Module HEAS44515: The Dynamics of Evidence Informed Policy

Department: Health [Queen's Campus, Stockton]

HEAS44515: The Dynamics of Evidence Informed Policy

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To enable students to:
• Articulate contemporary challenges in global health related policy
• Explore the nature of 'evidence' and 'knowledge' in public health
• Explore methods and approaches used to transfer research knowledge into interventions and policies
• Encourage critical thinking about the uses and misuses of research evidence and other types of knowledge
• Critically examine methods and flows of evidence and knowledge between policy, practice and research
• Strategies for critical analysis of global health policy.

Content

• Contemporary challenges in policy making
• What counts as evidence and why
• The mismatch between evidence and practice
• Using the example of food and food related policy, understanding of routine data and other sources of information and provide grounding in how these data may be used to inform decision-making
• Methods and approaches of knowledge transfer: exploring the routes and flows of knowledge
• From Global to Local - policy issues in public health
• Textual strategies in writing and analysing policy

Learning Outcomes

• Appreciating the difference between public health and global health
• Understanding of key contemporary changes in global health
• The contextual and contested nature of knowledge and evidence in policy-making and practice
• Practical techniques for knowledge dissemination and sharing - the sources, availability and limitations of health related data
• Some implications of variable knowledge and evidence flow, access and use.

• Knowledge exchange and translation; evidence informed decision making, and key issues in food and tobacco policy
• Literature searching - students will be able to evaluate, appraise and synthesise a variety of source materials to develop their understanding of knowledge exchange and use of evidence in global health
• Collaborative working - students will be capable of working collectively and respectfully in groups in order to undertake class seminars
• Organization and application of concepts learned - students will recognise and apply ideas learned to real-life examples covered in class to make suggestions for improved practice in knowledge exchange
• Preparation of policy briefing - students will prepare policy briefings

• As they develop from the above but also to include more generic skills:
• The ability to offer critical, creative and constructive comment and to argue coherently
• The capacity to show enthusiasm and motivation to engage with advanced study
• The discipline to work consistently throughout the course
• The ability to value diversity and alternative perspectives as a strength when analysing inherently complex, multi-factorial issues.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lecturing - Introduces the key principles of theory and practice in qualitative research – Examines the use of these approaches in answering policy and health-related questions.
• Facilitated workshops - allows students to explore the issues introduced, listen to others, share ideas and learn collectively within a facilitated and guided discussion. Feedback and encouragement will allow students to test-out their ideas and provide formative feedback..
• Structured reading - Allows students to pursue topics in greater detail, enabling both familiarity with key texts and a deeper understanding of the subject knowledge generally.
• Case studies (within workshops) - Illustrate the concepts presented in lectures and discussed in tutorials and seminars.
• Independent study, research and analysis - Focuses student knowledge more deeply by pursuing aspects of the module that are of special interest to themselves and their own countries
• Presentations - enable students to demonstrate i) understanding and practical application of learned material to an audience and ii) ability to guide policy discussions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

20 minute presentation in pairs (15 minutes presenting, 5 minutes for questions)

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University