SYLLABUS

School of Health Administration COURSE NUMBER HS 4327 COURSE NAME Legal Concepts in Healthcare TEACHING FACULTY Joseph Topinka, JD, MBA, MHA, LLM DATE REVIEWED August 2019 COURSE DESCRIPTION This course provides an overview of legal, regulatory, and ethical issues in healthcare. Topics include patient consent, privacy, confidentiality, torts, contract law, corporate liability, employment, labor, malpractice, antitrust, fraud and abuse, and key federal regulations. COURSE RATIONALE The purpose of this course is to introduce students to legal issues in present in the healthcare environment. Basic legal principles underlying the legal system, governmental regulation, development of legal rules, and how to interact effectively with the legal system as a health practitioner will be explored. This course has two main purposes: first, to examine the legal context of the relationship between the individual and the community; and second, to understand public health regulation in the context of a market-driven system. COURSE OBJECTIVES Upon completion of this course, students should be able to:

1. Describe the basics of the American Legal system, including the sources of law and the three branches of government.

2. Understand the constitutional foundation of public health measures in the U.S. and be able to describe legal theories applicable to regulation of individual behavior.

3. Describe the current structure of the U.S. healthcare system and how it has evolved over time. 4. Demonstrate basics skills of legal research methods. 5. Be familiar with the Patient Protection and Affordable Care Act and its impact on our U.S.

healthcare system. 6. Understand proper medical record information management, privacy, and confidentiality

requirements of state and federal laws. 7. Understand how the laws of contracts, torts, and criminal law apply to the healthcare system. 8. Describe the liability issues encountered by physicians and corporate healthcare institutions. 9. Identify ethical and legal implications of end-of-life issues 10. Identify the various laws and government regulatory programs applicable to human resource and

labor relations. 11. Describe ethical principles applicable to government public health programs and the healthcare

industry. 12. Demonstrate written business communication skills by researching a case and writing a legal

memorandum. 13. Demonstrate oral communication skills by participating in class activities involving legal

healthcare case applications.

REQUIRED TEXTBOOK Pozgar, G. D. (2018). Legal aspects of health care administration (13th ed). Burlington, MA: Jones &

Bartlett Learning. ISBN 1284127176 American Psychological Association. (2019). Publication manual of the American Psychological 

Association (7th ed.). Washington, DC: American Psychological Association, ISBN 9781433832154

OUR MISSION Texas State University is a doctoral-granting, student-centered institution dedicated to excellence and innovation in teaching, research, including creative expression, and service. The university strives to create new knowledge, to embrace a diversity of people and ideas, to foster cultural and economic development, and to prepare its graduates to participate fully and freely as citizens of Texas, the nation, and the world. OUR SHARED VALUES In pursuing our mission, we, the faculty, staff, and students of Texas State University, are guided by a shared collection of values:

Teaching and learning based on research, student involvement, and the free exchange of ideas in a supportive environment;

Research and creative activities that encompass the full range of academic disciplines— research with relevance, from the sciences to the arts, from the theoretical to the applied;

The cultivation of character, integrity, honesty, civility, compassion, fairness, respect, and ethical behavior in all members of our university community;

A diversity of people and ideas, a spirit of inclusiveness, a global perspective, and a sense of community as essential conditions for campus life;

A commitment to service and leadership for the public good; Responsible stewardship of our resources and environment; and Continued reflection and evaluation to ensure that our strengths as a community always benefit

those we serve.

UNIVERSITY HONOR CODE The Honor Code for Texas State University can be found in the Student Handbook and is explained in detail by UPPS 07.10.01. It reads as follows:

As members of a community dedicated to learning, inquiry, and creation, the students, faculty, and administration of our university live by the principles in this Honor Code. These principles require all members of this community to be conscientious, respectful, and honest. WE ARE CONSCIENTIOUS. We complete our work on time and make every effort to do it right. We come to class and meetings prepared and are willing to demonstrate it. We hold ourselves to doing what is required, embrace rigor, and shun mediocrity, special requests, and excuses. WE ARE RESPECTFUL. We act civilly toward one another and we cooperate with each other. We will strive to create an environment in which people respect and listen to one another, speaking when appropriate, and permitting other people to participate and express their views.

