Type
Written Assignment
INFO 6057 Health Systems Management
Assessment
Independent Analysis and Written Assignment
Weighted Evaluation
15%
Purpose:
The purpose of this written lab is to assess your ability to critically examine and understand key information that
was outlined as a key theme and determine whether you have understood the information. Key questions are used
to examine your critical thinking, analysis and writing skills.
Materials Required:
▪
▪
▪
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Week 6-9 inclusive Professor PPT
Week 6-9 inclusive readings
To assist you, within the “additional lab resources” tab, you will use the format to assist you to structure the
independent written lab.
A rubric is provided as an assessment to your learning and to improve your inquiry, analysis and writing
skills. The rubric is meant to guide you (like a check list) to ensure you have maximized your full potential
and used to assess (grade) your written assessment.
Format and Length:
▪
▪
▪
This assignment must be completed in WORD and involves answering key questions (under key subheadings)
in less than 1000 words (2 pages) single space. Please always write with complete sentences (no bullets).
A guide for this format is provided on FOL. Please also include a separate cover page with: your full name
and student number, course information description, title of assignment, and date.
Format: Use Text: 12 fonts, Style: Times New Roman
Instructional steps to follow:
Step 1: Attend class and review the professor’s PPT slides very carefully. PPT’s week 6-9 inclusive.
Step 2: Read the questions and answer the questions on page 2.
Step 3: Using the format structure of the lab beginning with an introduction and ending with a conclusion, ensure
to complete answering the questions on page 2 of this assignment.
Step 4: Ensure to use the professor’s information and the readings in week 6-9 inclusive in your reflection. You
are to follow APA, 7th edition documentation.
Reminders – All Assignments must meet the due date in drop box and not accepted via email.
In addition, the following are the four (4) minimum standards for all written assignments:
1. Integrity: Ensure your assignment contains no plagiarized segments. If it does, it will be considered
an academic offence. Note: Quotations and paraphrasing of any source without proper in-text
citations and attached reference list is considered plagiarism.
2. Purpose: Ensure that your assignment achieves the primary purpose at least in a minimal way.
3. Readability: Ensure that your assignment is edited to account for the majority of grammar,
punctuation, and spelling errors. If it contains too many errors that create confusion of meaning and
severely limits communication, then it will not meet the minimum standards.
4. References: You must reference ALL sources from which you obtained information, and provide a
citation for any information using APA 7th edition format (see A136 Academic Integrity).
Created and Written by Dr. S. MacLean
p. 1
INFO 6057 Assessment
Instructions:
Using sub-headings identified in red below, please review and answer comprehensively the following key
3 components of questions in a 1000-word document and upload to dropbox by the deadline.
Legislation and communication:
What laws and legislation can you find that supports protecting privacy and confidentiality with the rise
of smart cities? Which department/ministry in government (both federally and by province or territory)
is responsible for smart cities? Name and describe these laws/legislation and explain what they mean as
it relates to protecting individuals privacy, ensuring dignity, cyber security and opportunity for improved
health decision-making.
Health Record Information and Considerations:
What steps have the Canadian government either federally or provincially to be inclusive, to support
Smart Cities? Therefore, please outline and explain the factors and considerations must be taken to
understand accurate data in a health record?
Data integrity:
How is data governance promoted and supported in Canada? What similarities or differences exist in
how various communities perceive smart cities (e.g. urban, rural, tribal, elderly, youth, etc.)?
Note: Remember to formulate a clear introduction and a succinct and meaningful conclusion.
All the best! Professor Silvie MacLean
Created and Written by Dr. S. MacLean
p. 2
INFO 6057 Assessment
RISE brief 6: Population-health management
(Last updated 8 August 2019)
Overview
Ontario Health Teams (OHTs) will need to learn and
improve rapidly to achieve specific targets related to the care
experiences and health outcomes of their year 1 priority
populations (building block #4). They can then build on
these experiences in steadily expanding their priority
populations (building block #1) and in-scope services
(building block #2) in later years, with the goal of eventually
optimizing care experiences and health outcomes for the
attributed population for which they’re accountable, while
keeping per capita costs manageable and provider experiences
positive (i.e., achieving the quadruple aim).
Box 1: Coverage of OHT building blocks &
relevance to sections in the OHT full
application form
This RISE brief primarily addresses building block #4 and
secondarily building blocks #1 and #2:
1) defined patient population (secondary focus)
2) in-scope services (secondary focus)
3) patient partnership and community engagement
4) patient care and experience (primary focus)
5) digital health
6) leadership, accountability and governance
7) funding and incentive structure
8) performance measurement, quality improvement, and
continuous learning
It is relevant to section 3 (how will you transform care?) and
appendix A (home and community care) in the OHT full
application form.
A key part of this learning and improvement will involve
transitioning from responding reactively to the patients
seeking care now from OHT partners to being proactive in
meeting the needs of the broader population for which the
OHT is accountable. OHTs can do this in two ways:
1) take population-health perspectives to the delivery of
health and other human services in a person-centred
manner, which we call ‘population-health management’ and which is the focus of this RISE brief; and
2) use population-based approaches to address the broader social determinants of health (e.g., advocating for or
introducing changes to provincial and municipal policy to make it easier to buy healthy foods in neighbourhood
stores, to exercise in local parks, and to have a meaningful job and a living wage), which will be the focus of a
separate RISE brief.
The former focuses on getting the right services to all the individuals who need them (or, as we will explain below,
to segments of the population with shared needs) while the latter focuses on changing the context in which these
individuals live, work and play.
Many OHT partners are focused on responding reactively to the patients now seeking care from their organization
(see the smallest of the three ‘curves’ in the top part of Figure 1). Population-health management involves
broadening their focus to include being proactive in meeting the needs of the entire population for which they’re
accountable (see the middle of the three curves) and expanding their ‘toolkit’ to include both:
1) ‘in-reach’ services, which means proactively offering evidence-based services that can promote health, prevent
disease and help people live well with their conditions anytime they are ‘seen in’ or ‘touched by’ the health
system (within reason); and
2) ‘out-reach’ services, which means proactively connecting with those who are not seeking care now (or have not
been ‘seen’ or ‘touched’ for some time) and again proactively offering evidence-based services (like those in point
1 above) in a coordinated way, and removing barriers to accessing these services.
The key differences for many OHT partners will be: 1) proactively and opportunistically offering evidence-based
services to patients now seeking care from their organizations (in-reach); 2) connecting with and supporting those
who aren’t (out-reach); and 3) using a person-centred approach that helps people – using a comprehensive array of
services that fit their needs (e.g., chronic care, mental health care and palliative care) – to set and achieve health
1
goals that are appropriate for them (not necessarily to focus on treating every disease or risk factor to a clinician’s
high standard). Moreover, all OHT partners will need to coordinate care within and across organizations. The goal
is to shift the whole population curve from unhealthy to healthy (compare the lower part of Figure 1, with more
healthy people, to the upper part) and to do so in a way that respects each person’s autonomy.
Figure 1: ‘Curve’ that OHTs are attempting to shift rightward (adapted from (1))
This RISE brief describes three population-health management activities that OHTs can undertake in beginning to
bring population-health perspectives to the delivery of health and other human services in a person-centred manner:
1) segmenting the population into groups (or population segments) with shared needs; 2) designing in-reach and
out-reach services appropriate to each group (or population segment); and 3) stratifying these services to support
their delivery in a manner that reaches and is appropriate to sub-groups. These activities constitute a first set of
activities that can be enriched and added to as OHTs more fully embrace population-health management.
Segmenting the population into groups with shared needs
Segmenting an attributed population into groups with shared needs involves:
1) choosing an initial basis for defining a group (e.g., adults with mental health and substance-use problems, frail
elderly, adults with multiple chronic health conditions, individuals with risky health behaviours, or the individuals
who are among the top 5% of healthcare users);
2) identifying the factors that may help to identify their health needs and any barriers to patients having these needs
met, such as:
a) severity of their conditions or risk factors (e.g., those at risk of mental health and substance-use problems,
those with mild to moderate mental health and substance-use problems, and those with severe and persistent
mental illness and addiction, as well as those with one or more concurrent conditions),
2
b) utilization (or non-utilization) of health services (e.g., receiving care coordination or home-care services, not
enrolled with a primary-care practice, frequent emergency-room visits, past hospitalizations for ambulatory
care-sensitive conditions, and resident of or on a wait list for a long-term care home), or broader human
services (e.g., social-assistant recipient or resident in supportive housing),
c) socio-demographic factors (e.g., age, gender, marital status, education, income, moved in last year, visible
minority, speaks a language other than English at home, and/or citizenship/immigration status), and
d) attributes of the neighbourhood where they live (e.g., the same factors as in 2c but at the level of, say, a ward);
3) analyzing available data to identify groups for whom quadruple-aim metrics are particularly poor and to select the
factors that would allow segmentation into groups with shared needs, including gaps in care and care
coordination and barriers to having these needs met; and
4) prioritizing population segments where the greatest impacts on the quadruple aim can likely be achieved.
In RISE brief 8 about data analytics, we illustrate the many sources of data that can be drawn upon to assist with
population segmentation.
