Health Systems Challenges

POPH62212 Health Systems Challenges 15 Semester 2 Postgraduate Taught Level 6 Elizabeth Dalgarno Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 It is envisaged that this unit will be of most interest and relevance to students working in health and social care systems. It will be most applicable to clinicians, managers, and researchers. It is also relevant to any student interested in global health. No pre-existing knowledge is required.  This is an interactive online course. Students are expected to engage in weekly discussion boards with their peers and tutors.  Students will engage in a group activity which is not graded. You must also participate in group discussions on Blackboard throughout the course.  'Why aren’t health systems better?’ asks the WHO (2007). This is a burning question for anyone concerned with health car. In the last decade the amount of money spent by countries themselves and from other sources has increased dramatically yet we have still failed to see the gains anticipated from some effective new technologies introduced in the same time period.  This unit will look at the main six ‘building blocks’ of health systems; service delivery, workforce, information, medical product, vaccines & technologies, financing and leadership & governance. We will examine these topics in turn but also look at the challenges and limitations relating to guidance in this area. We will then look at policies and strategies designed to strengthen them. The unit draws widely from experiences across the globe. The unit also seeks to illustrate these, sometimes complex, discussions with examples from domestic violence, malaria, HIV/AIDS, TB, maternal child health and other important health topics. Prior knowledge of these topics is not required and references will be given if students want to read further around these topics.   Within the discussion board activities students will be encouraged to share experiences and to work on group project (ungraded).  This is an interactive online course. Students are expected to engage in weekly discussion boards with their peers and tutors.  There is a group activity. You must participate in these group discussions throughout the course as formative assessment (ungraded).The majority of the course will be through e-learning which will include required and additional learning, self-tests and discussion boards. There will be webinars and recorded “in conversations with the course unit tutors” that will be recorded to allow synchronous and asynchronous learning. For all students in line with guidance from the Office for Students and Quality Assurance Agency, the programme will be augmented by the Programme Director Seminar Series to deliver study skills, written English, academic writing, research skills, critical thinking and understanding arguments, careers and employability skills, revision/assessment/examination skills including time management.For all students - All materials are online and require the students to work through teaching on the virtual learning platform including self-tests, discussion board activities and quizzes.   To gain an understanding of the complexity of health systems and strategies designed to strengthen them. <ul> <li> To understand the roles and responsibilities of health systems</li> <li> To understand the basic components of any health system</li> <li> To understand the importance of context to health system strengthening</li> <li> To appreciate how other players both within countries and outside interact with health systems.</li> <li> To apply learning about health systems to specific health topics or countries</li></ul> <ul><li>To understand the roles and responsibilities of health systems  </li><li>To understand the basic components of any health system  </li><li>To understand the importance of context to health system strengthening </li></ul> <ul><li>To appreciate how other players both within countries and outside interact with health systems</li></ul> <ul><li>To apply learning about health systems to specific health topics or countries </li></ul> <ul><li>To critically appraise the evidence base as relevant to health systems</li><li>To critically synthesise the evidence base succinctly as relevant to health systems </li></ul> Analytical skills At master's level we expect students to be able to apply what they know to other contexts, often their own. In this unit students will have the opportunity of doing this in their final assignment. Group/team working Team working is important for all health professionals and especially Public Health specialists. This unit has a non-graded on-line group working exercise. Written communication Students will submit a final assignment written essay on a health topic of their choosing. Topics Covered:<ul> <li>Introduction to health systems</li> <li>Health Service Delivery</li> <li>Health workforce</li> <li>Information and Decision Making</li> <li>Medicinal products, vaccines & deliveries</li> <li>Health Systems Financing</li> <li>Universal Health Coverage</li> <li>Group Task Week</li> <li>Leadership, Governance and Regulation</li> <li>Monitoring and Strengthening Health Services</li></ul> The majority of the course material to be covered is provided through the written course unit, links to journal articles, web sites and digital book