they apply for readmission. First year students who complete the first academic session but who do not register for the second one, or who have withdrawn their registration before completing the session, must comply with the minimum grade point average required of first year students at the end of the academic year. If this requirement is not fulfilled, readmission, if granted, will be provisional. Students who satisfactorily complete their first year of studies or beyond, and graduate students who interrupt their studies voluntarily, may apply for readmission to any academic session subject to all general regulations. Students suspended for disciplinary reasons may apply for readmission for the academic session following the end of the suspension period. The school dean, upon recommendation of the Dean of Students, will decide as to the student’s readmission.

63 • •

•

•

Readmission may not be granted if the student has violated institutional regulations during the period in which he/she was suspended. Students from other accredited institutions who have previously been admitted as transient students may only apply for readmission as special students. They must submit authorization letters from the Dean of their school and the Registrar of their institution of origin. They should also submit official academic transcripts from all university level institutions they have attended. The Dean of the school will decide as to readmission in these cases. Students who wish to be classified as regular students must meet all requirements for admission by transfer and submit their admission application form to the program selected. Students who have been suspended for poor scholastic standing may apply for readmission after the minimum waiting period established by the department. The Dean of the school will decide as to readmission in those cases. The Registrar (or the Director of Admissions in some cases) will be responsible for compliance with the rules hereby established.

Norms for Course Validation, Substitution, and Exemption of Courses Section VIII-I of the Registrar’s Manual describes the norms for the validation of courses taken at other universities (http://www.rcm.upr.edu/portalstu/Docs/manual_registrador_2010-11.pdf). It is important to refer to this manual for specific information on the norms and procedures applicable to validation of courses. Criteria for validation of courses, as established by the UPR System are level, content, and duration of the course. In order to graduate from the Medical Sciences Campus, all transfer students are required to complete at least the last year before graduation as regular students at the MSC. The analysis and determination of which courses are validated, is performed at faculty level. This process should be completed at the beginning of the first academic session in which the student is enrolled. All validation cases are processed by the Registrar’s Office once the Program Director and the school Associate Dean for Academic Affairs approve them. Norms and procedures for course substitution apply to courses taken in other units of the UPR system. These are stated in Section VIII-J of the MSC Registrar’s Manual. Criteria for validation of courses, as established by the UPR System are level, content, and duration of the course. At the undergraduate, first professional, and graduate level, there is a minimum grade required for substitution of a course. The Associate Dean for Academic Affairs of the school authorizes, in consultation with the department or Program Director, the substitution of courses before the student begins studies in the program to which he/she has been admitted. All validation cases must be processed by the Registrar’s Office once the Program Director and school Associate Dean for Academic Affairs approve them.

64 Exemption from the requirement to take a course may be granted when the student provides evidence of having approved the content as part of a previous degree of the same level, obtained at the UPR System or at another accredited institution of higher education. In exemption cases, the student must replace the course credits with another course or courses that the Program or Department Director determines is/are appropriate to strengthen or supplement the student’s education. The specific norms regarding grade requirements, grade point average calculation, and other relevant matters are covered in Section VIII-L of the MSC Registrar’s Manual. Norms regarding the acceptance of courses when the student has approved the course as part of a previous degree of the same level and obtained at the UPR System are available in Section VIII-K of the MSC Registrar’s Manual. Students must replace the course credits with another course or courses that the Program or Department Director determines is/are appropriate to strengthen or supplement their education. Courses approved through this mechanism are registered in the student’s academic record, taken into account for the calculation of the cumulative general grade point average, but not considered for the graduation index. Particular norms have been established for students of the Doctor of Dental Medicine program. Please refer to the MSC Registrar’s Manual, Section VIII-M.

65

REGISTRATION The following rules govern registration procedures: • • • •

• • • • •

The Registrar is responsible for the enforcement and implementation of all rules and procedures which govern the registration process. Class programs will only be validated by the Registrar. Students must comply with the registration deadlines established for the academic year. The Registrar may allow a person authorized by the student to process his/her registration. The person will present written authorization from the student and personal identification. In such cases, the student identification card will be validated after registration is completed. Late registration carries a penalty of $13.00. The student is responsible for completing all the required registration forms. Registration will not be complete until all tuition, special fees, and deposits are paid. In order to be eligible for registration, the student must pay all debts previously contracted with the University. Late registration must be recommended to the Registrar by the Associate Dean of the school to which the student belongs.

