BHSc Honours Map

Hello and Welcome to the BHSc Honours in Health Systems Science The Health Systems Science Honours programme is designed to offer you a comprehensive understanding of the South African health system and equip you with essential skills to embark on a career in Health Systems. This program aims to empower you to provide leadership in quality improvement, lead interprofessional teams in contemporary and intricate healthcare settings, and administer effectively across all functions and levels of the health service. Health Systems Science is a nuanced yet vital field, focusing on comprehending the interaction and interdependence of various components within a health system to enhance healthcare service delivery. In the context of Health Professions education, Health Systems Science is recognized as the third pillar, alongside biomedical and clinical sciences. However, we acknowledge the value of establishing Health Systems Science as a distinct field, given the dedication, time, expertise, and diverse competencies required for effective quality improvement in health systems. In Health system sciences in the South African context and more specifically at Wits, we acknowledge the myriad lenses through which a health system can be observed, each contingent on the outcomes of change. Our HSS journey has led us to adopt a different perspective when looking at the healthcare system. We aim to cultivate a more compassionate and considerate healthcare system, shifting away from a sole focus on profit-driven quality improvement. Therefore, we study the health system through different lenses such as ethics of care, responsible leadership, appreciative inquiry, etc. We have realised the importance of responsible leadership and our obligations to all stakeholders. We recognised that we need to have one lens turned inwards to improve our health professions students’ journey as they are integral to the healthcare system and the health professionals of the future. To drive significant, meaningful change, we need to prepare our future healthcare workforce to be competent and confident but to also have values of kindness, care, compassion and empathy for both patients and fellow healthcare professionals. Therefore, part of our attention has shifted towards understanding and enhancing the student journey in the health professions. Figure1. Health Systems Science Lens. The complexity of health systems science arises from evolving population profiles, disease burdens, policy and governance changes, innovations in medical technology and information systems, and the reality of working in interprofessional healthcare teams, necessitating a systems-thinking approach. To enhance healthcare quality, leaders must grasp the intricacies of the health system, act decisively, responsibly, and ethically, while maintaining a patient-centric focus. The objective of this Honours Field of study is to furnish you with the knowledge and skills essential to influence health systems outcomes and cultivate 21st-century competencies required to become a Health Systems Leader. This includes the ability to lead quality improvement initiatives for clients, patients, and communities, navigate interprofessional teams in contemporary healthcare settings, and manage administration adaptable to all functions and levels of the health service. Additionally, you should develop foundational competence for coordinating various stakeholders within the health system. Therefore, this Honours program ensures that you comprehend the multiple challenges of health systems while developing competencies to become a change agent or advocate for the health system. Therefore, the program's purpose is to produce graduates adept at improving health systems by employing a systems-thinking approach to address the numerous complexities influencing the overall purpose of a health system—enhancing health outcomes. The core courses are structured for students to delve into the building blocks of the health system and relevant quality improvement methodologies in public and private healthcare sectors or related industries. The course includes a personal development component (Developing Health Systems Competencies), focusing on leadership and business competencies, and a workplace-based learning component (Learning in the Workplace) for practical exposure within the health system. Throughout the course, you will explore diverse topics, including the political, economic, cultural, and ethical aspects of healthcare improvements, the strategic business processes applied to health systems, various perspectives on understanding disease burdens, effective project management theories, and responsive decision-making within the health system's complexity. The Honours research report offers an opportunity to design, develop, and present a research project on a health-related topic, whether in the form of a journal article, a research report on quality improvement, or the development of a business case or strategy.