As noted in the introduction, teams on an OHT readiness path will need to focus initially on selecting and
segmenting their year 1 priority populations and prioritizing population segments where they think they can have
the greatest impact, ideally in a way that can be easily documented and then scaled up to other populations (and
population segments) in future. Over time an OHT may emphasize segmentation for one or more of:
1) high-risk populations (e.g., patients at high risk of unplanned hospitalization) to support what is sometimes called
micro-level integration (that can even be individualized);
2) sub-populations (e.g., patients older than 75 and/or with a specific chronic condition such as diabetes) to
support meso-level integration around each segment; and
3) whole population (e.g., the London Health Commission segmented the entire population of London into 15
segments based on a combination of age and a variety of health and social conditions) to support a macro-level
integration initiative organized around each segment.(2)
Designing in-reach and out-reach services appropriate to each group
Once population segments have been prioritized for attention, OHTs can engage patients, families and caregivers
and draw on the best available research evidence to co-design:
1) in-reach services, which means making decisions about what types of services will be offered (to promote health,
prevent disease and help people live well with their conditions) and how these services will be offered
proactively, opportunistically and in a coordinated way to patients seen by any of their partners; and
2) out-reach services, which means making similar decisions about what types of services will be offered
proactively, and making decisions about how and when those not seeking care now will be contacted, how and
when services will be offered proactively, and how to approach removing barriers to accessing these services.
Care needs to be taken to ensure that these services are designed in ways that are sensitive to the barriers that each
group may face in having their needs met. In RISE brief 9 about evidence sources, we provide the many sources of
evidence that can be drawn upon to assist with designing in-reach and out-reach services.
Teams on an OHT readiness path will need to focus initially on the in-scope services provided by their current
partners while looking for opportunities to expand these partners over time to those offering complementary
services that are also needed for specific population segments. They will also need to develop mechanisms to track
patients and their needs to facilitate both in-reach and out-reach services.
3
Stratifying services for delivery
Once population segments have been prioritized for attention and in-reach and out-reach services have been codesigned, OHTs can plan for which partners will deliver these services and how (which we call stratifying services
for delivery). This activity involves assessing OHT partners’ capacity to:
1) deliver certain types of services;
2) work with groups that share a condition (such as severe and persistent mental illness), service-utilization profile
(e.g., social-assistance recipient) and/or socio-demographic profile (e.g., recent immigrants who speak French at
home); and
3) work in particular neighbourhoods.
This activity may identify gaps in service provision that need to be filled and barriers to patients accessing services
that need to be removed. It may also require conversations about which partners can reach which groups in which
neighbourhoods with which services most efficiently and equitably, and about how partners need to coordinate
their roles to ensure they are delivering services in a person-oriented manner. Filling gaps, addressing barriers and
having conversations about the roles of different partners are likely necessary to achieve the quadruple aim of
improving care experiences and health outcomes at manageable per capita costs and with positive provider
experiences.
Teams on an OHT readiness path will ideally apply a rapid learning and improvement lens to this work. In addition
to the above, which corresponds to steps 1-3 below, applying this lens also includes steps 4-6 to support further
learning and improvement:
1) identifying a problem (or goal) through an internal and external review (which in this case means segmenting the
population into groups with shared needs and understanding the barriers to having these needs met);
2) designing a solution based on data and evidence generated locally and elsewhere (which in this case means
designing in-reach and out-reach services appropriate to each group);
3) implementing the plan – in this case, the population-health management plan – possibly in pilot and control
settings (which includes but goes well beyond stratifying services);
4) evaluating to identify what does and does not work;
5) adjusting, with continuous improvement based on what was learned from the evaluation
(and from other OHTs’ evaluations); and
6) disseminating the results to improve the coverage of effective population-health management approaches across
their local health system.
We return to steps 1-3 in RISE brief 8 about data analytics and in RISE brief 9 about evidence sources. The
essential points from RISE briefs 6 (this one), 8 and 9 are captured in a RISE summary sheet.
References
1) Washington AE, Coye MJ, Boulware LE. Academic health systems’ third curve: Population-health improvement. JAMA 2016; 315(5): 459-460.
2) Vuik SI, Mayer EK, Darzi A. Patient segmentation analysis offers significant benefits for integrated care and support. Health Affairs 2016; 35(5): 769774.
Waddell K, Reid R, Lavis JN. RISE brief 6: Population-health management. Hamilton, Canada: McMaster Health Forum; 2019.
RISE prepares both its own resources (like this RISE brief) that can support rapid learning and improvement, as well as provides a structured ‘way in’
to resources prepared by other partners and by the ministry. RISE is supported by a grant from the Ontario Ministry of Health to the McMaster
Health Forum. The opinions, results, and conclusions are those of RISE and are independent of the ministry. No endorsement by the ministry is
intended or should be inferred.
ISSN: 2562-7309 (online)
4
Guidance for Ontario Health Teams:
Collaborative Decision-Making Arrangements
for a Connected Health Care System
July 2020
Table of Contents
What You Need to Know………………………………………………………………………………………………… 1
1. Introduction ……………………………………………………………………………………………………………… 2
1.1. Purpose ……………………………………………………………………………………………………………. 2
1.2. Terminology ……………………………………………………………………………………………………… 3
1.3. Disclaimer ………………………………………………………………………………………………………… 3
1.4. Additional Resources …………………………………………………………………………………………. 4
2. Key Principles and Elements ……………………………………………………………………………………… 4
2.1. Collaborative decision-making arrangements are to be self-determined ……………………. 4
2.1.1. OHTs must engage with local communities and providers ………………………………… 4
2.1.2. OHTs determine own legal structures and inter-member relationships ……………….. 5
2.1.3. OHTs determine their own membership and entry criteria ………………………………… 6
2.1.4. OHTs determine how to make decisions on key topics …………………………………….. 6
2.1.5. Patients, families, and caregivers, and physicians and other clinicians must be
included …………………………………………………………………………………………………….. 7
2.1.6. OHTs determine decision-making roles of patients, clinicians, etc……………………… 7
2.1.7. Collaborative decision-making arrangements must address certain matters ……….. 7
2.1.8. OHTs must identify a recipient of implementation funding ………………………………… 8
2.1.9. Collaborative decision-making arrangements must be documented and endorsed
by members ……………………………………………………………………………………………….. 8
2.2. Collaborative decision-making arrangements are to be fit for purpose ………………………. 8
2.2.1 . OHTs are intended to create the health care system Ontarians expect ………………. 9
2.2.2. OHTs should be guided by the quadruple aim and a shared vision and goals……… 9
2.2.3. Collaborative decision-making arrangements should enable the OHT to complete
the ‘building blocks’ for OHT development ……………………………………………………… 9
2.2.4. Collaborative decision-making must be transparent ……………………………………….. 10
Checklist for OHT CDMAs ……………………………………………………………………………………………. 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
What You Need to Know
•
•
•
•
All approved OHTs must establish and document a collaborative decision-making
arrangement between members.
o To be eligible for any future OHT implementation funding opportunities,
OHTs will be required to demonstrate they have established a
collaborative decision-making arrangement between members
addressing, at minimum, the OHT’s use of any implementation funding.
o A checklist is provided at the end of this document, and more information
about potential funding opportunities will be provided separately.
o OHTs’ collaborative decision-making arrangements are expected to
evolve over time as OHTs mature.
OHT collaborative decision-making arrangements are to be self-determined by
members and fit for purpose.
OHT collaborative decision-making arrangements must:
o be informed in their development by engagements with:
■ local communities
■ patients, families, and caregivers
■ physicians and other clinicians
o provide for direct participation in decision-making by:
■ patients, families, and caregivers
■ physicians and other clinicians
o address:
■ resource allocation (including of any implementation funding)
■ information sharing
■ financial management
■ inter-team performance discussion
■ dispute resolution
■ conflicts of interest
■ transparency
■ identifying and measuring impacts on priority populations
■ quality monitoring and improvement
■ expansion to more patients, services, and providers
Resources to support OHTs in establishing their collaborative decision-making
arrangement are available through RISE and include templates, examples,
presentations, journal articles, case studies and other published reports, and
opportunities to engage directly with experts and peers.
Page 1 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
A note on COVID-19 and Collaborative Decision-Making Arrangements
The establishment of a collaborative decision-making arrangement is not only
foundational to advancing an OHT’s maturation — it can also support shorterterm work as providers prepare for a future wave of COVID-19 and the
emergence of seasonal influenza.
Key COVID-19/influenza preparedness and response activities that have been
supported by collaborative arrangements during the COVID-19 response
include:
–
Identifying and supporting vulnerable populations, e.g. in congregate
care or living settings
contributing and deploying staff and other resources where needed
acquiring and distributing clinical supplies and equipment
coordinating responses to local capacity pressures
integrating home care closer to the point of care
implementing new care pathways and care patterns
1. Introduction
Collaborative decision-making arrangements are arrangements that enable leaders
from multiple organizations to successfully engage in deliberative, consensus-oriented,
collective decision-making to achieve shared goals, accountabilities, and opportunities
for improving patient care.
Establishing effective OHT collaborative decision-making arrangements is foundational
to advancing integrated care the levers of integrated funding, integrated accountability
structures, and integrated performance management and quality improvement
measures. In addition, they have short-term utility as the health system prepares for a
future wave of COVID-19 and the simultaneous emergence of seasonal influenza.
OHTs will need to establish collaborative decision-making arrangements as a priority in
order to deliver on Year 1 expectations, advance pandemic planning and response and
lay the foundation for maturation toward a single framework for fiscal and clinical
accountability in future years.
It is expected that collaborative decision-making arrangements will evolve as OHTs
develop, expand, and mature to the point of readiness for this shift.
1.1. Purpose
The purpose of this guidance document is to set out expectations and guidance to help
providers establish collaborative decision-making arrangements as a team.
