www.hpsa-africa.org

@hpsa_africa

www.slideshare.net/hpsa_africa

The Consortium for Health Policy and

Systems Analysis in Africa

Outline

• Share rationale, process and principles of curriculum development we followed

• Show you what you will find on the website.

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

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

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)

• HPA: framed by Walt and Gilson policy analysis triangle

• ICHS: draws partly on de Savigny and Adams

• IHPSR: framed by the Alliance Reader

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 course

s

Initial CHEPSAA reviews: courses, organisations, individuals >>

The CHEPSAA Curriculum Development Journey:

2012

2013

20142014

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)

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

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

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.

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;

• 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)

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

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”

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).

Curriculum development process

What is the field?

Target audience

s

ReviewGraduate attributes

Learning outcomes

Threshold concepts

Imple-mentatio

n

Topics and

activities

Sequencing & time

allocation

Materials (cases)Assessment

practice

Quality Assurance

mat

eria

l

s

Local adaptations

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)

Cases use ‘real world’ experiences:

• HPA – policy change scenarios

• ICHS – health systems interventions

• IHPSR – research protocols that were funded

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

Open Educational Resources

Shared

Shared freely and openly to

be…

Used

Improved

Redistributed

… 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:

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 conditionsFor 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, 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.

What you will find on website:

For each course:

1. Facilitators notes2. Course and assessment outline for

students3. Handouts for students4. Powerpoint presentations5. Teaching cases

(Slightly different for HPA course)

Happy use and adaptation!

(and please give us feedback and share your adaptations)

More on content and processes tomorrow!

The CHEPSAA partners

University of Dar Es SalaamInstitute of Development Studies

University of the WitwatersrandCentre for Health Policy

University of GhanaSchool of Public Health, Department of Health Policy, Planning and Management

University of LeedsNuffield 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 MedicineHealth Economics and Systems Analysis Group, Depart of Global Health & Dev.

Great Lakes University of KisumuTropical Institute of Community Health and Development

Karolinska InstitutetHealth Systems and Policy Group, Department of Public Health Sciences

University of Cape TownHealth Policy and Systems Programme, Health Economics Unit

Swiss Tropical and Public Health InstituteHealth Systems Research Group

University of the Western CapeSchool of Public Health