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GHS 205 Policy and Development in Global Health (Mondays and Thursdays 8:15 am – noon) Course Directors; Steve Morin, Ph.D., Sarah Macfarlane, M.Sc. The summer quarter will integrate and consolidate students’ experiential learning within the framework of global health practice by focusing on policy and development studies. In the policy arena, students will examine the anatomy and physiology of policy planning and implementation using selected case studies. Learning the skills of assessment, monitoring, and evaluation, students will examine global health interventions ranging from disease control to eradication that represent both success and failure. Use of guest lecturers will acquaint the students with actual field experiences and practical outcomes in health policy and global health interventions. Students will situate their own projects and experience within this framework, consider the policy implications of their research findings, and evaluate the potential for specific interventions. Teaching format: Lectures, seminars, independent study, assigned papers Course Credit: 3 units over the course of one-half quarter (five weeks)
Competencies: At the end of the course students will be able to:
Course Content: Policy Studies (Dr. Morin). Using the HIV epidemic as a primary example, the lectures and seminars will explore how science drives policy, and how policy is shaped at the intersection of political, social and economic stakeholders. A class project will entail each student (or student team) “adopting” a country and detailing the country’s profile in the context of the HIV epidemic. Using policy research methodology (e.g. primary and secondary data sources, review documents) students will create and defend HIV intervention policies for “their” country. Students will learn how to develop a “national response plan”, budget, and implementation timeline. Development studies (Ms. Macfarlane). Using case study methods, this class will examine global health interventions that worked or did not work and analyze the reasons for success/failure. Students will learn the value of cultural, social and ethical perspectives on intervention research, and the need to involve multiple stakeholders in the development enterprise. Using case studies, students will examine “top down” and “bottom up” development schemes, appreciating advantages and disadvantages of each approach. Real-time development scenarios will acquaint students with unintended consequences and the skills of program management, risk assessment, monitoring, and evaluation. Class conduct: The entire course will be taught in a 5-week period, holding two one-hour lectures (Monday and Thursday mornings) followed by a 3-hour seminar that will discuss and debate the lecture content and assigned readings using case studies, role-play, or debating formats. Two papers will be assigned that relate to each student’s “adopted” country and examine the students’ ability to critically analyze health policy and development in a real world context. The adopted country project will be used both for policy and development lectures and seminars 1. Policy section Week 1: Lecture: Introduction and overview. Discussion of course content, readings and assignments. Selection of “adopted” country for course-long project of 1) country profile; 2) needs assessment; and 3) an intervention plan. Seminar: Country profiles Week 1: Lecture. Methods of policy research and analysis. How does a health policy evolve? Top down and bottom up incentives. Importance of evidence base. Working with stakeholders. Making policy a reality. Unintended consequences. Seminar: Case studies in HIV. Three students identify an HIV policy in their adopted country and discuss pros and cons. Week 2. Lecture. Prevention policy. Understand primary, secondary and tertiary prevention in the health context. HIV prevention has a checkered history. Explore specific policies that worked and those that did not. What were the elements of success? Failure? How can prevention policies be monitored and evaluated? Seminar: Four students identify an HIV policy in their adopted country and discuss pros and cons. Week 3. Assessing policy environments in an international context. The role of stigma and discrimination in health policy. Seminar: TBN Week 3: Student presentations 2. Development Section Week 3: Lecture. Defining development. The macro-view: major players in global health (review). Donors and agendas. Anatomy of development (APDIME: assess, plan, design, implement, monitor, evaluate). Role of stakeholders. Scope and scale: international; region; country, district, community; village. Seminar: Identify a development scheme in your adopted country (could be anything – health, infrastructure, food security, hydroelectric dams, etc.) and describe its status (~ 15 minutes per student) Week 4: Lecture. Donor biases. How is development constrained by donor policies? Seminar: Describe a development project in your adopted country with unintended consequences brought about by mal-aligned policies between donor and recipient Week 5: Lecture. Sustainability. What are the elements for a sustained development scheme? What are the hazards that terminate development? Cite examples in which development went awry and created more problems that it solved. How can sustainability be integrated into APDIME? Seminar: Describe a development project that terminated and failed to achieve its goal. How did this happen? How could it be prevented in future? What are the lessons learned? (15 min per student) Week 5: Lecture Scaling up. Many community-based projects succeed and became sustainable by scaling up. What are the challenges and barriers to scaling up? Seminar: Describe a development project that successfully scaled up in your adopted country (15 min per student) Week 5: Student presentations
Fall Quarter (12 units)
Winter Quarter (12 units)
Spring Quarter (6 units) Summer Quarter (6 units)
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