Tuition and Fees Tuition, fees, and other charges applicable to programs in the Medical Sciences Campus are described as approved by the Board of Governors at the date of publication of this Bulletin. Additional expenses may be incurred, depending on the program. All amounts and fees are subject to change. Tuition and fees are to be paid by the student at the time of registration. Students with honor registration, university employees, and the children and spouses of permanent university employees do not pay tuition fees, except for those enrolled in self-financing programs. Withdrawals Students may withdraw from courses during the period established by the Registrar after officially notifying the professor and obtaining permission from the Department Director and the Dean. The Registrar will post a “W” on the student’s permanent record and no grade will be given for any work performed in the course. A student may totally withdraw from the University of Puerto Rico at any time up to the last day of classes. He/she must obtain written permission from the Dean. The Registrar will post a “W” on all courses for that session. Policies on registration cancellation and refund are available in Section VII 8b of the Registrar’s Manual available in the webpage Student Portal.

66 Student Promotion The Promotions Committee, or any other body charged with this responsibility at the particular school, evaluates the student’s academic performance. Students who meet all criteria and requirements stated in the promotions rules and regulations of their school will be promoted. If the student does not meet the established criteria and/or requirements, the Committee will make specific recommendations to the Dean. These may include a probationary period, retaking courses, or suspension due to academic deficiencies. Study benefits for veterans will cease once the student completes the minimum number of required credits.

GRADUATION The University of Puerto Rico reserves the right to make changes in program and degree requirements. As a rule, a student is entitled to graduate when he/she meets the curriculum requirements in effect at the time of his/her admission to the institution. Students who do not satisfy the graduation requirements within the period of time established for their program of study and students who reenroll after a period of absence will be governed by the requirements applicable to the class with which they graduate. In order to receive a degree, diploma, or certificate from the University of Puerto Rico, candidates must satisfy the following general requirements: • • •

•

Candidates must have completed the program of study with the minimum grade point average established for the particular program. Remedial courses are not considered regular courses of a program and are not considered towards earning a degree. Candidates must have taken the final 28 credits for the degree, diploma, or certificate at the University of Puerto Rico, with the understanding that these credits are required for the last phase of their program of studies. In exceptional cases, this requirement may be waived by authorization of a committee composed of the Dean of the school or division, the Dean for Academic Affairs, and the Registrar. Studies towards the degree, diploma, or certificate must be completed within the maximum time limit established by the particular program. If the student exceeds these limits, the University may require him/her to retake those courses which, according to his/her Dean, require reviewing. In these cases, the student must obtain a written authorization from the Dean that should include the list of courses which are to be retaken. This must be confirmed by the Registrar.

67 • •

• •

Graduating students must have satisfied all financial obligations with the University of Puerto Rico. An application for a degree, diploma, or certificate must be filed at the Office of the Registrar during the registration period of the session in which academic requirements are to be completed and in no case later than the date established in the academic calendar. This also applies to summer session candidates. The application will only be valid if the student has paid diploma fees to the Bursar’s Office. Students must be recommended for the degree, diploma, or certificate by the Dean of the school. The student will receive the degree during the academic year in which the requirements are completed and graduation is requested.

ALL RULES AND REGULATIONS OF THE OFFICE OF THE REGISTRAR MAY BE EVALUATED BY THE ACADEMIC SENATE AND ARE SUBJECT TO CHANGE.