chapters. Some weeks the students will work on an exercise individually or in a group towards assessed discussion boards. This unit will encourage students to share their experiences and use examples from their own practice or area of interest as a basis for their assignments.There will be regular interaction with the tutors through scheduled webinars (which will be recorded and made available) and through the online discussion boards. Students will be encouraged to use self-reflection to think about the ideas discussed, and take part in discussion board activities. Students should work through the unit in a logical sequence. The individual course unit timetables will guide what should be done and when. Participation in the discussion boards is greatly encouraged, and can help enhance your learning experience and prepare you for your assessment.In line with guidance from the Office for Students and Quality Assurance Agency, the programme will be augmented by the Programme Director Seminar Series to deliver study skills, written English, academic writing, research skills, critical thinking and understanding arguments, careers and employability skills, revision/assessment/examination skills including time management.  2 Written assignment (inc essay) 100% Students will be provided with personalised feedback within 20 working days for their final summative assignment (3,000 words maximum or equivalent)   PG Dip in Public Health PGDp Pub.Hlth (Public Health) PGDT Taught Component Optional PG Dip in Public Health PGDp Pub.Hlth (Global Health) PGDT Taught Component Optional PG Dip in Public Health PGDp Public Health (Imp Sci) PGDT Taught Component Optional PG Dip in Public Health PGDp PH (Environmental Health) PGDT Taught Component Optional PG Dip in Public Health PGDp PH Occupational Health PGDT Taught Component Optional PG Dip in Public Health PGDp PH (Communicable Disease) PGDT Taught Component Optional PG Dip in Public Health PGDp PH (Dental PH) PGDT Taught Component Optional PG Dip in Public Health PGDp PH Evidence Based Healthc PGDT Taught Component Optional PG Dip in Public Health PGDp PH (Health Sciences) PGDT Taught Component Optional Public Health Prof Dev Public Health Prof Dev PGDT Taught Component Optional Public Health Prof Dev Public Health Prof Dev (ACF) PGDT Taught Component Optional Masters of Research (60) MRes Primary Care (60) PGDT Taught Component Optional Masters of Research (60) MRes Public Health (60) PGDT Taught Component Optional Masters of Research (60) MRes Primary Care (ACF) PGDT Taught Component Optional Masters of Research (60) MRes Public Health (ACF) PGDT Taught Component Optional Masters of Research (60) MRes Dental Public Health PGDT Taught Component Optional Masters of Research (12) MRes Primary Care (12) PGDT Taught Component Optional Masters of Research (12) MRes Public Health (12) PGDT Taught Component Optional Masters of Research (12) MRes Dental Public Health PGDT Taught Component Optional PG Cert in Public Health PG Cert in Public Health PGDT Taught Component Optional PG Cert in Public Health PG Cert PH (Global Health) PGDT Taught Component Optional PG Cert in Public Health PGCert PH (Imp Science) PGDT Taught Component Optional PG Cert in Public Health PGCt PH (Environment & PH) PGDT Taught Component Optional PG Cert in Public Health PGCert Pub Health (Occ Health) PGDT Taught Component Optional PG Cert in Public Health PGCt PH (Communicable Disease) PGDT Taught Component Optional PG Cert in Public Health PGCert PH (Dental PH) PGDT Taught Component Optional PG Cert in Public Health PGCert Public Health (EBH) PGDT Taught Component Optional PG Cert in Public Health PGCert PH (Health Sciences) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Public Health) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Global Health) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (GH - ACF) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (PH - ACF) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH Implementation Science PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Environment and PH) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Occupational Health) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Communicable Disease) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Dental Public Health) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (EBH) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH (Health Sciences) PGDT Taught Component Optional MPH: the evidence bsd app (60) MPH DPH60 - ACF PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Public Health) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Global Health) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH Implementation Science PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Environmen & PH) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Occupational Health) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Communicable Disease) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Dental Public Health) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (EBH) PGDT Taught Component Optional MPH: the evidence bsd app (12) MPH (Health Sciences) PGDT Taught Component Optional MSc Occupational Hygiene MSc Occupational Hygiene PGDT Taught Component Optional MSc Occupational Hygiene MSc Occupational Hygiene 2yr PGDT Taught Component Optional