09 Sep please go through question sheet (FM005 New) look keenly into the rubric (make sure all responses exceed expectation as on the rubric) See supplemental information attached to get more kn
please go through question sheet (FM005 New)
look keenly into the rubric (make sure all responses exceed expectation as on the rubric)
See supplemental information attached to get more knowledge
Do work on Power point template attached.
Presentation Title
Your Name
Program Name or Degree Name, Walden University
COURSE XXX: Title of Course
Instructor Name
Month XX, 202X
Slide Title
Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.
Choose formatting that presents your information in the most logical way.
Use consistent, grammatically parallel format for bulleted lists (for example, on this slide, each element begins with an imperative verb).
You can also consult APA’s suggestions on formatting lists.
End bullet points consistently, either with or without a period.
Slide Title
Keep font of text consistent.
Be sure headings are consistent in their spacing, placement, size, etc.
Consider using the slide after the title slide to summarize your presentation’s points (like an abstract for a paper).
Slide Title
Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.
According to Smith and Cat (2020), you should make your presentation great, not just good.
Use APA style rules to format any tables and figures in your presentation:
Figure 1
Title Reflecting Figure Information
Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 ( https://doi.org/10.123.45/abc). Reprinted with permission.
Slide Title
Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our presentation tips for more information!
Visit the Academic Skills Center for more tips on how to use PowerPoint or visit Microsoft’s PowerPoint help and learning website.
Slide Title
Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the Common Reference List Examples page for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59. https://doi.org/10.123.45/abc
image1.jpeg
image2.png
image5.jpg
image6.png
oleObject1.bin
Chart1
| Category 1 | Category 1 | Category 1 |
| Category 2 | Category 2 | Category 2 |
| Category 3 | Category 3 | Category 3 |
| Category 4 | Category 4 | Category 4 |
Sheet1
| Series 1 | Series 2 | Series 3 | |
| Category 1 | 4.3 | 2.4 | 2 |
| Category 2 | 2.5 | 4.4 | 2 |
| Category 3 | 3.5 | 1.8 | 3 |
| Category 4 | 4.5 | 2.8 | 5 |
| To resize chart data range, drag lower right corner of range. |
,
Presentation Title
Your Name
Program Name or Degree Name, Walden University
COURSE XXX: Title of Course
Instructor Name
Month XX, 202X
Slide Title
Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.
Choose formatting that presents your information in the most logical way.
Use consistent, grammatically parallel format for bulleted lists (for example, on this slide, each element begins with an imperative verb).
You can also consult APA’s suggestions on formatting lists.
End bullet points consistently, either with or without a period.
Slide Title
Keep font of text consistent.
Be sure headings are consistent in their spacing, placement, size, etc.
Consider using the slide after the title slide to summarize your presentation’s points (like an abstract for a paper).
Slide Title
Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.
According to Smith and Cat (2020), you should make your presentation great, not just good.
Use APA style rules to format any tables and figures in your presentation:
Figure 1
Title Reflecting Figure Information
Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 ( https://doi.org/10.123.45/abc). Reprinted with permission.
Slide Title
Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our presentation tips for more information!
Visit the Academic Skills Center for more tips on how to use PowerPoint or visit Microsoft’s PowerPoint help and learning website.
Slide Title
Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the Common Reference List Examples page for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59. https://doi.org/10.123.45/abc
image1.jpeg
image2.png
image5.jpg
image6.png
oleObject1.bin
Chart1
| Category 1 | Category 1 | Category 1 |
| Category 2 | Category 2 | Category 2 |
| Category 3 | Category 3 | Category 3 |
| Category 4 | Category 4 | Category 4 |
Sheet1
| Series 1 | Series 2 | Series 3 | |
| Category 1 | 4.3 | 2.4 | 2 |
| Category 2 | 2.5 | 4.4 | 2 |
| Category 3 | 3.5 | 1.8 | 3 |
| Category 4 | 4.5 | 2.8 | 5 |
| To resize chart data range, drag lower right corner of range. |
,
© 2021 Walden University 1
FM005: Economic Characteristics of the Healthcare Industry: Apply health economic concepts to make recommendations for organizational decisions based on the current health market.
