Reflections from a realist evaluation in progress: Scaling ladders and stitch...Debbie_at_IDS
In this session, Isabel Vogel, Melanie Punton and Rob Lloyd will reflect on the first year of a three-year realist impact evaluation, examining the Building Capacity to Use Research Evidence (BCURE) programme funded by the UK Department for International Development.
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 1: Health Policy & Systems Research Frameworks- 1
This is the first slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
TIHR (Olivia Joyner + Joe Cullen) and HSMC (Deborah Davidson) presented emerging findings from the service evaluation on accessing the potential and progress of web-based feedback for quality improvement in the Health Service at the prestigious 7th Biennial Conference in Organisational Behaviour in Health Care in April 2010.
Evaluation for researchers is an important tool in assessing the merit of public and charitable services that everyone can use, and identifying ways in which those services could be improved.
Dr Helen Kara, an evaluation research specialist, presents the key elements of good practice at each stage of the evaluation process, helping you to better understand your research.
To learn more about evaluation download Helen's eBook: Beginners’ Guide to Evaluation - http://bit.ly/1Kr0vsG
Reflections from a realist evaluation in progress: Scaling ladders and stitch...Debbie_at_IDS
In this session, Isabel Vogel, Melanie Punton and Rob Lloyd will reflect on the first year of a three-year realist impact evaluation, examining the Building Capacity to Use Research Evidence (BCURE) programme funded by the UK Department for International Development.
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 1: Health Policy & Systems Research Frameworks- 1
This is the first slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
TIHR (Olivia Joyner + Joe Cullen) and HSMC (Deborah Davidson) presented emerging findings from the service evaluation on accessing the potential and progress of web-based feedback for quality improvement in the Health Service at the prestigious 7th Biennial Conference in Organisational Behaviour in Health Care in April 2010.
Evaluation for researchers is an important tool in assessing the merit of public and charitable services that everyone can use, and identifying ways in which those services could be improved.
Dr Helen Kara, an evaluation research specialist, presents the key elements of good practice at each stage of the evaluation process, helping you to better understand your research.
To learn more about evaluation download Helen's eBook: Beginners’ Guide to Evaluation - http://bit.ly/1Kr0vsG
The leader of the TIHR Trauma Stream of work, Dr Milena Stateva recently presented an argument on the potential of action research to bring together evidence-based and value-based approaches to practice enhancement and policy making.
She was one of the key speakers at the Qualitative Research for Policy Making 2012 Conference, organised by ISCTE-IUL (Portugal) and Merlien Institute in May 2012. This highly interactive, cross-disciplinary conference brought together top policy researchers and practitioners to discuss best practices for delivering and interpreting qualitative research for policy making.
Milena’s presentation explores the tensions and possible links between value-based and evidence-based research and evaluation approaches, discusses the relevance of action research to policy making and evaluates the ability of action research to bring together these two perspectives through the case study of the Nottinghamshire County Council Fostering Futures Therapeutic Fostering Service.
KEYSTONE HPSR Initiative // Module 7: Realist evaluation // Slideshow 1: Realist and theory driven approaches in HPSR
This is the only slideshow of Module 7: Realist evaluation, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 7: Realist evaluation
Programmes and policies are complex in their design and implementation because of the number of interacting agents, components and forces that influence people and organisations in a given system. In this module through the realist evaluation approach explores why programmes/interventions work for some and not for others and getting to the core issue of trying to understand the conditions under which the interventions works.
There is 1 slideshow in this module.
Module 7: Realist evaluation
Module 7 Slideshow 1: Realist and theory- driven approaches in HPSR
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
Using case studies to explore the generalizability of 'complex' development i...Barb Knittel
Discussion of the questions of internal and external validity and how case-based approaches are relevant for informing replication and scale up. Case studies can help to extrapolate key facts regarding context dynamics, process mechanisms, implementation capability, and trajectories of change (Michael Woolcock, World Bank).
Components in qualitative research proposal Three aspects of qualitative wri...Nidhin Chandrasekharan
Three aspects of qualitative writing- Practice, Genre and Audience.
