Global Mapping of HPSR Teaching Prepared by Tara Tancred November 2014 AHPSR Expert Consultation Geneva

Health Systems Global TWGs on Teaching and Learning HPSR

Study Aim

To conduct a global mapping of teaching and training programmes focused on HPSR relevant to LMICs. To assess their reach and diversity in terms of content and modalities To identify major gaps and opportunities to expand HPSR teaching capacity.

Methods: Survey

•  SurveyMonkey

•  Screening based on inclusion criteria

•  Sampling through emailing, snowball sampling, personal

contacts

•  Institutional and course-specific questions

Methods: Key Informant Interviews

•  Semi-structured

•  To triangulate survey findings and gain greater depth and

insight

•  Sampling based on respondent diversity

•  Thematic analysis around coding framework

Results: Respondents

306 respondents overall

140 respondents

156 respondents

191 respondents with institutional information

173 respondents

258 respondents with complete entries

48 incomplete responses

67 with no institutional HPSR courses

18 respondents not personally involved in a HPSR course

17 respondents whose course had no methodologies component

16 respondents whose course was not relevant to LMICs

28 incomplete course responses

112 respondents providing detail about 152 courses

Institutional Results

80%

2% 3% 15%

High-income countries

61%

2% 5%

32%

Low-income countries

Institutional Results: Competency Areas

•  To gain a general background in public health

•  To conduct policy analysis

•  To develop leadership skills

•  To gain health financing skills

•  To conduct analyses based on research questions

•  To gain practical experience in the field

Course-Level Results

Course-Level Responses: Course Delivery Format

“I think the question [is] how we discover a balanced

approach where you deliver some content online and at the

same time you allow for that interactive, participative

process, because people learn from each other as well,

particularly when you have students sitting in the same

room.” (LMIC respondent, university)

Course-Level Responses: Duration

0 10 20 30 40 50 60 70 80 90

During semester/term Short courses

Perc

enta

ge o

f cou

rses

LMIC HIC

Course-Level Results: Language of Instruction

76%

8%

16%

English

Both

Other

Course-Level Results: Teaching Formats

0 10 20 30 40 50 60 70 80 90

LMIC HIC

Course-Level Results: Content

•  Health systems research methods

•  Health system organization/management

•  Policy analysis

•  Doing a HSR project

•  Health systems (overview)

Course-Level Results: Learning Objectives

•  Frame HPSR questions

•  Develop a research proposal

•  Do policy analysis

•  Use data/evidence

•  Identify appropriate research methods to answer research

question

Course-Level Results: Methods

“As an applied field, we're interested in research that addresses

a particular problem and that the methodology follows from that,

so the methodology can be qualitative or quantitative, it can be

action research, it can be observational, it can be

experimental…actually from a methodological point of view,

we're fairly agnostic I suppose!” (LMIC respondent, university)

Course-Level Results: Target Audiences

0 10 20 30 40 50 60 70 80

LMICs HICs

Course-Level Results: Evaluation

0

10

20

30

40

50

60

LMICS HICs

Opportunities to Expand Capacity

1.  Support networks: both for research and teaching

2.  Create demand for HPSR among policymakers and

institutions

3.  Create mentorship database

4.  Engage multidisciplinary viewpoints more

5.  Update resources and innovate in teaching

Gaps

1.  Lack of geographical representation and language diversity

2.  Competencies for HPSR not well developed

3.  Limited networking and sharing of information, especially from

different disciplines

4.  Lack of mentors and supervisors

5.  Limited short courses or online courses available for non-

degree students

Way Forward

1.  Develop HPSR competencies and organizational capacities

2.  Encourage better geographical representation and language

diversity (translation of learning materials)

3.  Support knowledge-sharing and peer support through:

•  Creating repositories for courses, contacts, and materials

•  Webinars, meetings, and other exchanges

•  Research networks (like CHEPSAA)

•  Partnerships in building courses

Acknowledgements

Meike Schleiff

David Peters

Prea Gulati

Taghreed Adam

Dina Balabanova

Questions?