Disruptive innovation has brought affordability and convenience to customers in a variety of industries. However, health care remains expensive and inaccessible to many because of the lack of business-model innovation. This paper explains the theory of disruptive innovation and describes how disruptive technologies must be matched with innovative business models. The authors present a framework for categorizing and developing business models in health care, followed by a discussion of some of the reasons why disruptive innovation in health care delivery has been slow.

This study was conducted to explore the self-rated performance level of quality specialists in Korea in order to provide information to direct the future needs for education and role orientation. The formal identification and appointment of quality specialists in health-care organizations in Korea began in the mid-1990s. The majority of quality specialists, appointed by their hospital, assumed positions without undergoing the prerequisite training or education. Extensive variation in performance has been recognized. The sample (n = 29) in this study included all quality specialists at hospitals in Seoul and Kyung-Gi province. Their performance was rated using a postal questionnaire consisting of a set of activities in five domains (policy development, data collection and analysis, communication and report, education and support, and administration). The response rate was 100%. The respondents had an average of 25.5 months of experience as quality specialists. Self-rated performance of quality-related activities demonstrated wide variation, independent of personal, departmental, or hospital-specific characteristics. The respondents rated their performance highly in the area of communication and reporting. The performance of administrative activities was rated lowest. Perceived differences between desired and actual performance were statistically significant in all activities of each domain, and were largest in policy development, and next in education and support. Self-rated performance among the five domains demonstrated positive, significant correlations. Hence, the findings imply the necessity of a formal education for quality specialists to accelerate balanced growth in all domains of quality activities.

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