Components in qualitative research proposal,-
Problem Statement , Focus of Inquiry , Research Design, Methods, Sample (Data collection methods ) , Data Analysis Procedures , Reporting the Outcomes , References, Appendix
KEYSTONE HPSR Initiative // Module 9: Ethnography // Slideshow 4: Ethnographic approach: Rigour & Ethics
This is the fourth slideshow of Module 9: Ethnography, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 9: Ethnography
The ethnographic approach offers a unique research space to better understand context (political, social, institutional, and historical) of health policies and policy formulation; and how these policies are translated and come alive in health systems. This approach lends itself well for a nuanced analysis of the relationships between power, knowledge and practice in health systems. In this module the (a) roots of ethnographic approach, (b) distinguishing ethnography per se from qualitative research; (c) ethnographic approach and health systems as social institutions & (d) ethical issues and rigour are explored.
There are 4 slideshows in this module.
Module 9: Ethnography
-Module 9 Slideshow 1: Ethnography
-Module 9 Slideshow 2: Qualitative Research and Ethnography: Overlaps and Distinctions
-Module 9 Slideshow 3: Health Systems Ethnography
-Module 9 Slideshow 4: Ethnographic approach: Rigour & Ethics
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
KEYSTONE HPSR Initiative // Module 6: Policy Analysis // Slideshow 2: Policy Approach and Frameworks
This is the second slideshow of Module 6: Policy Analysis, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 6: Policy analysis
This module focuses on the policy analysis approach to understand who makes policy decisions (power) and how and why these decisions are made (process). As a field primarily preoccupied with understanding decision-making, contemporary policy analysis approaches place actors at the heart of systems, problematize policy content, are attentive to context, and can see implementation as a series of social relationships rather than as an obvious consequence of policymaking.
There are 5 slideshows in this module.
Module 6: Policy analysis
-Module 6 Slideshow 1: Introducing Health Policy
-Module 6 Slideshow 2: Policy Approach & Frameworks
-Module 6 Slideshow 3: Researching Health Policy
-Module 6 Slideshow 4: Group work
-Module 6 Slideshow 5: Group work
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 3: Health Policy & Systems Research Frameworks- 3
This is the third slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
HCI Research as Problem-Solving [CHI'16, presentation slides] Aalto University
Slides from a talk delivered at CHI 2016, San Jose.
Authors: Antti Oulasvirta (Aalto University) and Kasper Hornbaek (University of Copenhagen).
Link to paper: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf
Overview: This talk discusses a meta-scientific account of human-computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. This offers a rich, generative, and ‘discipline-free’ view of HCI and resolves some existing debates about what HCI is or should be. It may also help unify efforts across nominally disparate traditions in empirical research, theory, design, and engineering.
The purpose of research is explanatory, descriptive and exploratory. Hence, the study should seek to appraise its information within the larger body of research. Researches must always be innovative and also of soaring quality in order to produce knowledge that is relevant and applicatory. The result of the research should be used for policy and project execution.
Educ 243 educational evaluation dr. jl_paglinawanJames Paglinawan
Study Guide for the Lessons in the subject education 243 (Educational Evaluation) of Dr. James L. Paglinawan, Central Mindanao University, Musuan, Bukidnon, Philippines
PhD private defence: Realist evaluation of a capacity building programme for ...Prashanth N S
My PhD private defence on realist evaluation of health managers capacity building programme examining scope for organisational change in public health services in a district setting in southern India. A less technical version from the public defence is here: http://www.slideshare.net/PrashanthSrinivas/public-defence-realist-evaluation-of-capacity-building-programme-of-health-managers-in-tumkur-india
More details at http://www.daktre.com/2015/05/studying-organisational-change-in-indian-district-health-systems
The leader of the TIHR Trauma Stream of work, Dr Milena Stateva recently presented an argument on the potential of action research to bring together evidence-based and value-based approaches to practice enhancement and policy making.
