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The Europhamili training programme is composed of the following elements

• Teaching Units that are taught according to the calendar given in Appendix 1
• professional placement following the time schedule described in Appendix 1
• transversal module devoted to inter-culturality and its impact in understanding health in Europe
• cross border case study (TU8)
• Evaluation framework for the TU’s and the professional placement studies.

Because of the richness and diversity of the activities proposed within the programme, there is a strong need of pedagogical co-ordination.

Therefore, the Unit is in charge of the following missions:

• Promote common threads within the programs to enhance it’s global cohesion:

• “Management of trans-national public health issues in Europe” is the first thread, with special reference to:
  • Public health, health system, health care system
  • Health and globalisation
  • Sciences for health management (strategic management, health economics, quality management)
  • Health laws and ethics
  • Health in Europe and the Europe of health

• Understanding inter-cultural diversity and differences in Europe as a step to study and analyse health in Europe.
  • This is the role the Inter-culturality Module

To promote this second thread, we have designed an adapted time schedule to this module, in order to be transversal to most activities. An important tool to achieve integration of the module in the whole programme is the dedicated DIARY.

• Ensure common pedagogical and teaching modalities within the TU’s
  • A common framework for TU syllabus has been designed and will be given to students for each TU.

• Promote a common and global approach within the TU’s
  • A global evaluation of the 9 TU’s will be set up, involving a resolution problem approach based on a documentary file regarding a major public health issue in Europe, rather than having multiple evaluations one per TU.

• Promote the actual role of a master tool for coordination, shared by both students and teachers: the Platform within the Europhamili web site.
  • The platform allows download / upload operations, forums and emails functions betweens all Europhamili actors.
  • A special email has been set up for any pedagogical co-ordination issue.

• Mr Robert Jean FREUND, Professor at ENSP is responsible of the Unit for the 2007 Session.

Change for the 2007 session

Download pdf file "Change 2007"

Syllabus

Download pdf file "Syllabus"

Download pdf file "Writting a syllabus"

Interculturality module changes for 2007

Download pdf file "Cultural Issues arising out of Teaching Units"

Download pdf file "Preparing the intercultural module"

Download pdf file "Presentation by the students of the health system in their country"

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

By the end of the unit, a candidate is expected to be able to:

• Demonstrate a good understanding of main concepts underpinning the different definition of health, public health and the New public health approach
  
• Demonstrate comprehensive knowledge and understanding of health determinants
  
• Have a good understanding of the inter-sectoral and multidisciplinary approach to assess the health status of a population
  
• Identify health information systems and health data available to characterise health conditions in a country
  
• Show a good understanding of the European dimension in health issues and the necessity of a global (trans-national) approach for public health in Europe
  
• Possess good knowledge of national, trans-national and non governmental organisations acting in the public health field
  
• Show a clear understanding of current public health issues in Europe

Detailed content

There are three main sections to this teaching unit.:

• Main ideas and concepts underpinning the main definitions of health, public health and new public health; this is a necessary step to acquiring a clear understanding of health challenges and health policies developed in different European. countries
  
• Health determinants and main health and public health issues in Europe.
  
• Different managerial issues in European public health: resources allocation, data and information systems, health issues and health care reforms. Each year, different issues are addressed in this third section.

Course leader and main teachers

Coordinator : Robert FREUND  
Main teachers : Alberto FERNANDEZ AJURIA   Richard MADELEY   Maria Dominika STANISZEWSKA  

Teaching methods

The teaching unit is delivered using a combination of preliminary reading and preparation work, lectures, workshops, presentations and group discussions.

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples.

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

The aim of the module is to develop reflective management practitioners who can apply techniques and approaches to the planning of strategy with sensitivity to the health care context. By the end of the unit, a candidate is expected to be able to :

• Recognize different theoretical perspectives and evaluate their application.
  
• Identify and respond to different strategic situations across European nations and different organizations, in a way that takes account of norms, interests, values and resources (economic, knowledge, power) of different stakeholders.
  
• Develop skills: self-study, analysis, presentation, group working.

