The Lessons and The Legacy of the Pew Health Policy Program -- Copyright -- FOREWORD -- ACKNOWLEDGMENTS -- CONTENTS -- PART I. INTRODUCTION -- THE BIRTH OF THE PEW HEALTH POLICY PROGRAM -- RAND Corporation/University of California at Los Angeles (RAND/UCLA) -- Boston University/Brandeis University (BU/Brandeis) -- University of California San Francisco (UCSF) -- University of Michigan -- American Enterprise Institute (AEI) -- Changes to the Programs -- VAGUE GOALS THAT ALLOWED FOR REFLECTIVE ORGANIZATIONAL LEARNING -- HISTORY AND ORIGINS OF DEVELOPMENT -- PROGRAM DESCRIPTIONS -- University of California at San Francisco -- University of Michigan -- RAND/University of California at Los Angeles -- Boston University/Brandeis University (BU/Brandeis) -- THE ROLE OF THE IOM -- NOTES ON PROGRAM STRENGTHS AND WEAKNESSES -- University of Michigan -- RAND/University of California at Los Angeles -- University of California at San Francisco -- Boston University/Brandeis University -- COMMON THEMES -- PART II. SUCCESSES AND FAILURES -- CRITICAL SUCCESS FACTORS -- RECRUITMENT -- Profiles and Targets -- Program Champions -- Finding the Best and Brightest -- MENTORING -- Access to Key People -- A Hands-on Approach -- COMMUNITY OF SCHOLARS -- Faculty Generosity -- EARLY FOCUS ON THE DISSERTATION -- Dissertation Seminars -- On-the-Job Training -- NETWORKING -- Shared Interests -- Fellowship Among Fellows -- MULTIDISCIPLINARY EDUCATION AND TRAINING -- Agents of Change -- LEADERSHIP ROLES -- Role of IOM -- Creating a Vision for a National Training Program -- A Transcendent Pew Identity -- Role of the Trusts -- THE "PRICE" OF INSTITUTIONALIZATION-FINANCING ISSUES -- University of Michigan -- University of California, San Francisco -- Brandeis University/Boston University -- RAND/UCLA -- PART III. DETERMINING THE LEGACY -- WHERE ARE THE PEW FELLOWS TODAY?.

Career Trajectories -- Professional Distribution -- Movement Between Professional Fields -- IMPORTANCE OF DOCTORAL PROGRAM COMPLETION -- Doctoral Completion Rates -- Effect of Program Noncompletion -- Other Comments About Doctoral Program Completion -- UNCOVERING THE PHPP LEGACY -- Informants' Reflections on the Meaning of Legacy -- Legacy as Bridging Theory and Practice -- Legacy in Terms of Scale and Scope -- Legacy as Information Processing and Dissemination -- Legacy as Professionalization of Health Policy -- Legacy as Offering New Conceptual Models -- Legacy as the Future Impact -- The Legacy in Summary -- ANSWERING FUTURE NEEDS AND OFFERING ADVICE -- PART IV. SUMMARIZING THE LEGACY: SOME CONCLUSIONS AND THOUSAND FOR THE FUTURE -- A STRATEGIC FRAMEWORK FOR ANALYZING THE PHPP EXPERIENCE: BASIC AND INTEGRATIVE ELEMENTS -- DEVELOPING STRATEGIC PROGRAM VISIONS: BASIC ELEMENTS -- Recruiting Faculty and Fellows: Examples of internal and External Targeting -- An Evolving Educational Service Concept -- A Focused Operating Strategy -- Developing a Strong Curriculum That Ensures Academic Success and Survival -- Faculty Deployment -- Changing Behavior Patterns via Service-Oriented Culture -- Cost-Effectiveness -- Developing an Educational Program into a Well-Designed Delivery System -- Role of Key People -- Physical Layout -- Changing Rules and Procedures -- DEVELOPING STRATEGIC PROGRAM VISIONS: INTEGRATIVE ELEMENTS -- Positioning Each Program -- Leveraging Program Costs Over the Value of the Program to the Follows -- Building on Core Competencies -- Adding Value via Network Effects -- Combining a Standard Curriculum with Customized Elements -- Deep Involvement of the Fellows -- Integrating the Operating Strategy and the Educational Program -- Matching Fellows with Faculty -- Application of Computer Technology -- Integration Through IOM.