She was one of the key speakers at the Qualitative Research for Policy Making 2012 Conference, organised by ISCTE-IUL (Portugal) and Merlien Institute in May 2012. This highly interactive, cross-disciplinary conference brought together top policy researchers and practitioners to discuss best practices for delivering and interpreting qualitative research for policy making.
Milena’s presentation explores the tensions and possible links between value-based and evidence-based research and evaluation approaches, discusses the relevance of action research to policy making and evaluates the ability of action research to bring together these two perspectives through the case study of the Nottinghamshire County Council Fostering Futures Therapeutic Fostering Service.
KEYSTONE HPSR Initiative // Module 7: Realist evaluation // Slideshow 1: Realist and theory driven approaches in HPSR
This is the only slideshow of Module 7: Realist evaluation, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 7: Realist evaluation
Programmes and policies are complex in their design and implementation because of the number of interacting agents, components and forces that influence people and organisations in a given system. In this module through the realist evaluation approach explores why programmes/interventions work for some and not for others and getting to the core issue of trying to understand the conditions under which the interventions works.
There is 1 slideshow in this module.
Module 7: Realist evaluation
Module 7 Slideshow 1: Realist and theory- driven approaches in HPSR
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
Using case studies to explore the generalizability of 'complex' development i...Barb Knittel
Discussion of the questions of internal and external validity and how case-based approaches are relevant for informing replication and scale up. Case studies can help to extrapolate key facts regarding context dynamics, process mechanisms, implementation capability, and trajectories of change (Michael Woolcock, World Bank).
Components in qualitative research proposal Three aspects of qualitative wri...Nidhin Chandrasekharan
Three aspects of qualitative writing- Practice, Genre and Audience.
Components in qualitative research proposal,-
Problem Statement , Focus of Inquiry , Research Design, Methods, Sample (Data collection methods ) , Data Analysis Procedures , Reporting the Outcomes , References, Appendix
KEYSTONE HPSR Initiative // Module 9: Ethnography // Slideshow 4: Ethnographic approach: Rigour & Ethics
This is the fourth slideshow of Module 9: Ethnography, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 9: Ethnography
The ethnographic approach offers a unique research space to better understand context (political, social, institutional, and historical) of health policies and policy formulation; and how these policies are translated and come alive in health systems. This approach lends itself well for a nuanced analysis of the relationships between power, knowledge and practice in health systems. In this module the (a) roots of ethnographic approach, (b) distinguishing ethnography per se from qualitative research; (c) ethnographic approach and health systems as social institutions & (d) ethical issues and rigour are explored.
There are 4 slideshows in this module.
Module 9: Ethnography
-Module 9 Slideshow 1: Ethnography
-Module 9 Slideshow 2: Qualitative Research and Ethnography: Overlaps and Distinctions
-Module 9 Slideshow 3: Health Systems Ethnography
-Module 9 Slideshow 4: Ethnographic approach: Rigour & Ethics
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
KEYSTONE HPSR Initiative // Module 6: Policy Analysis // Slideshow 2: Policy Approach and Frameworks
This is the second slideshow of Module 6: Policy Analysis, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 6: Policy analysis
This module focuses on the policy analysis approach to understand who makes policy decisions (power) and how and why these decisions are made (process). As a field primarily preoccupied with understanding decision-making, contemporary policy analysis approaches place actors at the heart of systems, problematize policy content, are attentive to context, and can see implementation as a series of social relationships rather than as an obvious consequence of policymaking.
There are 5 slideshows in this module.
Module 6: Policy analysis
-Module 6 Slideshow 1: Introducing Health Policy
-Module 6 Slideshow 2: Policy Approach & Frameworks
-Module 6 Slideshow 3: Researching Health Policy
-Module 6 Slideshow 4: Group work
-Module 6 Slideshow 5: Group work
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 3: Health Policy & Systems Research Frameworks- 3
This is the third slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
HCI Research as Problem-Solving [CHI'16, presentation slides] Aalto University
Slides from a talk delivered at CHI 2016, San Jose.