Page 2 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
This document collects together, affirms, and builds on the information and direction set
out in Ontario Health Teams: Guidance for Health Care Providers and Organizations
2019 (‘2019 Guidance’) on the essential elements of collaborative decision-making
arrangements between OHT members.
This document is also meant to inform and inspire the creative and aspirational
organization-to-organization, board-to-board, and leader-to-leader conversations and
relationship-building that has been, and will continue to be, foundational to OHT
success.
1.2. Terminology
Communications to date from the Ministry of Health (MOH) and other organizations
have used the term “governance” when referring to the mechanisms by which a group
of providers in an OHT will make decisions about, and oversee, OHT activities.
This document uses the term “collaborative decision-making arrangements” rather than
the term “governance” to reflect that OHTs are still in early stages of implementation,
including that:
•
at this time, patient services continue to be funded and governed by agreements
between the funder and each member within an OHT, and not (yet) through an
integrated agreement between the funder and the OHT as a whole; and
•
OHT members need time to work out the scope of decision-making they assign
to the OHT (vs. the scope of decision-making authority retained by individual
members).
The use of this term also recognizes that community context differs from region to
region, including that providers (including provider organizations and solo practitioners)
in different OHTs will take different (and evolving) approaches to defining their roles,
responsibilities, and relationships within their OHT.
The intention in using this terminology is to focus on defining the mechanisms through
which a foundation for collaborative decision-making can be built to support and enable
progress towards a more mature state, including the delivery of integrated patient care
services across the OHT.
1.3. Disclaimer
The adoption of a particular collaborative decision-making arrangement can have legal,
labour relations, governance, and other implications. This guidance document does not
constitute legal or other expert advice. OHT members remain responsible for obtaining
expert advice, including legal advice, in determining the most appropriate collaborative
decision-making arrangement for their OHT, and in taking the most effective steps for
implementation.
Page 3 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
1.4. Additional Resources
Resources for OHTs on establishing collaborative decision-making arrangements,
including templates and examples of documentation of collaborative decision-making
arrangements shared by OHTs, guidance and information from experts, are available on
the RISE website.
2. Key Principles and Elements
As set out in the 2019 Guidance, two principles guide MOH expectations for OHTs’
collaborative decision-making arrangements: those arrangements are to be selfdetermined, and they are to fit for purpose.
Direction on the application of these two key principles is detailed below. In addition, a
summary checklist of minimum expectations for OHT collaborative decision-making
arrangements in Year 1 is set out at the end of this document.
2.1. Collaborative decision-making arrangements are to be self-determined
As described later in the document, and based on feedback from OHTs, the MOH is
identifying minimum expectations (‘the what’) that applies to all OHTs, with allowance
for each OHT to determine the appropriate arrangement based on local circumstance
and context (‘the how’).
2.1.1 . OHTs must engage with local communities and providers
The development and establishment of collaborative decision-making arrangements
should be informed by OHT members’ experiences and engagements with:
•
local communities;
•
patients, families, and caregivers; and
•
physicians and other clinicians.
OHTs should seek to ensure that:
•
the design and implementation of collaborative decision-making arrangements
appropriately reflect local interests and concerns and are seen as representative,
legitimate, and equitable
•
appropriate input is obtained by the OHT in the exercise of its collaborative
decision-making arrangement, once established
•
the OHT operates in a manner consistent with the Patient Declaration of Values
for Ontario.
The MOH encourages OHTs to be as broad and inclusive as possible in their
engagements.
Page 4 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
OHTs should particularly ensure appropriate engagement with French language
communities, and ensure adherence to the French Language Services Act, as
applicable.
OHTs must engage with Indigenous peoples and communities they would serve or
partner with.
OHTs are encouraged to leverage available opportunities for engagement with patients,
families and caregivers (e.g. member hospitals’ patient and family advisory councils;
member long-term care home resident councils, etc.) and with physicians and other
clinicians (e.g. interprofessional primary care organizations; physician associations,
etc.).
OHT are also encouraged to seek out additional opportunities to engage with patients,
families, and caregivers, and with physicians and other clinicians, who are not currently
members of a local representative organization.
2.1 .2. OHTs determine own legal structures and inter-member relationships
In alignment with the approach of enabling local innovation in each OHT, the MOH is
not prescribing or otherwise restricting OHT members to a specific structure or model
for their collaborative decision-making arrangements.
Specifically, the MOH is not requiring that OHT members:
•
establish a new not-for-profit corporation, legal partnership, or other legal entity to
constitute the OHT; or
•
adopt a particular type of agreement between members, e.g. a joint venture,
collaboration, alliance, network, or other type of agreement between
organizations that otherwise continue to operate in their own right.
The MOH and its partners (including RISE) will facilitate the sharing of leading
examples of agreements as they emerge.
As noted in the 2019 Guidance, establishing collaborative decision-making
arrangements between OHT members will take time. These arrangements may evolve
as OHTs mature and expand.
All OHTs, but especially OHTs with many members or potential members, will need to
develop collaborative decision-making arrangements that appropriately balance agility
with representativeness.
One option is to establish different roles and levels or tiers of participation in decisionmaking for different members, depending on factors including the OHT’s priorities,
member’s capacities, etc.
For example, while some OHTs may wish to adopt a ‘single-tier’ model (e.g. with all
members represented on a ‘steering committee’, ‘collaboration council’, ‘leadership
council’, or other central decision-making body), other OHTs may wish to adopt a ‘twoPage 5 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
tiered’ model (e.g. with a ‘strategic/oversight’ tier and an ‘executive
leadership/Implementation’ tier).
A further option is a sector or network-based model, e.g., if multiple organizations within
the same sector are members of an OHT, those organizations could select a
representative to participate most directly in certain OHT decision-making on their
behalf.
Additional options, considerations, and examples of different arrangements are
available on the RISE website.
In all cases, OHTs are encouraged to include all interested organizations in OHT
decision-making in some form, whether as members of a ‘core table’, as members of an
‘advisory body’ to the OHT, or some other arrangement.
2.1.3. OHTs determine their own membership and entry criteria
Joining an OHT is voluntary, and OHTs determine their criteria and process for adding
members.
OHTs are encouraged to be inclusive in their criteria and processes for adding
members, in accordance with the OHT’s local circumstances and plans for evolving to
maturity and in recognition of the range of capacities and resources of different
organizations.
For example, OHTs may choose to require incoming organizations to contribute or
commit defined resources to the OHT as a condition of new and/or continuing
membership – but if they do, they are encouraged to allow organizations to meet that
requirement using in-kind or other resources alongside, or rather than, cash
contributions. Additionally, OHTs that require defined resource commitments or
contributions are encouraged to consider establishing ‘sliding scales’ or other
mechanisms for including organizations with different capacities, resources, and
flexibility.
2.1.4. OHTs determine how to make decisions on key topics
OHT members will determine for themselves how OHTs will be organized to make
decisions, including:
•
the ‘tables’, committees, working groups, etc. doing work to support and inform
OHT decision-making;
•
how member organizations will be represented within the OHT’s collaborative
decision-making arrangement (e.g. number of representatives per member and in
total, representative’s required skills or backgrounds, etc.);
•
how to balance decision-making power (e.g. votes) across members with
different capacities and funding
Page 6 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
•
whether (or which types of) OHT decisions must be made by consensus, a
simple majority, or other criteria; and
•
other structural matters.
2.1.5. Patients, families, and caregivers, and physicians and other
clinicians must be included
OHTs must include patients, families, and caregivers, and physicians and other
clinicians in their collaborative decision-making arrangements.
The MOH encourages OHTs to seek to include a range of clinicians in their leadership
structures and/or collaborative decision-making arrangements, including physicians
(primary care physicians and family physicians and other specialists, hospital-based
and community-based, etc.), nurse practitioners and other nurses, midwives,
rehabilitative care professionals, and others.
2.1.6. OHTs determine decision-making roles of patients, clinicians, etc.
The MOH is not prescribing how patients, families, and caregivers, and physicians and
other clinicians, will participate in OHT decision-making, e.g. their roles, authority, or
scope of influence in decision-making. Different OHTs, in different local circumstances,
may develop different approaches, depending on factors including the OHT’s priority
populations and the types of organizations within the OHT.
2.1.7. Collaborative decision-making arrangements must address certain
matters
Collaborative decision-making arrangements must, at minimum, address the following:
•
•
•
•
•
•
•
•
•
•
resource allocation (including of any implementation funding)
information sharing
financial management
inter-team performance discussions
dispute resolution
conflicts of interest (including through requirements and processes for disclosure
and management of real or perceived conflicts of interest where OHT spending
decisions, e.g. for procurements, that may materially benefit a member)
transparency
identifying and measuring impacts on priority populations
quality monitoring and improvement
expansion to more patients, services, and providers
These topics have been identified by experts as key to ensuring OHTs can address key
collaborative decisions during OHT implementation.
Page 7 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
OHTs may choose to address additional matters in written agreements or frameworks
based on their local needs.
2.1.8. OHTs must identify a recipient of implementation funding
OHTs must identify a qualified member who:
•
may receive, on behalf of the OHT, any one-time implementation or project
support funding;
•
will manage that funding in accordance with the OHT’s written agreement or
framework for collaborative decision-making on the use of such funding;
•
has a strong record of financial management
•
meets requirements for government funding under the Transfer Payment and
Accountability Directive (TPAD), e.g. dedicated bank account, etc.
It is important to note that the identification of this member, and the establishment of a
written agreement or framework governing its use of implementation funds received on
behalf of the other OHT members, are only for the purpose of managing initial OHT
implementation funding, if available.