Detailed content

The teaching unit consists of three themes :
Strategic analysis, Strategic analysis focus upon a SWOT analysis of the environment facing health care organisations in each country
Strategic formulation. Strategic examination of decision-making processes that take account of the interests, culture, values, norms, knowledge of all stakeholders
Strategy theory of the main schools of strategic management and its application to the health care context. This teaching unit is pre-cursor to teaching unit 3: strategic implementation in health care.

Course leader and main teachers

Coordinator : Michèle GUILLOU  
Main teachers : Karsten VRANGBAEK   Mike DENT  

Teaching methods

Teaching methodology is participative. The expectation is that the students will bring with them considerable experience of the issues connected to strategic management into classroom discussion.

The method is mainly based on a case study leading to a SWOT analysis and then to a role play among the students. This case study is also continued throughout the following teaching unit (TU 3).

Relevant theoretical aspects are highlighted in the discussion following the case study and role play.

Around half the total workload time is dedicated group working which mainly aims to prepare the following part of the TU (preparation of case study, role play etc, but also includes lectures).

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples. The exam question is combined with TU3.

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

This interactive teaching unit aims to develop managerial competencies that are needed to implement strategy successfully. It focuses on the psychological, socio-organisational and cultural aspects of the change implementation process that can be helpful in managing planned changes in health care organizations.

By the end of the unit, a candidate is expected to be able to:

• Recognise different theoretical approaches to strategy implementation and benefit from them in managerial practice
  
• Identify a variety of factors affecting strategy implementation in health care and prepare for overcoming resistance towards strategy planned
  
• Build coalitions for effective strategy implementation
  
• Analyse the process of strategy implementation and formulate conclusions for future actions

Detailed content

The teaching unit consists of four general issues:

• Strategy implementation from a psychological perspective (change as a stressor and its consequences for stakeholders’ behaviours, advocating for change and overcoming resistance)
  
• Organisational culture in health care organisations across Europe and its effect on strategy implementation
  
• Assessment of HRM usefulness in strategy implementation
  
• Evidence-based medicine – how it may be used to increase the effectiveness of strategic changes in the health care sector

Course leader and main teachers

Coordinator : Dorota MERECZ  
Main teachers : José Francisco GARCIA GUTIERREZ   Mike DENT   Ilona BUCIUNIENE  

Teaching methods

Active, direct, problem based learning approach (role play activities, small group discussion, brain storming). The trainers’ role is to summarise the effects of students’ work, build the theoretical framework for students’ experiences and discoveries.

10 hours from total workload is dedicated to group work, mainly readings, case analysis and preparation for the role play

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples. The exam question is combined with TU2.

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

The goals of the teaching unit are :

• To provide the participants with a degree of substantive knowledge of the law of the European Union, and of various member states, as such law pertains to the delivery and management of health care services;
  
• To equip students with various transferable skills in order to allow them to understand and analyze critically different European legal frameworks, as well as the European core of principles and rules on the more important and frequent legal-ethical issues facing professionals in the provision of health care in contemporary Europe.
  

By the end of the unit, a candidate is expected to be able to :

• Identify the juridical dimensions of the services that they provide;
  
• Understand the possible legal implications of the ethical issues and dilemmas which are an intrinsic feature of the provision and management of health care services;
  
• Identify and critically consider the common ways of responding appropriately to such issues and dilemmas in a European normative and jurisprudential framework.

Detailed content

The substantive focus of the module is on:

• The rights of patients in a European Context
  
• Freedom of movement of patients and professionals
  
• Questions about liability in healthcare units in Europe
  
• Bioethics and Biolaw – Current Problems and Future Trends

Course leader and main teachers

Coordinator : Ralph SANDLAND  
Main teachers : Albena KEREKOVSKA   Jean-Marc LHUILLIER  

Teaching methods

Teaching methods in the TU employ a mixture of lectures and group-based, task-focused workshops. Our aim is to make the teaching sessions as enriching and stimulating as possible through using interactive teaching methodologies.

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples.

ECTS	Class workload	Total Workload
1	25	25

Goals and learning outcomes

This interactive teaching unit aims to compare and align major features and ways of conceiving primary healthcare, highlighting peculiarities among different types of health systems. For sure primary healthcare implies a delivery of personal services, mainly outside hospital settings, involving various professions (from health ones to social care and ancillary services), which means that the challenges of coordination are even more serious than inside traditional organisations.

