Postgraduate Diploma in Health Economics

Purpose

The learner qualification provides health professionals and health researchers (normally from a non-economics background) with a broad and sound conceptual, methodological and empirical foundation in health economics. Learners will gain an understanding of the ideas and tools of health economics and be able to apply economic techniques to address various health and health service issues regarding resource allocation.

In particular, learners will be able to

• Demonstrate the ideas and thinking of economics.
• Compare the role of markets with public health care systems.
• Apply and critique economic evaluations in health care.
• Justify the use of economic analysis in health care.
• Evaluate different approaches to priority setting in health care.
• Appraise the role of health insurance and different health financing systems.
• Incorporate health economic analysis into their day to day work.
• Defend the theoretical and conceptual basis of health economics.

Rationale

Health economics is still a scarce skill in many countries, particularly in low- and middle-income countries. The demand is rapidly increasing, as health authorities, government departments and other bodies involved in the financing and provision of health services use the tools of health economics to assist in their decision making. As the only institution for health economics research and postlearner teaching in Anglophone Africa, the Health Economics Unit (HEU) has played a key role in the development of health economics capacity in the region. However, the current qualification MPH (Health Economics) hardly meets the demand. The constraints are twofold: Firstly, the current format of the qualification is not designed for taking on a number of learners exceeding 10 to 15. Secondly, potential learners, who are often government employees from ministries of health, cannot afford to leave their jobs for 18 months, the time necessary to complete the qualification. We have had numerous requests for online training in health economics from a number of countries, from individual learners, government institutions and international organisations, such as World Health Organisation (WHO), indicating an immense need for this type of training in Africa.

Recognition of Prior Learning (RPL)

In the absence of tertiary level education the following RPL criteria are applicable for admission

• Has been employed full-time for a minimum of five years, and/including.
• A minimum of three years of health management or/and policy experience where personal responsibility, initiative and decision-making is evident.
• Display the ability to identify, evaluate and address own learning needs.
• Possess comprehensive knowledge in a specialised area of work.
• Successfully completes practical tasks in areas of work which require a mastery of skills.
• Displays the ability for independent problem solving using evidence-based solutions and arguments.
• Possess information-processing and Information Technology (IT) skills.
• Displays the ability for critical analysis, synthesis and evaluation of quantitative and qualitative data.
• Displays the ability to communicate accurately and effectively to a wide range of audience.
• Displays the ability to work collectively and participates successfully in team projects.
• Be able to participate in discussion of normative issues in relation to the relevant industry or profession.

Assessment for RPL criteria will be undertaken as follows

• Interview during which the following topics are discussed: evidence of prior research of and preparation for the qualification, learning outcomes the learner anticipates from the qualification, managerial qualities, identifying own organisation's challenge, extent and quality of group work experience, critical analysis of own conflict resolution techniques, and extent/level of experience with quantitative data and IT.
• Learner to complete nine essays in addition to the necessary biographical information. The topics cover: alternative careers considered, reasons for choosing the qualification and steps taken to prepare for it, personal and career goals, the impact of the qualification on personal commitments, the ability to work in groups, examples to demonstrate initiative, responsibility and decision-making, and an evaluation of personal strengths and weaknesses.
• CV and two reference reports (known in a professional context) attesting to a strong record of achievement in the learner's field of employment. Additional information requested from the evaluator/referee include: an assessment of the learner's strengths and weaknesses, the initiative (if any) taken to address weaknesses, identifying the learner's potential in specified areas, the qualification's contribution to the learner's managerial capabilities and the organisation, and the learner's likely contribution to the qualification.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Health Sciences, Level 7.

Or

• Advanced Diploma in Public Health, Level 7.

General Outcomes (contextually demonstrated general knowledge, skills and values of the programme)

• A capacity to operate in complex, ill defined, unfamiliar contexts.
• A capacity to learn autonomously and professionally, exercising full personal responsibility and initiative.
• A capacity to critically evaluate own and other's work with justification.
• Continue to learn independently for continuing professional and personal development.
• Skill development in managing change.
• Skill development in managing diversity.
• Develop skills and habits appropriate to working in a team.

Specific Learning Outcomes

The programme will provide students with a good understanding of the principles underlying the use of economic analysis in the health care sector. In addition, students will gain sound appreciation of the techniques involved in this approach. As students progress, their knowledge and understanding of health economics will broaden and deepen.

Upon successful completion of the programme, students will be able to demonstrate understanding of

• The basic ideas and thinking of economics.
• The role of markets and the issue of market failure.
• The role and objectives of economic evaluation in health care.
• The techniques of economic evaluation in the health care sector.
• The principles and practice of the economic approach to priority setting.
• The role of insurance and different financing systems (with an emphasis on developing country contexts).
• How to incorporate economic analysis into their day to day work.

Integrated Assessment

Assessment takes the form of continuous assessment, there is no final examination. Students will be assessed on the basis of written assignments throughout the course. There are two assignments per module, each of which must be submitted for completion of each module. An annual contact seminar over one week will be arranged, at the end of which students have to complete a test.