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Development Of A Health Systems Curriculum In Industrial And Systems Engineering

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Starting the Last Day with New Ideas

Tagged Division

Industrial Engineering

Page Count


Page Numbers

14.470.1 - 14.470.9



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Paper Authors

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Shengyong Wang State University of New York, Binghamton

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Mohammad Khasawneh State University of New York, Binghamton

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Krishnaswami Srihari State University of New York, Binghamton

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Development of Health Systems Curriculum in Industrial and Systems Engineering


Health systems deal with the transformation of healthcare delivery systems from ineffective, reactive, disease-focused systems to achieve cost-effective, pro-active, health and wellness- focused systems. With the increased need to make healthcare systems safer, more effective and efficient, patient-centered, timely, and equitable, industrial and systems engineering concepts and tools have gained wide acceptance and recognition in the healthcare sector. The strategic use of these tools, such as statistical quality control, supply chain management, modeling and simulation, failure-mode effects analysis, lean thinking, and human factors and ergonomics, can be readily used to measure, characterize, and optimize performance at various levels in a healthcare system. Even though there is currently a shortage of health systems engineers at the MS and PhD levels, very few universities have an established health systems curriculum in their industrial and systems engineering departments.

The Department of Systems Science and Industrial Engineering at the State University of New York (SUNY) at Binghamton (a.k.a. Binghamton University) has been actively involved in teaching and conducting applied research related to health systems since 2001. This paper starts with career opportunities for industrial and systems engineering graduate students with health systems concentration and highlights the gap between the healthcare industry needs and academic course settings. The development of the graduate level health systems curriculum at Binghamton University is discussed and illustrated in details. The course details of the 30-credit curriculum are revealed and explained as to how they can bridge the gap between academia and the healthcare industry. Finally, the future direction of the health systems concentrations under the industrial and systems engineering degree is discussed.


As the most versatile engineering discipline, industrial and systems engineering (ISE) has found its applications on the evolvement and industrial advancement of our society, touching almost every industry domain, from automobile manufacturing, to semiconductor production and packaging, to various service sectors, such as healthcare, entertainment, hospitality and transportation industries. ISE curriculum and educational practice, as a key component in the dynamic cycle of knowledge discovery and dissemination, needs to be frequently re-evaluated and the corresponding ISE curriculum needs to be re-designed or re-developed to address the actual and dynamic industry needs. Moreover, such changes will ensure that ISE graduates are equipped with adequate “weapons” that they could use to tackle problems in the real world.

According to the Accreditation Board for Engineering and Technology (ABET), the accreditation criteria on industrial engineering or similarly named engineering program’s curriculum, “The program must demonstrate that graduates have the ability to design, develop, implement, and improve integrated systems that include people, materials, information,

Wang, S., & Khasawneh, M., & Srihari, K. (2009, June), Development Of A Health Systems Curriculum In Industrial And Systems Engineering Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5203

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