| Course | DPH 830 Global Health |
|---|---|
| Module | Module 2 |
| Paper type | Comparative health systems paper |
| Length | About 1,135 words, 7 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Doctor of Public Health |
| Updated | September 2026 |
Free sample paper for DPH 830 Module 2
Three Roads to Coverage: Comparing the Health Systems of Thailand, Costa Rica and the United States
Student Name
Doctor of Public Health Program, Aspen University
DPH 830: Global Health
Instructor Name
Month Day, Year
Three Roads to Coverage: Comparing the Health Systems of Thailand, Costa Rica and the United States
Countries with similar resources can achieve very different health results, and countries with very different resources can achieve similar ones. Comparing health systems helps explain why. This paper compares Thailand, Costa Rica and the United States, three countries that took distinct routes toward health coverage, and draws lessons about financing, primary care, quality and equity that matter for public health leaders.
A Framework for Comparison
Health systems are often described through building blocks: service delivery, the health workforce, information systems, medicines and technologies, financing, and leadership and governance. The framework helps compare systems on common dimensions, though it can hide the ways blocks interact. This paper focuses on financing, coverage, primary care and quality, where differences among the three countries are greatest.
The Three Systems at a Glance
The table summarizes key features of each system.
| Feature | Thailand | Costa Rica | United States |
|---|---|---|---|
| Main financing | General taxation for the universal scheme | Social insurance through a national fund | Employer insurance, public programs, out-of-pocket |
| Coverage | Near-universal since 2002 | Near-universal | Not universal; some remain uninsured |
| Primary care model | District networks paid by capitation | Local teams serving defined populations | Varied; many without a regular source |
| Main challenge | Rising chronic disease costs | Waiting times and financial strain | High spending and uneven access |
Thailand
Thailand introduced its universal coverage scheme in 2002, extending tax-financed coverage to people not covered by civil service or social security schemes. Funds flow to district health networks largely through capitation, which encourages primary care and prevention. The scheme reduced out-of-pocket spending and household impoverishment from health costs, and it is widely cited as evidence that a middle-income country can achieve universal coverage.
Costa Rica
Costa Rica finances care mainly through a national social insurance fund that both pays for and delivers services. Since the 1990s, basic primary care teams, each responsible for a defined local population, have provided prevention, outreach and first-contact care. The country achieves life expectancy comparable to high-income nations at far lower cost, though it faces waiting lists for specialist care and fiscal pressure.
The United States
The United States relies on a mix of employer-sponsored private insurance, public programs for older adults, low-income people and veterans, and individual coverage. It spends more per person on health care than any other country, yet coverage is not universal, many people lack a regular source of primary care and outcomes such as life expectancy lag behind peer nations. Fragmented financing contributes to administrative cost and uneven access.
The Role of Primary Care
Evidence across countries links strong primary care to better health outcomes, lower costs and greater equity. Starfield et al. (2005) reviewed studies showing that areas and countries with more primary care physicians and stronger primary care orientation had lower mortality and that primary care helps reduce differences between population groups. Thailand and Costa Rica built coverage around primary care; the United States did not.
Quality as a System Outcome
Coverage without quality does not guarantee health. A global commission estimated that poor-quality care is now a larger barrier to reducing deaths from treatable conditions in low- and middle-income countries than lack of access, and it called for systems to be judged by competent care, user experience and confidence (Kruk et al., 2018). All three countries face quality gaps, though of different kinds. As chronic conditions take a growing share of burden worldwide (Vos et al., 2020), quality increasingly means continuous management of long-term illness rather than one-time treatment.
Equity
Equity asks whether people with greater need receive more care and whether payment is fair. Thailand's scheme reduced gaps between rich and poor in access. Costa Rica's teams reach rural and poor communities. In the United States, insurance status, income and race still shape access and outcomes, a pattern reflected in differences in chronic disease burden across groups. Tracking results by income group shows whether reforms reach the people they were meant to help.
Financing Choices
Tax financing spreads risk broadly and supports single-payer purchasing but depends on government revenue. Social insurance ties coverage to contributions and can struggle with informal workers. Employer-based insurance links coverage to jobs and leaves gaps. Each approach shapes who is covered and how providers are paid, which in turn shapes the services delivered.
Health Workforce
All three countries face workforce challenges. Thailand requires rural service from new doctors and has invested in rural training. Costa Rica relies on community health workers within its primary care teams. The United States has shortages in primary care and in rural areas, and depends partly on international graduates.
What Transfers
Lessons rarely transfer unchanged. Capitation to primary care networks worked in Thailand because of its district health infrastructure; defined-population teams worked in Costa Rica partly because of long investment in public services. Leaders adapting these models must ask what conditions made them succeed and whether those conditions exist at home.
Lessons for Public Health Leaders
Three lessons stand out: organize coverage around primary care with defined responsibility for populations; judge systems by quality and equity, not only by coverage; and design financing to protect households from catastrophic costs. These lessons apply as much to US state and local policy as to national reform in middle-income countries.
Limits of the Comparison
Comparisons simplify. Each country's system reflects its history, politics and economy, and outcomes are shaped by factors outside health care such as income, education and diet. Data definitions also differ across countries, so figures should be compared cautiously. Figures should also be dated, since each system continues to change.
Health Information Systems
Comparisons depend on data each system collects. Thailand and Costa Rica maintain national registration and routine reporting that support planning, while US data are spread across insurers, states and federal programs. Strong information systems let leaders see gaps in coverage and quality and track whether reforms work.