WE ARE HONEST. We do our own work and are honest with one another in all matters. We understand how various acts of dishonesty, like plagiarizing, falsifying data, and giving or receiving assistance to which one is not entitled, conflict as much with academic achievement as with the values of honesty and integrity. THE PLEDGE FOR STUDENTS Students at our university recognize that, to insure honest conduct, more is needed than an expectation of academic honesty, and we therefore adopt the practice of affixing the following pledge of honesty to the work we submit for evaluation:

I pledge to uphold the principles of honesty and responsibility at our university.

Students have the right to appeal all charges of violating the Honor Code (see Student Handbook-Academic Procedures and Policy and/or PPS 7.10.01) for the appeals process. STATEMENT ON CIVILITY AND COMPLIANCE IN THE CLASSROOM Civility in the classroom is very important for the educational process and it is everyone’s responsibility. If you have questions about appropriate behavior in a particular class, please address them with your instructor first. Disciplinary procedures may be implemented for refusing to follow an instructor’s directive, refusing to leave the classroom, not following the university’s requirement to wear a cloth face covering, not complying with social distancing or sneeze and cough etiquette, and refusing to implement other health and safety measures as required by the university. Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Office of the Dean of Students for further disciplinary review. Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at AA/PPS 02.03.02, Section 03: Courteous and Civil Learning Environment, and Code of Student Conduct, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited. COURSE DELIVERY AND ACADEMIC INTEGRITY

With proper notice, I reserve the right to modify the delivery of the course contents or the modus operandi of the exams as they fit the situation: e.g., COVID-19. The students will be informed about any change in the syllabus by e-mail or in person.

Our university has chosen to use Canvas as its learning management system (LMS) because Canvas is both robust and secure. It is not my responsibility to teach you our LMS. If you are not familiar with the university LMS, seek help through ITAC or by calling (512) 245-4822.

When using email, please only correspond with professors/instructors/TAs with your university (txstate.edu) email. ITAC discourages us from responding to private email addresses because they are less secure, easily spoofed, and contain active content.

I intend to promote academic integrity at all times. This is fair. This is just. Please be mindful of the University Honor Code. The existence of such sites such as CourseHero, Chegg, Scribd, OPPapers, Slideshare, Sparknotes (the list is endless) does not constitute cheating, but certain use of them can blur the lines of academic integrity: Please make deliberate choices. Remember, you are here to learn in pursuit of a degree – not to just obtain a diploma. The struggle to work out an answer is part of the learning process. Please do not cheat yourself, or others, of this opportunity.

STUDENT DEPORTMENT IN CLASS As specified in University Policy & Procedure 4.02, the School of Health Administration expects students to treat faculty, staff, and other students in a courteous and civil manner at all times and expects students to refrain from disruptive behavior during class. Examples of disruptive student behavior during class include, but are not limited to, "repeatedly leaving and entering class including coming to class late and leaving class early; speaking without being recognized by the instructor; using cell phones [including

texting] or other electronic devices during class without authorization; and reading or working on other non-course specific materials during class; using computer or other technology in class on activities not related to the class" (Paragraph 10). If students behave in a disruptive manner, faculty [including graduate assistants] are authorized to request that such students desist and/or request that such students leave the classroom (Paragraph 5). ZOOM ETIQUETTE We are introducing Zoom etiquette into our practices in order to prepare our students for the workplace. Students should be mindful of how their presence and action appears to those sitting in the boardroom. Not everyone has the luxury of working from home, and there may be some resentment harbored due to a perception of inequality. Limit the effects by managing perceptions. Everything you do on Zoom should mimic the face-to-face or in-person environment.

1. Turn on your camera. Turning the camera off for a short bathroom break is fine, but this should only occur with the same frequency and duration as in a face-to-face environment. Leaving your camera off is called “lurking” and can be perceived as rude, inattentive, or absent. If you must turn off video due to bandwidth, notify the host.

2. Stage your video area: a. Position your camera at or slightly above eye level. Position yourself in the frame

appropriately. The picture should include your face and shoulders. It should neither completely fill the screen, nor be very small. It should fill approximately 75% of the screen.

b. Position your computer so that it creates a professional environment. Give those sitting in the boardroom the impression that you are in your office (NOT your bedroom). Worst case, position yourself in front of a blank wall.

c. Check the lighting in your workspace. It should mimic the work environment. You should not be directly in front of a sunny window (backlighting is bad). Position lights so they portray you appropriately. Light your face. More light is usually better – not enough light is problematic.

d. The work area should be clean and work appropriate. e. Do not use distracting, trendy, or political virtual backgrounds. f. Do not walk around with your laptop/device during the meeting (“Blair Witch” style).

