Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

RHIS Curriculum: Standardizing Core Competencies and Training Materials


Published on

Presented by Theo Lippeveld at a brown bag lunch at USAID/DC.

Published in: Health & Medicine

RHIS Curriculum: Standardizing Core Competencies and Training Materials

  1. 1. RHIS Curriculum: Standardizing Core Competencies and Training Materials Presenter: Theo Lippeveld, MD, MPH MEASURE Evaluation BBL Presentation at USAID/DC January 10, 2017
  2. 2. Overview  Need for strengthening routine health information systems (RHIS) in low- and middle-income countries (LMICs)  RHIS Curriculum Consultative Meeting, in April 2015  Definition of RHIS core competencies  Development of RHIS core course  Pilot-test of draft RHIS core course  Next steps/way forward
  3. 3. Health Information System: A Pillar of a Strong Health System FUNCTIONS (6 Building Blocks) GOALS / OUTCOMES OF THE SYSTEM Stewardship Commodities Infrastructure Service delivery Financing I N P U T S Health Responsiveness (the way people are treated and the environment) Fairness in financial contribution Quality Coverage Efficiency Source: WHO, 2000. WHO Annual Report, 2000 Human resources Information Safety
  4. 4. Administrative records systems (NHA, etc.) Services records systems Individual records systems Population-based surveys Vital registration Census Population-based data sources Health institution-based data sources (AKA RHIS) Health Information System: Data Sources
  5. 5. The Role and Importance of a Decentralized Routine Health Information System  Facility-based and ideally also community-based  Main (and often only) source of information for (daily) planning and management of quality health services at the district level and below • Coverage and quality of health interventions • Disease surveillance • Commodity security • Human resource management • Financial information systems  Also feeding information into national and global levels (for example, monitoring of SDGs)  Ideal support to integrated management of health interventions
  6. 6. But We All Know RHIS in most LMICs are woefully inadequate to provide the needed information support ...
  7. 7. What Is Wrong with Existing Routine Health Information Systems?  Plethora, irrelevance, and poor quality of the data collected  Centralization of information management without feedback to district and service- delivery levels  Fragmentation into “program-oriented” information systems: duplication and waste  Poor and inadequately used HIS resources and infrastructure (including ICT) AS A RESULT Poor use of information by users at all levels
  8. 8. RHIS in the Spotlight: M&A for Results in Health Summit in June 2015 Call for Action (Action Point 4) Maximize effective use of the data revolution, based on open standards, to rapidly improve health facility and community health information systems, including well-functioning disease and risk surveillance systems, and financial and health workforce accounts
  9. 9. We Have All the Evidence-Based Interventions Needed to Improve RHIS Performance Technical interventions  Establish a set of essential indicators  Redesign RHIS architecture  Ensure interoperability of RHIS subsystems Organizational interventions  Create an information culture with incentives for use of information Behavioral interventions  Capacity building at all levels
  10. 10. First Priority  Capacity-building in health managers and care providers in RHIS performance and management  Standardization of RHIS core competencies at all levels of the health system
  11. 11. RHIS Curriculum Consultative Meeting Chapel Hill, April 27-28, 2015 Objective  To convene an advisory committee to plan, guide, and oversee the development of a standardized RHIS curriculum Participating Partners  MEASURE Evaluation, WHO/Geneva (Health Statistics and Information Systems Division), AEDES, Oslo University, INSP/Mexico, PHFI/India Proceedings  Review of existing RHIS curricula  Definition of RHIS core competencies  Scope and focus of a core RHIS curriculum • Should address basic core competencies at all levels  Terms of reference advisory committee
  12. 12. RHIS Core Competencies* Eight Main Categories  Data collection and reporting  Data management  Data analysis, interpretation, and communication  Data use and demand  RHIS design, improvement, and implementation  RHIS assessment and monitoring  RHIS governance and management  Use of ICT for RHIS * For a detailed listing, see RHIS Course Syllabus, Appendix 1
  13. 13. RHIS Course Development Process  Development of outline (June–July 2015)  Development of modules (August 2015 – February 2016) Overview And Technical Committees  RHIS Course Advisory Committee  RHIS Course Technical Working Group (TWG)  RHIS Course Module Working Groups
  14. 14. RHIS Course Advisory Committee: Purpose and Responsibilities of Membership Purpose  Planning, guidance, and validation of the RHIS curriculum process Role And Responsibilities  Validate the RHIS core competencies  Guide and monitor the process for development, delivery, and management of the RHIS curricula, starting with the core curriculum  Convene the RHIS Technical Working Group (TWG)  Review and validate the output of the RHIS TWG  Coordinate the inputs of various partners
  15. 15. RHIS Course Advisory Committee Membership Representatives of:  MEASURE Evaluation (Co-Chair)  WHO/Geneva (Co-Chair)  WHO/SEARO  Universities of Oslo, of Queensland, of Brussels, of South Africa (UNISA), and the University of North Carolina at Chapel Hill (UNC-CH)  Instituto Nacional de Salud Pública (INSP), Mexico  Public Health Foundation of India (PHFI)  Health Information Systems Program (HISP), South Africa  Agence Européenne pour le Développement et la Santé (AEDES)