Moreover as Governments of European countries are struggling to find ways to improve equity, efficiency, effectiveness, and responsiveness of their health systems, in recent years there has been an acceptance of the important role of primary healthcare in helping to respond to common pressures (e.g. chronic disease, technological innovation, cost containment, etc.).

By the end of the unit, a candidate is expected to be able to:

• acquire a framework of analysis of primary care features within different institutional contexts;
• master current issues of primary healthcare in terms of clinical, organisational and managerial developments;
• evaluate different health policy approaches and their implementation throughout Europe;
• develop awareness about technical solutions and main obstacles for the integration of primary care inside health systems.
  
  

Detailed content

The teaching unit consists of four general issues:

• What is primary care? Where are its boundaries? How is it different from acute or outpatient care? Which functions, contents and professionals are or should be involved?
• Features of primary care under different healthcare systems: NHS model (e.g. UK, Italy, Sweden), social insurance model (e.g. Germany, France, Eastern Europe), private coverage (e.g. The Netherlands, voluntary health insurances programs ).
• Emerging issues about primary care and its contribution to the sustainability of health systems. Similarities and disparities in contract management and the process of reforms around Europe.
• The need for organizational development and integration of primary healthcare –  discussion of a case study focused on change management issues.
• Challenges about clinical governance, performance measurement and professional accountability (e.g. how to set objectives? How to contract services? How to integrate professionals? Which organisational models should be adopted? Which patients should be targeted? Which services should be provided?)
• New skills & tools to “keep primary care personal”, while keeping it going towards integrated care!
  

Course leader and main teachers

Coordinator : Paolo TEDESCHI  
Main teachers :   

Teaching methods

Active, direct, problem solving approach (discussions, brain storming). The trainers’ role is to provide a framework of analysis and possible approaches for managing organisational development and change management efforts within primary care.

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples.

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

By the end of the unit, trainees are expected to be able to :

• Recognise the basic problems connected with limited resources in health care and the need for using these resources in the best possible way
  
• Identify the basic tools for assessing the most important health needs and the most effective way of meeting these needs
  
• Analyse the cost-effectiveness of different interventions and public health strategies
  
• Compare treatments and health care organizations in different environments.

Detailed content

This teaching units covers the following areas:

• Decision theory, individual and social choice
  
• Welfare economics and health policy: cost-effectiveness analysis
  
• Cost of medical interventions: direct and indirect productivity gain and how to assess it.
  
• Measurement of health-related quality of life
  
• Conceptual framework of equity in allocation and equity in health
  
• Health needs measurement: Methods and results  Comparing health care systems performance: Methodologies, data  Health care finance and health insurance  Pharmaceutical drugs: Prices, markets, regulation, reimbursement policies.

Course leader and main teachers

Coordinator : Hans KEIDING  
Main teachers : Martine BELLANGER   Clive RICHARDS  

Teaching methods

The students are given a number of cases for study and presentation

The module starts with a discussion of the prioritisation problem facing all health care systems, and the tools for assessing different interventions are introduced and applied. Then methods for assessing health needs are discussed, and equity problems are considered.

Leading on from the previous work, there is discussion of the different ways in which European countries finance health care, followed by comparison and assessment of performance.

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples.

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

Professional objectives
By the end of this unit, students are expected to be able in their own field of work and/for their institutions, and to acquire the followings skills:

• to identify and recognize quality related problems and risk management issues both at individual and institutional levels
  
• to identify the basics for complementary self learning about methods and tools - for quality and risk management, - for measuring and solving the identified quality problems, - for accreditation programmes, which implies defining the model, identifying the changes to be introduced and defining the procedures and stages to follow.

 Educational objectives All sessions will adopt an interactive teaching/learning approach that brings together the introduction of theoretical concepts and discussion of case studies. The following matters will be approached:

• A set of concepts, methods and basic tools required for quality in health, with a special reference to quality evaluation models, related criteria and indicators,
  
• A set of concepts, methods and basic tools required for risk management,
  
• Patients as an essential perspective in quality programmes, taking into account the structure, procedures, results and levels of patient satisfaction,
  
• The importance of clinical audit as an indispensable work methodology for medical activity, preventing errors and promoting good practice,
  
• Fundamental notions related to hospital accreditation programmes, from the point of view of a market that needs to be transparent, secure and regulated towards the consumer.