3. Limit distractions. We do not 100% control who (or what) walks into the room, but make an effort to establish boundaries with everyone in your house/apartment.

4. Dress for the job you have. You should not wear your sweats, work-out attire, or pajamas. If you wouldn’t wear it to work, don’t wear it during a Zoom meeting.

5. Mute your microphone until you have something to say and have been called upon. 6. If you are multi-tasking for THIS meeting/class, that is fine, but still give the appearance that you

are an attentive listener. Mute your mic so others do not hear you typing. 7. Prepare your material in advance. Be prepared for this meeting/class in the same way that you

would do in the office/classroom. 8. If you are presenting, look into the camera instead of the faces of those on screen. This gives the

appearance of eye contact. 9. Rehearse. At home, you are your tech team. Ensure slides present properly. Ensure you know

where they are. 10. Unless eating is allowed in the workplace/classroom, do not eat on Zoom. If the meeting

disrupted your usual schedule, mention it to the host and agree to the solution (eat quietly or with the camera off, or delay your meal).

11. Use the chat feature sparingly. If it does not contribute to the meeting, do not use it. 12. Know your audience and use only the same familiarity over Zoom that you would use in the

office. 13. Put your phone down. 14. Arrive on time whenever possible. Entering the Zoom room 10 minutes late can distract everyone.

If you are going to be late, coordinate it with the host and determine how you should enter (quietly or with an announcement).

15. Only those part of the meeting/class should be present. Do not arbitrarily include your roommate, significant other, or nanna.

16. Consider using headphones with a mic to ensure your voice is clear to everyone else and to avoid feedback or echo.

17. Ask permission before you take a screenshot or record. 18. Cut the host a few breaks. Hosting is stressful: That person is managing a complex environment

for multiple people. 19. If you are the host, cut participants some slack. Assume they are doing the best they can to limit

distractions, but the FedEx driver did not get the message. 20. If you are the host, you should be the last to leave.

TEXAS STATE UNIVERSITY POLICY FOR STUDENTS WITH A DISABILITY If you are a student with a disability who will require an accommodation (s) to participate in this course, please contact the instructor as soon as possible. Students with a disability and will be using an accommodation(s), will be asked to provide documentation from the Office of Disability Services (ODS) in the form of the ODS Accommodation Letter. Failure to contact the instructor in a timely manner may delay the use of needed accommodation(s). FACULTY RETENTION OF STUDENT MATERIALS Faculty are required to keep grade books (showing what students made on each assignment in the course and what the student made in the course) for two years dated from the end of the semester (PPS 4.01, ¶32). In some cases faculty will return graded materials to students during the semester. In other cases faculty will retain graded materials (final exams, multiple choice tests, etc.) but will allow students access to the graded materials during the semester and for eight weeks dated from the end of the semester. SEXUAL MISCONDUCT REPORTING (SB 212) Effective January 2, 2020, state law (SB 212) requires all university employees, acting in the course and scope of employment, who witness or receive information concerning an incident of sexual misconduct involving an enrolled student or employee to report all relevant information known about the incident to the university's Title IX Coordinator or Deputy Title IX coordinator. According to SB 212, employees who knowingly fail to report or knowingly file a false report shall be terminated in accordance with university policy and The Texas State University System Rules and Regulations. EMERGENCY MANAGEMENT In the event of an emergency, students, faculty, and staff should monitor the Safety and Emergency Communications web page. This page will be updated with the latest information available to the university, in addition to providing links to information concerning safety resources and emergency procedures. Faculty, staff, and students are encouraged to sign up for the TXState Alert system. EXTENUATING CIRCUMSTANCES BEYOND THE STUDENT’S CONTROL Occasionally students may experience extenuating circumstances beyond their control (extended illness, death in the family, etc) that may affect their academic performance. There are academic policies designed to remedy these situations. Before pursuing any of these remedies, students should always consult with their faculty and/or program directors to fully understand the impact of these remedies.

Automatic “W”s—students may drop a course during the first 60% of the semester (while faculty may announce the automatic “W” deadline in their course outline or in class, it is the student’s responsibility to know the deadline—students are never permitted to drop a course after the

automatic “W” deadline). Students who drop a course by the automatic “W” deadline will receive a “W” in the course.