  16. 16. RHIS Course Technical Working Group: Purpose and Role(s) Purpose  To coordinate development of the core curriculum, including reviewing and revising existing course materials Role and Responsibilities  Finalize the list of core and specialized competencies  Map existing course materials and identify gaps  Develop outline for the core curriculum  Identify technical leads and contributors for each core module  Establish a mechanism for communication/coordination for sharing resource materials and guide curriculum development Membership  Technical experts of same partners as advisory committee
  17. 17. RHIS Course Module Groups: Role(s) and Responsibilities  Identify and share existing materials (i.e., existing curricula, reading materials, etc.) that can contribute to their module  Develop session plans, including details on learning objectives, teaching activities, and timing  Develop and/or gather session materials (i.e., slide decks, lecture notes, readings, case studies, exercises, etc.)  Module group membership • Coordinator: coordinates with RHIS/TWG • Technical experts of MEASURE Evaluation and partners
  18. 18. Syllabus  Summary of the course, including references  Serves as a participants’ manual Facilitators’ Manual  Includes contextualization guidelines Other Training Materials  PowerPoint presentations  Case studies  Exercises  Handouts Core RHIS Course Products
  19. 19. Course Title  Routine Health Information System: A Curriculum on Basic Concepts and Practice Course Performance Objective  At the end of this course, the participants will have acquired the RHIS core competencies as listed in the learning objectives of the course modules Course Audience  Targeted to the health workforce at large: 1. Policymakers and health managers 2. Care providers and health technicians 3. Students in health sciences Core RHIS Course Syllabus
  20. 20. Draft Core RHIS Course Syllabus (2) Course Content  Builds on basic core RHIS competencies among health workforce to enhance their work performance  Modular organization of training materials (ten modules) Course Duration  60 hours: equivalent to two weeks of course work Course Teaching Methods  Blended learning methods directed toward experiential learning (participatory, with lots of case studies) Course Prerequisites  No prerequisites, but strongly advised to have taken basic M&E course
  21. 21. RHIS COURSE MODULES (1 session = 3h) Introduction Module 1: Health systems and health information systems (1 session) RHIS Data Generation Module 2: Indicators and Data Collection and Reporting (2 sessions) Module 3: RHIS Data Management Standards (1 session) Module 4: RHIS Data Quality (1 session) Module 5: RHIS Data Analysis (3 sessions) Module 6: RHIS Data Demand and Use (3 sessions) RHIS Management Module 7: RHIS Governance and Management of Resources (2 sessions) Module 8: Information and Communication Technology for RHIS (2 sessions) RHIS Strengthening and Reform Module 9: RHIS Performance and Assessment (2 sessions) Module 10: RHIS Design and Reform (3 sessions)
  22. 22. RHIS Course Pilot-Testing in New Delhi Jun 6-17, 2016
  23. 23. RHIS Course Pilot Test  Teaching Staff • 3 MEASURE Evaluation experts • 5 Public Health Foundation of India (PHFI) faculty members  Participants • 13 participants: from India (3), Bangladesh (4), Nepal (2), Myanmar (3), and Ghana (1)  Location • PHFI training facilities in Gurgaon (suburb of New Delhi)  Funding • USAID and SEARO  Results • Feedback by teaching staff and participants on technical content, as well as teaching method (detailed report available)
  24. 24. Final RHIS Course  Feedback from New Delhi pilot test was incorporated in the draft RHIS curriculum and materials  Final version was ready on September 30, 2016  Currently, further editing and formatting are ongoing by the MEASURE Evaluation KM team
  25. 25. Next Steps/Way Forward  Dissemination and Contextualization of RHIS Basic Course • Contextualization guidelines (RHIS Facilitators’ Manual, Appendix) • Translation into French (GF) and Spanish (PAHO) — other languages on demand • Organization of Training of Trainers workshops  Development of Other RHIS Courses • Development of RHIS in-depth modules (e.g., data analysis and ICT) • Development of RHIS courses for particular audiences (such as community-based RHIS, online course, etc.) • Development of RHIS subsystem courses, such as LMIS, HRIS, etc.
  26. 26. How to Disseminate the RHIS Course?  Via teaching institutions (universities and other health sciences schools)  Via downloads from the websites of WHO, USAID, MEASURE Evaluation, and other partners such as GF  Via regional RHIS strengthening networks (RELACSIS, AeHIN, WAHO, and others)  Via the USAID missions in priority countries
  27. 27. Recent and Planned Events in 2017 on RHIS Course Dissemination  RHINO satellite session at the HSR symposium on November 14th in Vancouver, Canada  Presentation of RHIS course at GEMNet-Health meeting, February 25, 2017 in Cuernavaca, Mexico  Integration of RHIS course in newly designed MPH program at PHF/India in 2016-2018  Presentation of RHIS course at the AeHIN General Meeting in Myanmar, March 6-10, 2017  Training of Trainers for RHIS course at Ghana University, in June 2017
  28. 28. Thank You and Questions For further information on the RHIS course:  Hemali Kulatilaka,  Tariq Azim  Alimou Barry  Theo Lippeveld,
  29. 29. Routine Health Information Systems: A Curriculum on Basic Concepts and Practice – Syllabus cations/sr-16-135a Routine Health Information Systems: A Curriculum on Basic Concepts and Practice – Facilitators’ Guide cations/sr-16-135b Available for Download on the MEASURE Evaluation Website
  30. 30. This presentation was produced with the support of the United States Agency for International Development (USAID) under the terms of MEASURE Evaluation cooperative agreement AID-OAA-L-14-00004. MEASURE Evaluation is implemented by the Carolina Population Center, University of North Carolina at Chapel Hill in partnership with ICF International; John Snow, Inc.; Management Sciences for Health; Palladium; and Tulane University. Views expressed are not necessarily those of USAID or the United States government.