IMPLICATIONS FOR DEVELOPING HEALTH POLICY PROGRAMS AS A NEW EDUCATIONAL NICHE -- Phase 1: Planning Prerequisites -- Phase 2: Problem Exploration -- Phase 3: Knowledge Exploration -- Phase 4: Program Design -- Phase 5: Program Evaluation, Implementation, and Operation -- Interpreting the Pew Experience -- SUMMARIZING THE LESSONS LEARNED: MAXIMS FOR OTHER SCHOOLS -- Bold and Ambiguous Goals Encourage Active Experimentation -- By Encouraging the Programs to Focus on a Single Niche and Educational Service Concept, the Program Flourished -- Importance of Money in Securing the Basics: Space, Stipends, and Faculty Compensation -- Program Expectations Guide Students -- External Program Evaluations Are Real When Financial Dependence Exists -- Managing the Tension Between Recruiting Experienced Leaders versus Young, Eager Learners -- It Takes Three Years, Not Two -- To Create a National Identity, Joint National Meetings Made Sense -- Analyzing Softer Influences: The Power of a Program to Generate Enthusiasm and Empowerment -- Success Requires Building on Core Competencies -- Institutionalization Takes Time and It's Paradoxical -- The Best Lessons Are Often Unanticipated -- HIGHLIGHTING COLLECTIVE ACCOMPLISHMENTS AND PROGRAM IMPACTS -- Program Sites -- Fellows -- Faculty -- IOM -- Pew Charitable Trusts -- Health Policy World -- ENVISIONING A FUTURE POLICY ROLE FOR PEW FELLOWS -- REFERENCES -- APPENDIX A. TELEPHONE INTERVIEWS -- TABLE OF CONTENTS -- Telephone Interview with Bill Weissert -- Telephone Interview with Carroll Estes -- Telephone Interview with Dennis Beatrice -- Telephone Interview with Hal Luft -- Telephone Interview with Doctoral Alumnus John McDonough -- Telephone Interview with Postdoctoral Alumna Lisa Bero -- Telephone Interview with Leon Wyszewianski -- Telephone Interview with Postdoctoral Alumnus Mark Legnini.

Telephone interview with Doctoral Alumna Patricia Butler -- Telephone Interview with Doctoral Alumna Pamela Paul-Shaheen -- Face-to-Face Interview with Stuart Altman -- Telephone Interview with Doctoral Alumna Sarita Bhalotra -- Telephone Interview with Stan Wallack -- Telephone Interview with Marion Ein Lewin -- Telephone Interview with John Griffith -- Telephone Interview with Dan Rubin -- Telephone Interview with Doctoral Alumna Joan DaVanzo -- Telephone Interview with Midcareer Alumnus Terry Hammons -- Telephone Interview with Doctoral Alumnus Jonathan Howland -- Telephone Interview with Kate Korman -- Telephone Interview with Steve Crane -- Telephone Interview with Al Williams -- Telephone interview with Midcareer Alumna Kathleen Eyre -- Telephone Interview with Doctoral Alumnus Leighton Ku -- Face-to-Face Interview with Doctoral Alumna Linda Simoni-Wastila -- APPENDIX B. CURRICULUM AND COURSE OFFERINGS -- Curriculum at the University of Michigan -- Orientational and Instrumental Courses -- Statistics and Methodology -- Core Skills and Concepts -- Public Health Core -- Dissertation Courses -- Lessons Learned -- Course Offerings at the University of Michigan -- Course Requirements -- Orientation and Instrumental Courses -- Computer Instruction -- Introduction to Health Policy and Research -- Statistics and Methodology -- Biostatistics for Clinical Researchers -- Research and Evaluation Methods in Health Policy -- Applied Statistics -- Applied Methodology -- Core Skills and Concepts -- Organizational Issues in Health Policy -- Economics of Health Policies -- Legal Issues in Health Care Policy -- Issues in Medical Care Organization and Delivery -- Politics in Health Care Policy -- Policy Seminar in Disease Prevention and the Environment -- Public Health Core -- Strategies and Uses of Epidemiology -- Principles of Health Behavior.

Principles of Environmental Health Sciences -- Dissertation -- Dissertation Seminar -- Dissertation Research for Precandidates -- Dissertation Research for Doctoral Students -- Curriculum at UCSF -- Lessons Learned -- Course Offerings at UCSF -- Core Seminar Requirements -- Health Policy Seminar (eight quarters) -- The Art and Science of Health Services Research (one quarter) -- The Writing Seminar (eight quarters) -- The Journal Club (four quarters) -- Research Methods (one quarter) -- Perspectives on Public Policy (one quarter) -- Translating Research into Policy (one quarter, alternate years) -- Health Policy Leadership (one quarter, alternate years) -- Optional Course Work -- Curriculum at RAND/UCLA -- Doctoral Programs -- Midcareer Program -- Health Policy Workshops -- Lessons Learned -- Course Offerings at RAND/UCLA -- Health Policy Workshops -- Development, Diffusion, and Regulation of Medical Technology -- Diffusion of Innovation -- Technology Assessment -- Biomedical Research Policy -- Drug and Device Regulation -- Objectives of Health Policy -- Health Status Outcomes -- Patient Satisfaction -- Quality of Care -- The Relationship of Microprocess to Outcome -- Health Care Financing, Competition, and Regulation -- Insurance and the Demand for Care -- Competition (in the Fee-for-Service System) and Health Maintenance Organizations (HMOs) -- Medicare Program and Global Budgeting -- Special Populations. Access to Health Care for Low-Income Populations (Texts: Reprints pertinent to topics) -- The Midcareer Core -- Quantitative Methods -- Economics in Health Policy Analysis -- Social Sciences in Health Policy Analysis -- Curriculum at Brandeis -- Lessons Learned -- Course Offerings at Brandeis University -- Social Science Core Courses -- Economics Perspectives on Social Policy -- Political Perspectives an Social Policy.

Sociological Perspectives on Social Policy.