What happened to the Instructor's Introduction section? It's important to introduce yourself to students.

Replace with a Course Questions subheading. Then, add a Weekly Q&A subheading and paragraph.

What did you decide about a group project?

Does this outcome relate to group work and group assignments?

These course outcomes differ from the ones in the Course Structure Worksheet. Does the department permit instructors to use their own outcomes?

perspective

Consider using the online course template's format. It's similar but more compressed.

What's the image at the bottom supposed to be? It's broken.

Tuesday, Thursday, Sunday

Are you still working on the syllabus?

Consider moving this info to the Instructor's Introduction section of the Start Here page.

What are the two analyses? Is this a reference to assignments?

I can add the block quote style if you want.

I recommend referring to the Exam 1 directions and making similar adjustments.

This article seems like a logical bookend for the course.

Monday

Exam 2. Update the heading and link.

You removed this part from the page with Exam 1 info. I had recommended dropping the "taking notes" part and keeping the "summarize" part. Summarizing is an effective strategy.

exams

Nice guiding/reflection questions

Monday. Again, Saturday and Sunday are official study days. It's customary to make a major exam due on Monday (the first day of the Finals period) at earliest.

I intentionally used Monday instead of Sunday. Saturday and Sunday are official study days.

This module is another solid one. I see the connections between the module components, including the outcomes and assessments. I think the discussion and quiz complement one another well.

My main recommendation is to treat the discussion assignment in a similar way as other discussions.

This video has a lot of helpful definitions, explanations, examples, and distinctions. Frontloading this type of info does increase student learning.

I recommend trimming the video and removing the assignment info. It's best to keep a video focused on the topic at hand because assignments and other aspects of courses can change.

I suggest adding a note about the course evaluation below the table. You could also add a page or post an announcement.

This quiz seems like a good accountability tool. It emphasizes recall and comprehension.

Highlighting one policy idea makes sense. It's important to look at problems and consider potential solutions.

Good discussions of social determinants of health and health inequities. In the first video, I appreciated the comment about the Southeast being good for football but bad for cardiovascular health. In the second video, I appreciated the personal stories about cancer and stroke.

These videos only have auto-generated captions.

Nice graph at the beginning. Your explanation of the graph is helpful for understanding the Gini coefficient and its calculation. I noticed that the graph had a scale of 0-1, but your interpretation slide had a scale of 0-100. Of course, the Khan video mentioned the different scales.

Nice use of a diagram to depict relationships between health and SES. I like how you listed the causes of (hypotheses for) health disparities and then discussed each one. I also like how you returned to the diagram and added the causes. The diagram can help students form a mental model.

Nice examples of SES disparities. Your explanations of the graphs are helpful.

11:13

In contrast to the Week 14 Discussion, I don't see a clear need to divide this section in two. I recommend moving this section down the page and combining it with the other section. I also recommend renaming the assignment to "Week 15 Discussion on Socioeconomic Inequalities in Health" and treating it like other discussions.

Please see additional comments in the discussion.

Use a word like "explain" instead. The word "apprehend" represents an internal cognitive process.

Good idea. Data interpretation is an important skill, and the topic of SES inequalities in health is ripe for discussion.

I recommend adding the reply directions and organizing the discussion in a similar way as in other discussions. I also recommend providing directions for posting images. You could link to the following article in the Canvas Guide: How do I embed an image in a discussion reply as a student?

Would it make sense to emphasize interpretation for posts and insights/inferences for replies? For example, when students reply, they could comment on the origins of the inequalities.

Good tips

This part seems to conflict with the first sentence above. Consider keeping the focus on the U.S.

This is another strong module in terms of subject matter. My main recommendation is to add questions to the quiz so that more outcomes are assessed in graded assignments.

Nice explanation of CBA. A couple examples would have been helpful. I see that Dr. Weaver's video has an in-depth example. Consider adding a text note about Dr. Weaver's example.

Interesting thoughts. I see the connection to the discussion.

Please see my comments in the quiz.

This practice assignment has a nice combination of comprehension and application questions. The numerical-answer questions do not appear to be set up properly.

How do you plan to share the answers? As I recently mentioned, it may be best to stick with the Word documents (questions and answer key) for the sake of consistency.

Vaccinations Are

Please see my comments in the discussion.

This link goes to the Q&A discussion.

Agreed. It may have been a good idea for Dr. Weaver to use a side-by-side approach for the study info and calculations.

Good explanations. The graphs and tables were helpful for understanding the QALY concept.

Nice in-depth examples, including calculations and interpretations.