68 MSC Student Services Financial Aid The Financial Aid Office oversees and manages financial assistance programs for students in compliance with US Department of Education policies and criteria. Financial aid funds are provided by the Legislature of the Commonwealth of Puerto Rico, the federal government, institutional funds, and private donations. These resources are distributed through scholarships, student loans, and work-study programs. The MSC also offers teaching and research assistantships, which are funded by institutional budget allocations and distributed based primarily on academic merit rather than financial need. A standing committee chaired by the MSC Associate Dean for Academic Affairs makes decisions regarding teaching and research assistantships. As a statesupported institution of higher education, the UPR-MSC offers island residents quality education at a low cost. Our tuition costs are among the lowest in the nation for a health sciences campus. Health Services All full-time students are required to carry the UPR health plan, or provide evidence of coverage by an equivalent health insurance plan. Ambulatory health services are provided to all students free of charge at the Student Health Services Clinic. Primary care is provided by a family physician in collaboration with a registered nurse. Services include first aid, medications, short-term rest and observation, orders for laboratory tests, X - rays, and other diagnostic studies. Health maintenance and preventive services are strongly emphasized through the immunization and universal precautions protocols, promotion and surveillance of blood pathogens and occupational exposure protocols, including HIV prophylaxis. The Hepatitis B vaccine is available at an affordable cost. The rabies vaccine, partially paid for by the campus, is available for students admitted to the Veterinary Technology Program. Counseling Services All counseling services provided at the MSC are intended to help students adapt to campus life, define personal and professional goals, and promote self-knowledge and healthy lifestyles. The staff of the Student Center offers centralized services for Counseling and Psychological Services, which include several professional counselors and a psychologist. The Center offers individual and group counseling, career counseling, job fairs, orientation activities, and workshops on various topics related to student personal and professional development. Topics of interest to students are: stress management, gender violence, depression and suicide, eating disorders, time management, and networking for job placements. Other services include the administration of standardized tests and interest inventories; referrals to boarding houses and child care facilities, and advising faculty regarding reasonable accommodation. Currently, the Center is working towards its accreditation by the International Association of Counseling Services (IACS). The design and development of a protocol for counseling services is in progress

69 in accordance with accreditation standards. The possibility of adding psychiatric services is also under consideration. Services are also complemented with counseling and/or psychological assistance offered at each school. If the need arises, psychological services are readily available at the School of Medicine and School of Dental Medicine. All other schools have access to counselors within the schools and to psychological services at the Center. Wellness and Quality of Life Office The Wellness and Quality of Life Office develops programs to promote a healthy and safe environment that allows the achievement of total welfare by the university community. It has a leadership role in the prevention of drug and alcohol abuse, violence, sexually transmitted diseases, sexual assault, and sexual harassment. It collaborates actively in the implementation of the campus safety policy to ensure compliance with federal regulations and the Jeanne Clery Act. In association with the Puerto Rico Traffic Safety Commission, it directs a federal program known as FIESTA XIV, whose mission is to prevent student driving while under the influence of alcohol and to promote secure and responsible behavior on the road. The Wellness Office has an advisory committee composed of representatives of the six schools who collaborate in promotional efforts and participate in policy and standards revisions. The office coordinates special events such as educational fairs, community service, dance lessons, and special interest workshops. As counseling services also contribute to student wellness and promote quality of life, the Student Center for Counseling and Psychological Services works closely with the Wellness Office in activities that promote social responsibility of students towards the community, such as visits to homes for children and the elderly. Extracurricular Activities Sports, social, and cultural activities encourage interaction among students of the six professional schools and promote relaxation. The Deanship for Student Affairs has a Cultural/Social Activities Coordinator and a Sports and Athletic Activities Coordinator. The athletics program sponsors recreational tournaments in which there is excellent student participation, while concerts are the cultural event with the highest attendance. Every effort is made to schedule cultural events during the designated “universal hour” (Wednesday from 11:00am to 1:00 pm), when schools do not schedule formal academic activities. The MSC has a fully equipped fitness center for use by the campus community for a nominal monthly fee. It has three trainers and convenient hours (Monday thru Friday from 5:00 am to 9:00pm). At the fitness center students can release the stress produced by an intensive academic load while improving their physical health.

70 Oficina de Registrador Recinto de Ciencias Médicas Proceso de Pago de Matrícula y Obtención del Programa de Clases para los estudiantes del Recinto de Ciencias Médicas Agosto 2015-2016 No habrá Proceso de Matrícula en el Gimnasio. De tener inconvenientes para registrarse al nuevo sistema o dificultades para procesar las prematrículas, puede comunicarse con la Sra. Ivette Rivera, Registradora Auxiliar, a la extensión 5328 o al correo electrónico [email protected]. ir/rg 1. El pago de la matrícula para agosto de 2015-2016 comenzará desde el viernes, 24 de julio hasta el lunes, 10 de agosto de 2015. Los cambios se atenderán SOLAMENTE del 3 al 10 de agosto de 2015. 2. El estudiante se autentica utilizando los credenciales del correo electrónico del Sistema UPR o su número de estudiante y pin. 3. Una vez dentro del Portal PREI ( http://sistemas.rcm.upr.edu/prei ), puede proceder a descargar la factura utilizando la opción Descarga de Factura. 4. El estudiante debe REVISAR cuidadosamente los detalles de la factura. De la factura requerir CAMBIOS en: CURSOS – deberá pasar por su Programa y/o Departamento. PLAN MÉDICO – deberá visitar la Oficina de Servicios Médicos, ubicado en el Tercer Piso del Edificio Principal del Recinto. Luego de realizar los cambios debidamente aprobados deberá llevar dicha evidencia a la Oficina de Recaudaciones para los arreglos correspondientes a los costos de la matrícula. 5. PRÓRROGAS: Aquellos estudiantes con necesidad de solicitar prórrogas o con derecho a exención de matrícula y no haya realizado esta gestión con anticipación deberá acudir al Decanato de Estudiantes u oficina correspondiente para las exenciones. IMPORTANTE: Luego de realizar cualquier cambio debidamente aprobados deberá llevar dicha evidencia a la Oficina de Recaudaciones para los arreglos correspondientes a los costos de matrícula. 6. Si la factura no requiere cambios, puede proceder a pagar la misma utilizando el ícono de Pago de Deuda. 7. Si el balance de su factura es cero ($0.00) y no requiere cambios, utilice la opción Confirmación de Matrícula con Balance Cero. 8. Una vez confirmada su matrícula en el sistema estudiantil, podrá