Funding currently received by OHT members for service delivery (e.g. through Service
Accountability Agreements, Funding Agreements with the MOH, OHIP, etc.) will
continue to flow to individual members under their own direct funding arrangements with
government, separately from any targeted OHT funding.
There is no immediate expectation that OHT collaborative decision-making
arrangements include provisions for sharing or distribution the full range of government
funding at this time.
2.1.9. Collaborative decision-making arrangements must be documented
and endorsed by members
OHTs must document their collaborative decision-making arrangements in writing.
OHTs may choose their own format, style, and content for this documentation, and
examples and templates are (and will be) made available through RISE.
Collaborative decision-making documentation must be endorsed or approved by OHT
members in accordance with the process members have agreed upon for this purpose.
2.2. Collaborative decision-making arrangements are to be fit for purpose
In addition to being self-determined, OHT collaborative decision-making arrangements
must be ‘fit for purpose’. This means that OHT collaborative decision-making
arrangements must enable the OHT to meet its goals and accountabilities at a local and
system level – and it also means that OHT collaborative decision-making arrangements
will almost certainly need to evolve over time.
Page 8 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
2.2.1. OHTs are intended to create the health care system Ontarians expect
As set out in the 2019 Guidance, Ontarians expect a health care system that:
•
is designed to ensure patients experience seamless transitions across different
care providers and settings;
•
promotes the active involvement and participation of primary care providers
throughout a person’s care journey;
•
takes care of a person’s complete physical and mental health needs, and not just
one condition at a time;
•
encourages and enables healthy behaviours and activities, and self-care that
promote physical and mental health and well-being;
•
is interconnected, so that patients don’t have to repeat their health history over
and over again or take the same test multiple times for different providers;
•
is easy to access and provides navigation when patients, families, and caregivers
have questions or need assistance;
•
provides the appropriate level of care in the appropriate setting, at the right time;
•
achieves better value by delivering better quality for the same or lower cost; and
•
is built on collaboration, partnership, trust, communication, and mutual respect
between patients, families, caregivers, providers, and communities.
OHT collaborative decision-making arrangements should be organized to contribute to
these goals, e.g. to ensure there are appropriate tables, resources, and decisionmaking attention brought to bear on goals relating to transitions, primary care
engagement, caring for the complete patient, encouraging healthy behaviours, etc.
2.2.2. OHTs should be guided by the quadruple aim and a shared vision
and goals
OHT collaborative decision-making arrangements should support a strategic approach
guided by the quadruple aim: better patient and population health outcomes; better
patient, family, and caregiver experience; better provider experience; and better value.
For example, collaborative decision-making arrangements should ensure appropriate
mechanisms are in place for monitoring key performance indicators under the quadruple
aim and taking steps to improve the OHT’s performance. A standardized provincial
performance framework for OHTs aligned to the quadruple aim is in development.
2.2.3. Collaborative decision-making arrangements should enable the OHT
to complete the ‘building blocks’ for OHT development
OHTs should ensure their collaborative decision-making arrangements enable the OHT
to meet provincial requirements and expectations in Year 1 and at maturity in relation to
each of the eight OHT building blocks, as set out by RISE:
Page 9 of 11
Guidance to Ontario Health Teams: Establishing Collaborative Decision-Making Arrangements
1) defined patient population
2) in-scope services
3) patient partnership and community engagement
4) patient care and experience
5) digital health
6) leadership, accountability and governance
7) funding and incentive structure
8) performance measurement, quality improvement, and continuous learning.
2.2.4. Collaborative decision-making must be transparent
To ensure that OHTs remain responsive to their communities, collaborative decisionmaking should be appropriately transparent to members and the community. This
includes transparency about who is making decisions, the process by which decisions
are made, and the decisions themselves.
Page 10 of 11
Checklist for OHT CDMAs
Each OHT’s collaborative decision-making arrangement (CDMA) must:
Be formalized in writing
Be informed in its development by engagements with:
local communities;
patients, families, and caregivers; and
physicians and other clinicians
Include a shared commitment to:
achieving the quadruple aim
a vision and goals for the OHT
☐ working together to fulfill MOH expectations for year 1 and
beyond
Provide for direct participation in OHT decision-making by:
patients, families, and caregivers
physicians and other clinicians
Address:
resource allocations (including of any implementation funds)
information sharing
financial management
inter-team performance discussions
dispute resolution
conflicts of interest
transparency
identifying and measuring impacts on priority populations
quality monitoring and improvement
expansion to more patients, services, and providers
Identify a qualified entity who members agree will receive and
manage any one-time implementation funds on behalf of the OHT
Page 11 of 11
Week 6: Understanding Ontario Health Teams
By Dr. Silvie MacLean
Information Technology
Health System Management
School of Information Technology
Note by Professor MacLean:
Ontario Health
Teams Overview
Received
permission from
AFHTO to share
This is relevant
and important as
this is new to
Ontario
This is also not
going to be
information found
in a textbook
Today’s Objective:
Outline the context of the new Ontario Health Team;
Describing and explain the new Connecting Care Act, 2019;
Explain the Ontario Health Team (OHT) vision;
Outline and demonstrate different types of communication and its value;
Describe the process of how institutions become part of the OHT;
Highlight aspects of communication and collaboration
Ontario Health Teams
The who, what, why behind OHTs
➢Context
– Government focus on reducing wait times and ending hallway health care
– Budget deficit driving reduction in government expenditure
– Need for more integrated care
➢ Bill 74: The People’s Health Care Act
– Introduced Feb 26, 2019, and passed April 19, 2019 Creation of central agency
“Ontario Health”
– Three parts:
1. Connecting Care Act, 2019
Introduction of
“Ontario Health
2. Amendment to MOHLTC Act
Teams” (OHTs)
3. Amendments/repeals to over 29 pieces of legislation
Connecting Care Act, 2019
On June 6, 2019, the Connecting Care Act (CCA) was proclaimed into force
➢ Ontario Health
• Established Ontario Health as a province-wide central
agency (subsumes existing agencies)
• Crown agency with Board of Directors of up to 15
directors appointed by Lieutenant Governor in Council
• Initial Board of Directors appointed on March 8, 2019
• Minister to provide funding to Ontario Health pursuant to
an Accountability Agreement
• Ontario Health to provide funding pursuant to a Service
Accountability Agreement to Ontario Health Teams
❖
❖
❖
❖
❖
❖
14 LHINs
Health Quality Ontario
Cancer Care Ontario
Trillium Gift of Life
eHealth Ontario
HealthForceOntario
Marketing & Recruitment
Agency
❖ Health Shared Services Office
..So what is an Ontario Health Team?
New model of care
A group of providers
Hospitals, home care, long term care, primary care, mental health and
others…..
Voluntarily come together and self-organize to deliver a coordinated
continuum of care to a defined population or patient segment.
Eventually to be funded through an integrated funding envelope
Ontario Health
Ontario Health Teams (OHTs)
• Through this model, groups of health care providers will work together as a team to
deliver a full and coordinated continuum of care for patients, even if they’re not in
the same organization or physical location.
• Currently voluntary and provider driven, but stated goal is “for all health service
providers to eventually become Ontario Health Teams” (aka NOT a pilot project)
• Population-based
• Intended to be 30-50 across the province over time, selected through a selfassessment submission and application process by invitation
• Seamless Transitions: fully integrate care across the
continuum of care to deliver more coordinated, better,
faster care at a lower cost
OHT
• High Use of Digital Tools: Enable a high degree of
clinical integration supported digitally with common
goals to support population health outcomes, based on
quadruple aim (quality, experience, efficiency,
providers)
• 24/7 Navigation Support: Patient is at the centre
with virtual care and access to information
Ministry of Health
Ontario Health
Ontario Health Team (OHT)
Governance Structure
Primary Care
–
FHTs
FHOs/FHGs/FHN
s
CHCs
Solo GPs
Health Service Providers
Terms + Conditions
for partnership
incl:
✓ Conflict +
performance mgt
✓ Info. mgt
✓ Risk + gain
sharing
✓ Performance plan
–
Hospitals
Mental health or addictions
services
Home care or community
services
Long-term care home services
Palliative care services
OHT Governance
Spectrum…
Shared
Management
Operational
Coordination
Most OHTs
are here
Single OHT
Corporate Entity
Joint Board
Governance
➢ Ontario Health Teams to determine how best to
self-organize
• Each participating sector may maintain independent legal entities with
independent management and an independent board of directors.
➢ Governance arrangements may evolve as OHTs mature and funding and
accountability relationships shift.
➢ No funding changes in near future. At maturity: one integrated funding envelope.
OHTs: What’s their purpose?
•
•
•
•
•
Patients want integration – seamless transitions across different care
providers and sectors
Designed to coordinate existing services around population health needs
Promotes active involvement of primary care…. this is the key!
Brings ‘bureaucracy’ to the level of patient care
As a team, OHTs will work to achieve common goals related to improved
health outcomes, patient and provider experience, and value.
– Offer patients 24/7 access to coordination of care and system
navigation services, and work to ensure patients experience seamless
transitions throughout their care journey
– Operate within a single, clear accountability framework
– Improve access to secure digital tools, including online health records
and virtual care options for patients – a 21st century approach to
health care
– Be funded through an integrated funding envelope
– Reinvest into frontline care
– Central point for performance, measurement and quality improvement
Ontario Health Team’s are NOT:
OHTs are NOT a
replacement for FHTs
or other existing
primary care models
*OHTs are NOT a
new payment model
for physicians; PSA
remains in place
*OHTs will include a
component of
risk/gain sharing
(unclear what this
means)
OHTs: What’s the process to become one?