Authors: Antti Oulasvirta (Aalto University) and Kasper Hornbaek (University of Copenhagen).
Link to paper: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf
Overview: This talk discusses a meta-scientific account of human-computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. This offers a rich, generative, and ‘discipline-free’ view of HCI and resolves some existing debates about what HCI is or should be. It may also help unify efforts across nominally disparate traditions in empirical research, theory, design, and engineering.
The purpose of research is explanatory, descriptive and exploratory. Hence, the study should seek to appraise its information within the larger body of research. Researches must always be innovative and also of soaring quality in order to produce knowledge that is relevant and applicatory. The result of the research should be used for policy and project execution.
Educ 243 educational evaluation dr. jl_paglinawanJames Paglinawan
Study Guide for the Lessons in the subject education 243 (Educational Evaluation) of Dr. James L. Paglinawan, Central Mindanao University, Musuan, Bukidnon, Philippines
PhD private defence: Realist evaluation of a capacity building programme for ...Prashanth N S
My PhD private defence on realist evaluation of health managers capacity building programme examining scope for organisational change in public health services in a district setting in southern India. A less technical version from the public defence is here: http://www.slideshare.net/PrashanthSrinivas/public-defence-realist-evaluation-of-capacity-building-programme-of-health-managers-in-tumkur-india
More details at http://www.daktre.com/2015/05/studying-organisational-change-in-indian-district-health-systems
Emilie Robert realist review on free care in Africa 2012Emilie Robert
This presentation was given at the 2nd global symposium on health systems research, in a panel on realist synthesis chaired by Geoff Wong. The symposium took place in Beijing (China) in November 2012.
Critical Realism Reading Seminar, UCL Institute of Education, Gary HawkeGary Hawke
They were dualisms between positivism and hermeneutics; between collectivism and individualism; structure and agency; reason and cause; mind and body; fact and value.
Social Protection Policies: Methods to evaluate policies that reduce health i...sophieproject
"Social Protection Policies: Methods to evaluate policies that reduce health inequalities" by Pat O'Campo and Carles Muntaner, in the framework of the final conference of the European research project SOPHIE. 29th September 2015, Brussels
Explanatory Case Study (ECS) method: A Brief Summarysophieproject
SOPHIE members from Centre for Research on Inner City Health based in Toronto, Canada have prepared a presentation to summarize "Explanatory Case Study" metohodology. This methodology tries to understand factors related with decisions: why they were taken, how they were implemented, and with what results.
โครงการพัฒนาอาจารย์ด้านนวัตกรรมและเทคโนโลยีการสอน
ด้านเทคนิคการสอน การวัดผลและประเมินผล ระดับคณะและระดับวิทยาเขต
"องค์กรกับการสื่อสารในยุค Social Media
การเรียนการสอนด้วย Social Media
Active Learning ด้วย Social Media"
สถาบันการพลศึกษา วิทยาเขตสุพรรณบุรี
ระหว่างวันที่ ๔-๕ มีนาคม ๒๕๖๐
Mixedmethods basics: Systematic, integrated mixed methods and textbooks, NVIVOWendy Olsen
I define mixed methods and show that systematic mixed methods can be well organised, with transparent data coding and case-wise data held carefully for hypothesis testing. I list the relevant textbooks. I challenge the schism idea that qualitative methods are intrinsically opposed to what is usually done with quantitative methods. I show how an integrated approach can be begun, giving examples. Suitable to professional researchers, those doing focus groups, and those wanting more background for their qualitative research to come from quantitative data.
Berlin Summer School Presentation Olsen Data Epistemology and Methods Paradig...Wendy Olsen
Berlin Summer School in Social Science. Presentation by Wendy Olsen on Epistemology (Aspects of Knowing) in Methodological Paradigms (Schools of Thought)
Realism, Constructivism, Positivism, Empiricism
Data, Epistemology, Methodology, and Methods Paradigms. Data Collection [book] London: Sage 2012 Date of presentation, July 23, 2014.
