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CHEPSAA final networking meeting: curriculum development


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CHEPSAA final networking meeting: curriculum development

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CHEPSAA final networking meeting: curriculum development

  1. 1. @hpsa_africa The Consortium for Health Policy and Systems Analysis in Africa
  2. 2. Outline • Share rationale, process and principles of curriculum development we followed • Show you what you will find on the website.
  3. 3. Curriculum development outcomes • By 2016, CHEPSAA will be – The ‘go to place’ for HPSR+A teaching in Africa – High quality teaching materials, training programmes and people who use them
  4. 4. Step 1: Course reviews • Identify HPSR+A relevant teaching in partner organisations and get an overview of the range of teaching offered • Provide the basis for the more detailed assessment of a selected and smaller number of courses • Submissions on 56 courses from CHEPSAA partners
  5. 5. TABLE 1: COURSES THAT WE ARE REQUESTING MORE INFORMATION ON FOR ROUND 2 OF THE WP3 CURRICULUM REVIEW Initial course themes UWC UCT CHP Kenya Ghana Nigeria KI Leeds LSHTM A. Introduction to health systems · Managing health system development · Introduction to Health Systems Research and Evaluation · Health Systems and Policy · Advanced course in Health Systems and policy · Health Systems and Programmes · Health Systems B. Introduction to HPSR, health systems analysis, evaluation · Health systems research for planning, evaluation and mx · M+E · M+E in health and development programmes · Introduction to Health Systems Research and Evaluation · Qualitative Research Methods · Health Systems Evaluation and Research · Advanced research methods · Health Systems Research Methods · Research Methodology · Qualitative research methods · Health Systems Research Methods · M+E of Health Programmes · C. HPSA for strategic management, leadership, and planning · Advanced Public Policy Analysis and Management · Health Management 2 · Health management · Understanding and Analysing Health Policy · Health Policy and Planning · Public Health Management Practice · Managing health policy implementati on · Health Policy and Policy Analysis · · Introduction to Mx of Health Services · Advanced Health Planning · Advanced Health Systems Development and Mx · Health Policy Analysis and Research: An Introduction · Advanced Health Policy · Health Policy and Systems Analysis · Planning for Health · Health Systems and Policy · Advanced course in Health Systems and policy · Principles of Health Management, Planning & Policy · Introduction to health policy, process and power
  6. 6. Step 2: CHEPSAA course development – 3 courses • Health Policy Analysis (the common ancestor of many HPS courses in Africa) • Introduction to Complex health Systems (ICHS) • Introduction to Health Policy & Systems Research (IHPSR) (Published on CHEPSAA website on 26 Jan 2015): materials/modulescourses)
  7. 7. • HPA: framed by Walt and Gilson policy analysis triangle • ICHS: draws partly on de Savigny and Adams • IHPSR: framed by the Alliance Reader
  8. 8. W/shop 1 - ICHS W/shop 2 - Finalise ICHS - Outline IHPSR W/shop 3 - HPA review CD in partner organisations - New courses - New skills in CD CD in partner organisations Piloting & running new courses Initial CHEPSAA reviews: courses, organisations, individuals >> The CHEPSAA Curriculum Development Journey: 2012 2013 2014 2014
  9. 9. Starting points: focus & audience • A ‘face to face’ full Master’s level module, adaptable as a short course (and distance learning module) • Audiences – Health systems managers in state and NGO environments – Those planning to do research in the field • Often have experience…. but not HPSA+R experience (=> social science expertise)
  10. 10. Starting points: size and shape of course • Total notional hours approx 120-150 hrs • Contact time of approx.30 hours – Personal study of approx. 90-120 hours • Student centred/learner oriented approach • Supportive materials
  11. 11. Core principles of curriculum development • Curriculum framed by graduate attributes & learning outcomes, & informed by threshold concepts • Relevant to the needs of the field and the learners • Learning processes, activities, assessments aligned with learning outcomes & threshold concepts, with coherence across whole course • Support authentic learning for subjects of focus & target audiences • Develop open access materials
  12. 12. Framing the curriculum – why? • To make explicit the values and attributes we want the course to convey. • To assist students to “locate” the course and help them make meaning of it. • To provide a framework for learning outcomes, processes, activities, materials, assessments.
  13. 13. Graduate attributes (qualities and abilities graduates of these courses should leave with) • Inquiry-focused and problem-solving; • Critically and relevantly literate, with good analytical skills • Aware of the complexity and inter-connectedness of Public Health system components; • Ethically, socially and environmentally aware and active; • Autonomous thinkers and actors;