Governance and Stewardship
Each system reflects choices about who holds authority. Thailand created a purchasing agency separate from the health ministry to manage the universal scheme. Costa Rica's social insurance fund holds both financing and delivery. In the United States, authority is divided among federal agencies, states, employers and private insurers, which complicates coordinated reform.
Public Health Functions
Personal care is only one part of a health system. Disease surveillance, health promotion, environmental health and emergency preparedness protect whole populations. Countries that fund these functions alongside clinical care are better placed to prevent disease and respond to outbreaks.
Conclusion
Thailand, Costa Rica and the United States show that universal coverage can be reached through tax financing or social insurance, that strong primary care underpins good results and that high spending does not ensure good outcomes. For public health leaders, the comparison points toward systems built on primary care, judged by quality and equity and financed to protect households.
References
Kruk, M. E., Gage, A. D., Arsenault, C., Jordan, K., Leslie, H. H., Roder-DeWan, S., Adeyi, O., Barker, P., Daelmans, B., Doubova, S. V., English, M., GarcĂa-Elorrio, E., Guanais, F., Gureje, O., Hirschhorn, L. R., Jiang, L., Kelley, E., Lemango, E. T., Liljestrand, J., ... Pate, M. (2018). High-quality health systems in the Sustainable Development Goals era: Time for a revolution. The Lancet Global Health, 6(11), e1196-e1252. https://doi.org/10.1016/S2214-109X(18)30386-3
Starfield, B., Shi, L., & Macinko, J. (2005). Contribution of primary care to health systems and health. The Milbank Quarterly, 83(3), 457-502. https://doi.org/10.1111/j.1468-0009.2005.00409.x
Vos, T., Lim, S. S., Abbafati, C., Abbas, K. M., Abbasi, M., Abbasifard, M., Abbasi-Kangevari, M., Abbastabar, H., Abd-Allah, F., Abdelalim, A., Abdollahi, M., Abdollahpour, I., Abolhassani, H., Aboyans, V., Abrams, E. M., Abreu, L. G., Abrigo, M. R. M., Abu-Raddad, L. J., Abushouk, A. I., ... Murray, C. J. L. (2020). Global burden of 369 diseases and injuries in 204 countries and territories, 1990-2019: A systematic analysis for the Global Burden of Disease Study 2019. The Lancet, 396(10258), 1204-1222. https://doi.org/10.1016/S0140-6736(20)30925-9
Reading the DPH 830 Module 2 assignment instructions
DPH 830 covers health systems in countries around the world according to Aspen's catalog, and since the second module's prompt is not published, this example compares three systems. Comparative papers generally ask you to choose countries, apply a consistent framework, compare them on key dimensions and draw lessons. Choose countries that differ in instructive ways. Use the same framework for each. Put the comparison in a table. Discuss quality and equity as well as coverage and cost. Explain what might and might not transfer to another setting, and state the limits of your comparison. Use recent, dated sources for each country, since reforms change systems quickly.
Inside the DPH 830 Module 2 example
The example starts with a building-block framework and then a four-column table comparing Thailand, Costa Rica and the United States. Each country then receives its own heading. Sections on primary care, quality as a system outcome, equity, financing choices and the health workforce follow, then what transfers, lessons for public health leaders and limits of the comparison. Health information systems, governance and stewardship and public health functions are added before the conclusion. A margin comment explains that naming the framework first keeps the comparison consistent. Each country section follows the same order as the table, so a reader can jump from summary to detail and back with ease. The paper keeps the United States in the comparison as a point of reference for US readers.
Reading the DPH 830 Module 2 grading rubric
Instructors grade health system comparisons on a clear framework, accurate descriptions, balanced analysis and useful lessons. This paper cites a review of primary care's contribution to health, a global commission on high-quality health systems and the 2019 burden estimates in APA format. The table allows quick comparison. Each country is described fairly, including its weaknesses. The section on transferability shows critical thinking. Graders also credit the attention to governance and information systems, which many comparisons skip. Its descriptions stay general where exact figures would quickly date, and specific where evidence is stable, a balance instructors notice. The lessons are framed for public health leaders rather than for health ministers alone.
DPH 830 Module 2 help from the desk
Students often describe each country in isolation without comparing them, or rely on outdated figures. Others praise one system without acknowledging its problems. Use one framework throughout. Build a comparison table first, then write. Date any statistics. Discuss strengths and weaknesses for every country. Consider what conditions made a model work. If you are unsure which countries to choose, a tutor can suggest pairings that illustrate different financing models. Close with lessons for your own country or state. Draft the table before writing any paragraphs; it will show you where information is missing. Check each country's health ministry or national insurance agency for current descriptions. Keep your comparison to three countries so each receives enough attention, and write the lessons section last, once the evidence is laid out.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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DPH 830 Module 2 questions, answered
What does DPH 830 Module 2 usually ask for?
Aspen's DPH 830 covers health systems and resources in countries around the world, so a comparative health system paper is a typical assignment. Confirm with your classroom prompt.
What are health system building blocks?
Service delivery, workforce, information, medicines and technologies, financing, and leadership and governance.
Why compare health systems?
To understand how different designs affect coverage, cost, quality and equity, and what lessons might be adapted elsewhere.
Where can I find a free DPH 830 Module 2 sample paper?
Read the three-country health system comparison here, including its table of financing, coverage, primary care and challenges.
How do you compare health systems in DPH 830 Module 2?
Apply one framework, such as health system building blocks, to each country and compare financing, coverage, primary care, quality and equity.