«PRE-COURSE MATERIALS 2013/2014 London School of Economics & London School of Hygiene and Political Science and Tropical Medicine Houghton Street ...»
MSc HEALTH POLICY,
PLANNING AND FINANCING
London School of Economics & London School of Hygiene
and Political Science and Tropical Medicine
Houghton Street Keppel Street (Gower Street)
London WC2A 2AE London WC1E 7HT
Telephone: 020 7955 6650 Telephone: 020 7927 8220 Fax: 020 7955 7415 Fax: 020 7637 5391 Telex: 24655 BLPES G Telex: 8953474 LSHTM LG
1. MSc AIMS AND OBJECTIVES
For students to develop their critical analysis of issues of health policy, planning and financing, and to devise appropriate health policy responses.
By the end of the course the students should be able to:
demonstrate knowledge and understanding of a diverse range of international and national health policies, including current and emerging trends;
demonstrate knowledge and understanding of one or more disciplines relevant to the study of health policy, planning and financing (epidemiology, health economics and other social sciences);
demonstrate specialist knowledge and skills in other areas, selected from a range of options on the programme relevant to the study of health policy;
apply their knowledge and skills, using a multi-disciplinary approach, to formulate, implement and evaluate health policies and plans;
show competence, both written and verbal, in communicating empirical evidence and in consolidating and critically appraising debates relevant to issues of health policy;
demonstrate competence in key research and presentation skills, including the ability to carry out a literature search, to critically review published literature, and to evaluate research findings.
2. MSc HPPF STRUCTURE The MSc in Health Policy, Planning and Financing (HPPF) programme is either followed over one academic year full-time or over two years part-time/half-time.
The programme structure is somewhat complicated because it is offered by two institutions, but most students appreciate the greater choice of subjects from having access to both Schools. This flexibility allows participants to orient the programme to their own needs and interests, within an overall framework that is common to all. Detailed information on courses offered at both host Schools will be made available at the start of the academic year.
2.1 General Outline (See Fig.1) In term 1 (Michaelmas term at LSE) a variety of modules/courses are offered at both Schools, providing a foundation in various subjects and taken every week on the same time slot over the whole term. In terms 2 and 3 (Lent and Summer terms at LSE), courses build on the foundations that were acquired in term 1. At the LSHTM, they take the form of modules running over 5 weeks with a total available time of 2 - 2.5 days per week. At the LSE, the courses run over the entire term (as in term 1). The number of courses and modules you take depends on the options you select. As this is a joint degree offered by two schools, we expect that you take courses/modules at both schools!
In addition to the taught courses, students must also complete a 10,000 word dissertation to be undertaken over the summer period which will account for 20% of the degree.
-2Part-time (half-time) students should expect to spend an average of 2-3 days per week studying, throughout the year. This time requirement allows for formal teaching sessions (lectures/seminars) as well as personal study, group work and assessment preparation.
However, selection of modules (at LSHTM) in terms 2 and 3 is likely to require more intensive studying for the 5 week period of the module (equivalent to 3-4 days per week) and less intensive studying at other times (equivalent to 1-2 days per week). Part-time students should also be aware that modules, in particular, may require various forms of group work undertaken as a complement to formal teaching sessions and requiring group meetings outside formal time-tabled sessions.
Figure 1 illustrates the teaching structures of the LSE and LSHTM.
Options You will hear more about the structure and organisation of the MSc during orientation and have a chance to discuss your individual selection of modules/courses with the tutors and Course Directors. However, here is already some information on the MSc modules. All in all you must take courses/modules to the value of 8 half units or 4 full units equally distributed across the two schools.
A. 2 compulsory courses/modules
D. Selection of four recommended modules from the following lists:
Recommended courses – LSHTM SA4R9 - Economic Evaluation SA4S3 - Economic Analysis for Health Policy SA4S4 - Analytical Models for Decision Making SA4R8 - Organisational Management SA4R7 - Conflict and Health SA4S2 - Globalisation and Health SA4V5 - Health Systems Recommended courses – LSE SA4C3 - Statistical Methods in Health Care Economic Evaluation SA4C4 - Cost-effectiveness Analysis in Health Care SA4D3 - Valuing Health SA4E9 - Advanced Health Economics SA4D4 -Measuring Health System Performance SA4D6 - Health Systems and Policies in Developing Countries Alternatively any LSE modules not listed above, subject to availability and approval by the Programme Directors.
Any optional LSHTM modules (Terms 1-3), subject to availability and approval by the Programme Directors – from ‘recommended’ and ‘peripheral’ list with possibility of one from wider programme subject to Course Director approval.
2.2 Focus of Studies As the pool of participants taking this MSc is international, many courses allow participants to focus discussions during seminars/small group work on key issues of importance to particular areas of the world. To this end you may be asked whether you wish to focus on the issues of importance to either developing or developed countries, or, if there is sufficient demand, to low, middle or high income countries. Not all courses offer this form of
-4geographical specialisation and those that do will balance a response to the needs of course participants with available staff and other teaching resources. If you have broad, international interests you may consider choosing a different geographical focus in each of your courses.
2.3 Introductory Reading We do not expect you to have covered any specific literature prior to your arrival here in London. Nonetheless, if you are interested to familiarise yourself with some of the broader concepts and issues that are core to HPPF and that will form much of the basis for some of
the core courses, we would recommend the following literature:
B Abel-Smith, An Introduction to Health Policy, Planning and Financing, Longmans, 1994 E Mossialos, A Dixon, J Figueras & J Kutzin (Eds), Funding Health Care: options for Europe, Open University Press, 2002 McPake B, Kumaranayake L, Normand C, Health Economics – An International Perspective, London, Routledge, 2002 2.4 Additional Details of Courses Details of the two compulsory courses and recommended pre-course readings are as
Financing Health Care: Health systems: cross-national comparisons; the state’s role in health; an analysis of existing and suggested models of finance and delivery - methods of funding including taxation, social and private health insurance, user charges and medical savings accounts, resource allocation, hospital and physician payment arrangements.
