Maja Kevdzija

This lecture will provide the basics of a common language as the basis for common understanding and dialog for architects, process designers, technicians, administrators and healthcare professionals. The essential language elements are contributed mostly by two distinct groups, on the one hand architects and designers and on the other hand healthcare professionals. Process designers may have a mediating role.

Learning outcomes:

• Students are able to describe a typical patient journey from symptom to treatment and return home within a healthcare system.

• Students are able to state differences in healthcare buildings based on historical development of healthcare and the demands of society.

• Students discover key processes of medical care and their specific resource needs.

• Students analyze examples of specialized locations for specific medical and supportive processes.

• Students are able to read floor plans, to locate typical areas of activity within a healthcare facility, and to demonstrate the patient flow in a building.

Members:

Monika & Gabriel

Basic concepts of health economics, laws and policy decisions. Basics of healthcare performance and methods of measurement and evaluation.

Learning outcomes:

• Students develop a comprehensive view of healthcare buildings/facilities and their role within the healthcare system combining concepts of medicine, architecture, economics, financing, policy, and management.

• Students identify relevant stakeholders (e.g. healthcare professionals, patients, developers, payers, providers, decision makers), describe collaboration between stakeholders, evaluate specific needs and integrate the information into a stakeholder analysis.

• Students learn and apply different quantitative and qualitative methods (economic, process, performance) to measure and assess quality, outcomes, costs, efficiency, and budget impact in the healthcare system.

• Students assess examples of hospital and healthcare performance.

• Students develop and apply models for building evaluation for example to quantify spatial and technical requirements.

  
  

Members:

Maja, Markus, Milica?, someone from medicine and HE?

Magdalena Maierhofer?

Gabriel Wurzer

Monika Purschke

Svenja

Pflege Fr. Wolff?

Facility person?

The commissioning process will be introduced as part of a detailed look on the subject: Requirements of provision of adequately trained healthcare workers and supportive personnel for effective use of a new building will be studied. Patient and stakeholders acceptance will be introduced as a key success factor. The importance of a systematic maintenance and development program will be stressed. Durability, environmental and financial sustainability of the building and its processes will be investigated. Furthermore, relocation planning as a craft is presented, which covers the following aspects: (1.) Handover documentation and system manuals, (2.) Briefing and training of employees, e.g. on organization, the building itself,

Learning outcomes:

• Students are able to explain the different phases from commissioning to full operation of the healthcare facility and to and describe and plan the requirements and resources for a successful operational launch.

• Students can understand the difficulties and importance of provision planning and are able to apply their knowledge on the planning of commissioning for the seamless transfer of tasks and work areas to the client.

• Students are able to assess durability, environmental and financial sustainability of the building and its processes.

• Students will be able to measure differences between desired and achieved short-, medium-term and long-term outcomes and develop strategies to close gaps.

Members:

VAMED? Pflegeperson? Steininger? Architekturbüro aus Deutschland über Norbert?

Learning objectives:

Learning outcomes:

Members:

Lars Oberwinter, ?Gabriel? (Simulation im Betrieb)

A global view on needs leading to services to be provided by different specialized HCFs. Basics of Demographics and epidemiology, access to care, market analysis (current and future medical need and financing).

Learning outcomes:

• Students are able to provide an analysis of the demand in resources of a healthcare building.

• Students can integrate information to create a medical masterplan for a sustainable healthcare building.

Members:

Judit Simon

Learning objectives:

Planning a proper distribution of HCF with different levels of services provided at different times is a key element of planning. Public and private providers will follow diverging onsiderations. Urban planning takes into consideration the interaction between a HCF and its context.

+sustainability +5 levels of project development

Learning outcomes:

• Students are able to examine regional demand and access to medical care.

• Students can estimate the factors that determine hospital location, size and expertise.

Members:

Magdalena, Solve?, Lohfert?, Presterl?, Dickhoff?, Schindler?

Learning objectives:

• Strategy: Use of architectural competitions in healthcare facility planning - Why hold a competition? Which types of competitions exist and how do they fit into the development of a healthcare facility? Structure: What are phases before and after tenders? Goals: Gathering requirements and formulating goals for a competition. Elaboration: How to fulfill tender documents and submit a design using a multidisciplinary planning team. Evaluation: Understanding submitted designs and evaluating them against pre-set criteria from different angles.

• Integral-design: Setup of a project team to further detail the submitted design. Which are further stages and phases down the design process? What stakeholders are involved?

• Constraints: Which regulations, norms and operational requirements play into detailing? Which inputs come from the medical side? What additional planning expertise is brought into the project team?

• Stakeholder involvement: which concrete group of persons is involved into the planning process (e.g. patients and their representatives, medical staff, non-medical staff involved into the operation, clinical holding owning the healthcare facility).

  
  

Learning outcomes:

Depending on their professional background, students are able to guide or to accompany an architectural design process from requirements to detailed design: Planning processes, domains and scopes when performing actual healthcare facility form-finding and fine planning work.

Members:

Christoph Falkner, Waldmayer, Bernd Simlinger, MUW International?, Purschke

Hospitals are increasingly complex, and knowledge based systems. This lecture encourages connectional thinking of applications of IT supported technologies and its possible impact on patient care, functional workflow and structures, while at the same time ensuring security, safety and privacy.

Learning outcomes:

• Students understand concepts of information- and knowledge-management and are able to discuss their impact on organisation and structures of healthcare facilities of different complexity levels.

• Students understand the “Hospital without Borders” and can explain legal boundaries of information transfer.

• Students are able to describe current clinical and non-clinical, supportive information-management systems required for comprehensive patient care and its applications in planning healthcare facilities.

  
  

Members:

Markus, Gabriel?

Dissects a healthcare facility: It presents business organisation planning as a way to connect different stakeholders by their processes and functional planning as method for delivering a spatial programme serving these. Both aspects complement each other and are important for being able to develop an adequate conceptual design

Learning outcomes:

• Students are able to identify and explain individual elements of healthcare facilities, their processes and functional requirements also in light of regulations and norms.

• Students can plan spaces that serve building users of different backgrounds and roles fulfill their daily routines.

• Students know how to arrange different departments such that their spatial configuration is optimized towards the intended operation of the healthcare facility.

Members:

Svenja, Gabriel, Markus, Lars

Case studies of existing international healthcare facilities with focus on their life cycles are key elements of this lecture, e.g.: Key drivers in the development of healthcare systems and future scenarios, comparing healthcare facilities and variations in the international contexts through benchmarking, uncertainty of prediction, risk mitigation strategies, open hospital concepts.

Learning outcomes:

• Students can compare variations of international standards and life cycles of technology and their impact on healthcare facilities. In comparing facilities in an international context, students are able to identify key drivers for functionality, organization and structure of a specific hospital and can assess the influence of differences in key drivers on how hospitals are organized and built. This includes the functional, organizational and structural position of the healthcare facility in the wider context of society.

• In addition the student can identify new global drivers such as demographic change, migration, resource limitations, brain drain, and climate change. Students are able to assess the impact of these drivers on patient-caregiver interaction, functional and structural design of the healthcare facility.

• The students are able to apply this knowledge formulating risk-mitigating concepts such as adaptable building elements, preparedness for permanent change, but also intermediate solutions.

Members:

Harald Kastner (VAMED), Markus, Norbert