I noticed that the second example resulted in a negative value. At the beginning, you said ICER > 0 when there isn't a dominant treatment. Would it make sense to express the effectiveness differently (aggressive > conservative)? Just checking.

Use the topics for the links. The topics are better descriptive text.

These are helpful notes. Be sure to replace the "Activity #4" language.

At 6:00, the video lists "three main methods": benefit-cost analysis, cost-effectiveness analysis, and cost-utility analysis. What's the fourth?

The next slide with the tiers (President/Congress, HHS, local programs) seems especially helpful.

Consider increasing the estimate to the weekly average (7.5 hours). This module seems to have a medium level of content.

Move this sentence to the Time Management section.

Nice application and comprehension questions.

Consider adding another question or two and trying to target most of the outcomes. For example, I see an ICER question. What about IBCR?

Interesting discussion design. I appreciate the structure, division of labor, and guidance for both the post and reply.

My only concern is that the discussion is somewhat abstract. Would it make sense to include more explicit connections to healthcare? I see the part about "using what you have learned this week."

How are students assigned (A, B, C, D)?

Remove these dates. I see days of the week at the bottom.

Good module, overall. I see connections between the module components, including the assessments and all four outcomes. I noticed some minor issues. Please see my annotations.

The bell curve images are helpful for understanding the challenges and tradeoffs involved in drug approval. Where'd these images come from? The examples (Vioxx and beta blockers) are also helpful, assuming that students are familiar with these drugs. If you rerecord (see below), consider briefly discussing what happened with the two drugs. Also, consider using signaling (e.g., circles, arrows).

At one point, it appears that you misspoke. You said, "We'll see that there's some mix of Type 2 errors that will sneak through and get approval" (2:40-2:48). Generally speaking, the narration for this particular slide could be improved.

Good info and use of visuals.

In the time frame slide, the four graphs and four tables are small, and the text is unreadable. Students have access to the PowerPoint and its images, but some students will only watch the video.

Please see my comments in the quiz.

Please see my comments in the assignment.

This discussion is fine. The opinion piece relates to Outcome 3, and the discussion prompt (personal takeaway) should get the job done. It's good that you've required students to post before seeing classmates' replies.

Consider increasing the number to at least the weekly average (7.5 hours). This module seems to have a medium-to-high level of content.

Consider adding a new section (blue bar heading) for this summary. This summary relates to multiple sections.

Also, consider using complete sentences for all three points. The first couple points have complete sentences, but the third point feels more like notes.

This is a helpful note. I recommend being more specific (Week 13 Assignment on Pharmaceuticals).

Good activity. As I've mentioned in the past, summarizing is an effective strategy for recall and comprehension.

Are you referring to the Week 13 Assignment on Pharmaceuticals? I don't see a related question. In any case, be sure to update this language, given the removal of the numbers from the main page.

Webinar. This video is a good resource, but students may be hesitant to devote an hour to this subject. Also, the video only has auto-generated captions.

Consider providing a text-based summary as the main resource and the webinar as an additional resource. Example: Explaining the Prescription Drug Provisions in the Inflation Reduction Act

Nice country examples and comparisons (Italy, UK, US). I noted a few comments about the effects of the Inflation Reduction Act. I see a related podcast below.

You've made good use of visuals (mostly graphs) in these videos. Please be aware that the graphs from the journal articles are likely copyrighted. In contrast, as I mentioned when reviewing Week 8, the Kaiser images have a CC BY-NC-ND license, so they are less of a concern. However, from the perspective of some people, videos represent a derivative.

As I've said in the past, use your judgment. Different people have different tolerances for risk.

This video has helpful explanations of multiple issues relating to patents (rules, timelines, rationale, tradeoffs). I appreciate the AstraZeneca example.

This article is well-written, and it has a lot of helpful graphs for comparisons.

Consider adding guiding questions or another simple activity such as the one above for the FDA website.

I only see one related question in the Week 13 Assignment.

Again, make sure to update the language.

Nice little website. I see a main page and a page for each step of the drug development process. The info is valuable, and the text is well-organized, clear, and concise. Incidentally, this is a pretty good example of text-based lectures, although it doesn't have much multimedia or any activities.

I recommend removing the redundant link. You may need to update the link in the future. If you have redundant links, you could miss one.

Week 13 Quiz

Week 13 Assignment on Pharmaceuticals. I initially thought you were referring to the Q&A Discussion.

Move this sentence to the Time Management section.

These questions connect to the outcomes.

The pie graph may be copyrighted. It also needs alt text.