Our Learning Excellence Approach Our commitment to learning excellence forms the cornerstone of our educational philosophy. We believe that understanding our approach to learning and teaching is pivotal in shaping your educational journey. By delving into our learning excellence philosophy, you gain insights into what we would expect from you as a student and how to navigate your learning effectively. What is learning excellence? At the heart of our philosophy is the recognition that learning excellence transcends traditional teaching excellence paradigms placing the student experience in the center of our decision-making and focus on providing deep and meaningful learning experiences where we aim to empower you to become self-directed and self-determined learners, equipped with the competence and confidence to make meaningful contributions to the workplace, communities, and society at large. Our approach to learning excellence revolves around fostering deep and meaningful learning experiences. Deep learning goes beyond rote memorization, encouraging profound understanding and personal connection with the subject matter. It involves critical analysis, synthesis of ideas, and the ability to apply knowledge creatively across various contexts. Meanwhile, meaningful learning emphasizes the acquisition of skills and competencies that enable effective problem-solving and knowledge transfer. In practical terms, this means engaging you actively in the learning process, providing real-world contexts for application, encouraging collaborative and independent thinking. We believe in creating environments where you can ask questions, gain diverse perspectives, contribute to the learning, and learning community and develop solutions collaboratively. Furthermore, we aim to instill in you the ability to reflect on your learning journey, identify knowledge gaps, and cultivate a lifelong commitment to learning. Learning excellence is therefore about establishing a culture of learning and working with you to jointly carve out this culture Our curriculum framework for deep and meaningful learning is designed to facilitate active engagement and authentic assessment opportunities. Through collaborative work, co-construction of knowledge, and metacognitive practices, we empower you to take ownership of your learning journey. We believe in setting clear objectives, providing timely feedback, and as part of the community you are also expected to provide feedback and leveraging the richness of cultural diversity within our student body. In essence, our learning excellence philosophy is not just about imparting knowledge; it's about equipping you with the skills, mindset, and resources to thrive in an ever-evolving world. By embracing deep and meaningful learning, we aspire to enhance both your educational outcomes and your overall learning experience. We invite you to join us on this transformative journey towards excellence in learning and discovery. Below you can see the dimension of learning excellence that we consider to create this culture (Figure 1) Figure 1: Dimensions of Learning Excellence we aim to accomplish in our programmes. Deep and Meaningful Blended Learning The HSS programme makes use of a deep and meaningful learning approach with the aim of creating a transformative educational experience. The DML framework leverages feedback, reflection, collaborative learning, and self-directed learning, bringing in the real-world and authentic activities and assessments. The programme is structured so that content that you need to work through is online and that you have activities, and group work to complete in preperation for your face-to-face tutorial. During the tutorial you will present, engage and discuss, there will be no formal content delivery during the contact time

Entry Requirements This is an interdisciplinary programme therefore we consider students from a variety of undergraduate programmes. These include Bachelor of Health Sciences, Social Sciences, Economic and Management Sciences, and Computer Science, Humanities and Law. Other qualifications at the NQF 7 level may also be considered. A minimum average of 65% is needed for applicants to this Honours course. For Health Analytics, students must have achieved an average of 65% in Mathematics during their matriculation. Please note that meeting the minimum entry requirements does not guarantee a place in this programme. As this is a blended learning programme you will need a laptop and access to a stable internet connection or data. 1st Week of JanuaryOnline orientation programme. You will not have to come to campus for this part.17 January 2024Orientation Day at the Faculty.20 January 2024The start of the first block of courses. Please follow the instructions here: BHSc HSS application requirements BHS HSS Application process step by step guide

Applications must include:

• Your curriculum vitae (CV).
• Letter of motivation (please see the BHSc Honours HSS additional requirements).
• One Academic reference (please access the BHSc Honours HSS additional requirements).
• A Problem statement (see BHSc Honours HSS additional requirements).
• An added advantage is a link to your portfolio of learning.

Please follow the instructions here: BHSc HSS application requirements BHS HSS Application process step by step guide.

Course Code: FAMH4000A Course Description: Contemporary Health NQF Credits: 10 (100 hours to complete) NQF Level: 8 Contemporary Health is the first of four requisite courses offered in the Bachelor of Health Science Honours programme. This course will give you a firm understanding of the core concepts in the field of health systems science. It will look at the complexity of health systems in relation to contemporary health challenges, both globally and within the South African context. Health systems are invariably complex and involve many moving parts, and understanding complexity in health systems requires an adaptive ‘systems thinking’ approach. Over the duration of this course, you will be challenged to consider the specificity of various component parts within a health system while at the same time thinking about the bigger picture. An interesting feature of how health systems science is taught in this course is a consideration of different lenses through which to view issues within health systems. For instance, when considering the complexity of the burden of disease in South Africa, it is useful to consider a historical lens through which to contextualise the picture of disease. Similarly, it might be useful to consider issues of equality and equity in our response to notes challenges, or to think about relational issues from a humanistic perspective. Throughout the course, we will shift our focus of different contemporary health issues by considering different lenses through which to read these challenges. Contemporary Health is run over 8 weeks through a blended-learning approach. Each week, students will engage with content and readings online to prepare them for a weekly seminar. As you work through the course, there are several individual and group assessments that you should take note of including your course paper, problem report, group presentations and your group report. Core Concepts Below are the key ideas underpinning the course content and philosophical perspective with which students should be familiar and conversant:

• People make sense of the system around them and act based on their understandings and mind sets.
• Health systems are socially constructed; they exist within contexts and histories.
• Health systems are integrative by nature and consist of complex inter-relationships; we all have a role in the system.
• Health systems consist of ‘hardware’ and ‘software’.
• Health system effectiveness is a ‘whole system’ judgement rather than one based on the effectiveness of specific interventions.
• Power is everywhere: in agency, service delivery and decision-making.
• Everyone has a part to play in the system, working towards shared goals.
• The health system is knowable and changeable.
• The health system is a complex adaptive system.