Assessment Rubric
Rubric Criteria
Needs Improvement
Meets Expectations
Exceeds Expectations Part 1: Determine Pricing and Marketing Strategy for a New Drug Learning Objective 1.1:
Estimate the demand for a new drug.
Presentation does not provide or provides an unclear or illogical estimate of demand for the new drug described in the case presented. Calculations are inaccurate or incorrect.
Presentation provides a logical estimate for the demand of the new drug described in the case presented, noting the number of customers for the drug. Presentation is supported by accurate health economic analysis including GDP statistics.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation justifies estimates used by making reference to data used to inform estimates of demand.
Learning Objective 1.2: Estimate the price of a drug that the market will bear.
Presentation does not include or includes an estimate of the price, but the estimate is not plausible. Rationale for the estimate is weak or missing discussion of how effective the drug is and relates this information to its substitutes, and/or it does not take into account the estimates of average life expectancy in the U.S.
Presentation provides a clear and logical estimate for the price of the drug that the market will bear. Rationale is given for the estimate, and it includes discussion of how effective the drug is and relates this information to its substitutes. It takes into account the estimates of average life expectancy in the U.S.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation notes other factors, besides the availability of substitutes that could impact price.
© 2021 Walden University 2
Rubric Criteria
Needs Improvement
Meets Expectations
Exceeds Expectations Learning Objective 1.3: Describe where and to whom, to market a new drug.
Presentation does not include or includes a partial or unclear description of where, and to whom, the new drug in the case presented should be marketed. Rationale is not logical or missing.
Presentation provides a clear and accurate description of where, and to whom, the new drug in the case presented should be marketed. Description is supported by a logical rationale.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation includes strategies for maximizing market share for the new drug.
Learning Objective 1.4: Explain how to ensure that insurance companies pay for a drug.
Presentation does not explain or explains fewer than three ways to ensure that insurers pay for the new drug, or explanations are unclear or inaccurate.
Presentation explains three clear and accurate ways to ensure that insurance companies pay for the new drug.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation explains more than three ways to ensure that insurance companies pay for the new drug.
Learning Objective 1.5: Explain the elasticity of demand for a drug.
Presentation does not explain or incompletely, inaccurately, or unclearly explains the elasticity of demand for a drug like the new one described in the case presented. Presentation explains fewer than two factors that could potentially
Presentation clearly and accurately explains the elasticity of demand for a drug like the new one described in the case presented. Presentation clearly and accurately explains two
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation includes more than two factors that could potentially change
© 2021 Walden University 3
Rubric Criteria
Needs Improvement
Meets Expectations
Exceeds Expectations change the elasticity of demand or the factors are not relevant.
factors that could potentially change the elasticity of demand.
the elasticity of demand for a drug like the new one described in the case presented.
Learning Objective 1.6: Explain how long a drug can receive patent protection.
Presentation does not explain or incompletely or incorrectly explains how long the new drug will receive patent protection. Presentation does not include references to academic/professional resources, or the resources are not relevant.
Presentation accurately explains how long the new drug will receive patent protection. Presentation includes references to relevant academic/professional resources.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation notes how the requirements for patent protection would differ in other countries.
Learning Objective 1.7: Explain why drugs and healthcare products are covered under patent protection laws.
Presentation does not explain or inaccurately or incompletely explains why drugs and healthcare products are covered by patent protection laws. Presentation does not include references to academic/professional resources, or the resources are not relevant.
Presentation clearly and accurately explains why drugs and healthcare products are covered under patent protection laws. Presentation includes references to relevant academic/professional resources.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation explains why drugs and healthcare products are covered under patent protection laws and includes a detailed reference to one or more cases involving patent protection.
