OM 334M - 4360, 4365 - Healthcare Operations Management Course Syllabus

Sep 2, 2026

Operations management course focused on healthcare operations and service/production processes, emphasizing the importance of operations management in healthcare settings. The syllabus builds understanding of core concepts, techniques, methods, and applications while strengthening students’ analytical skills to identify problems and improvement opportunities. Assessment combines Exams and homework assignments with class participation. The plan also includes inclusive teaching practices, accommodations for students with disabilities, and campus safety guidance for emergency evacuation.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Course Objectives

Course Materials

Inclusiveness

Students with Special Needs

Religious Holy Days

Campus Safety

Recruiting Policies

OM 334M Schedule

Process Analysis

Project & Process Risk

Reducing Risk

| COURSE OBJECTIVES: | | --- | | The main objectives ofthis course are:
• To provide you with an understanding of the crucial importance of operations management in the healthcare environment.
• To familiarize you with the basic concepts, techniques, methods and applications of operations management.
• To enhance your analytical skills and ability to uncover problems and opportunities for improvement in healthcare as well as other production and service processes.
• To prepare you for further study in operations management. | | COURSE MATERIALS: | | Component | Grade | | --- | --- | | Exam I | 25% | | Exam 2 | 25% | | Exam 3 | 25% | | Homework assignments | 15% | | Class Participation | 10% | | Total | 100% | | INCLUSIVENESS | | --- | | Healthcare has traditionally been characterized by large gender imbalances by profession and specialty. I will endeavor to try to actively reverse this by examples in class. I will also discuss some of these imbalances, particularly in the current healthcare operations trends section at the beginning of class.
With respect to pronouns, I will typically use singular “they” rather than “he” or “she” during discussions when possible . Some may argue against the grammar inherent in this solution. However, if “they” was good enough for Shakespeare (see e.g. Comedy of Errors , Act IV, Scene 3), it is good enough for me .
It is my intent that students from all diverse backgrounds and perspectives will be well served by this course, that students’ learning needs will be addressed and that the diversity that students bring to this class can be comfortably expressed and be viewed as a resource, strength and benefit. Please let me know right away if this ever is not the case . Also, provide advice for process improvement, so that I can better the classroom experience for all students. | | STUDENTS WITH SPECIAL NEEDS | | Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 512-471-6259, [http://diversity.utexas.edu/disability/](http://diversity.utexas.edu/disability/) . | | RELIGIOUS HOLY DAYS | | CAMPUS SAFETY | | --- | | Please note the following key recommendations regarding emergency evacuation, provided by the Office of Campus Safety and Security, 512-471-5767, More info at: [https://preparedness.utexas.edu/](https://preparedness.utexas.edu/) .
• Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings and assemble outside when a fire alarm is activated.
• Familiarize yourself with all exit doors of each classroom and building you may occupy.
• If you need evacuation assistance, inform the instructor in writing asap.
• In the event of an evacuation, follow the instruction of faculty or class instructors.
• Do not re-enter a building unless given instructions by Austin or UT police or fire authorities.
• Behavior Concerns Advice Line (BCAL): 512-232-5050 or on-line .
• In case of emergency, further information will be available at: [http://www.utexas.edu/emergency](http://www.utexas.edu/emergency).
| | RECRUITING POLICIES | | OM 334M Schedule
(“AAP” = Anderson, Anderson, and Parker) | | | | | --- | --- | --- | --- | | Date | Topics | Readings/Exercises (Exercises in Italics) | HWs | | Jan 21 | Introduction: Operations Management & Healthcare | AAP: Ch. 1 | | | PROCESS ANALYSIS | | | | | Jan 23 | Process: Flow diagrams & Vocabulary | “Medicine Should Welcome the Fact That It’s ABusiness”, AAP: Ch. 2
Vaccine Production Diagramming Exercise | HW1 | | Jan 28 | Process: Metrics | AAP Ch. 3
Physician Game Exercise | | | Jan 30 | Process: Scheduling & Bottlenecks | Case: “Kristen’s Cookies”; AAP: Ch. 4 | HW2 | | Feb 4 | Process: Design Principles | AAP: Ch. 5 | | | Feb 6 | Process: Design Principles (cont.) | Allergy Clinic Design Exercise | | | Feb 11 | Process: Costing (X-ray e

FAQs

What are the main learning objectives for this course?

Students gain an understanding of operations management’s importance in healthcare, learn core concepts and methods, and develop analytical skills to uncover improvement opportunities in healthcare and other production/service processes. The course also prepares students for further study in operations management.

How is student performance graded?

The grading is based on Exam I (25%), Exam 2 (25%), Exam 3 (25%), homework assignments (15%), and class participation (10%), totaling 100%.

What accommodations and inclusive practices are described in the syllabus?

Students with disabilities may request academic accommodations through the designated university services office. The course also outlines inclusive classroom practices, including discussion pronoun usage and an intent to support students from diverse backgrounds, along with advice for process improvement to enhance the classroom experience.

Sep 2, 2026

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