CHEPSAA final networking meeting: curriculum development

1. www.hpsa-africa.org
@hpsa_africa
www.slideshare.net/hpsa_africa
The Consortium for
Health Policy and Systems
Analysis in Africa

2. Outline
• Share rationale, process and principles
of curriculum development we followed
• Show you what you will find on the
website.

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. 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. 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. 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):
http://www.hpsa-africa.org/index.php/teaching-
materials/modulescourses)

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. 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. 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. 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. 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. 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. 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. • 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. 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. 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”

18. 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).

19. 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

20. 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)

21. Cases use ‘real world’
experiences:
• HPA – policy change scenarios
• ICHS – health systems interventions
• IHPSR – research protocols that were
funded

22. Step 3: Adaptations in partner
institutions and beyond through
“open educational resources”

23. 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:

24. Copyright
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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, www.hpsa-africa.org
www.slideshare.net/hpsa_africa
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.

25. What you will find on website:

28. 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)

29. The life and experience
of a health system:
considering political
economy
ICHS 1
www.hpsa-africa.org
@hpsa_africa
www.slideshare.net/ hpsa_africa
Introduction to Complex Health
Systems

30. Happy use and adaptation!
(and please give us feedback and
share your adaptations)
More on content and processes
tomorrow!

31. 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