Presentación de la defensa de la Tesis Doctoral de Sandra Liliana Torres Taborda - Curso 2023/2024 - Programa de Doctorado Formación en la Sociedad de Conocimiento
Presentación de la defensa de tesis doctoral "LA FORMACIÓN EN COMPETENCIA
DIGITAL DIRIGIDA A LOS
PROFESIONALES DE SALUD EN EL
LUGAR DE TRABAJO" de Antonia María Fernández Luque del día 31 de mayo de 2022. Dirigida por Dra. Raquel Gómez Díaz y Dra. María Soledad Ramírez Montoya
Defensa de Tesis doctoral de Kiomi Matsumoto "Modelo evaluativo de formación docente basada en la práctica para potenciar metacognición y aprendizaje a lo largo de la vida" dirigida por María Soledad Ramírez Montoya
Presentación tesis doctoral "EL PODER DEL AUDIO DIGITAL Radio y podcast nuevas oportunidades de negocio" de Rafael Galán Arribas.
Directores: Fco. Javier Herrero Gutiérrez y Fco. Javier Frutos Esteban
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Methodology: a real problem
Professor David (Dai) Griffiths
The Institute for Educational Cybernetics
The University of Bolton
D.E.Griffiths@bolton.ac.uk
2. A methodological journey
● I am from the humanities, but working with
technology
● I will talk about
○ the methodological approaches that have
influenced me
○ some examples of problems that worry me
● I will not attempt to give a complete history of
methodology in 30 minutes
● I don’t want to upset anyone, but no doubt I will!
3. Caught between art and science
The arts focus on personal experience. I wanted
to understand how that related to an external
world
originating in or based on observation or
experience <empirical data>
capable of being verified or disproved by
observation or experiment <empirical laws>
But I wanted to avoid naive realism...
“Empirical” in the Merriam-Webster Dictionary
5. 1748. David Hume, An Enquiry
Concerning Human Understanding
● “What is the nature of all our reasonings concerning matter of
fact?”
–
“the relation of cause and effect”
● “What is the foundation of all our reasonings and conclusions
concerning that relation?”
–
“Experience“
● “What is the foundation of all conclusions from experience?”
–
“priority in time, proximity in space, and necessary
connection”
● How does necessary connexion arise
–
“from a number of similar instances which occur of the
constant conjunction of these events”
6. Empiricist methodology
● In the past 200 years methodologies based on
empiricism have triumphed
– Observe regularities (conceived in different
ways)
–
In the data are facts, or refutations, terlinked
facts about the world emerge from the data (or
disproven hypotheses)
● Empirical methodologies demonstrated their
success by manipulating the world
8. Social and political questions...
● In empiricism (and its close cousin positivism),
there is no room for social or political
understanding
● Kuhn’s Structure of Scientific Revolutions
–
Showed that scientific understanding does not proceed
by gradual uncovering of truth
–
Large scale shifts of paradigm change the way that
scientists see the world
9. Critiques from a (broadly) Marxist
perspective
● If science is a social activity, how far do power and
influence determine what is true?
● The tobacco industry undermined my confidence
(echoed by climate science, the claims for
genetics)
● Two writers who impressed me
● Gould (1981) The Mismeasure of Man
(Excellent on statistics)
● Rose (2013) Cells and Brains: The Promethean
Promises of the New Biology
11. But Goedl showed...
● if you have a self-consistent recursive axiomatic
system powerful enough to describe the
arithmetic of the natural numbers
● Then there are true propositions about the
naturals that cannot be proved from the axioms.
This was deeply shocking.
It showed there were limits to what could be
achieved by empirical logic.
12. Recursion is a deep problem
● Hume
The mind has never anything present to it but the perceptions,
and cannot possibly reach any experience of their connexion
with objects. Hume (119)
● Empiricism has triumphed because as humans we
have very similar experiences of the physical world
● As social beings we have different experiences of
the world
● When we study ourselves, we do not find that
shared facts emerge from our observations
13. Cybernetics: an alternative set of
theories with a focus on recursion
● Alternative ways of conceptualising information.