71 descargar el programa de clases utilizando la opción Descarga de Formulario de Matrícula. (el proceso puede tomar más de un día laborable) RECUERDE que cada transacción realizada en el Sistema Estudiantil tarda de uno a dos días laborables para reflejarse en el “Web”.

NO SE PODRÁN EFECTUAR PAGOS EN EL BANCO POPULAR

72 UPR GSPH Policy on Standards of Academic Progress and Discipline (Spanish Version) Dr. José A. Capriles Quirós, MPH, MHSA Decano Asociado para Asuntos Académicos Revisadas 9 de julio de 2014 Documento en el que se expresa claramente el proceso de promoción académica del estudiante. A.

Progreso y Promoción de Estudiantes

1. El estudiante debe haber tomado y aprobado todos los cursos según estipulados en la secuencia curricular aprobada y vigente al momento de su ingreso según corresponda a su año de estudio. 2. El estudiante debe haber aprobado todos los cursos y asignaturas con una calificación de A, B o C. En el caso de los cursos doctorales (nivel 8____), solamente se consideran aprobados con calificación de A o B. 3. El expediente académico del estudiante deberá reflejar un promedio acumulativo mínimo de 3.0 en los cursos requeridos y de especialidad y un promedio de 2.50 de índice general. En el caso de los estudiantes doctorales, su expediente académico deberá reflejar un promedio acumulativo mínimo de 3.0, tanto para el índice general como para el de especialidad. 4. El estudiante deberá haber observado a la fecha de progreso las normas vigentes de la Universidad de Puerto Rico, normas y deberes del estudiante, mantener una conducta moral y ética durante el año académico previo a ser promovido al siguiente nivel o año de estudios graduados. 5. El Coordinador del Programa de estudio recomendará al Jefe del Departamento los candidatos a ser promovidos al siguiente nivel o año de estudio según cada caso individual. De ser requerido la Facultad del Programa podrá solicitar evaluar algún candidato antes de ser recomendado su progreso si ha incurrido en una falta al reglamento de la Universidad de Puerto Rico. B.

REMOCIÓN DE INCOMPLETOS:

6. En aquellos casos en que el estudiante no complete los requisitos necesarios del curso en el periodo académico especificado y presente al profesor una excusa justificada, este asignará una calificación de Incompleto (1). El período establecido para la remoción de un

73 Incompleto para los estudiantes del Recinto de Ciencias Médicas, es a la terminación del siguiente trimestre. 7. En los casos en que el Incompleto de los períodos antes indicados sea en un curso pre-requisito de las siguientes asignaturas a tomarse, deberá remover el Incompleto dentro de los primeros quince (15) días lectivos del próximo período académico. El profesor deberá someter una calificación final a la Oficina del Registrador dentro de los próximos cinco (5) días lectivos de haberse vencido el período señalado. En los casos en que los estudiantes no remuevan el Incompleto a la terminación de los períodos mencionados, se les enviará una calificación final de “F”. 8. Se dispone que en aquellos casos especiales en que, por razones fuera del control del estudiante, o de salud, no pueda remover el Incompleto en el período señalado, el Decano concernido hará las recomendaciones específicas al Registrador del Recinto. Certificación Núm. 77-16, Senado Académico, R.C.M. Disciplina De acuerdo al Artículo 6.1 – Propósitos del Sistema Disciplinario, Manual de Deberes y Responsabilidades del Estudiante, RCM y citamos: El propósito del sistema disciplinario en una comunidad universitaria siempre debe estar en armonía con los propósitos, fines y razón de ser de la Universidad. A tales efectos, el sistema disciplinario del RCM en lo referente a la conducta estudiantil, propenderá a: 1. Propiciar el orden y el mejor ambiente institucional e intelectual, la honestidad, integridad, y a garantizar la seguridad de la vida, la salud y la propiedad de la Institución y de los integrantes de la comunidad universitaria. 2. Orientar y educar al estudiante sobre las consecuencias de sus actos. 3. Orientar y educar al estudiante sobre su responsabilidad para con la comunidad 4.

