Postgraduate Course: Data-led Decision Making for Service Transformation (HEIN11082)
Course Outline
| School | Deanery of Molecular, Genetic and Population Health Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course provides an overview of using data to deliver improvements in health and social care. It will provide examples of how routinely collected data can improve understanding of health or care challenges (descriptive epidemiology), and how data can be used to support implementation of new services (improvement methodology). It will provide students with the knowledge and skills required to design data-led projects in health and social care. |
| Course description |
1) Academic description
Successful transformation of health and care services requires accurate measurement of the impact of changes implemented alongside appropriate interpretation. This course focusses on the data-driven assessment of health and social care services, using case examples of successful improvement projects. It will highlight the potential challenges of undertaking service evaluation and develop critical skills in understanding the benefits and limitations of using routine health and care data.
2) Outline content
Students will be introduced to concepts from improvement science and use case studies to develop understanding of data-led change in health and social care. Specific skills will be developed in understanding and visualising normal variation and time series analyses (also known as statistical process control). Opportunities will be given to critically appraise examples studies. Students will use case studies and their own experiences to design a data analysis plan for a test of change in their organisation.
3) Student learning experience
Students will learn from experts who use data to guide health and care services. The course is delivered online and is divided into five sessions, each lasting a week. Teaching sessions will be composed of written materials and video presentations, accompanied by guided reading in the form of links to journal articles, case studies and problem-based learning questions.
Students will need to demonstrate their grasp of the complexity involved in operating within data led environments, in the context of their domain. They will have to use creativity by crafting an academic poster that fits the pedagogical approach of experiential learning. In essence the course and the assessment should stimulates curiosity and interest, encourages exploration and integration of concepts from year 1 of the programme and provides students with a novel way of demonstrating understanding. Formative peer and teacher-led feedback will be given throughout the course through Discussion Board posts, and summative assessment feedback will be provided at the end of the course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2024/25, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Flexible |
| Course Start Date |
28/10/2024 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 5,
Seminar/Tutorial Hours 1,
Online Activities 35,
Feedback/Feedforward Hours 5,
Formative Assessment Hours 5,
Revision Session Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
46 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Part 1: Poster Students will be given the context of attending a Scottish Government digital transformation event. They will be asked to produce a poster to demonstrate a service transformation they are planning to implement as a result of a data-led project. Guidance for effective design of an academic poster and possible templates for use will be made available in advance. Marking criteria will be offered to students in advance so they are aware of the different weighting of each element of the assessment.
Part 2: Rationale (500 words) Students should provide a rationale for the identification of the data set, methodology and analysis of the data presented in the poster.
Parts 1 and 2 both to be submitted in Week 7. |
| Feedback |
Formative feedforward will be provided via a discussion board (within a week of posting) to address questions students may have about the poster. The feedback on the summative assessed elements of course work will be provided within fifteen working days (where possible). |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate and apply a critical understanding of the strengths and limitations of using data to measure change in a health or care setting
- Effectively use data to communicate the need for service transformation to multiple stakeholders
- Design an implementation plan using data to evaluate change in a health or care setting
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Reading List
The Academy of Medical Sciences. (2018) Our data driven future in healthcare: People and partnerships at the heart of health-related technologies. https://acmedsci.ac.uk/file-download/74634438 74634438 (acmedsci.ac.uk)
Harvard Business School. (2019) Leading a new Era in healthcare: Innovation through Data Driven Diagnostics. https://diagnostics.roche.com/global/en/news-listing/2019/new-report-on-data-driven-innovation-in-healthcare-by-harvard-bu.html |
Additional Information
| Graduate Attributes and Skills |
1) Mindsets:
- Enquiry and lifelong learning: Students on this course will be encouraged to seek out different perspectives that they may not have considered and will be encouraged to align viewpoints and navigate trade-offs associated with these.
- Aspiration and personal development: Students will be encouraged to draw on the quality, depth and breadth of their experiences to expand their potential and identify areas they wish to develop and grow.
- Outlook and engagement: Students will be expected to take responsibility for their learning whilst supporting the creation of a work based culture that facilitate inquisitive enquiry.
2) Skills:
- Research and enquiry: Students will develop the skills to conduct a rapid appraisal of evidence to support their work. They will be expected to actively participate in discussion groups or blogs where they could critique the work of their peers.
- Personal and intellectual autonomy: Students will be encouraged to use their personal and intellectual autonomy to critically evaluate their own learning and support the learning of others too.
- Personal effectiveness: Students will need to be effective and innovative learners that can articulate what they have learned in a visual as well as narrative format.
- Communication: Effective leaders in the health and social care sector require excellent oral and written communication, presentation and interpersonal skills. The structure of the assessment elements incorporate constant reinforcement and development of these skills. |
| Keywords | Data,Health and social care systems,Improvement science |
Contacts
| Course organiser | Dr Atul Anand
Tel:
Email: atul.anand@ed.ac.uk |
Course secretary | Mr Matthew Newlands
Tel:
Email: Matt.Newlands@ed.ac.uk |
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