Withdrawing from the university—students may withdraw from the university (go to zero hours). The withdrawal deadline is two weeks prior to final examinations and it is the student’s responsibility to know the deadline—students are never permitted to withdraw from the university after the withdrawing from the university deadline. Students who withdraw from the university before the automatic “W” deadline will receive a “W” in each enrolled course; students who withdraw from the university after the automatic “W” deadline will receive a “W” if passing at the time of the withdrawal from the university or will receive an “F” if failing at the time of the withdrawal from the university.

Requesting an “I” or Incomplete from the instructor—students may request an incomplete from the instructor if a substantial portion of the course has been completed and the extenuating circumstance prohibits the student from completing the course. In such cases the instructor will ask for documentation of the extenuating circumstances and if in agreement, the instructor will complete, and the student will sign, an Incomplete Report specifying what needs to be completed by the student and a deadline for completion. Incompletes will never be awarded after the student completes the course.

SCHOOL OF HEALTH ADMINISTRATION POLICY FOR STUDENTS USING ACADEMIC TESTING FOR STUDENTS WITH DISABILITIES (ATSD) After ODS approves your disability and testing accommodation, you have the option of taking your in-class tests/quizzes with accommodation(s) in the Academic Testing for Students with Disabilities (ATSD) office or taking tests/quizzes without accommodation(s) in the classroom. If you choose to take your tests/quizzes in the ATSD office, you must schedule your tests/quizzes at the same time as the class is taking the tests/quizzes (or seek an exception from the instructor). If you choose to take your tests/quizzes with the class, you do so without the use of your approved accommodations. If you schedule a test/quiz with ATSD and later decide to take the test with the class, you should notify both the ATSH office and your instructor of the change. FACULTY EXPECTATIONS FOR SOHA STUDENTS Introduction A goal of the School of Heath Administration at Texas State is to prepare you for entry-level positions in a wide variety of health care settings (see the School of Health Administration website). In order to meet this goal, the faculty offer learning opportunities that enable you to acquire the appropriate profession-related knowledge, attitudes, and skills. As part of their partnership in your learning, the faculty maintain currency in their fields through research and continuing education. If the goal is to be met, you must also share in the learning process by being a learning partner. As evidence of your commitment to the partnership, the faculty have the following expectations. Knowledge

1. Students will be prepared for each class which includes reading and comprehending the assignments. Preparation involves an average of three hours of outside preparation for every one hour of class time.

2. Students will enhance their ability to gain knowledge by taking appropriate notes during class sessions.

3. Students will demonstrate their commitment to gaining the essential knowledge in their fields by asking questions in class and in groups.

4. Students will actively participate in both class and group activities.

Attitudes

1. Students will demonstrate a positive attitude toward their profession by attending class. 2. Students who work while in a SOHA program of study will demonstrate respect for their

profession by making class attendance a priority. Work commitments will not be a legitimate excuse for missing class.

3. Students will demonstrate a positive attitude toward of their profession by being punctual for every class, meeting, and field placement activity.

4. Students will demonstrate a positive attitude towards their profession by remaining attentive in class.

5. Students will demonstrate respect for their profession through their attire and class demeanor. 6. Students will demonstrate respect for their profession through their actions towards their

professors and their classmates. 7. Students will demonstrate respect for their profession by adhering to the ACHE code of ethics. 8. Students will demonstrate respect for their profession by attending educational sessions

sponsored by professional organizations including the Health Leadership Coalition. 9. Students will demonstrate respect for their profession by their service to their community which

includes the university, school, program, and city of residence. Skills

1. Students will demonstrate their learning partnership by providing written work that is grammatically correct, concisely written, and complies with the appropriate style guidelines.

2. Students will demonstrate their learning partnership by communicating effectively with faculty. This includes being prepared for meetings and creating effective written and verbal communication (i.e., e-mails, voice mails).

3. Students will demonstrate their learning partnership by completing all practice problems and increasing their computational skills.

4. Students will demonstrate their learning partnership by adequately preparing for all class presentations.

5. Students will demonstrate their learning partnership by working effectively in groups. 6. Students will demonstrate their learning partnership by being proficient in computer skills.

