Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa

 

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dc.contributor.author Erasmus, Ermin
dc.contributor.author Lehmann, Uta
dc.contributor.author Agyepong, Irene A
dc.contributor.author Alwar, John
dc.contributor.author de Savigny, Don
dc.contributor.author Kamuzora, Peter
dc.contributor.author Mirzoev, Tolib
dc.contributor.author Nxumalo, Nonhlanhla
dc.contributor.author Tomson, Göran
dc.contributor.author Uzochukwu, Benjamin
dc.contributor.author Gilson, Lucy
dc.date.accessioned 2016-05-23T08:31:34Z
dc.date.available 2016-05-23T08:31:34Z
dc.date.issued 2016
dc.identifier.citation Erasmus, E., Lehmann, U., Agyepong, I. A., Alwar, J., de Savigny, D., Kamuzora, P., ... & Gilson, L. (2016). Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa. Health Research Policy and Systems, 14(1), 1. en_ZA
dc.identifier.issn 1478-4505 en_ZA
dc.identifier.uri http://dx.doi.org/10.1186/s12961-016-0097-0
dc.identifier.uri http://hdl.handle.net/11427/19771
dc.description.abstract Background: The last 5–10 years have seen significant international momentum build around the field of health policy and systems research and analysis (HPSR + A). Strengthening post-graduate teaching is seen as central to the further development of this field in low- and middle-income countries. However, thus far, there has been little reflection on and documentation of what is taught in this field, how teaching is carried out, educators’ challenges and what future teaching might look like. Methods: Contributing to such reflection and documentation, this paper reports on a situation analysis and inventory of HPSR + A post-graduate teaching conducted among the 11 African and European partners of the Consortium for Health Policy and Systems Analysis in Africa (CHEPSAA), a capacity development collaboration. A first questionnaire completed by the partners collected information on organisational teaching contexts, while a second collected information on 104 individual courses (more in-depth information was subsequently collected on 17 of the courses). The questionnaires yielded a mix of qualitative and quantitative data, which were analysed through counts, cross-tabulations, and the inductive grouping of material into themes. In addition, this paper draws information from internal reports on CHEPSAA’s activities, as well as its external evaluation. Results: The analysis highlighted the fluid boundaries of HPSR + A and the range and variability of the courses addressing the field, the important, though not exclusive, role of schools of public health in teaching relevant material, large variations in the time investments required to complete courses, the diversity of student target audiences, the limited availability of distance and non-classroom learning activities, and the continued importance of old-fashioned teaching styles and activities. Conclusions: This paper argues that in order to improve post-graduate teaching and continue to build the field of HPSR + A, key questions need to be addressed around educational practice issues such as the time allocated for HPSR + A courses, teaching activities, and assessments, whether HPSR + A should be taught as a cross-cutting theme in post-graduate degrees or an area of specialisation, and the organisation of teaching given the multi-disciplinary nature of the field. It ends by describing some of CHEPSAA’s key post-graduate teaching development activities and how these activities have addressed the key questions. en_ZA
dc.language eng en_ZA
dc.publisher BioMed Central en_ZA
dc.rights Creative Commons Attribution 4.0 International (CC BY 4.0) *
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en_ZA
dc.source Health Research Policy and Systems en_ZA
dc.source.uri http://health-policy-systems.biomedcentral.com/
dc.subject Capacity development
dc.subject CHEPSAA
dc.subject Course review
dc.subject Health policy and systems research and analysis
dc.subject Lowand middle-income countries
dc.subject Post-graduate
dc.subject Teaching
dc.title Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa en_ZA
dc.type Journal Article en_ZA
dc.date.updated 2016-05-19T09:26:19Z
dc.language.rfc3066 en
dc.rights.holder Erasmus et al.
uct.type.publication Research en_ZA
uct.type.resource Article en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Health Sciences en_ZA
dc.publisher.department Health Policy and Systems Division en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Erasmus, E., Lehmann, U., Agyepong, I. A., Alwar, J., de Savigny, D., Kamuzora, P., ... Gilson, L. (2016). Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa. <i>Health Research Policy and Systems</i>, http://hdl.handle.net/11427/19771 en_ZA
dc.identifier.chicagocitation Erasmus, Ermin, Uta Lehmann, Irene A Agyepong, John Alwar, Don de Savigny, Peter Kamuzora, Tolib Mirzoev, et al "Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa." <i>Health Research Policy and Systems</i> (2016) http://hdl.handle.net/11427/19771 en_ZA
dc.identifier.vancouvercitation Erasmus E, Lehmann U, Agyepong IA, Alwar J, de Savigny D, Kamuzora P, et al. Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa. Health Research Policy and Systems. 2016; http://hdl.handle.net/11427/19771. en_ZA
dc.identifier.ris TY - Journal Article AU - Erasmus, Ermin AU - Lehmann, Uta AU - Agyepong, Irene A AU - Alwar, John AU - de Savigny, Don AU - Kamuzora, Peter AU - Mirzoev, Tolib AU - Nxumalo, Nonhlanhla AU - Tomson, Göran AU - Uzochukwu, Benjamin AU - Gilson, Lucy AB - Background: The last 5–10 years have seen significant international momentum build around the field of health policy and systems research and analysis (HPSR + A). Strengthening post-graduate teaching is seen as central to the further development of this field in low- and middle-income countries. However, thus far, there has been little reflection on and documentation of what is taught in this field, how teaching is carried out, educators’ challenges and what future teaching might look like. Methods: Contributing to such reflection and documentation, this paper reports on a situation analysis and inventory of HPSR + A post-graduate teaching conducted among the 11 African and European partners of the Consortium for Health Policy and Systems Analysis in Africa (CHEPSAA), a capacity development collaboration. A first questionnaire completed by the partners collected information on organisational teaching contexts, while a second collected information on 104 individual courses (more in-depth information was subsequently collected on 17 of the courses). The questionnaires yielded a mix of qualitative and quantitative data, which were analysed through counts, cross-tabulations, and the inductive grouping of material into themes. In addition, this paper draws information from internal reports on CHEPSAA’s activities, as well as its external evaluation. Results: The analysis highlighted the fluid boundaries of HPSR + A and the range and variability of the courses addressing the field, the important, though not exclusive, role of schools of public health in teaching relevant material, large variations in the time investments required to complete courses, the diversity of student target audiences, the limited availability of distance and non-classroom learning activities, and the continued importance of old-fashioned teaching styles and activities. Conclusions: This paper argues that in order to improve post-graduate teaching and continue to build the field of HPSR + A, key questions need to be addressed around educational practice issues such as the time allocated for HPSR + A courses, teaching activities, and assessments, whether HPSR + A should be taught as a cross-cutting theme in post-graduate degrees or an area of specialisation, and the organisation of teaching given the multi-disciplinary nature of the field. It ends by describing some of CHEPSAA’s key post-graduate teaching development activities and how these activities have addressed the key questions. DA - 2016 DB - OpenUCT DO - 10.1186/s12961-016-0097-0 DP - University of Cape Town J1 - Health Research Policy and Systems KW - Capacity development KW - CHEPSAA KW - Course review KW - Health policy and systems research and analysis KW - Lowand middle-income countries KW - Post-graduate KW - Teaching LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 SM - 1478-4505 T1 - Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa TI - Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa UR - http://hdl.handle.net/11427/19771 ER - en_ZA


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