Ofrecer al estudiante la oportunidad de modificar sus conductas para que pueda participar de manera adecuada en la vida de la comunidad universitaria.

5. El Decano Asociado será responsable de recibir por escrito una solicitud de parte de la facultad donde se exponga la situación que propicie una falta de disciplina. 6. El Decano Asociado nombrará un comité asesor para evaluar la falta dentro de las bases legales según los reglamentos vigentes de la UPR dentro de un término no mayor de 30 dias laborables y procederá a emitir recomendaciones. En caso que la recomendación sea la de

74 suspension o expulsion deberá ser referido el caso a la consideración del Rector del RCM el cual activará la Junta Disciplinaria del RCM para la resolución del caso. A continuación se presentan los criterios y el tiempo establecido para el análisis de promoción académica del estudiante:

Programa MHSA (Maestría en Administración de Servicios de Salud)

MPH General

MPH Gerontología

Certificado Gerontología MPH Bioestadística

MPH Epidemiología

MS Epidemiología

MPH Enfermería Obstetricia Partera Certificado Partería para enfermera Higiene Industrial

MS Salud Ambiental

Promoción Académica Se establece anualmente  Promedio general mínimo 2.5  Promedio de especialidad 3.0  Haber observado las normas vigentes de la UPR en relación a: normas y deberes de estudiantes y conducta moral y ética. Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Se establece por trimestre.  Promedio de especialidad 3.0 Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Se establece por trimestre.  Pasar componente teórico de cada curso tomado en el trimestre.  Pasar componente práctico de cada curso tomado en el trimestre. Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0

Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 DrPH Salud Ambiental Se establece por trimestre.  Promedio general mínimo 3.0  Promedio de especialidad 3.0

75

Programa

Promoción Académica 

DrPH Análisis Sistemas de Salud y Gerencia

DrPH Determinantes Sociales de la Salud

Certificado Graduado en Deficiencias en el Desarrollo e Intervención Temprano (DDIT) MPHE (Maestría en Educación en Salud Pública). Demografía

Cursos con calificación de C no son aprobados y el estudiante deberá repetir los mismos con calificación de A o B. Se establece por trimestre.  Promedio general mínimo 3.0  Promedio de especialidad 3.0  Cursos con calificación de C no son aprobados y el estudiante deberá repetir los mismos con calificación de A o B. Se establece por trimestre.  Promedio general mínimo 3.0  Promedio de especialidad 3.0  Cursos con calificación de C no son aprobados y el estudiante deberá repetir los mismos con calificación de A o B. Se establece por trimestre.  Promedio de especialidad 3.0

Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0

Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Nutrición Se establece por trimestre.  Promedio general mínimo 2.5  Promedio de especialidad 3.0 Investigación Se establece por trimestre. Evaluativa de  Promedio general mínimo 2.5 Sistemas de Salud  Promedio de especialidad 3.0 Nota: Preparado por: Ivelisse García-Meléndez, Directora OCE Fuente de Información: Comunicación escrita y telefónica de Coordinadores de Programas.

