Future Health: Reimagining Systems
| Module title | Future Health: Reimagining Systems |
|---|---|
| Module code | HPDM155Z |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Alistair Hellewell (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 9 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
With a focus on outcomes-based health and social care, public health and prevention of disease, this module will explore the possibilities and effects that different systems might have on the delivery of care in the future at regional, national and international levels. It will focus on the drivers to transform existing linear structures into complex systems and emerging models of delivery, such as consumer-led health care. It will explore the complexity of healthcare systems and how they can be harnessed to bring about sustainable, equitable improvements in care and public health across the world.
Module aims - intentions of the module
In this module you will develop the knowledge, skills and attitudes to lead, manage and deliver affordable, sustainable and equitable health and social care services in a world transformed by emerging digital capabilities and partnerships between sectors. You will synthesise the perspectives of health and social care providers, industry partners, other sectors, patients and academia to seek out holistic approaches to local, national and global health challenges.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate an ability to critically examine current problems in health and social care systems.
- 2. Apply knowledge of complex adaptive systems to health care at local, national and/or international levels.
- 3. Demonstrate an ability to synthesise different perspectives to explore holistic solutions to wicked problems in health and social care systems.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate an independent ability to critically appraise, evaluate and synthesise the contemporary evidence base for sustainable and equitable health system architecture
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Create and present an independent review/report
- 6. Critical self-reflection as a team member and leader
- 7. Communicate effectively in writing and using multiple digital media
Syllabus plan
Whilst the precise content of the module may vary from year to year, an example of an overall structure is as follows:
- Basics of health systems architecture
- Problems and trends in health systems
- Complex adaptive health care systems
- Population health management
- The critical role of digital health in health systems
- New entrants and non-traditional healthcare providers - what might healthcare delivered by multi-nationals look like?
- Partnership working across multiple sectors
- Care settings 1 - Hospitals and secondary care e.g. The smart hospital, Virtual hospitals/wards
- Care settings 2 - Primary Care e.g. new models of care, proactive risk assessment and patient identification, Role of bots interacting and guiding patients
- Care settings 3 - Low resource / high unmet need e.g. Low and middle income countries, remote populations, Conflict zones
- Care settings 4 - Consumer Health e.g. The role of the non-medical sector in health
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 2 | 148 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Guided independent study | 48 | Online resources including pre-recorded masterclasses; readings; discussion forums; reflective logs. |
| Scheduled Teaching & Learning Teaching | 2 | Interactive small group webinars e.g. stepback consulting or small group discussion (Optional) |
| Guided independent study | 100 | Assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Case-based discussions | Various and ongoing | 1-7 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Recorded presentation: a pitch for a system transformation proposal | 40 | 15 minutes | 1-7 | Written |
| Reflective analysis of personal learning about future health care systems with critical appraisal of literature and practice | 60 | 2000 words | 1-7 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Recorded presentation: a pitch for a system transformation proposal (40%) | Recorded presentation: a pitch for a system transformation proposal (40%) (15 minutes) | 1-7 | Typically within six weeks of the result |
| Reflective analysis of personal learning about system transformation with critical appraisal of literature and practice (60%) | Reflective analysis of personal learning about system transformation with critical appraisal of literature and practice (60%) (2000 words) | 1-7 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Edmondson, A. (2018). The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth, Wiley.
Glouberman S, Zimmerman B (2002) Complicated and Complex Systems: What would successful reform of Medicare look like? Discussion paper no 8 Commission on the Future of Health Care in Canada. [online]. Available at https://www.researchgate.net/profile/Sholom_Glouberman/publication/265240426_Complicated_and_Complex_Systems_What_Would_Successful_Reform_of_Medicare_Look_Like/links/548604670cf268d28f044afd/Complicated-and-Complex-Systems-What-Would-Successful-Reform-of-Medicare-Look-Like.pdf?origin=publication_detail Pages 1-2
Herbst, T. H. H. (2021). "Leading in Times of Disruption: Reimagining Leadership and Repositioning Leaders " Intechopen Book Series September. DOI: 10.5772/intechopen.100208
Stretton, P (2020) The Lilypond: An integrated model of Safety II principles in the workplace. A quantum shift in patient safety thinking Journal of Patient Safety and Risk Management 2020, Vol 25(2) 85-90
Stretton, P (2022) Quantum Safety The new approach to risk management for the complex workplace Chapter 2 Let’s talk about complexity. Productivity Pr
Sullivan, T. (2011). Embracing Complexity, Harvard Business School Publication Corp. 89: 89-92.
McDaniel R (1997). Strategic Leadership: A View from Quantum and Chaos Theories Health Care Management Review; 22(1): 21-37
Indicative learning resources - Web based and electronic resources
Corporate Rebels
https://corporate-rebels.com/cornerstone-year-two/
https://corporate-rebels.com/leadermorphosis-four-rebels/htoutu.be/61TT2_Vo32Y
https://corporate-rebels.com/reinventing-the-nhs-removing-the-shackles-of-bureaucracy/
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 02/03/2022 |
| Last revision date | 16/03/2022 |
