2. Outline
โข Share rationale, process and principles
of curriculum development we followed
โข Show you what you will find on the
website.
3. Curriculum development
outcomes
โข By 2016, CHEPSAA will be
โ The โgo to placeโ for HPSR+A teaching in
Africa
โ High quality teaching materials, training
programmes and people who use them
4. Step 1: Course reviews
โข Identify HPSR+A relevant teaching in partner
organisations and get an overview of the
range of teaching offered
โข Provide the basis for the more detailed
assessment of a selected and smaller
number of courses
โข 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
ยท Managing
health system
development
ยท Introduction
to Health
Systems
Research and
Evaluation
ยท Health
Systems
and Policy
ยท Advanced
course in
Health
Systems
and policy
ยท Health Systems
and
Programmes
ยท Health Systems
B. Introduction to
HPSR, health
systems
analysis,
evaluation
ยท Health systems
research for
planning,
evaluation and mx
ยท M+E
ยท M+E in health and
development
programmes
ยท Introduction
to Health
Systems
Research and
Evaluation
ยท Qualitative
Research
Methods
ยท Health
Systems
Evaluation
and
Research
ยท Advanced
research
methods
ยท Health
Systems
Research
Methods
ยท Research
Methodology
ยท Qualitative
research
methods
ยท Health Systems
Research
Methods
ยท M+E of Health
Programmes
ยท
C. HPSA for
strategic
management,
leadership, and
planning
ยท Advanced Public
Policy Analysis
and Management
ยท Health
Management 2
ยท Health
management
ยท Understanding
and Analysing
Health Policy
ยท Health Policy
and Planning
ยท Public Health
Management
Practice
ยท Managing
health policy
implementati
on
ยท Health
Policy and
Policy
Analysis
ยท ยท Introduction
to Mx of
Health
Services
ยท Advanced
Health
Planning
ยท Advanced
Health
Systems
Development
and Mx
ยท Health Policy
Analysis and
Research: An
Introduction
ยท Advanced
Health Policy
ยท Health Policy
and Systems
Analysis
ยท Planning for
Health
ยท Health
Systems
and Policy
ยท Advanced
course in
Health
Systems
and policy
ยท Principles of
Health
Management,
Planning &
Policy
ยท Introduction to
health policy,
process and
power
6. Step 2: CHEPSAA course development โ 3
courses
โข Health Policy Analysis (the common ancestor of many
HPS courses in Africa)
โข Introduction to Complex health Systems
(ICHS)
โข 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. โข HPA: framed by Walt and Gilson policy
analysis triangle
โข ICHS: draws partly on de Savigny and
Adams
โข 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
โข A โface to faceโ full Masterโs level module,
adaptable as a short course (and distance
learning module)
โข Audiences
โ Health systems managers in state and NGO
environments
โ Those planning to do research in the field
โข Often have experienceโฆ. but not HPSA+R experience
(=> social science expertise)
10. Starting points: size and shape of
course
โข Total notional hours approx 120-150 hrs
โข Contact time of approx.30 hours
โ Personal study of approx. 90-120 hours
โข Student centred/learner oriented approach
โข Supportive materials
11. Core principles of
curriculum development
โข Curriculum framed by graduate attributes & learning
outcomes, & informed by threshold concepts
โข Relevant to the needs of the field and the learners
โข Learning processes, activities, assessments aligned with
learning outcomes & threshold concepts, with
coherence across whole course
โข Support authentic learning for subjects of focus & target
audiences
โข Develop open access materials
12. Framing the curriculum โ
why?
โข To make explicit the values and attributes we
want the course to convey.
โข To assist students to โlocateโ the course and
help them make meaning of it.
โข To provide a framework for learning
outcomes, processes, activities, materials,
assessments.
13. Graduate attributes (qualities and abilities
graduates of these courses should leave with)
โข Inquiry-focused and problem-solving;
โข Critically and relevantly literate, with good analytical
skills
โข Aware of the complexity and inter-connectedness of
Public Health system components;
โข Ethically, socially and environmentally aware and
active;
โข Autonomous thinkers and actors;
14. โข Team workers able to work collaboratively with a
range of stakeholders;
โข Skilled communicators;
โข Capable leaders;
โข Change strategists and agents;
โข Confident to engage across difference, and able to
be flexible in interpersonal relations
(applicable to all courses)
15. What are โlearning outcomesโ?
โข For a course to be relevant and useful, its specific
learning outcomes need to reflect:
โ graduate attributes expected
โ threshold concepts to be introduced
โ knowledge, skills and attitudes required by the field, the
community of practice, and the learners as potential
practitioners in the field
16. What are โThreshold Conceptsโ?
โข Concepts which are fundamental to and
transformative in our ways of thinking
and practicing in a subject or field; used
to:
โ think about what is fundamental to a field,
shift conceptual thinking
โ overcome the โstuffed curriculumโ
17.
18. What is authentic learning?
โข Learning which is as close to real-life practice
of this learning as possible:
โ โAuthentic 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
multidisciplinaryโ (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
โข Topics focused on HS leverage points โ routine functioning AND
new policies
โ community accountability/engagement; HR management; financing; macro-
service delivery
โข Allow thinking about action at two levels:
โ Where to act to make a difference to HS
โ How to act as a change agent: put student in the shoes of
the agent
โข Integrative: draw on concepts from across course
โ e.g. analysis of HS complexity (inter-dependencies, people,
unintended consequences)
21. Cases use โreal worldโ
experiences:
โข HPA โ policy change scenarios
โข ICHS โ health systems interventions
โข IHPSR โ research protocols that were
funded
22. Step 3: Adaptations in partner
institutions and beyond through
โopen educational resourcesโ
23. Open Educational Resources
Shared
Shared
freely and
openly to
beโฆ
Used
Improved
Redistribute
d
โฆ used by
anyone to โฆโฆ adapt /
repurpose/ improve
under some type of
license in order to โฆ
โฆ
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
Funding
You are free:
To Share โ to copy, distribute and transmit the work
To Remix โ to adapt the work
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you may distribute the resulting work but only under the same
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Other conditions
For any reuse or distribution, you must make clear to
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Nothing in this license impairs or restricts the authorsโ
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Cited works used in this document must be cited following
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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.
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