1.
2.
3.
4.
Self-Assessing Readiness: Interested groups of providers
and organizations submit self-assessment of readiness
*Minimum of 3 care domains/services (i.e., primary
care, acute care, and community care)
Validating Provider Readiness: Based on selfassessments, groups of providers identified as:
–
In Discovery
–
In Development (Those in development were
invited to submit a full application to become an
OHT candidate)
Becoming an Ontario Health Team Candidate: Based
on full application process, those identified as meeting
readiness criteria may be selected to begin
implementation of the model
Becoming a Designated Ontario Health Team: Once
ready to receive an integrated funding envelope and
operate under a single accountability agreement,
designated as an Ontario Health Team
OHTs: What’s the current state?
• First call for OHT self-assessments closed on May 15; over 150 submissions.
• Submission date for next round of self-assessments was December 4, 2019.
• Next round is March 4, 2020.
• Assessment process will be repeated until full provincial coverage of OHTs is
achieved.
• Different models emerging, including hospital-led as well as primary care and
community-led.
• Varying levels of engagement with private sector health – medical technology,
digital health, and private home care are major players as well.
• Each OHT is at a different stage of building relationships and trust.
• Partners have varying influence and dominance within the OHT.
Role of primary care in OHTs
“One of the areas of greatest opportunities is to enable and encourage providers to work better together and, in
particular, better involve and include primary care providers throughout the health care journey.”
(OHT Guidance Document)
• Primary care is the core of our health care system and the only true INTEGRATORS –
with integration being a goal of OHTs.
• Primary care interacts with every sector on behalf of patients on a regular basis. You see
and understand what is going on in health care – in a way administrators and government
cannot.
• These longitudinal relationships that exist between patients and their primary care TEAM
are the foundation of our health care system.
• Because of this, any radical system change – like OHTs – needs to be anchored in
primary care.
• OHTs can help reduce the frustrations physicians and interprofessional primary care
providers currently experience in our fragmented system.
• Huge opportunity for primary care to lead OHT transformation and hold a strong voice at
the table (the “collective” primary care voice!)
MOHLTC Resources:
Opportunity
– More seamless and integrated
care experience
– Extended suite of supports
– More focus on patient care;
less on admin
– Primary care influence on
structure, governance and
goals
– Primary care leadership
opportunities
– More organized primary care
Risk
–
New or shared accountabilities
– Contract management
–
Governance responsibilities
Change management support
More ‘volunteer’ work
Capacity concerns – risk of having to provide access to
team-based care to the whole population
– Resource implications – IT funding? Compensation
inequities across sectors within OHT ‘team’?
– One funding envelope by OHT maturity – will
“efficiencies” or cuts come from primary care?
– Implications on patients not currently in OHTs
Lots of unknowns!!!
Do you think OHT can work in mental
health?
Focus on best
practices
Dementia,
mental health
and addictions,
digital health
Need for
primary care
perspective
IHPs with
subject matter
expertise
Showcase
work being
done in
existing FHTs
Western’s Ontario Health Team’s Approach:
Development of target
population based on
multiple variables
including but not
limited to:
Determination of
proof of concept
Recognition of
opportunities based on
community as well as
acute care resource
utilization
Size of cohort – needs
to be small enough to
demonstrate value but
resource intensive to
create opportunities
for better integration
Plan Do Study Act
program and
evaluation review
Needs addressing
multi-disciplinary
input
Use of consultant to
help co-design future
state
There are opportunities: Yet, this requires
communication and collaboration
Focus on collaboration
and integration
Ability to look at issues
from a systems
perspective and
identify gaps and
duplications in services
Ability to identify
target population and
approach to developing
greater integration
As a HIM professional…maybe work within
an OHT
Primary care lens from the perspective of a Health Information Manager
Need to understand diverse roles (Education)
Emphasis is on based care
Big issue is assessing and identifying gaps (collaboration,
communication, transitions of care)
How is your information preparing you?
Learning how the new system is changing
Engaging on understanding that social determinants of health and health equity are
critical to understand
Frontline perspective of challenges within current system
Importance of teams and networks to work effectively
Ability to develop novel and adaptive skills for the evolving healthcare
HIMs would need to considering working in
teams with:
Teams in-development (keep reading)
Teams in-discovery (understanding
collaboration)
Teams who have not submitted a selfassessment
Next steps:
Teams indevelopment
Teams indiscovery
Teams who have
not submitted a
self-assessment
Questions/Reflections:
1. Name three main things I learned about the changes within the
Ontario Health System?
2. Identify two main areas I would be interested in researching as it
relates to Ontario Health Teams?
3. Confirm one area that you have a skill that would benefit working
collaboratively within an Ontario Health Team?
References:
Ministry of Health and Long Term Care. (2020). Ontario Health Team.
Retrieved from https://www.mohltc.hsimi.on.ca
Week 6: Part 1:
Communicating for Health
By Dr. Silvie MacLean
Information Technology
Health System Management
School of Information Technology
Part I
Today’s Objectives:
• Outline the importance in communicating effectively;
• Describe the diverse technology options to assist with
communication in healthcare;
• Explain the essential skills to assist with communicating
effectively;
• Outline and demonstrate different types of communication
and its value;
• Describe and relate to the five different types of consent to
treatment;
• Highlight aspects of privacy and security of information.
Communicating for health:
❑Excellent communication is
critical; literally it can make the
difference between life and
death.
❑In the health office, many of the
responsibilities of
administration revolve around
the use of the telephone and
other communication devices to
collect/relay information and
coordinate activities.
.
Overview
Written and verbal
communication is
central to every health
office and health-care
facility.
Technology offers
many options and
challenges.
Information must be
accurate,
grammatically correct
and properly
formatted.
When communicating
with your clients, use
plain language in
place of technical
medical terminology.
Overview Cont’d:
A friendly, professional
manner is essential.
Dealing with difficult
clients requires patience,
empathy, tact and
respect.
Teamwork, mutual
respect, and sharing of
information are the pillars
of an efficient and
enjoyable work
environment.
Check Point – Your Turn:
Which of the following are correct as it relates to
communication:
A. Good communication is important.
B. Excellent communication is critical.
C. It is the patients responsibility to
communicate.
D. It is the provider’s responsibility to
communicate.
Technology:
Communication in the health
office takes many forms.
Technology has made
communication easier, faster,
and more efficient.
Communication skills through
fax and email is just as
important as oral and written
communication.
Technology
Faxes (still used but being phased out given scanning)
When you receive a fax, check that you have all of the pages noted
on the cover sheet.
When you send a fax:
❑ Include a cover sheet that specifies number of pages
included in the transmission
❑ Name and fax number of recipient
❑ Your name and phone number
❑ The current date
.
Technology
Faxes
❑Most fax machines will print out a report that the
transmission went through, giving date, time and
destination. This is called a confirmation copy.
❑It is a good idea to file the confirmation copy with the
original copy of the fax.
Technology
Email
❑Email is used in many health offices for messaging purposes,
not for sending confidential health information.
❑Some practices make appointments and send clients’
messages via email.
Technology
Email
If you must send confidential information via an email message:
❑ Do not use their name – specify by file/chart number, or
some other non-confidential method of identification.
❑ Encrypt the message.
❑ Label the message as “confidential”.
Technology
Use the same standard of
spelling, punctuation,
grammar, and capitalization as
you would any other written
document.
A casual tone is not
acceptable, nor is emoticons
or using all capitals. When you
use all capitals, the readers
views this aggressively as if
you are shouting
Always Proofread your
message and spell-check it
before sending.
For emails…remember:
Keep the message
thread intact; keep
the original
message in your
email reply.
Be careful to whom
you are sending
the message.
Consider who will
be receiving the
message before
clicking “reply all”.
For telephone:
How you communicate with people
on the phone is as important as
face-to-face interactions.
The way in which you answer the
phone, converse with the caller, and
even transfer a call, all reflects on
the overall image of your clinic.
For telephone technology:
The typical health office will have a main phone at reception that
is able to receive multiple lines.
Throughout the office there will be additional extensions: one in
each doctors’ office, one in the lab and one in the examination
room.
Most offices will have a second “private” or “back line” to keep the
main phone line free for patient calls; this second line will have an
unlisted number.
Cellphones for technology:
Cellphones and smartphones are common throughout our
society and doctors love them just as much as everyone else.
Pagers were once the tool of choice to contact a physician
when an emergency arises and some doctors still use them.
HIMs are never to use their personal cell on the job (only on
their breaks)
Remember with cellphones:
It is important to note that cellphones
are not secure modes of
communication; breaches of
confidentiality can still occur.
The call can be intercepted and
listened to by uninvited third parties.
Text messaging leaves a permanent
record and the same rules of written
communication still apply to texts.
Check Point – Your Turn:
Which of the following are technology
devices used for communication in
healthcare?
A. Fax
B. Email
C. Phone
D. All of the above
Telephone skills:
Your attitude, mood, and
stress level are clearly
conveyed on the phone.
.
People will react, positively
and negatively, to your tone
of voice, your choice of
words, and your response to
them.
Telephone skills…tips:
When the phone rings,
stop what you are doing.
Focus all
of your attention on the
caller.
If someone approaches
you while you are on the
telephone, make eye
contact, nod, or wave, but
remain
focused on the caller.
Telephone skills (some would say this
is common sense…but)
Do not chew
gum, eat or drink
while talking on
the telephone.
Smile when you
answer the
phone.
Speak more
slowly than you
usually do.
Pronounce each
word clearly.
Be expressive,
avoiding a
monotone.