76 Healthcare Management Associations Association of University Programs in Health Administration (AUPHA) The Association of University Programs in Health Administration (AUPHA) is a not-for-profit association of university-based educational programs, faculty, practitioners, and provider organizations. Its members are dedicated to continuously improving the field of health management and practice. It is the only non-profit entity of its kind that works to improve the delivery of health services throughout the world - and thus the health of citizens - by educating professional managers. From its inception 55 years ago, membership in AUPHA has grown from seven graduate programs in the United States and Canada to more than 100 graduate and undergraduate university programs in North America. Schools of medicine, public health, allied health, and business administration house these interdisciplinary academic programs. Individual Membership in AUPHA is open to any individual or faculty member interested in Health Administration and Health Administration Education. American College of Healthcare Executives (ACHE) Founded in 1933, the American College of Healthcare Executives is an international professional society of 30,000 healthcare executives who lead our nation's hospitals, healthcare systems, and other healthcare organizations. ACHE is known for its prestigious credentialing and educational programs and its annual Congress on Healthcare Management, which draws more than 4,000 participants each year. ACHE is also known for its journal, the Journal of Healthcare Management, and magazine, Healthcare Executive, as well as ground-breaking research and career development and public policy programs. ACHE's publishing division, Health Administration Press, is one of the largest publishers of books and journals on all aspects of health services management in addition to textbooks for use in college and university courses. Through such efforts, ACHE works toward its goal of being the premier professional society for healthcare leaders by providing exceptional value to its members. Making your way through the continuously evolving world of healthcare management can be tough without the right guidance and support. As an ACHE Student Associate, you can find answers to your most pressing career questions—and gain a competitive edge—through ACHE's countless resources. By joining ACHE as a Student Associate, you will experience the excitement of discovering, exploring, and understanding the real world of healthcare management. Commission on Accreditation of Healthcare Management Education (CAHME) CAHME an interdisciplinary group of educational, professional, clinical, and commercial organizations devoted to accountability and quality improvement in the education of health care management and administration professionals. Our mission: Serving the public good through promoting, evaluating, and improving the quality of graduate healthcare management education in the

77 United States and Canada. Through our partnership between academe and the field of practice, CAHME serves universities and programs in a voluntary peer review process as a means to continuously improve graduate education. In so doing, CAHME accreditation becomes the benchmark by which students and employers determine the integrity of healthcare management education and the standard of measurement for the world community. Leading professional associations and colleges that serve as sponsoring organizations for CAHME has made this commitment. Students entering CAHME accredited programs are assured of appropriate content, high standards of quality, and membership in a network of professional colleagues that transcends boundaries of universities and professional associations and colleges. CAHME is proud to be officially recognized by both the Department of Education and the Council for Higher Education Accreditation. CAHME is also a member of the Association of Specialized and Professional Accreditors (ASPA) and adheres to the ASPA Code of Good Practice. Asociación de Hospitales de Puerto Rico (AHPR) The Hospital Association of Puerto Rico is a private non-profit that brings together public and private hospitals of our country, organized and registered in the PR Department of State in 1942. The mission is to get through coordination of efforts of each partner are maintained excellent standards of community health based standards of excellence in service. Upon arrival of a new millennium, we reaffirm our commitment to providing excellent service to the people of Puerto Rico. Colegio de Administradores de Servicios de Salud (CASS) The College of Health Service Administrators of Puerto Rico is a vanguard organization recognized in the healthcare industry that influences public health policy in Puerto Rico and International level conducive to optimal development of their members and the highest expertise in the field of health services administration. We are the organization that brings together professionals in the administration of health services in Puerto Rico for the development of the profession and collegiate committed to collaborative work. Closely related to the regulator body for the profession and academia, the CASS ensures compliance with legal statutes of the profession promotes and encourages excellence and innovation in health care administration.

78 American Public Health Association (APHA) The American Public Health Association (APHA) is the oldest and largest organization of public health professionals in the world, representing more than 50,000 members from over 50 occupations of public health. APHA brings together researchers, health service providers, administrators, teachers, and other health workers in a unique, multidisciplinary environment of professional exchange, study, and action. APHA is concerned with a broad set of issues affecting personal and environmental health, including federal and state funding for health programs, pollution control, programs and policies related to chronic and infectious diseases, a smoke-free society, and professional education in public health. APHA actively serves the public, its members, and the public health profession through its scientific and practice programs, publications, annual meeting, awards program, educational services and advocacy activities.