One short-answer question. I recommend providing the question types but not the numbers.

Increase the point value to 10. The other quizzes are all worth 10 points.

Consider providing a good resource if you decide to keep this question.

Good assignment, overall. The questions connect with all four outcomes. This assignment also acts as an accountability tool because students need to review module content to answer the questions.

I recommend providing info about how points are distributed. Consider removing the last two questions. That way, each question would be worth 2 points.

Did I miss this video? Or did you remove it?

Be sure to remove or replace the outdated activity numbers.

Generally speaking, it's a good idea to convert as much course content as possible into web content, which is more accessible for students and easier to edit for instructors. However, as with drug issues and everything else in life, there are tradeoffs. In some cases, a Word document can provide a helpful work space. This is especially true for templates such as tables with fillable cells. All of that said, I recommend providing a Word document, given that you're requesting a Word document and for the sake of consistency.

This module is another solid one. I see the connections between the module components, including most outcomes and the assessments. I recommend dividing the three-part assignment into two separate assignments: Week 11 Discussion and Week 11 Assignment.

Please see my comments in the assignments.

I recommend dividing these two assignments into Week 11 Discussion and Week 11 Assignment.

For the discussion, I recommend deleting the reminder for the post. The discussion forum's due date typically corresponds with the post. Also, make the reminder for the reply ungraded. Those points are typically awarded in the discussion.

Add links to the assignments.

Consider removing this video. It doesn't seem to add much. And as this sentence implies, Gragnolati's claims seem to conflict with the evidence.

Nice summary of research

6:15

I recommend increasing the number to at least the weekly average (7.5 hours). This module seems to have a medium-to-high level of content.

Consider adding guiding questions to help students identify the key takeaways.

Nice discussion of problems (consolidation, lack of competition, etc.) and potential solutions, including specific bills. I like the emphasis on real-world situations and problem-solving.

I appreciate the inclusion of this practice assignment. I hope students do, too. I noticed that the problems address the full HHI spectrum.

These are helpful notes and pointers. Summarizing is an effective approach for recall and comprehension. Using flashcards can also be effective for recall.

I like how you completed an HHI example and then encouraged students to pause the video and do a few problems. Check the math on Q2. I get 0.4. Side note: From slide to slide, the equation and problems moved downward. Try to leave room for captions.

This video has a logical progression from calculation to interpretation. If you rerecord, consider revisiting the problems and doing some basic interpretation (more or less concentrated). I know that you applied the FTC guidelines to U.S. hospitals. That part was helpful.

Consider dividing this outcome in two. These are related skills, but they are separate. A student could calculate correctly and interpret incorrectly.

Good content, overall. Nice use of visuals/graphs during the first part. Is the AHA content copyrighted? Is Xavier an institutional member? See Copyright Permissions to Reproduce AHA Web Content or Other Publications.

Try to ensure that text, including text in graphs, is large enough that students can read it. Keep in mind that some students could have visual disabilities such as low vision.

Consider using the full term first, unless your entire audience will definitely know the meaning of the abbreviation.

I see the full term below. Herfindahl-Hirschman Index.

Permalink: https://xavier.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=149302664&site=ehost-live&scope=site

I changed the date from Apr. 24 to Mar. 24.

Does it matter that the values above don't sum to 100%? Just wondering.

Good exercise. I like the progression of the questions.

I recommend renaming by removing "Part 3."

Nice practical assignment. This discussion is similar to the Week 10 Discussion. As I wrote before, "Students dig into the data, draw conclusions, provide explanations, and perform comparisons. Both the post and reply parts make sense."

Update the years in Q2 and Q3. 2021 is the most recent. The range is 2017-2021.

Use descriptive text for the link.

This is a solid module, overall. I see the connections between the module components, including the outcomes and assessments. I like the practical nature of the discussion, and I appreciate the inclusion of a practice exercise.

Please see my comments in the quiz.

I recommend writing an introductory sentence followed by a list: "Download and complete the Week 10 Assignment on Labor Markets. Then, review the answer keys: [list below]."

Consider adjusting this time estimate. This module seems to have a lot of content.

Nice practice exercise. Students benefit from this type of active learning. I hope they take advantage of the opportunity to practice before taking the quiz.

I agree that students would benefit from drawing graphs for different scenarios. I see a practice exercise below.

Nice illustrations. Consider adding the graphs (with alt text) and text to a Word document and then exporting a PDF. That approach may result in a more accessible file.

I recommend using a list instead of a table, and using the titles/topics for links.

Please see my comments in the discussion.