Detailed content

• Concepts of quality
  
• Strategies for quality improvement
  
• Risk management
  
• Quality evaluation
  
• Hospital accreditation
  
• Patients satisfaction study
  
• Quality improvement project management

Course leader and main teachers

Coordinator : Patrice ROUSSEL  
Main teachers : Hans KEIDING  

Teaching methods

Student participation is active. Cases studies and articles serve as a starting point for developing concepts and theoretical notions in an interactive teaching-learning process involving all for facilitators. Students are assigned a case study to consolidate knowledge acquired during the course.

Assessment of student progress / student evaluation

Students are assessed by written paper in the examination at the end of the Europhamili course based on concrete examples.

ECTS	Class workload	Total Workload
1	21	25

Goals and learning outcomes

The overall goal of teaching unit 7 is to define, promote and develop trans-national partnership in Europe.

By the end of the unit, a candidate will be expected to be able to :

• define transnational partnership
  
• present its environment from different perspectives
  
• categorize trans-national partnership
  
• identify limits, pitfalls and barriers.
  
• acquire skills to exploit the potential benefits
  
• develop critical analysis

Detailed content

There are three general sections to this teaching unit:

• Becoming acquainted with the significance of transnational partnership and categorizing it (type of exchange, partners, complexity, motivation…)
  
• Identifying the obstacles and barriers to transnational partnership
  
• Acquiring skills in exploiting the potential benefits and make the most of the transnational partnership – this includes a case-study on the management of a project, from design to implementation, designed to favour the development of critical analysis.

This teaching unit is closely related to and prepare the following teaching unit which studies in depth one example of transnational partnership, initiatives in border regions.

Course leader and main teachers

Coordinator : Pascal GAREL  
Main teachers : Dorota CHROMINSKA-SZOSLAND  

Teaching methods

Based upon practical examples teaching and learning will be developed through team working, involving all the students in the teaching/learning process.

A first preliminary task based on intuitive approaches to considering potential benefits will be carried out. A second task will follow : from potential benefits to deliverable benefits.

In parallel and with the same core objectives of promoting and developing trans-national partnership a common main task, in sub-groups but with individual assessment, will be completed within the three days: a study case done on the management of a project, from design to implementation, will be carried out in such a way as to favour the development of critical analysis.

Assessment of student progress / student evaluation

Assessment of individual work (critical analysis) is carried out through using a chart that includes the following criteria: participation, understanding, coherence. Assessment of collective work (presentation) is carried out using a chart that includes the following criteria: appearance/participation, technical, content, coherence. The assessment is combined with TU8.

ECTS	Class workload	Total Workload
2	35	55

Goals and learning outcomes

By the end of the unit, a candidate will be expected to be able to :

• Recognise the main determinants and conditions as well as the main obstacles and impossibilities to promote and to achieve local cross border projects of cooperation in the public health field
  
• Identify the specific motivations, topics, partnerships, means, practices, kinds, ranges, funds, ad values (for public health institutions, for professionals and for local populations on both sides of the border), durations, perspectives, limits… of the local cross border projects of cooperation, primarily between two bordering countries of the European and secondly between other European bordering countries
  
• Analyse the conditions for success and failure of such cross border cooperation projects
  
• Compare the degrees of integration of three models of local cross border cooperation in the public health field within Europe
  
• develop cross border projects of cooperation in the public health fields on the basis of their own geographic and professional situations

Detailed content

• Presentation of the general challenges, obstacles and perspectives of local cross border cooperation in the public health field within Europe
  
• Presentation of the general characteristics of the public healthcare systems of the two bordering countries mainly considered in TU8 and the local geography and history of the cross border area.
  
• Presentation of the public health cross border cooperation developed in two other cross border areas in Europe (a highly developed and a lesser developed models of cross border cooperation in the public health field)
  
• Production by the trainees (in workgroups) of power point documents integrating, a synthesis of the principal cross border cooperation (main framework and specific projects) in the public health field they have observed all along the TU8,. A comparison between the three models of cross border cooperation which was presented to them during TU8, and proposals of cross border cooperation the trainees may try to develop in their own geographic and professional positions
  
• Collective presentation by the trainees (by workgroups) in public of the previous power point documents

Course leader and main teachers

Coordinator : Samuel NOWAKOWSKI  
Main teachers : Dorota CHROMINSKA-SZOSLAND   Sadie BERGIN  

Teaching methods

The unit uses a combination of presentations, debates, group discussions, meetings with local political representatives, lectures, self-directed learning and visits of public health institution sites on both sides of a European border.