Avoid a casual
tone and slang.
Use proper
grammar
Telephone and confidentiality:
You will often be
discussing confidential
information with clients,
peers, and other health
professionals.
Try to speak in a lowered
voice and when possible
move to a location where
you cannot be
overheard.
Telephone and confidentiality:
REMEMBER PRIVACY
LAWS:
It is against the law to
release any medical
information about clients
without their written
permission.
Share only the information
that is required. A referral
to a physiotherapist does
not require the results to a
Pap smear.
Telephone and confidentiality:
Never leave a
message containing
medical information
about a client with
another person.
Or on an answering
service.
Simply state who you
are calling for, where
you are calling from
and a phone number
for a return call.
Taking telephone call and remaining
confidential:
Write down everything that
requires action or a call back.
Do not trust anything to memory,
but do not write on loose slips of
paper. Keep a notepad by your
phone, and each day turn to a
fresh page and date it.
Taking telephone messages:
For every call,
make note of
the following;
Brief summary
of the details of
the call.
Telephone
number.
Name of the
caller.
Name of client
with correct
spelling.
Check Point – Your Turn:
Which of these are incorrect statements?
A. Never leaving a message containing medical information
about a client with another person or on an answering
service.
B. Your mood is never conveyed to the caller over the phone.
C. It is against the law to release any medical information about
clients without their written permission.
D. When speaking on the phone, try to speak in a lowered voice
and when possible move to a location where you cannot be
overheard.
Outgoing calls fall into the following
categories:
Responding to insurance
companies, lawyers and
pharmacists.
Returning messages.
Face to face communication:
Inevitably you will be
presented with a
situation where the
client is angry, rude, or
just plain difficult.
Remember that they
are sick, stressed,
anxious or confused
and you must not take
offence personally.
Your objective is to
maintain your
composure and
contain the situation.
Professional communication
What undermines good
communication in the
office? Stress.
However, a good
working relationship will
take the edge off of a
stress-induced flare-up
Professional communication
Teamwork is the
backbone of any
successful
enterprise.
If a colleague is
having a hard day,
offer to help.
Share your
knowledge and
experience.
Treat others with
respect.
If someone does
something well,
speak up. If they do
something
uncharacteristically
poor, think before
you speak.
Check Point – Your Turn:
Teamwork is the backbone of any
successful enterprise:
A. True
B. False
Summary:
• Excellent communication whether it is verbal, with use of
technology devices and/or interpersonal is essential in
healthcare.
• Common protocols as it relates to communicating
effectively using devices are important to understand and
practice.
• Confidentiality and respect to the patient and
staff/providers should always be practiced.
• Teamwork is the backbone of any successful enterprise.
The outcomes benefit the patient, provider and system.
Source:
•Thompson, V. (2022). Administrative
and Clinical Procedures for the
Canadian Health Professional, 5th ed.
Toronto, ON: Pearson Canada.
Week 5: Part 2:
Client Consent; Confidentiality and Professional Ethics
By Dr. Silvie MacLean
Information Technology
Health System Management
School of Information Technology
Client Consent; Confidentiality and Professional Ethics
(Please refer to FOL Supplementary readings)
Very important to understand
as a HIM professional
As noted previously in week 4, there are 5
different consents (all used in different
scenarios):
Implied Consent
Express Consent
Third-Party (designate) Consent
Individual Consent
Informed Consent
Obtaining Consents Require:
Physician to explain in a manner
that the patient understands the
procedure recommended, the
expected benefits and the potential
of unintended consequences.
Live saving procedures do not
require consent.
Check Point – Your Turn:
What consent is applied when it is
provided by a patient’s legal
representative:
A. Implied Consent
B. Informed Consent
C. Expressed Consent
D. Third Party Designate Consent
What is an advanced directive?
This involves a legal
document
Set of written instructions that
is prepared by a patient and
that spells out the patient’s
wishes with regard to the
medical treatment in the
event the patient is unable to
make such decisions.
As long as patient is of sound
mind, he/she can change an
advance directive (serves
also as a testamentary to an
individual’s will)
What is Privacy?
Defined as:
The right of the
individual to control who
has access to his or her
personal information and
under what circumstance;
the right to determine what
information is shared and
to whom, when and how.
Individual’s right:
To determine how
information is handled.
Note: There are specific
legislation acts (PIPEDA,
PHIPA, FIPPA) that
outlines specific rules for
protecting health
information.
What is Confidentiality?
Defined as:
Ensure:
When a person or
an organization is The information is
obligated to
accessible only to
protect information those authorized.
that is entrusted in
their care for a
specific purpose.
Applies:
Professional(s) or
Organization
duties with respect
to limiting
disclosure or
improper use of
information.
What is a breach?
Defined:
A breach occurs when an
entity or a business associate
commits and unauthorized or
impermissible use or
disclosure of health
information protected under
the privacy rules and
legislation acts.
Examples:
This includes unauthorized
collection, sharing, access to
and changing or deletion of
personal health information.
What is identity theft?
Relatively new in healthcare but rapidly growing.
Occurs when personal information (e.g. name and demographic information,
health card number) are stolen and sold on the market.
Also includes falsification of patient records for financial gain or to obtain
medical care.
Effects the individual, providers and system.
HIM professionals play a major role in preventing identity theft by preserving
data integrity, cleaning up documentation, assisting with: developing proactive
processes, programs and education to recognize and mitigate identify theft.
What is professional ethics?
Ethics is a set of
principles of right
conduct and a
system of moral
values.
Ethical decisions
often arise in the
health information
environment.
HIM professionals
are responsible
for protecting
patient
information and
for doing the right
thing for patients,
coworkers,
employers, the
profession and its
professional
associations
Check Point – Your Turn:
A breach occurs only when an individual
of a business commits an unauthorized or
impermissible use or disclosure of health
information protected under the privacy
rules and legislation acts.
A. True
B. False
Summary:
▪ There are 5 types of consent involving the patient:
1. Implied Consent
2. Express Consent
3. Third-Party (designate) Consent
4. Individual Consent
5. Informed Consent
▪ Privacy refers to the individual’s right to determine how information is
handled
▪ Confidentiality is the obligation or person to protect information that has been
entrusted in its care for a specific purpose and to ensure that the information
is only accessible to those authorized.
▪ Ethics is a set of principles of right conduct, as well as behaviors/actions
involving a system of moral values.
Example of confidentiality
invasion videos:
National Health Services (NHS) in Glasgow
revealed names of 86 people undergoing gender
realignment procedures through an email.
https://www.youtube.com/watch?v=Wwjb8RLO1
mc
3-2-1Reflection exercise
3 things you learned.
2 things you know should change.
1 things you wish you could change.
Next Class:
Focus: Health Information
Management – Parts I and II
Thank You/Questions?
52
Accelerat ing t he world’s research.
Conducting a Literature Review
Toor Sajjad
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Conducting a Literature Review
by Dr Jennifer Rowley and Dr Frances Slack
Abstract
This article offers support and guidance for students undertaking a literature
review as part of their dissertation during an undergraduate or Masters
course. A literature review is a summary of a subject field that supports the
identification of specific research questions. A literature review needs to
draw on and evaluate a range of different types of sources including academic and professional journal articles, books, and web-based resources.
The literature search helps in the identification and location of relevant
documents and other sources. Search engines can be used to search web resources and bibliographic databases. Conceptual frameworks can be a useful tool in developing an understanding of a subject area. Creating the
literature review involves the stages of: scanning, making notes, structuring
the literature review, writing the literature review, and building a bibliography.
Biographical Notes
Dr Jennifer Rowley can
be contacted at, School
for Business and
Regional Development,
University of Wales,
Bangor, Gwynedd,
LL57 2DG.
j.e.rowley@bangor.ac.uk
and Dr Frances Slack at
the School of Computing
and Management
Sciences, Sheffield
Hallam University,
Sheffield, S11 1WB.
f.slack@shu.ac.uk
Introduction
All research needs to be informed by existing knowledge in a subject area.
The literature review identifies and organizes the concepts in relevant literature. When students embark on a dissertation they are typically expected to
undertake a literature review at an early stage in the development of their research. Often this may be their first significant encounter with the journal
and other literature on their subject. They may have successfully completed
much of their undergraduate studies by relying on textbooks and lectures.
One of the most intimidating aspects of a literature review is encountering
the messy nature of knowledge. Concepts transcend disciplinary boundaries, and literature can be found in a wide range of different kinds of sources.
This article draws on the extensive experience of the authors. Both have professional roots in library and information management, but also have extensive experience in the delivery of research methods courses, and dissertation
supervision at undergraduate, Masters and Doctoral level. The article aims
to distill key aspects of the process associated with the development of literature reviews for the benefit of both students and their supervisors. It first
identifies the nature and purpose of a literature review. Subsequent sections
briefly explore the following aspects of the process associated with the production of a literature review:
•
evaluating information sources
•
searching and locating information resources
•
developing conceptual frameworks and mind mapping
•
writing the literature review.
Volume 27 Number 6 2004
31
The Nature of a Literature Review
Conducting a
Literature
Review
A literature review distills the existing literature in a subject field; the objective of the literature review is to summarize the state of the art in that subject
field. From this review of earlier and recent work, it becomes possible to
identify areas in which further research would be beneficial. Indeed, the
concluding paragraphs of the literature review should lead seamlessly to research propositions and methodologies. It is therefore important that the literature review is focused, and avoids the more comprehensive textbook-like
approach.
