Real Life Simulation - Methods

Department
  • European Master in Health Economics and Management
Course unit code
  • IHSM-EU-HEM-E3.1
Level of course unit
  • Master
Semester when the course unit is delivered
  • 3
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • not available
Learning outcomes of the course unit
  • Students understand how to plan and execute a project that has to align to academic standards and to practitioners’ expectations.
    Students are able to consider and apply quality and evaluation criteria in the planning of their projects.
    Students are familiar with selected tools to plan, implement, and evaluate projects and programs as well as to continuously adapt them to the local context.
    Students know how to manage the expectations of real life man-agers.
    Students understand the epidemiology of NCDs and the relation between socio-economic status of people and the “25x25 risk fac-tors”.
    • Students will apply political economy analysis tools enabling them to tailor projects to specific contexts.
    Students will apply a stakeholder analysis as a basis for projects and its large-scale implementation in health systems.
    Students will be able to merge the two perspectives of “methods to measure the impact of NCD policies” and “management con-trol systems to lead local governments to successful NCD policies implementation”.
    Students will understand the principles of behavioral economics and its possible applications to promote health.
    Students will understand how to harness a networking event like the European Health Forum, the World Health Summit or similar conferences for their projects.
Mode of delivery
  • -
Prerequisites and co-requisites
  • none
Course contents
  • Laying the foundation from an epidemiological perspective
    Implementation strategies
    Stakeholder Analysis
    Methods to measure impact and how to steer regional and city governments towards NCD policies
    Financing health promotion and preventive health
    Behavioral economics and health
    Project Management
Recommended or required reading
  • Stringhini, S., Carmeli, C., Jokela, M. et al (2017) Socioeconomic sta-tus and the 25 × 25 risk factors as determinants of premature mor-tality: a multicohort study and meta-analysis of 1·7 million men and women, in The Lancet, 31.1.2017
    Vasilis Kontis, Colin D Mathers, Jürgen Rehm (2014) Contribution of six risk factors to achieving the 25×25 non-communicable disease mortality reduction target: a modelling study, in: The Lancet, Vol. 384, 2.8.2014
    Peters, D., Nhan T., Taghreed, A. (2013) Implementation research in health: a practical guide
    Reed, M., Graves, A. Dandy, N. (2009): Who‘s in and why? A typology of stakeholder analysis methods for natural resource managee-ment, in: Journal of Environmental Management, Vol 90/5
    Allcott et al (2019): Should We Tax Sugar-Sweetened Beverages? An Overview of Theory and Evidence
    Giles EL, Robalino S, McColl E, Sniehotta FF, Adams J (2014) The Effectiveness of Financial Incentives for Health Behaviour Change: Systematic Review and Meta-Analysis.
    Behavioral Economics Holds Potential To Deliver Better Results For Patients, Insurers, And Employers Health Aff July 2013 vol. 32 no. 7
    Choice Architecture Is A Better Strategy Than Engaging Patients To Spur Behavior Change. Health Aff February 2013 vol. 32 no. 2 242-249, doi: 10.1377/hlthaff.2012.1075
    Corduneanu-Huci, Cristina; Hamilton, Alexander; Masses Ferrer, Issel, Understanding policy change. How to apply political economy concepts in practice, International Bank for Reconstruction and Development, World Bank , 2013., introduction and chapter 1 (pp 1-47).
    Reich, Michael R., Political Economy of Non-Communicable Diseas-es: From Unconventional to Essential, in: Health Systems and Re-form, 5:3, 250-256, 2019.
    United Nations Development Programme (UNDP): Institutional and context analysis, Guidance note, 2012.
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures, discussions and individual and group work.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English