MSc Occ Med MSc Occ Med PGDT Taught Component Optional MSc Occ Med MSc Occupational Med (ACF) PGDT Taught Component Optional MSc Occ Med MSc Occupational Medicine 2Yr PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH (Public Health) (24) PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH (Global Health) (24) PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH - Implementation Sci 24 PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH - Environment & PH 24 PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH Occ Health 24 PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH Communicable Disease 24 PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH Dental Public Health 24 PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH Evidence Based Health 24 PGDT Taught Component Optional MPH: the evidence bsd app (PT) MPH Health Sciences 24 PGDT Taught Component Optional Masters of Research (PT) MRes Public Health (24) PGDT Dissertation Optional Masters of Research (PT) MRes Primary Care (24) PGDT Taught Component Optional Masters of Research (PT) MRes DPH - 24 PGDT Taught Component Optional MSc Occupational Hygiene FT MSc Occupational Hygiene FT PGDT Taught Component Optional N Kruk, M. E., Gage, A. D., Arsenault, C., Jordan, K., Leslie, H. H., Roder-DeWan, S., ... & English, M. (2018). <a href="https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30386-3/fulltext?utm_campaign=tw&utm_source=hs_email&utm_medium=email&utm_content=65975552&_hsenc=p2ANqtz--UPiqW5in2a3z7B8p9QnUL93IoUNVZZoPMrp-nwOXuTGbYlR6YbKB-x0syOTYTLSfCrYgEkBQH-mvGEs9LNQWoPy4pnCt7UgLZWiN3l-fz9DkdBpY&_hsmi=65975552">High-quality health systems in the Sustainable Development Goals era: time for a revolution</a>. The Lancet Global Health, 6(11), e1196-e1252.  Schneider, E.C., Shah, A., Doty, M.M., Tikkanen, R., Fields, K., Williams, R. and II, M.M., 2021. Reflecting poorly: health care in the US compared to other high-income countries. New York: <a href="https://search.issuelab.org/resources/38740/38740.pdf">The Commonwealth Fund</a>, 4.Gostin, L.O. and Riedman, E.A. (2015) <a href="https://www.librarysearch.manchester.ac.uk/discovery/fulldisplay?context=PC&vid=44MAN_INST:MU_NUI&search_scope=MyInst_and_CI&tab=Everything&docid=elsevier_sdoi_10_1016_S0140_6736_15_60644_4">A retrospective and prospective analysis of the west African Ebola virus disease epidemic: robust national health systems at the foundation and an empowered WHO at the apex</a>, Lancet (London, England), vol. 385, no. 9980, pp. 1902-1909.   Gilson, L., Lehmann, U., & Schneider, H. (2017). <a href="https://link.springer.com/article/10.1186/s12939-017-0665-0">Practicing governance towards equity in health systems: LMIC perspectives and experience</a>. International Journal for Equity in Health 16, 171.  World Health Organization, 2016. <a href="https://iris.who.int/bitstream/handle/10665/250368/?sequence=1">Global strategy on human resources for health: workforce 2030</a>.Saigí-Rubió, F., Pereyra-Rodríguez, J.J., Torrent-Sellens, J., Eguia, H., Azzopardi-Muscat, N. and Novillo-Ortiz, D., 2021. Routine health information systems in the European context: a systematic review of systematic reviews.<a href="https://www.mdpi.com/1660-4601/18/9/4622"> International journal of environmental research and public health</a>, 18(9), p.4622.Pyone, T., Smith, H. and van den Broek, N., 2017. Frameworks to assess health systems governance: a systematic review. <a href="https://academic.oup.com/heapol/article/32/5/710/3061529?login=false">Health Policy and Planning</a>, 32(5), pp.710-722.Chama-Chiliba, C. M., & Koch, S. F. (2016). An assessment of the effect of user fee policy reform on facility-based deliveries in rural Zambia. BMC Research Notes, 9(1), 1-14.Wagstaff, A., & Neelsen, S. (2020). <a href="https://www.sciencedirect.com/science/article/pii/S2214109X19304632">A comprehensive assessment of universal health coverage in 111 countries: a retrospective observational study</a>. The Lancet Global Health, 8(1), e39-e49.  Sheikh, K., Agyepong, I., Jhalani, M., Ammar, W., et al. (2020) <a href="https://www-sciencedirect-com.manchester.idm.oclc.org/science/article/pii/S0140673619331344">Learning health systems: an empowering agenda for low-income and middle-income countries.</a> The Lancet. 395 (10223), 476–477.   eAssessment 50 Seminars 12 0 88 For further information please watch this <a href="https://video.manchester.ac.uk/faculties/edfa2331ca0cd9a14d717cb1d233466f/dedce717-fdc1-47d4-afdd-b0316ba32589/">video</a> from our Course Unit Leader.If you have any questions about the content of this unit, please contact the course unit leader, Elizabeth Dalgarno, via email at <a href="mailto:elizabeth.dalgarno@manchester.ac.uk">elizabeth.dalgarno@manchester.ac.uk</a>. If you have any other queries, please contact the PGT programme administrators via email at <a href="mailto:shs.programmes@manchester.ac.uk">shs.programmes@manchester.ac.uk</a>FBMH faculty marking criteria will be used to grade final assignments, but students will be given guidance beforehand.There will be a specific webinar to prepare students for the final assignment. Students engage in a non-weighted group task and discussion boards where they receive regular feedback. They will also have the opportunity to submit a draft final assignment for feedback prior to final submission.