Literature reviews are, then, important in:
•
supporting the identification of a research topic, question or
hypothesis;
•
identifying the literature to which the research will make a
contribution, and contextualising the research within that
literature;
•
building an understanding of theoretical concepts and
terminology;
•
facilitating the building of a bibliography or list of the sources that
have been consulted;
•
suggesting research methods that might be useful; and in,
•
analyzing and interpreting results.
Evaluating Information Resources
A range of information sources might be used to inform the research question and design. The evaluation of these sources is a very real problem.
Typically in professional disciplines, like information systems, and business and management, there will be both academic and professional literature. Both may have a role in the identification of a research theme, but the
academic literature contains a firmer theoretical basis, with more critical
treatment of concepts and models. Articles in scholarly and research journals should form the core of the literature review. Most such articles will be
written by researchers. They will include a literature review, a discussion of
the research methodology, an analysis of results, and focused statements of
conclusions and recommendations. These articles are designed to record
and distill systematically researched knowledge in the area, and have typically been peer refereed prior to acceptance for publication. Scholarly and
research journals may also include review articles that provide a review of
all of the recent work in an area. Such reviews will include a significant bibliography that may be an invaluable source of reference to other work in the
area, even if the review does not match a proposed research topic precisely.
32
Management Research News
Professional and practitioner journal articles are often around three
pages in length, they may be useful in identifying recent developments or
topical themes in context, policy, legal frameworks, and technological advances, but should be carefully differentiated from research and scholarly
articles.
Conducting a
Literature
Review
Another source that needs to be used intelligently is books. Standard
texts are a good place to start. They provide a summary of current ideas and
in disciplines such as business and management and information systems
many are regularly updated. Books include bibliographies or lists of references to other useful sources. Figure 1 provides a brief checklist for evaluating books for use in literature reviews.
Figure 1: Evaluating Books
A good book is:
•
relevant to the research topic;
•
written by an authoritative author; the biographical details given
in the book will summarize the authors experience in the field;
•
up-to-date, as signaled by the publication date;
•
published by a reputable publisher in the discipline;
•
one that includes extensive reference to other associated
literature; and is
•
clearly structured and well presented, and easy to read.
Web resources are easy to locate through simple searches in standard
search engines. The web provides access to a wide range of information, but
these sources are provided by a range of different individuals and organizations, each with their own messages to communicate, and reasons for making the information available. It can be difficult to evaluate web resources.
Many may be more suitable for the data gathering element of a research
project, rather than as input to a literature review. They, may, for example,
provide valuable statistics, or company information that can be used in desk
based research. Figure 2 lists a number of questions that can be asked in the
process of evaluating web based resources.
Figure 2: Evaluating Web Resources
1.
Who is the intended audience?
2.
What is the frequency of update?
3.
Which organization is the publisher or web site originator?
4.
What is the web resource developer’s claim to expertise and
authority?
Volume 27 Number 6 2004
33
Conducting a
Literature
Review
5.
Are there links or references to other relevant web, electronic, or
print sources?
6.
What do reviews or evaluations of the site say?
7.
Is a licence or payment necessary for access to the resources?
Literature searching and locating information sources
There are a number of different tools to assist in the identification and location of documents in each of the categories discussed above. These include:
1.
library catalogues – good for locating books held by a library, and
journals to which they subscribe;
2.
search engines – good for locating web pages with simple keyword
based searches; and,
3.
on-line databases or abstracting and indexing services, which
provide access to journal articles, papers in conference
proceedings, reports, dissertations and other documents.
Whilst search engines make for beguilingly easy location of web
pages, academic journal articles are more difficult to locate. The process often has a number of stages, and is less than obvious. To add to the complexity each route to the full text of a document is different. Typical stages in this
process are:
1.
Start with your library web page; this provides directions to some
on-line databases, a portal, or a suitable abstracting and indexing
service, such as Emerald for business and management;
2.
Conduct a search within the online database, examine the
references, and possibly expanded annotations and save or print a
list of relevant items. If the library subscribes to the appropriate
electronic journal collections there may be a direct link to the full
text of the journal articles. Alternatively, you need to move on to
the next stage:
3.
Use these references, to locate the full text of the article, by
revisiting the library web page to examine the catalogue of
electronic journals; this should yield some full text copies of
articles;
4.
Locate other articles through the library serials catalogue, and in
print form on the library shelves;
5.
Finally, order any articles that you can not access or locate in your
library, via inter-library loan.
Most search engines, whether they search online databases, or the
web, have two levels of search options. It is possible to conduct Basic
34
Management Research News
searches using keywords, or to choose the Advanced search option that offers a range of other search devices to assist in the formulation of a more precise search.
As the search algorithms that search engines use to retrieve documents have improved in recent years, it is possible to go a long way with a
basic keyword search. These searches are most effective if you use a very
precise term (e.g. celebrity endorsement, competitive advantage) or a name
(e.g. Consignia, Amazon). The search engine will generate a list of references to web resources in a ranked order that is based on the frequency of,
and location of occurrence of the words in the search term. Clicking on one
of these web resources will display the appropriate web page. Often links
through to related web pages will also be offered in the list of references.
Conducting a
Literature
Review
Basic searches work on the terms in the search statement, and prioritise documents in which these words appear close to one another. There are
numerous topics for which such a search will not necessarily provide a very
focused list of references. For example a search on ‘The Queen’ would generate a mix of entries covering topics that include royalty, music groups, and
sexual orientation. A search on most town names will generate entries on
more than one location. For example, a search on Bangor, will generate references in both Wales and Ireland. Similarly searches on more specific topics, such as ‘the use of information systems in human resource departments
in hospitals’ might benefit from more structure in the design of the search
statement than is available with Basic search. Such searches benefit from
the use of the advanced search option, which typically allows the searcher to
be specific about the combination of words in the search statement (by using
the Boolean operators, NOT, AND and OR). This option may also allow
truncation of the words in the search statement, and specification of the location of the search terms in the document. The exact form of Advanced search
facilities vary between the search engines used to locate web resources and
those used to search bibliographic databases. Advice and guidance is usually available on the search engine help systems.
There are number of different ways of going about gathering information, and developing a search strategy. The following typology of search
strategies, is useful in prompting an awareness of these different approaches:
1.
citation pearl growing – starts from one or a few documents and
uses any suitable terms in those documents to retrieve other
documents. This is a relatively easy approach for a newcomer to a
topic, or even indeed, research, to use.
2.
briefsearch – retrieves a few documents crudely and quickly. A
briefsearch is often a good starting point, for further work.
3.
building blocks – takes the concepts in search statement and
extends them by using synonyms and related terms. A thorough,
Volume 27 Number 6 2004
35
but possibly lengthy search is then conducted seeing all of the
terms to create a comprehensive set of documents.
Conducting a
Literature
Review
4.
successive fractions – is an approach that can be used to reduced a
large or too large set of documents. Searching within an already
retrieved set of documents can be used to eliminate less relevant or
useful documents
Developing Conceptual Frameworks and Mind Mapping
Concept mapping is a useful way of identifying key concepts in a collection
of documents or a research area. Such a map can be used to:
•
identify additional search terms during the literature search
•
clarify thinking about the structure of the literature review in
preparation for writing the review
•
understand theory, concepts and the relationships between them.
A concept map is a picture of the territory under study, and represents
the concepts in that area and the relationships between them. Concepts are
typically represented by labeled circles or boxes, and relationships are represented by lines or arrows. Figure 3 shows an example of such a concept
map.
Figure 3: A Concept Map relating to Customer Relationship Management
Systems
Knowledge
Management
Service quality
e-service
Call centres
Customer data and
knowledge
IT for
Competitive
Advantage
Relationship
marketing
Customer Relationship
Management Systems
Relationship
lifecycle
Customer
value
36
Customer service
Types of
relationships
Management Research News
Concept maps may be sketched on paper or on a computer. It is important to recognize that there is no correct answer for a concept map – their purpose is to assist the researcher to develop their understanding. Loosely
structured maps appeal to some researchers, whilst others prefer more structured approaches based on principles such as flowcharts, or hierarchies.
Since concept maps are based on the researcher’s understanding at the point
in time when they were drafted it is likely that as the research advances they
will change, with concepts being merged, or new concepts and relationships
being added.
Conducting a
Literature
Review
Drawing Together the Literature Review
There are five steps in the creation of a literature review: scanning documents, making notes, and structuring the literature review, writing the literature review, and building the bibliography:
1.
Scanning documents provides a familiarity with the broad
spectrum of documents, and the grouping of documents with
similar themes. Scanning documents may give some insights into
key themes that need to be included in the literature review.
2.
Making notes leads to a distillation of key themes and messages.
Remember to note the sources of ideas, so that the sources can be
cited later. An easy way of making notes is to annotate and mark
up the document, so that key pieces of text and figures can be
readily located later. Resist the urge to use a marker pen on too
many large chunks of text – this is really not very helpful, because
it avoids the distillation and categorization that is necessary before
an integrated literature review takes shape.
3.
Structuring the Literature Review is concerned with identifying
the key themes in the review and starting to organize concepts and
documents in accordance with the key themes. The structure must
emerge from the literature; there is no one answer. Figure 4 offers
a general framework that might offer some inspiration, but this
needs to be adapted to match the specific research project.
4.
Writing the Literature Review can commence once a broad
structure has been resolved. The headings in the structure can be
used to analyze existing documents by making margin comments
referring to section of the literature review. Then all of the
documents with content relevant to a specific section of the
literature review can be gathered together, and the writing of
sections of the literature review can commence. The literature
review should integrate in a coherent account three different types
of material:
5.
a distillation and understanding of key concepts
Volume 27 Number 6 2004
37
6.
quotations, in the words of the original writer. These should be
used sparingly and for special impact. When they are used it is
important to cite the author, date and page number of the quote
(e.g. Gree, 2002, p.45), and to include the full reference for the
source in the bibliography.