(Bateson, Shannon, McCulloch)
● Modelling and conceptualising self reference
(Maturana, Luhmann, Leydesdorff, Beer)
● A performative (Pickering) method of
experimentation, modelling (e.g. Pask, Beer,
Checkland) and abduction (e.g. Bateson)
● Very helpful in understanding empiricism in the
context of lived experience and professional
practice
● I chose ‘Professor of Educational Cybernetics’ as
my title
14. I was also drawn to...
● Phenomenology: Denying the relevance of the
empirical to the human. Phenomenology “has, as
its exclusive concern, experiences intuitively
seizable and analysable in the pure generality of
their essence” (Hussrl 1913, in Moran 1990)
● Grounded theory: (Glaser & Strass) Accepting
the empirical, but ‘coding’ to emerging local
theoretical framework from the data
● Action Research (Lewin, Argyris, Heron).
Research applied to achieve a desired social
change, with a spiral of progressive improvement.
15. I have been involved in all three,
but...
● None of phenomenology, grounded theory or
action research have a strong method for
cumulation of results
● This makes it hard, or impossible, to make sense
of the technological or social interventions
● So maybe empirical, positivist approaches are the
right way to go in social science...
16. The Empirical strikes back
US Dept. of Education, project requirements, 2003
“… to determine whether the project produces
meaningful effects on student achievement or teacher
performance.”
“Evaluation methods using an experimental design are
best for determining project effectiveness. Thus, the
project should use an experimental design under which
participants--e.g., students, teachers, classrooms, or
schools--are randomly assigned to participate in the
project activities being evaluated or to a control group
that does not participate in the project activities being
evaluated.”
17. Evidence based policy
● Quantitative experimental methodologies with
control groups
○ confirm that managerial control is possible
○ provide defensible answers for managers
● But do they always provide the right answers?
● I suggest you read Seddon on this
Seddon (2008) Systems Thinking in the Public
Sector: The Failure of the Reform Regime.... and a
Manifesto for a Better Way
18. Big money is at stake. Is education
like the climate, and tobacco?
● McGraw Hill: “Using LearnSmart to study has
proven to lead to improved learning efficiency,
greater engagement, and better career
readiness” http://chronicle.com/items/biz/pdf/McGraw-Hill_LearnSmartEffectiveness-Study.pdf
● Pearson: “More than 6 million students around
the world are now using Pearson MyLab &
Mastering products. … Integrated usage of
these programs has shown to provide
measurable gains in student retention,
subsequent success, and overall achievement”
●
http://www.pearson.com.au/why-pearson/technology-learning/mylabsmastering/proven-results/
19. Gregory Bateson on the dormitive
principle
“ A common form of empty explanation is the
appeal to what I have called ‘dormitive principles’,
borrowing the word dormitive from Molière. There
is a coda in dog Latin to Molière’s Le Malade
Imaginaire, and in this coda, we see on the stage
a medieval oral doctoral examination. The
examiners ask the candidate why opium puts
people to sleep. The candidate triumphantly
answers, ‘Because, learned doctors, it contains a
dormitive principle’.”
Gregory Bateson, 2002. Mind and Nature: A Necessary Unity. Hampton Press, Cresskill NJ. p 80.
20. The dormitive principle in the
classroom
Mea culpa
Where is the pedagogic goodness of a good lesson located in a
lesson? If we can capture it, we can share it!
I looked for the teachers activity and tried to capture that with
IMS LD. Others look for it in content or curricula.
We can test for it, assess it, publish it, and average it. But it is
an idealisation, with no criteria for causal efficacy.
More generally
Why does that child learn more than the other?
Because, learned doctors, they contain more or less capacity to
learn. Now let’s go for our tribunal lunch.
21. Three domains of the real, according
to Bhaskar & Critical Realism
The EMPIRICAL: events that are
actually observed and experienced
The ACTUAL: events (and non-events)
that are generated by the mechanisms
The REAL: Mechanisms and structures
with enduring properties
Adapted from Mingers, J. & Brocklesby, J., 1997. Multimethodology: Towards a framework for mixing methodologies.