79 Program Outcomes University of Puerto Rico Master in Health Services Administration DEGREE PROGRAM: UPR MHSA

1. Total applications received:

SELF-STUDY AY (20122013)

PRIOR AY (2011-2012)

TOTAL

TOTAL %MINORITIES*

%MINORITIES*

87

86

a) incomplete

29

11

b) complete

58

64

58

64

20

20

38

44

20

15

2. Total complete applications: a) applicants offered admission b) applicants not offered admission 3. Total applicants enrolled

0

Description of Recruitment Outcomes AY 2011-2012 and 2012-2013 (% minority not applicable to programs outside the US)

University of Puerto Rico Master in Health Services Administration Distribution of Enrolled Students AY 2013-24, 2012-13, and 2011-12 YEAR FOLLOWING SELF STUDY AY

SELF STUDY AY

YEAR PRIOR TO SELF STUDY AY

2013-2014

2012-2013

2011-2012

CLASS SIZE* : 20

CLASS SIZE* : 20

FULL TIME

PART TIME

TOTAL

FULL TIME PART TIME TOTAL FULL TIME

42

3

45

48

3

51

46

CLASS SIZE*: 15 PART TIME

4

Note: a) Class size only includes number of first year students admitted for each academic year period. b) Full time, part time and total in the tables includes all active enrolled students for each academic year period.

Career achievement assessment The program meets its mission statement in preparing key leadership individuals that can occupy different positions in a diverse and changing health environment. The most commonly used indicators to measure graduate's career achievement are:

TOTAL

50

80 1. Graduation Rates (Cohorts 2006-07, 94%; 2007-08, 83%; and 2008-09 86%) (Benchmark >80%) MET 2. Number of Students Graduated each summer (AY 2010-11 [11]; AY 201112 [14]; AY 2012/13 [20]) (Benchmark >15) PARTIALLY MET 3. Employment Status at 3 months (AY 2010-11 [91%]; AY 2011-12 [93%]; AY 2012-13 [80%] (Benchmark >80%) MET 4. Types of employers/employments occupy by our students at 3 months (AY 2010-11): 3 at hospital or health systems, 2 at Insurance, 6 other positions. (AY 2011-12): 8 Hospital, 1 Association, 2 Insurance, 1 employed overseas, 2 other. Hospital or Health System and Health Insurance agencies are the main employers for our graduates in Puerto Rico. Exit Survey The program monitors the experiences of students during their studies at the end. A questionnaire is administered by the Program using the Server Monkey to students who complete each year. In this survey, students say about general aspects of their learning environment and their relationship with the faculty, and their perception of achievement in achieving the competencies of the program. Results to some questions administered to students in last two surveys:

Question

AY 2012-2013 n=10 Excellent Good Satisfactory

How do you think the UPR MHSA program allowed to meet your development goals? How the program prepared you to serve as a Health Services Administrator?

Graduation Rates

AY 2011-12 n=14 Excellent Good Satisfactory

20%

80%

-

26.7

66.7

6.6

18.2%

36.4%

45.5%

21.4%

71.4%

7.2%

81

82

83 Diversity within Faculty and Learning Environment The GSPH supports and follows all UPR-MSC non-discriminatory policies that apply to gender, sexual preferences, race, religion, national origin, disability and age. The University has a non-discrimination policy based on the Civil Rights Act of 1964 and policies based on Title IX of the Education Act Amendment of 1972 and Section 504 of the Rehabilitation Act of 1973. In addition, Chapter V of the UPR General Bylaws (2002) applies the nondiscriminatory policy for purposes of recruitment, retention, and promotion of faculty, staff, and students. The University of Puerto Rico follows a non discriminatory policy in accordance with Civil Right Act of 1964, Civil Right Act 1991, Rehabilitation Act of 1973, and the American with Disabilities Act 1990. The gender composition of the full time and adjunct faculty of the MHSA program is 7 males (58.0%) and 5 females (42%). This gender composition has been stable through last ten years. All faculty members are Hispanic. It is also noteworthy that all female full-time faculty hold tenured positions and all adjunct faculty are female. Clearly, the MHSA Program has a diverse faculty with strong representation of women. A racial/ethnic breakdown is not utilized in Puerto Rico, due mainly to the impossibility of categorizing individuals given the considerable coalescence of ethnic groups. This composition matches with the student body demographics and diversity. In Puerto Rico, different ethnic groups have coalesced to form a homogeneous culture. Thus, discrimination because ethnic origin is not a significant issue on the Island. The Program appreciates diversity as one important factor to be competitive in a changing world. It considers faculty diversity in terms of background, training, expertise, and interests. Students are not only exposed to diversity within an environment in which faculty and students are diverse, but the topic is included in their courses. The course Introduction to Healthcare Management (ADSS 6525) discusses diversity as part of the most recent organizational theories, leadership competencies, ethics and professionalisms. The course Human Resources Management (ADSS 6625) includes federal and local laws that prohibit discrimination. This competency is also discussed in the Organizational Behavior (ADSS 6579) course.