  14. 14. • Team workers able to work collaboratively with a range of stakeholders; • Skilled communicators; • Capable leaders; • Change strategists and agents; • Confident to engage across difference, and able to be flexible in interpersonal relations (applicable to all courses)
  15. 15. What are ‘learning outcomes’? • For a course to be relevant and useful, its specific learning outcomes need to reflect: – graduate attributes expected – threshold concepts to be introduced – knowledge, skills and attitudes required by the field, the community of practice, and the learners as potential practitioners in the field
  16. 16. What are ‘Threshold Concepts’? • Concepts which are fundamental to and transformative in our ways of thinking and practicing in a subject or field; used to: – think about what is fundamental to a field, shift conceptual thinking – overcome the “stuffed curriculum”
  17. 17. What is authentic learning? • Learning which is as close to real-life practice of this learning as possible: – “Authentic learning typically focuses on real-world, complex problems and their solutions, using role- playing exercises, problem-based activities, case studies, and participation in virtual communities of practice. The learning environments are inherently multidisciplinary” (Lombardi 2007).
  18. 18. Curriculum development process What is the field? Target audiences Review Graduate attributes Learning outcomes Threshold concepts Imple- mentation Topics and activities Sequencing & time allocation Materials (cases)Assessment practice Quality Assurance
  19. 19. NB! Development and use of cases • Topics focused on HS leverage points – routine functioning AND new policies – community accountability/engagement; HR management; financing; macro- service delivery • Allow thinking about action at two levels: – Where to act to make a difference to HS – How to act as a change agent: put student in the shoes of the agent • Integrative: draw on concepts from across course – e.g. analysis of HS complexity (inter-dependencies, people, unintended consequences)
  20. 20. Cases use ‘real world’ experiences: • HPA – policy change scenarios • ICHS – health systems interventions • IHPSR – research protocols that were funded
  21. 21. Step 3: Adaptations in partner institutions and beyond through “open educational resources”
  22. 22. Open Educational Resources Shared Shared freely and openly to be… Used Improved Redistribute d … used by anyone to …… adapt / repurpose/ improve under some type of license in order to … … redistribute and share again. Open Content / Open educational resources (OER) / Open Courseware are educational materials which are discoverable online and openly licensed that can be:
  23. 23. Copyright Funding You are free: To Share – to copy, distribute and transmit the work To Remix – to adapt the work Under the following conditions: Attribution You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Non-commercial You may not use this work for commercial purposes. Share Alike If you alter, transform, or build upon this work, you may distribute the resulting work but only under the same or similar license to this one. Other conditions For any reuse or distribution, you must make clear to others the license terms of this work. Nothing in this license impairs or restricts the authors’ moral rights. Nothing in this license impairs or restricts the rights of authors whose work is referenced in this document. Cited works used in this document must be cited following usual academic conventions. Citation of this work must follow normal academic conventions. Suggested citation: Introduction to Complex Health Systems, Presentation 8. Copyright CHEPSAA (Consortium for Health Policy & Systems Analysis in Africa) 2014, This document is an output from a project funded by the European Commission (EC) FP7-Africa (Grant no. 265482). The views expressed are not necessarily those of the EC.
  24. 24. What you will find on website:
  25. 25. For each course: 1. Facilitators notes 2. Course and assessment outline for students 3. Handouts for students 4. Powerpoint presentations 5. Teaching cases (Slightly different for HPA course)
  26. 26. The life and experience of a health system: considering political economy ICHS 1 @hpsa_africa hpsa_africa Introduction to Complex Health Systems
  27. 27. Happy use and adaptation! (and please give us feedback and share your adaptations) More on content and processes tomorrow!
  28. 28. The CHEPSAA partners University of Dar Es Salaam Institute of Development Studies University of the Witwatersrand Centre for Health Policy University of Ghana School of Public Health, Department of Health Policy, Planning and Management University of Leeds Nuffield Centre for International Health and Development University of Nigeria Enugu Health Policy Research Group & the Department of Health Administration and Management London School of Hygiene and Tropical Medicine Health Economics and Systems Analysis Group, Depart of Global Health & Dev. Great Lakes University of Kisumu Tropical Institute of Community Health and Development Karolinska Institutet Health Systems and Policy Group, Department of Public Health Sciences University of Cape Town Health Policy and Systems Programme, Health Economics Unit Swiss Tropical and Public Health Institute Health Systems Research Group University of the Western Cape School of Public Health