Omega, 25(5), pp.489–509.
22. Informed by Critical Realism...
● Take an unexplained phenomenon
● Propose hypothetical mechanisms that would, if
they existed, generate or cause the
phenomenon which we are trying to explain
● Not a traditional empirical approach because
○ The explanation does not emerge from the data
○ The data is not the phenomenon to be
explained
● Go from experiences in the empirical domain to
possible structures in the real domain.
● Competing explanations supported / eliminated
● Compatible with the performative cybernetic
23. Pawson and Tilley apply this to
social science evaluation
From Pawson, R. & Tilley, N., 1997. Realistic
Evaluation, Sage Publications Inc.
Page 72
24. By what method do we observe
outcomes?
● When trying to confirm or deny a mechanism, use
as many different methods as you like.
● Statistics are valuable, especially with big data and
analytics. They serve to confirm or rule out
mechanisms, but do not give direct access to them
● Multiple methodologies create epistemological
contradictions which will need to be handled with
care
● The mechanism provides a means for cumulation
● I recommend Mingers Realising Systems Thinking:
Knowledge and Action in Management Science
25. Market equilibrium theory: Goldman
Sachs report, 2004
“The development of the capital markets has
provided significant benefits to the average
citizen. Most importantly, it has led to more jobs
and higher wages… The capital markets have
also acted to reduce the volatility of the economy.
Recessions are less frequent and milder when
they occur. As a result upward spikes in the
unemployment rate have occurred less frequently
and have become less severe.”
W. Dudley, US Chief Economist Goldman Sachs.
R.G Hubbard, Dean, Columbia Business School
28. Visser et al. Nov. 2013
provide figures for 2011
● Approx 2 million more U.S. 4 to 17 year olds
diagnosed with ADHD in 2011 than 2003.
● Taking medication for ADHD
○ 69% of children with current ADHD
○ 6.1%, of all children: 3.5 million children
● Medicated ADHD increased by 28% from 2007
to 2011.
29. Response to this data...
● Dr. John Walkup, Director Child & Adolescent
Psychiatry at Weill Cornell Medical College
● ... the data suggests the increasing diagnosis
rate of ADHD is getting closer to the true
prevalence of ADHD, which is even higher.
○ "We've been working so hard for so long to
improve treatment… If the prevalence rate is 9
to 11% and we're getting 8% currently
diagnosed, it suggests that the public advocacy
for treatment is paying off."
http://thechart.blogs.cnn.com/2013/11/22/adhd-diagnoses-rise-to-11-of-kids/comment-page-2/
30. Response to this data...
● Dr. John Walkup, Director Child & Adolescent
Psychiatry at Weill Cornell Medical College
● ... the data suggests the increasing diagnosis
rate of ADHD is getting closer to the true
prevalence of ADHD, which is even higher.
○ "We've been working so hard for so long to
improve treatment… If the prevalence rate is 9
to 11% and we're getting 8% currently
diagnosed, it suggests that the public advocacy
for treatment is paying off."
http://thechart.blogs.cnn.com/2013/11/22/adhd-diagnoses-rise-to-11-of-kids/comment-page-2/
31. Response to this data...
● Dr. Allen Frances, former chair of Psychiatry
Department at Duke University
○ Psychiatry... is a history of fads, and we are
now suffering from a fad of ADHD
○ the rates have tripled over the past 15 years
because of sales pressure from
pharmaceutical companies selling stimulants
to treat ADHD.
○ "We are medicalizing immaturity and turning
childhood into a disease," Frances said.
http://thechart.blogs.cnn.com/2013/11/22/adhd-diagnoses-rise-to-11-of-kids/comment-page-2/
32. Visser et al. conclude...
● “Efforts to further understand ADHD diagnostic
and treatment patterns are warranted”
● How could we resolve this debate?
● As researchers you need to be able to take a
position on this kind of debate, within your field
and beyond
● The implications cut deep into your work. I
suggest that you think hard about this, not just
apply a recipe.