Introductory readings1: E Mossialos, A Dixon, J Figueras & J Kutzin (Eds), Funding Health Care: options for Europe, Open University Press, 2002; J Kutzin, Health financing policy: a guide for decision-makers, World Health Organization, 2008; T Rice, The economics of health reconsidered, Health Administration Press (2nd ed), 2003; P Gottret & G Schieber, Health financing revisited: A practitioner’s guide, World Bank, 2006; J Figueras, R Robinson, E Jakubowski, eds., Purchasing to improve health systems performance, Open University Press, 2005; B Abel-Smith, An Introduction to Health: policy, planning, and financing, Longman 1994.
Health Services: To provide students with a range of ways of thinking about health services and health systems drawing on epidemiology, history, medicine, economics and sociology the module will help students understand how services function, the reasons services have developed in the way they have, the basis for some universal, persistent problems, and the possible solutions to such difficulties. Introductory readings2: McKee M, Healy J (eds).
Hospitals in a Changing Europe. Buckingham: Open University Press, 2002; Cochrane AL.
Effectiveness and efficiency. Random reflections on health services. Nuffield Provincial Hospitals Trust, 1971; Payer L. Medicine and culture. Varieties of treatment in the US, England, West Germany & France. New York: Henry Holt and Co., 1988; McKeown T. The role of medicine. Dream, mirage or nemesis. Oxford: Basil Blackwell, 1979.
1 Students are not expected to buy all the listed textbooks before the course begins but may wish to look through their contents to get some ideas of the type of material which will be covered during the year.
2 As above
-5Health Policy, Process and Power: To equip students to study or work in the health policy arena at international, national and local levels. By the end of this module students should be able to: (i) review different basic theoretical approaches and concepts used in policy analysis; (ii) analyse the political system within which policies are made and the contextual factors that influence policy change processes; (iii) identify the key actors involved in health policy making, and features of the policy processes; (iv) plan how to use in research and/or decision-making the policy analysis framework introduced during the module. Health Policy, Process & Power is intended for students interested in the broad political dimensions of health. Introductory readings3: Buse K, Mays N,Walt G, Making Health Policy. 2012, Maidenhead, Berkshire: Open University Press. Walt G & Gilson L (1994) Reforming the role of the health sector in developing countries: the central roles of policy analysis Health Policy and Planning. 9; 353-70. Lewis JM. (2006) Being around and knowing the players: networks of influence in health policy. Social Science & Medicine 62:2125-2136. Siddiqi S, Masud TI, Nishtar S, et al. (2009) Framework for assessing governance of the health system in developing countries: gateway to good governance. Health Policy 90:13-25.
2.5 Non-examined courses There are some courses which you may wish to take in addition to your examined course units. For example, you may also wish to take the LSHTM Term 1 courses in Computing or Basic Statistics (the latter is recommended for those taking Basic Epidemiology). The LSE also offers a variety of computing courses. Further details will be available at the start of the academic year.
3. ASSESSMENT All modules/courses during term 1 are assessed by end-of-year written exams; some courses may require an essay in addition to the exam. The 10,000 word dissertation will account for 20% of the degree.
Assessment of other LSE courses varies and is identified within the LSE Graduate Handbook. Assessment of LSHTM modules is by in-course assessment at the end of the module, usually in the form of an essay.
Overall degree classifications are as follows: distinction, merit, pass and fail.
Assessment for part-time students is as follows:
Students take their exams in two parts. Courses studied in year 1 are examined in June of that year; those studied in the second year are examined in June of year 2.
4.1 Tutors You will be allocated a tutor shortly after arrival in London. Tutors are drawn from both LSE
and LSHTM and their main functions are:
to act as a 'friend' at a pastoral level and to assist you with personal problems, either directly or by helping you to contact an appropriate person (e.g. with regards to finding accommodation, language difficulties or health problems);
to assist you at a professional level with respect to your performance in the course, either directly or in consultation with an appropriate member of the teaching staff;
to supervise your dissertation.
-6Tutors are there to meet with you several times during the year, but there is only very limited tutorial support after term 3 (summer term). We thus recommend thinking about the topic and approach for your dissertation very early on during the year and have an agreed protocol ready by the end of January.
4.2 HPPF Seminars One of the major strengths of the MSc is the experience and diversity of its participants. The teaching programme seeks to draw on this experience throughout the year, but in addition, we feel it is important to give specific opportunities for participants to share their experience directly with each other. Therefore, we encourage participants to volunteer to give seminars during class meetings held each week throughout the year.
Seminars usually address an aspect of past experience which you would like to share with your colleagues, and which will provoke others to, for example, think of a health policy issue new to them, or to appreciate the differences and similarities between health policy concerns in different countries. It may arise out of the work you have come from or some research in which you have been involved.
4.3 Administration The programme is organised by the MSc Course Directors, and the Health Programmes Officer at LSE / Course Administrator at LSHTM, who work to a Joint Course Committee made up of representatives from both Schools and from the MSc Class Representatives.
The class elects two representatives, who will also organise/chair the above mentioned HPPF seminars and class meetings. These meetings include student seminars, and allow issues of common concern to be raised. In addition, many classes have elected social representatives who suggest and organise social activities with the class.