Teaching
About teaching
I enjoy teaching – the energy of being in the classroom, reading the room in real time, and building momentum as ideas start to land and take shape.
Some of the best moments are unscripted: a sharp question, a challenge to an assumption, or a connection that reframes the discussion. My goal is to create a classroom where students feel confident engaging at that level, and leave with practical analytical tools they can use in the real world.
I teach at the intersection of economics, policy, and healthcare. This field draws students from a wide range of backgrounds – culturally, professionally, and academically – which I treat as a strength. I design courses that spark peer learning through structured discussion, collaborative work, and exposure to different perspectives. That’s often what transforms technical content into lasting intuition.
Over time, my focus has shifted from simply organizing material to sculpting flow – designing courses where theory and content build, bend, and recur with intent. I structure each module to move through learning, practice, and application, but the goal isn’t linear coverage – it’s momentum with memory. Ideas surface early through short analytical examples or a recent policy development, then reappear in new contexts with greater nuance. When a model shows up again weeks later – suddenly relevant in a different setting – it sticks.
In the classroom, I draw on both research and industry experience to create structured, intuitive learning environments. I aim to help students connect theory to practice – whether through analytical exercises, discussion of current policy developments, or interpretation of real-world contracts and regulatory texts. I intentionally pace transitions to allow ideas to land, while making room for spontaneous connections. I adjust readings, discussions, and assignments in response to students’ backgrounds and what’s unfolding in the world – so the course stays alive without losing its center of gravity.
I teach with structure, but I don’t teach by script. The goal isn’t just to transfer tools – it’s to build intellectual reflexes: how to spot assumptions behind a model, how to connect method to messy reality, how to argue with precision and curiosity. If students leave my course seeing the world a little differently – and wanting to keep digging – I’ve done my job.
Courses I Taught
Comparative Healthcare Systems
(MBA: HCMG859, Undergraduate: HCMG 204)
This course examines the structure of health care systems in different countries, focusing on financing, reimbursement, delivery systems and adoption of new technologies. We study the relative roles of private sector and public sector insurance and providers, and the effect of system design on cost, quality, efficiency and equity of medical services. Some issues we address are normative: Which systems and which public/private sector mixes are better at achieving efficiency and equity? Other issues are positive: How do these different systems deal with tough choices, such as decisions about new technologies? Our main focus is on the systems in four large, prototypical OECD countries--Germany, Canada, Japan, and the United Kingdom--and then look at other countries with interesting systems- including Italy, Chile, Singapore, Brazil, China and India. We draw lessons for the U.S. from foreign experience and vice versa.
2021-2026
Health Service Delivery
(MBA: HCMG 852)
This course is designed to equip students with tools to understand and analyze problems in the rapidly changing health care delivery environment. It focuses on organizational and strategic issues in the delivery of health care in the hospital context. The course is divided into eight topic areas: 1.) Shortages, substitutability and efficiency in hospitals’ production, 2.) The role of nonprofit health care providers, 3.) The economics of hospitals and physicians’ specialization, 4.) Inpatient vs. outpatient care delivery, 5.) Antitrust laws and regulation and their effects on hospital competition, 6.) Marketing health services, 7.) Defining and improving medical performance, and 8.) Evidence-based medicine and the diffusion of technologies. The course will feature a number of guest speakers.
2017-2020
Health Service System
(MBA: HCMG 841)
This course provides an overview of the evolution, structure and current issues in the health care system. It examines the unique features of health care as a product, and the changing relationships between patients, physicians, hospitals, insurers, employers, communities, and government. The course examines three broad segments of the health care industry: payors, providers and suppliers. Within the payor segment, the course examines the sources and destinations of spending, managed care (HMOs, PPOs),employer based health insurance, technology assessment, payor strategy, and efforts to pay for the elderly, the poor & the medically indigent. Within the provider segment, the course examines the impact of cost containment and competition on hospitals and integrated delivery systems, long term care and disease management, and the important role of epidemiology in assessing population health needs and risks. Within the supplier segment, the course will examine developments in the biotechnology, pharmaceutical, medical devices, genomics and IT industries. NOTE: This is a required course for Wharton Graduate Health Care Management majors; it counts as an elective course for all other Wharton Graduate students. It is also open to Law School and Nursing School students with a joint Wharton Program.
2017-2019
Consumers, Firms and Markets in Developing Countries
(Undergraduate: BEPP 233)
This course will examine economic life, including consumers, firms and markets, in low income countries. Nearly four-fifths of the world's population lives in low income or developing countries. Though currently far behind the U.S., the 15 fastest growing economies/markets in the world are all developing countries. And developing countries already account for 6 of the world's 15 largest economies. This course will examine economic life, including consumers, firms and markets, in low income countries. We will apply both economic theory and empirical analysis for analyzing the roles of both business and government in consumption, production and market equilibria.
2017-2018
Stata Lab Instructor
Introduction to Business Economics and Public Policy
(Undergraduate: BEPP 201)
This course explores the economics and politics of public policy to provide an analytic framework for considering why, how, and with what success/failure government intervenes in a variety of policy areas. Particular attention will be paid to important policy issues relating to taxation, social security, low-income assistance, health insurance, education (both K-12 and higher ed), the environment, and government deficits. The costs and benefits of alternative policies will be explored along with the distribution of responsibilities between the federal, state and local governments. While the course will focus primarily on U.S. policies, the topics covered (e.g. tax reform, deficits versus austerity, etc.) are currently at the center of the policy debate in many other industrialized countries as well.
2016
2021-2022
Health Economics
(Graduate: ECOM-447)
This course provides an application of economic principles to the health care sector. By recognizing the importance of scarcity and incentives, this course will focus on the critical economic issues in producing, delivering, and financing health care. Topics include the demand for and supply of health, health care, and health insurance; economic phenomena that are pervasive in health care, including asymmetric information, externalities, market power, and information transparency. Special emphasis is placed on insurance design and market failures.
2014
SAS Lab Instructor
Methods in Health Care Research
(Graduate: HPM 583b)
This course introduces students to both quantitative and qualitative methods for research in health services. Topics include research objectives and hypotheses formulation, study design, sampling techniques, measurement, data analysis, results presentation, and discussion. Students synthesize these skills in the final paper.