COURSE OUTLINE (updated: 8.16.21) HS 4327 (Fall 2021) Days: Tuesday and Thursday Time: 3:30 p.m. – 4:50 p.m. Location: Encino Hall Room 104

Class Date Assignment Topic Comment 1 24-Aug xiii Overview of Course, Case Preparation,

and Legal Research -Review syllabus and review APA Publication Manual

2 26-Aug xiii Sample Case Review, Research Paper Group Organizing, and Research Paper Expectations

-Come to class with a research paper topic

3 31-Aug Chapter 2 Government, Law, and Ethics-Legislative Branch

4 2-Sep Chapter 2 Government, Law, and Ethics-Executive Branch

-Watch video(s) of the week -Reflection due (1)

5 7-Sep Chapter 2 Government, Law, and Ethics-Judicial Branch

6 9-Sep Chapters 3 and 4

Negligence and Intentional Torts -Watch video(s) of the week -Reflection due (2)

7 14-Sep Chapters 3 and 4

Negligence and Intentional Torts

8 16-Sep Chapters 5 and 6

Tort Reform, Risk Reduction, and Criminal Aspects of Health Care

-Watch video(s) of the week -Reflection due (3)

9 21-Sep Chapters 5 and 6

Tort Reform, Risk Reduction, and Criminal Aspects of Health Care

10 23-Sep Chapter 7 Contracts and Antitrust -Watch

video(s) of the week -Reflection due (4)

11 28-Sep Chapter 7 Contracts and Antitrust 12 30-Sep Guest Speaker -Watch

video(s) of the week -Reflection due (5)

13 5-Oct Chapter 9 Corporate Structure and Legal Issues

14 7-Oct Chapter 10 Medical Staff Organization and Malpractice

-Watch video(s) of the week -Reflection due (6)

15 12-Oct Midterm 16 14-Oct Guest Speaker -Draft 1 of

group research paper due

17 19-Oct Chapter 13 Information Management and Patient Records

18 21-Oct Chapter 14 Patient Consent, Rights, and Responsibilities

-Watch video(s) of the week -Reflection due (7)

19 26-Oct Chapter 15 Healthcare Ethics

20 28-Oct Chapter 15 Healthcare Ethics -Watch video(s) of the week -Reflection due (8)

21 2-Nov Chapter 16 Procreation and Ethical Dilemmas 22 4-Nov Chapter 17 End of Life Decisions -Watch

video(s) of the week -Reflection due (9)

23 9-Nov Chapter 17 End of Life Issues and Legal Reporting

and 18 Requirements 24 11-Nov Chapter 19 Labor Relations Watch

video(s) of the week -Reflection due (10)

25 16-Nov Chapters 19 and 20

Labor Relations; Employment at Will, Rights, and Responsibilities

26 18 Nov Chapters 21 and 22

Professional Liability Insurance; Managed Care, and National Health Insurance

-Watch video(s) of the week

27 23-Nov Movie Day-My Cousin Vinny -Draft 2 of group research paper due

28 30-Nov Public Health Law

29 2-Dec

Guest Speaker -Final group research paper due

FINAL EXAM: Tuesday, December 7, 2020, 2:00 p.m. - 4:30 p.m. (Through Canvas) COURSE POLICIES: Attendance and Class Participation.

Participation is a part of the overall grade in this class. Only university excused absences will be recognized, and assignments due during an excused absence must be submitted prior to the absence. If you must be absent from class, get notes from peers. In-class activities cannot be “made up” if you are absent. Work is not an excused absence; plan accordingly. With that said, the professor recognizes that, as adults, you have other obligations (i.e. family, work) that might prevent you from attending a class. If you must miss class, please e-mail your professor. The understanding of your professor about obligations is based on unique situations – having work/family emergencies on a continuous basis is not acceptable. Attendance will be taken during the first five minutes of class. The instructor recognizes that there may be a time when students are unable to come to class. For that reason, students will be allowed four (4) absences. After four absences, grades will reflect lack of attendance in the following manner: 5-6 absences 10-point reduction from final grade points 7-8 absences 20-point reduction from final grade points Classes begin on time; you should not disrupt class by entering late. If you must leave during class, please be discreet when you leave/return. Students should read the assigned chapters before coming to class and know the subject matter and the facts of the cases within those assigned chapters. All Power Point presentations will be posted on Canvas, and students should review those presentations prior to class. All students will begin the course with 10 discussion

points. One point will be deducted when students are not prepared with at least some knowledge of a case or topic. Points can be removed or added based on the performance of students.

CASE BRIEFING FORMAT FOR CLASS PARTICIPATION:

• Background: Student should know the facts of a case to include the courts where the case was heard.