© 2021 Walden University 4
Rubric Criteria
Needs Improvement
Meets Expectations
Exceeds Expectations
Part 2: Compare International Healthcare Systems to Develop an International Market Entry Strategy Learning Objective 2.1: Compare spending on healthcare, per capita, and life expectancy in various countries.
Presentation does not include a chart or includes a chart that features some (but not all) of the four countries or presents inaccurate statistics on life expectancy and per capita healthcare spending. Information on the chart is not supported by references to academic/professional resources or the resources are not relevant.
Presentation includes an accurate chart comparing the average gross domestic product (GDP) per capita healthcare spending and life expectancy of Germany, the United States, Ghana, and Brazil. Information on the chart is supported by references to relevant academic/professional resources.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: The chart refers to additional indicators, such as income inequality, infant mortality, spending on education, etc., to support arguments.
Learning Objective 2.2: Analyze the relationship between life expectancy and healthcare spending.
Presentation does not provide or provides unclear, vague, or inaccurate analysis of the relationship between life expectancy and healthcare spending. Presentation does not include references to academic/professional resources, or the resources are not relevant.
Presentation accurately and clearly explains the relationship between life expectancy and healthcare spending. Presentation includes references to relevant academic/professional resources.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: In addition to an explanation of the relationship between life expectancy and healthcare spending, the presentation includes examples of factors that weaken the correlation between the two variables.
Learning Objective 2.3:
Presentation does not describe, inaccurately or vaguely describes
Presentation accurately and clearly describes how Germany,
Presentation demonstrates the same
© 2021 Walden University 5
Describe how different countries structure their healthcare systems.
how Germany, the United States, Ghana, and Brazil structure their healthcare systems, or not all four countries are addressed. Presentation does not include references to academic/professional resources, or resources are not relevant.
the United States, Ghana, and Brazil structure their healthcare systems. Presentation is supported by references to relevant academic/professional resources.
level of achievement as “Meets,” plus the following: Presentation includes an analysis of the key differences in the structures of the healthcare systems of the four countries.
Learning Objective 2.4: Analyze the economic strengths, weaknesses, opportunities, and threats associated with entry into different healthcare markets.
Presentation does not include or includes an analysis of fewer than two economic strengths, weaknesses, opportunities, and threats associated with entry into each of the following healthcare markets: Germany, the United States, Ghana, and Brazil; or all four markets are not addressed, and/or the strengths, weaknesses, opportunities, and threats are not accurate.
Presentation includes an analysis of two economic strengths, two weaknesses, two opportunities, and two threats associated with entry into each of the following healthcare markets: Germany, the United States, Ghana, and Brazil.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation includes an analysis of more than two economic strengths, more than two weaknesses, more than two opportunities, and more than two threats associated with entry into each of the following healthcare markets: Germany, the United States, Ghana, and Brazil.
Learning Objective 2.5: Make recommendations
Presentation does not recommend or recommends only one country that is appropriate for marketing the new drug described in the case presented and/or the
Presentation recommends two countries that are most appropriate for marketing the new drug described in the case presented.
Presentation demonstrates the same level of achievement as “Meets,” plus the following:
© 2021 Walden University 6
for countries that are most appropriate for marketing a new drug.
rationale for the selection(s) is illogical or not based on economic principles.
Presentation provides a clear and accurate rationale for the selection of the countries. The rationale is based on economic principles.
Presentation compares and contrasts different healthcare markets to illustrate why recommended countries are most desirable for market entry.
Learning Objective 2.6: Explain the gain in health outcomes in a drug.
Presentation does not explain or incompletely, inaccurately, or unclearly explains the gain in health outcomes that the new drug described in the case presented provides.
Presentation clearly explains the gain in health outcomes that the new drug described in the case presented will provide.
Presentation demonstrates the same level of achievement as “Meets,” plus the following: Presentation addresses two gains in health outcomes that can be expected from the new drug (for example, both individual and social benefits).
Learning Objective 2.7: Compare the effectiveness of different drugs for a particular disease or health condition.
Presentation does not provide or provides a weak or general comparison between the new drug described in the case presented, and t