Remove this part. Instructors see a list of group discussions. In contrast, students are automatically sent to the correct group discussion.

Good explanations (and examples) of problems and solutions

Nice real-world examples of nurse shortages and the effects. Consider adding some guiding questions and reflection questions to promote active learning.

France's lightboard videos are also helpful.

Good content. Try to leave more space at the bottom for captions though. Some labels along the X-axis (quantity) will get covered up.

Consider removing this video. Your video below titled "Graphic Display of Labor Shortages and Surplus at Differing Wages" has the same info, and I think your graphs and explanations are better.

Nice use of graphs and Cincinnati/Ohio examples

Reply

Be sure to add the complete directions to the discussion board.

Remove the time limit. Try to use consistent settings.

Good comprehension questions. I see the connections to the outcomes, too. I noted the lack of a graphing component, but the same knowledge can be expressed via text.

Nice practical assignment. Students dig into the data, draw conclusions, provide explanations, and perform comparisons. Both the post and reply parts make sense.

My only recommendation is to work on the organization of the info. Try to make this discussion look like previous discussions, to the extent possible.

Remove this info. I see days of the week below.

Remove this part. Instructors see a list of group discussions. In contrast, students are automatically sent to the correct group discussion.

Good tips. I see some more tips below. Consider consolidating them.

Italicize colored text. This is an accessibility issue.

Do you mean live discussions? How will you facilitate such discussions in this online course? Should students use their group spaces? Consider providing more guidance.

Consider adding a note about the extra week.

Consider adding a note about the extra week.

I recommend beginning with "summarizing." This is one strategy described in Mayer and Fiorella's Learning As a Generative Activity: Eight Learning Strategies That Promote Understanding.

It's important for students to use their own words. Also, there's some evidence that students who write a small number of summaries learn more because they have to stretch themselves and expend more effort to recall and synthesize information.

Consider removing the word "practice."

This list item may need to be removed. I believe that all quizzes are graded.

Week 8 Quiz. In the previous modules, you removed the term "practice." I also see the term in a few spots below.

Be sure to use descriptive text for links. By the way, the part about wage pass-through begins on p. 374.

Nice visuals (graphs), explanations, and questions. I checked the Kaiser website, and the content appears to be shared under a CC BY-NC-ND license.

I have a couple recommendations: * Place the questions on the Canvas page. This approach enables students to view the questions as they watch the video or jump to different spots in the video. Also, it enables you to easily edit the questions. You could trim the end of the video. * Use full terms before using abbreviations (e.g., HMO, PPO, etc.).

The exam is currently titled "Week 8 Exam." However, I think "Exam 1" is more fitting because the exam relates to multiple modules.

Be sure to add the complete directions to the discussion board.

I see recall and comprehension questions. They seem to primarily relate to Outcome 2. Consider adding a few questions targeting Outcome 1.

I believe this sentence is outdated. Also, please check the assignment group in the quiz settings.

Students are only allowed to take the previous quizzes once.

Remove the link.

Good module, overall. I see connections between the module components, including the outcomes and assessments. The Week 7 Assignment is a great hands-on activity and an example of guided inquiry. Remember that one heuristic guideline is the inclusion of one community-building activity per module.

I have a few observations about the videos. Whereas the third-party videos are more general, your videos are more focused on healthcare, which makes sense. Your videos are text-heavy, and they contain a lot of links (webpages, documents, videos). Keep in mind that adding text to Canvas pages is always an option. In some cases, it may be a better fit than video. That said, I know that students also have access to PowerPoints with clickable links.

Please see the comments in the quiz.

Sunday

Please see the comments in the assignment.

This is a helpful note.

Remove the heading.

Nice examples of interest groups and certain influence tactics

Another valuable third-party video. Please be aware that the video is currently set to open at 5:02 instead of at the beginning. Note the end of the URL (&t=302s).

This is a helpful note. I recommend removing the part in parentheses, however.

I like how you're asking students to examine the executive order highlighted in the preceding video. Consider mentioning the connection.

Good content, including healthcare examples of executive orders (vaccine mandate and price transparency). My recommendations on the previous video also apply to this video.

I recommend using third-person language here. I see similar language in a couple sections below.

This is a helpful note. Without the note, this video might seem redundant.

Nice third-party videos

This video has a lot of good info, and it emphasizes healthcare.

I have a few recommendations: * Look for opportunities to use relevant images (e.g., SmartArt for processes and graphs for data). * Place links in the text on the Canvas page. * Use full terms before using abbreviations.

Remove this heading.