• Issue: Every case has a major issue to address. Some have multiple issues. The student

should identify the major issues(s) and form the issue(s) into a question.

• Rationale: When a court makes a decision or ruling, it normally has a rationale or reason for its decision. The student should identify that rationale.

• Application: The student should understand how the case applies to the real world and

describe how the case has impacted the student’s perspective on the particular issue (s) identified in the case.

• Conclusion: What does the student think about the case? Hard to understand? Difficult

to read? The conclusion is the most fun element of the brief format because it allows the student to open discussion with the rest of the class and the professor.

Discussions. Students will be responsible for submitting 10 weekly discussions through Canvas, each valued at 1 point. They will reflect your readings, lectures, videos, and handouts. Please note that students may have to access a video through some service like Netflex, Hulu, or Amazon Prime as the professor or university cannot provide them free due to copyright restrictions. My hope is that one student discussion submission will encourage other student submissions and so on. You will be given a week to complete your submission and any responses to other student submissions. Tests. There will be two objective tests in the course, for a total of 120 points. Tests will cover reading assignments, class notes, class discussion, in-class activities, and hand-outs. All tests will be individual work unless otherwise specified by the professor. The tests will be administered through Canvas. Paper. Students will be broken down into groups. Each group will then be responsible for researching and producing a journal grade article in collaboration with the course professor. Policy on Punctuation/Usage/Spelling/Grammar (PUG) and APA Compliance. PUG is important in this course and in the real world. HIGH LEVELS of mastery of your punctuation, usage, and grammar are expected. As an undergraduate student, you are also expected to comply with the American Psychological Association (APA), Edition 7, Style Manual. Overall grade scheme. Grades will be determined on the following basis:

Class Participation 10 points Test 1 60 points Test 2 60 points Written Discussions 10 points Group Research Paper 60 points TOTAL 200 points Rules, and other such stuff.

a. With proper notice, I reserve the right to modify the delivery of the course contents or the modus operandi of the exams as they fit the situation: e.g., COVID-19. You will be informed about any change in the syllabus by e-mail or through Zoom meetings.

b. Our university has chosen to use Canvas as its learning management system (LMS)

because Canvas is both robust and secure. It is not my responsibility to teach you our LMS. If you are not familiar with the university LMS, seek help through ITAC (https://itac.txstate.edu/support/canvas) or by calling (512) 245-4822.

c. When using email, please only correspond with me with your university (txstate.edu)

email. ITAC discourages us from responding to private email addresses because they are less secure, easily spoofed, and contain active content.

d. I intend to promote academic integrity at all times. This is fair. This is just. Please be

mindful of the University Honor Code. The existence of such sites such as CourseHero, Chegg, Scribd, OPPapers, Slideshare, Sparknotes (the list is endless) does not constitute cheating, but certain use of them can blur the lines of academic integrity; please make deliberate choices. Remember, you are here to learn in pursuit of a degree – not to just obtain a diploma. The struggle to work out an answer is part of the learning process. Please do not cheat yourself, or others, of this opportunity.

e. All discussions will be made by the date and time they are due on Canvas. Please be

mindful that a computer is quite literal: when I set the due time at 7:00 p.m., the computer reads this as 7:00:00 p.m. (one second past that is marked late, so start the submission process a little before then). Failure to do any of the above will result in a grade of zero. All reflection scores will be entered into the gradebook in Canvas. Grades will not be discussed by email for the security reasons previously mentioned.

f. If at any time there are disruptions to the planned weekly lectures, students will be

notified through announcements in Canvas. FACULTY CONTACT INFORMATION. Joseph Baar Topinka, JD, MBA, MHA, LLM Associate Professor of Practice School of Health Administration Encino Hall, Room 266

512-245-9079 Mobile Phone: 253-414-7466 (no texting please) E-mail: j_t311@txstate.edu (josephtopinka@txstate.edu) Office hours: Tuesday: 1:00 p.m. - 3:00 p.m.

Thursday: 1:00 p.m. - 3:00 p.m. Unless otherwise stated in class or in an announcement, these office hours will be in the lab room, Encino Room 308, in order to encourage social distancing. Wednesday: 10:00 a.m. - 12:00 p.m. These office hours are virtual. Advance registration is required: https://txstate.zoom.us/meeting/register/v5ApceCtrjMrgR5u9rj6zKRKsd67_UUmrg (Students will be seen based on their order in the Zoom queue.)