7.
a distillation of positions, research findings or theories from other
authors, but written in your words. These concepts should be
acknowledged with a citation (e.g. Gree, 2002).
8.
Building a bibliography is an ongoing process from the beginning
of the literature search until the completion of the literature
review. A bibliography is a list of all of the sources that you have
referred to in the literature review (or at other points in your
dissertation). As work progresses it is important to make a note of
the documents and other sources that have been read, and, later to
translate this bibliography into a list of relevant documents. Most
universities specify the type of referencing system to be used and
the format of citation to be adopted for different types of
documents. There are two main referencing systems. One of these
inserts numbers in the text, and then lists references according to
numerical sequence of application in the text, at the end of the
document. The other system cites documents by author name and
date in the text, and arranges the list of references (or
bibliography) in order according to the alphabetical sequence of
the authors’ names. Components of the citations listed at the end
of the dissertation vary for different kinds of documents, but there
are some very precise specifications as to what to include, and
how to punctuate such references. A good dissertation adheres to
these guidelines. The most important thing to remember about
citations is that there should be sufficient data included to
uniquely define a document, and to make it possible to locate it.
For example, for books, edition statements and date of publication
are important, and with journal articles it is important to include
page numbers.
Conducting a
Literature
Review
Figure 4: Sample Structure for a Literature Review
38
1.
Basic definitions e.g. What is Business Process Re-engineering
(BPR)? What is e-government?
2.
Why the subject is of interest e.g. what impact can BPR have on
business success? Why are e-government applications important,
and what is their scope?
3.
What research has already been undertaken on the topic, and is
there any research on aspects of the topic that this research might
investigate e.g. the application of BPR to support the delivery of
e-government applications.
Management Research News
4
A clear summary of the research opportunities and objectives that
emerge from the literature review.
Conclusion
Undertaking a literature search, locating documents, and understanding the
distilling the literature of a subject area is a complex task. This brief article
has reviewed a number of aspects of the development of a literature review.
The article is intended to assist students with the process of writing a literature review as a component in an undergraduate or Masters project or dissertation.
Volume 27 Number 6 2004
Conducting a
Literature
Review
39
http://blizzard.cs.uwaterloo.ca/keshav/home/Papers/data/07/paper-reading.pdf
How to Read a Paper
August 2, 2013
S. Keshav
David R. Cheriton School of Computer Science, University of Waterloo
Waterloo, ON, Canada
keshav@uwaterloo.ca
ABSTRACT
4. Read the conclusions
Researchers spend a great deal of time reading research papers. However, this skill is rarely taught, leading to much
wasted effort. This article outlines a practical and efficient
three-pass method for reading research papers. I also describe how to use this method to do a literature survey.
5. Glance over the references, mentally ticking off the
ones you’ve already read
1.
INTRODUCTION
Researchers must read papers for several reasons: to review them for a conference or a class, to keep current in
their field, or for a literature survey of a new field. A typical researcher will likely spend hundreds of hours every year
reading papers.
Learning to efficiently read a paper is a critical but rarely
taught skill. Beginning graduate students, therefore, must
learn on their own using trial and error. Students waste
much effort in the process and are frequently driven to frustration.
For many years I have used a simple ‘three-pass’ approach
to prevent me from drowning in the details of a paper before getting a bird’s-eye-view. It allows me to estimate the
amount of time required to review a set of papers. Moreover,
I can adjust the depth of paper evaluation depending on my
needs and how much time I have. This paper describes the
approach and its use in doing a literature survey.
2.
THE THREE-PASS APPROACH
The key idea is that you should read the paper in up to
three passes, instead of starting at the beginning and plowing your way to the end. Each pass accomplishes specific
goals and builds upon the previous pass: The f irst pass
gives you a general idea about the paper. The second pass
lets you grasp the paper’s content, but not its details. The
third pass helps you understand the paper in depth.
2.1
The first pass
The first pass is a quick scan to get a bird’s-eye view of
the paper. You can also decide whether you need to do any
more passes. This pass should take about five to ten minutes
and consists of the following steps:
1. Carefully read the title, abstract, and introduction
2. Read the section and sub-section headings, but ignore
everything else
3. Glance at the mathematical content (if any) to determine the underlying theoretical foundations
At the end of the first pass, you should be able to answer
the five Cs:
1. Category: What type of paper is this? A measurement paper? An analysis of an existing system? A
description of a research prototype?
2. Context: Which other papers is it related to? Which
theoretical bases were used to analyze the problem?
3. Correctness: Do the assumptions appear to be valid?
4. Contributions: What are the paper’s main contributions?
5. Clarity: Is the paper well written?
Using this information, you may choose not to read further (and not print it out, thus saving trees). This could be
because the paper doesn’t interest you, or you don’t know
enough about the area to understand the paper, or that the
authors make invalid assumptions. The first pass is adequate for papers that aren’t in your research area, but may
someday prove relevant.
Incidentally, when you write a paper, you can expect most
reviewers (and readers) to make only one pass over it. Take
care to choose coherent section and sub-section titles and
to write concise and comprehensive abstracts. If a reviewer
cannot understand the gist after one pass, the paper will
likely be rejected; if a reader cannot understand the highlights of the paper after five minutes, the paper will likely
never be read. For these reasons, a ‘graphical abstract’ that
summarizes a paper with a single well-chosen figure is an excellent idea and can be increasingly found in scientific journals.
2.2
The second pass
In the second pass, read the paper with greater care, but
ignore details such as proofs. It helps to jot down the key
points, or to make comments in the margins, as you read.
Dominik Grusemann from Uni Augsburg suggests that you
“note down terms you didn’t understand, or questions you
may want to ask the author.” If you are acting as a paper
referee, these comments will help you when you are writing
your review, and to back up your review during the program
committee meeting.
1. Look carefully at the figures, diagrams and other illustrations in the paper. Pay special attention to graphs.
Are the axes properly labeled? Are results shown with
error bars, so that conclusions are statistically significant? Common mistakes like these will separate
rushed, shoddy work from the truly excellent.
2. Remember to mark relevant unread references for further reading (this is a good way to learn more about
the background of the paper).
The second pass should take up to an hour for an experienced reader. After this pass, you should be able to grasp
the content of the paper. You should be able to summarize
the main thrust of the paper, with supporting evidence, to
someone else. This level of detail is appropriate for a paper
in which you are interested, but does not lie in your research
speciality.
Sometimes you won’t understand a paper even at the end
of the second pass. This may be because the subject matter
is new to you, with unfamiliar terminology and acronyms.
Or the authors may use a proof or experimental technique
that you don’t understand, so that the bulk of the paper is incomprehensible. The paper may be poorly written
with unsubstantiated assertions and numerous forward references. Or it could just be that it’s late at night and you’re
tired. You can now choose to: (a) set the paper aside, hoping
you don’t need to understand the material to be successful
in your career, (b) return to the paper later, perhaps after
reading background material or (c) persevere and go on to
the third pass.
2.3
The third pass
To fully understand a paper, particularly if you are reviewer, requires a third pass. The key to the third pass
is to attempt to virtually re-implement the paper: that is,
making the same assumptions as the authors, re-create the
work. By comparing this re-creation with the actual paper,
you can easily identify not only a paper’s innovations, but
also its hidden failings and assumptions.
This pass requires great attention to detail. You should
identify and challenge every assumption in every statement.
Moreover, you should think about how you yourself would
present a particular idea. This comparison of the actual
with the virtual lends a sharp insight into the proof and
presentation techniques in the paper and you can very likely
add this to your repertoire of tools. During this pass, you
should also jot down ideas for future work.
This pass can take many hours for beginners and more
than an hour or two even for an experienced reader. At the
end of this pass, you should be able to reconstruct the entire
structure of the paper from memory, as well as be able to
identify its strong and weak points. In particular, you should
be able to pinpoint implicit assumptions, missing citations
to relevant work, and potential issues with experimental or
analytical techniques.
3.
DOING A LITERATURE SURVEY
Paper reading skills are put to the test in doing a literature
survey. This will require you to read tens of papers, perhaps
in an unfamiliar field. What papers should you read? Here
is how you can use the three-pass approach to help.
First, use an academic search engine such as Google Scholar
or CiteSeer and some well-chosen keywords to find three to
five recent highly-cited papers in the area. Do one pass on
each paper to get a sense of the work, then read their related work sections. You will find a thumbnail summary of
the recent work, and perhaps, if you are lucky, a pointer to
a recent survey paper. If you can find such a survey, you
are done. Read the survey, congratulating yourself on your
good luck.
Otherwise, in the second step, find shared citations and
repeated author names in the bibliography. These are the
key papers and researchers in that area. Download the key
papers and set them aside. Then go to the websites of the
key researchers and see where they’ve published recently.
That will help you identify the top conferences in that field
because the best researchers usually publish in the top conferences.
The third step is to go to the website for these top conferences and look through their recent proceedings. A quick
scan will usually identify recent high-quality related work.
These papers, along with the ones you set aside earlier, constitute the first version of your survey. Make two passes
through these papers. If they all cite a key paper that you
did not find earlier, obtain and read it, iterating as necessary.
4.
RELATED WORK
If you are reading a paper to do a review, you should also
read Timothy Roscoe’s paper on “Writing reviews for systems conferen…
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