Health Systems

HCRI74000 Health Systems 15 Full year Postgraduate Taught Level 7 Sabah Boufkhed Unit coordinator Humanitarian Conflict Response Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 According to the World Health Organisation (WHO) “A good health system delivers quality services to all people, when and where they need them. The exact configuration of services varies from country to country, but in all cases requires a robust financing mechanism; a well-trained and adequately paid workforce; reliable information on which to base decisions and policies; well-maintained facilities and logistics to deliver quality medicines and technologies” (WHO). This module will define and explore aspects of an optimal health system and specific challenges faced globally. We will examine some of the key building blocks of a "good" health system as well as the international agendas that frame health system strengthening. It will also explore how a crisis, such as an outbreak or a conflict, impacts health systems and healthcare provision. According to the World Health Organisation (WHO) “A good health system delivers quality services to all people, when and where they need them. The exact configuration of services varies from country to country, but in all cases requires a robust financing mechanism; a well-trained and adequately paid workforce; reliable information on which to base decisions and policies; well-maintained facilities and logistics to deliver quality medicines and technologies” (WHO). This module will define and explore aspects of an optimal health system and specific challenges faced globally. We will examine some of the key building blocks of a "good" health system as well as the international agendas that frame health system strengthening. It will also explore how a crisis, such as an outbreak or a conflict, impacts health systems and healthcare provision. The unit aims to: Define the components of a good health system and identify how the delivery of these components is complicated within crisis and lower-income settings.  It will provide examples of each component, factors that have led to deficiencies within each and ways in which improvements can be made within the context of crisis and lower-income countries. By the end of the course, the students will be able to:Understand and apply theories and concepts of health systemsUnderstand how the different health system blocks interactIdentify practical solutions to strengthen health systems, including during crisis and emergency responseImagine how the health systems may be improved in the future, during crisis and beyondBe able to reflect upon sensitive topics and critically think about health service delivery and strengthening of health systems in developing countries and crisis context   Understand the components of health systemsIdentification of factors that limit health deliveryExplain how international actors affect the health delivery in post-conflict and developing states Assess health service deliveryDevelop strategies to improve health systems in developing countries and/or crisis settings Health delivery overviewIdentify contextual factors within health systems that may lead to the change of health system policies Persuasive writingHealth policy analysis Syllabus (indicative curriculum content): - Defining Health Systems: theories and components - From local to global: Primary care, Social Determinants of Health and Global Health Agendas  - Healthcare Providers and Human Resources for Health - Health Information Systems: Providing data for efficient decision-making - Accessing Healthcare: Infrastructure, material and essential Medicines - Health System Financing - Health Systems and ‘Crisis’: preparedness, response and resilience - What the future holds: A move towards integrated care and person-centred care for the health systems of the future?   The module will be delivered entirely online using Canvas.Weekly sessions will be released to the student in one-week intervals and include:1.    Session description 2.    Session material (which may include: inter alia, written material, assigned readings, videos, web casts, web links, discussion boards, interactive assignments) 3.    Summary of learning outcomes 4.    Formative questions/assessments to test knowledgeAs for each of the Distance Learning modules at HCRI, there is an expectation that the student will consider the material provided in the Reading List and work through the presented material in the Canvas space for the week.There will be tasks presented, some of which will require personal reflection and some the putting of pieces of written work or thoughts in the Discussion Board space.  0 Other 100% <table class="MsoTableGrid" style="border-collapse:collapse; border:none"> <tbody> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Assessment Task</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Formative or Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Weighting</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Discussion Board Contributions</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative and Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">10%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Multiple Choice Questions </td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">15%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Essay</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">75%</td> </tr> </tbody></table>  Written feedback following summative submission within 15 working days MSc Global Health (Distance) MSc Global Health - September PGDT Taught Component Mandatory N 0 0 150 20 hours of course content<o:p></o:p>10 hours of active discussion board engagement<o:p></o:p><span style="font-family:"Microsoft Sans Serif",sans-serif;font-size:11.0pt;layout-grid-mode:line;mso-ansi-language:EN-GB;mso-bidi-font-size:10.0pt;mso-bidi-language:AR-SA;mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-US;">120 hours of self-study