This module is built around a case study focusing on the real experience of cross border cooperation projects in the public health field which have been and which are currently being developed between two or more European countries. Main characteristics are on one hand physically located within a cross border area and on the other organised on both sides of the considered border(s)

Assessment of student progress / student evaluation

The assessment of the students’ progress is carried out by the TU teachers. It appreciates the collective workgroups presentations the trainees systematically do at the end of the TU8 Symmetrically, the students give orally their own appreciation to the jury panel of the week case study they have followed at the end of the TU8. Assessment is combined with TU7.

ECTS	Class workload	Total Workload
15	15	300

Goals and learning outcomes

Having agreed on a research topic with their tutors and representatives of the host organisation trainees work in transnational pairs or groups of 3.
Trainees will be required to demonstrate their capacity to:

• understand the objectives of their chosen project
  
• appreciate the importance of the chosen theme for public health and health management practice through reading relevant academic and professional literature, observation, discussion and working with the tutors and other professionals
  
• Design, plan and carry out small scale realistic research leading to the drafting of a joint 50 page professional study report and a viva presentation before a panel of European experts.

Detailed content

Trainees, in transnational pairs are placed within a particular health sector institution to carry out a professional study. These institutions are public or private health care centres, administrations, social welfare institutions, insurance funds or bio medical and pharmaceutical companies or other relevant organisations. Trainees will be required to carry out on-site investigations and related research in connection with their chosen theme of study, leading to a professional study report and viva presentation

Teaching methods

A complete system of guidance is implemented at two levels, for each trans-national pair of trainees

The field tutor is an employee of the field placement institution. He/She is responsible for supervising the trainees during the entire length of the professional placement and production of the professional study

The academic tutor is a teacher from the permanent staff of the host country’s course provider. He/She offers methodological advice and guidance to the trainees in connection with their field work and the drafting of the professional study report.

Assessment of student progress / student evaluation

Marks will be attributed on the following basis by the jury, made up of four persons coming from three different European countries:

• The report will be given a mark between 0 and 20 by each member of the jury. The mean of the four grades will represent 65% of the final mark
  
• Similarly the trainees’ presentation (viva) will be marked by each member of the jury. The mean will represent 25% of the final mark
  
• The tutors will be asked to make written appraisals of each individual trainee under his/her supervision. These appraisals will be taken into account through addition (or subtraction) of a maximum of 2 marks (This represents 10% of the final mark)

ECTS	Class workload	Total Workload
2	20	70

Goals and learning outcomes

By the end of the unit, a candidate is expected to be able to :

• Recognise that the embedding of health care and management within culture may influence the definition, the classification , the organisation and delivery of health care and prevention to a population  Explore one’s own and other people’s norms & representations of health, work, management and/or disability
  
• Analyse key social interactions within the healthcare area such as doctor-patient interactions
  
• Compare and contrast practice, policy and health care philosophies within Europe
  
• Develop an appreciation and sensibility of how culture and language can impact on identity

Detailed content

Through individual and group work students are:

• set tasks aimed at developing a sense of how language, norms and representations guide and structure behaviour and thought. In the field of health and disability and work and management.
  
• Given the opportunity to, compare practice and policy through small group work.
  
• Given an introduction to anthropological models of management, health care systems and allied areas

Course leader and main teachers

Coordinator : William SHERLAW  
Main teachers : Jeffrey EVANS   Asta SAVANEVICIENE  

Teaching methods

A preliminary phase of the module will be delivered through computer mediated distance learning prior to the students’ arrival in the host country. On arrival the students will through a combination of small group work, participative discussion activities and lectures, seminars, group discussions and self-directed learning continue to explore and raise their cultural awareness in the health care field. A problem based learning approach will be used to encourage students to further develop a questioning attitude to public health problems.

Assessment of student progress / student evaluation

This will be carried out by requiring the students to write a 30 page report made up of both individual and group elements. The report will be assessed by members of the teaching team.