Nice figure (though inaccessible). I have a couple recommendations. First, remove the redundant link. Second, use the title for the descriptive text.

Nice third-party video. It provides helpful background info about how the federal government operates. It also illustrates the multimedia principle.

Week 7 Q&A. Be sure to add the complete directions to the discussion board.

I recommend using a word like "explain" instead. Outcomes should describe observable behaviors. Words such as "know," "understand," etc. relate to internal cognitive processes.

These recall and comprehension questions seem to relate to aspects of the outcomes.

One essay and several true/false questions

I believe this sentence is outdated. Also, please check the assignment group in the quiz settings.

Remove the link.

Why'd you decide to use Turnitin on this assignment?

Great hands-on activity. This is an example of guided inquiry. You're leading students towards certain discoveries. I like how you opened things up at the end with Q19 and encouraged students to make a few original discoveries.

I recommend doing the following: * Use descriptive links (e.g., executive order 13877) instead of full URLs. * Use more general info (e.g., previous year) in Part 2, to the extent possible. I realize that some questions pertain to certain elections (e.g., 2008 and 2016). * Identify and fix typos (e.g., "firth" in Q16).

This is a solid module. The module components seem well-aligned. I like the assignment involving a healthcare bill and the discussion involving a rule change. These practical assignments are good examples of active learning.

Consider doing the following: * Add an outcome emphasizing the legislative process and practical skills (i.e., reading and analyzing a healthcare bill). * Elaborate the discussion prompt. Provide more guidance. Consider using personalization. * Revise the quiz's first question and connect it to the theories of government objectives.

Please see my comments in the quiz.

Please see my comments in the discussion.

Please see my comments in the assignment.

Consider rewording and changing the emphasis.

Add the Week 6 Assignment on Policy Formation.

Add "CDC" to the link. Also, consider linking to the website. You can keep the PDF as a backup. https://www.cdc.gov/policy/polaris/policyprocess/index.html

Consider adding the process graphic to the Canvas page. Most government works are public domain.

Consider listing the five phases on the Canvas page.

I recommend being more specific. Also, consider mentioning the additional resource last.

Good thinking. The resources from the Khan Academy and the CDC are more clear and concise. Some students may want additional information though.

Agreed. The example is helpful, even though it relates more to public safety than healthcare.

Good explanations. Keep in mind the multimedia principle. Visuals facilitate student learning.

I recognize the table from the reading. When you create content, try to make it accessible. An image is less accessible than a regular table. Also, try to avoid copyrighted content.

Good content, overall. I like how you begin by reminding students of the primary goals of government intervention. I also appreciate the level of detail throughout most of the video. However, you seem to give short shrift to externalities, compared to monopoly power. Consider expanding the externalities part.

I recommend using third-person language.

Week 6 Q&A. Be sure to remove the dates from the discussion board's title and to add the complete directions.

Consider dividing this outcome in two. It is recommended that you provide one verb per outcome. The CTE emphasizes this guideline, which relates to assessment.

I recommend elaborating. What exactly would you like students to do? Evaluate the rule change? Consider asking the students about the impact where they live and elsewhere (urban vs. suburban vs. rural). It may be a good idea to check "users must post before seeing replies."

I like how this discussion connects to a real policy change.

One question has a stronger connection to the outcomes than the other. * Q1: This question is a bit vague. Consider asking students to make connections with the theories of government objectives. * Q2: Nice personalization and connection to policymaking.

Remove the broken link.

How will points be distributed? There are more questions than points.

In Part 2, I recommend doing the following: 1. Generalize the language (e.g., "previous Congress" and "current Congress") so that it doesn't become outdated. 2. Add a few more explicit questions: In general, what is the likelihood that a bill becomes law? What factors may increase the likelihood of success? 3. Use descriptive text for the second link (Statistics and Historical Comparison) and third link (Bills and Resolutions).

Nice individual assignment. I like the hands-on nature and the progression. If students won't interact with classmates, be sure to remove "so that your peers understand what it is about" from Q2.

I see the connections between the module components, including most outcomes and the assessments. Consider adding a practice exercise so that students can practice some of the calculations.

As a reminder, we recommend including a community-building assignment in (nearly) every module. This is one of the heuristic guidelines. One way to accomplish this would be to use a Hypothesis assignment for a reading. You could ask students to submit answers to more closed-ended questions (or complete a reading quiz) and to engage in discussion and other interactions with Hypothesis.

Good explanations and examples, including data. Nice use of tables and graphs. One improvement would be to use more signaling (circles, pointers, etc.).