This is a PhD-level course in health economics. Since most participants have not previously taken a specialized course in this field, we begin with selected textbook chapters, complemented by recent research papers.

Health economics is a highly empirical field within applied microeconomics. However, this is not a methods course; rather, it is about learning to think like a health economist. The goal is to bridge the gap between empirical tools and substantive research questions. The empirical methods used in health economics largely overlap with those in other areas of applied microeconomics (e.g., labor economics), and familiarity with these methods is assumed.

Beyond covering the core topics of health economics, the course places particular emphasis on conceptual work: identifying gaps in the literature, formulating meaningful research questions, and developing clear and compelling research designs. We also study health policies and institutional settings, as these are essential for identifying relevant and policy-relevant questions. The course is intended as a complement to students' broader PhD training. The course is particularly designed to train students in generating original research ideas and credible empirical designs.

• Understand the core concepts, institutional features, and economic mechanisms that shape health and health care systems.
• Critically read and evaluate research in health economics, with a focus on identifying research questions, conceptual contributions, and limitations.
• Present and discuss applied research papers, and engage in scholarly debate in the style of academic seminars and conferences.
• Identify gaps in the literature and develop ideas for original research projects.
• Formulate relevant and feasible research questions in health economics and outline appropriate empirical strategies to address them.
• Relate academic research in health economics to real-world policy settings and institutional contexts.

Mandatory attendance

• Lecture (L): In these sessions, we introduce the respective topic and provide an overview of key theoretical concepts, empirical approaches, and ongoing debates. While we discuss the underlying economic models, the emphasis is on intuition, mechanisms, and applications rather than technical derivations. Lectures are designed to establish a common analytical framework and prepare the ground for discussion.
•  Q&A and Discussion with a general practitioner (Q&A): In this session, we will host an external guest, a general practitioner. The session will take the form of a Q&A and open discussion, providing an opportunity to connect economic reasoning with clinical practice and institutional detail. Students are expected to prepare for this session by developing questions in advance and submitting a short, well-structured document to the guest beforehand.
• Student Presentations (P): In the final session, students present their conceptual research project, as described below.

Active participation is essential. Students are expected to complete the assigned readings in advance of each meeting and to attend all sessions (a maximum of two absences is permitted).

Grades are based on three components:

• Active participation (15%)
• Presentation of the conceptual research project (25%)
• Written version of the conceptual research project (60%)

Each student must complete all three components in order to pass the course. The final grade is determined by the weighted average across components. The grading scale is as follows:

Unsatisfactory: x < 60%
Sufficient: 60% <= x < 70%
Satisfactory: 70% <= x < 80%
Good: 80% <= x <90%
Excellent: 90% <= x <= 100%

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This course is designed for doctoral students with prior training in applied microeconomics and econometrics. Participants are expected to be familiar with core empirical methods commonly used in applied microeconomics, including instrumental variables (IV), difference-in-differences (DiD), regression discontinuity designs (RDD), and event study approaches. These methods are used extensively in the papers we read, but they are not the focus of the course and will not be covered in analytical depth.

No prior background in health economics is required. However, students should be comfortable reading and discussing empirical research papers and willing to engage actively in class discussions and presentations.

Some exposure to topics such as the economics of information, insurance, or labor economics may be helpful but is not essential. The main prerequisite is a strong interest in developing and critically assessing research questions in applied microeconomics, with a focus on health-related topics.

See Syllabus