Health Systems CompetenciesAs you might know by now, Health Systems Science is the study of the health system and the emerging needs within the system and how they can be addressed to establish a 21st-century healthcare system. It is therefore focused on the “principles, methods, and practice of improving quality, outcomes, and costs of health care delivery for patients and populations within systems of medical care.” HSS provides a comprehensive framework of competencies related to value-based care, population health, interprofessional collaboration, health system improvement, and systems thinking (Gonzalo & Ogrinc, 2019). By reflecting on your advancement in these vital areas, you will chart your transformation and journey toward becoming a capable and confident health systems professional. The aim of this course is to develop reflective practice and lifelong learning by making you aware of the importance of personal development. Students start the course by doing introspection and reflecting on their own strengths and weaknesses. They then develop a plan for how they will develop the competencies they selected to focus for the year.This course will be aligned to the feedback from the professional experience placement component.

Health Systems Science Lens Health Systems Science is a nuanced yet vital field, focusing on comprehending the interaction and interdependence of various components within a health system to enhance healthcare service delivery. In the context of Health Professions education, Health Systems Science is recognized as the third pillar, alongside biomedical and clinical sciences. However, we acknowledge the value of establishing Health Systems Science as a distinct field, given the dedication, time, expertise, and diverse competencies required for effective quality improvement in health systems. Figure1. Health Systems Science Lens. In Health system sciences in the South African context and more specifically at Wits, we acknowledge the myriad lenses through which a health system can be observed, each contingent on the outcomes of change. Our HSS journey has led us to adopt a different perspective when looking at the healthcare system. We aim to cultivate a more compassionate and considerate healthcare system, shifting away from a sole focus on profit-driven quality improvement. Therefore, we study the health system through different lenses such as ethics of care, responsible leadership, appreciative inquiry, etc. We have realised the importance of responsible leadership and our obligations to all stakeholders. We recognised that we need to have one lens turned inwards to improve our health professions students’ journey as they are integral to the healthcare system and the health professionals of the future. To drive significant, meaningful change, we need to prepare our future healthcare workforce to be competent and confident but to also have values of kindness, care, compassion and empathy for both patients and fellow healthcare professionals. Therefore, part of our attention has shifted towards understanding and enhancing the student journey in the health professions.

Systems Thinker Our program is dedicated to nurturing Health Systems Science competencies, empowering you with the proficiency and assurance to excel in organizational roles. In order to develop as a health systems science professional or specialist, you need to develop a whole range of competencies alongside the knowledge of how the health system works, in order to bring about change and quality improvement. These professional competencies include systems thinking, responsible leadership, responsive decision-making, scholarship empathetic management, health advocacy and change agency. Figure1. Sytems Thinker “Elevate your competence and embrace a future of impact with our program’s holistic approach to competency development.” Our targeted competencies encompass a spectrum of skills including Systems Thinking, Responsible Leadership, Communication, Responsive Decision-Making, Management, Collaboration, Scholarship, and Health Advocacy and Change Agency. HSS Honours students (collaboration skill) Orientation Week. You will develop the HSS competencies throughout the programme as all the courses in this programme has this scaffolded throughout, especially as the competency development goes hand-in-hand with deep and meaningful learning. However in this programme you will also craft a personalized development plan, tailoring your growth strategy to these competencies.

Course Code: FAMH4003A Course Description: Health Entrepreneurship NQF Credits: 10 NQF Level: 8 This course explores the development and practical application of innovation to set up the context of entrepreneurship and new business development for the health sector. It covers the theory and practice of innovation and entrepreneurship in health care settings, both domestically and globally.

Course Code: FAMH4008A Course Description: Introduction to Health Analytics NQF Credits: 10 (100 hours) NQF Level: 8 This course covers the fundamentals of computing, programming, data structures, algorithms, and software engineering, including the implementation and understanding of algorithms for data collection and analysis, and the time and space considerations of algorithms. It fosters good design principles developing software and their importance for testability and maintainability. This includes the development and implementation of algorithms, as well as integration with existing software and/or tools. The course presents a variety of data structures and the implications of choosing one over another. Software engineering principles include the design, implementation and testing of programs, and their implications for issues such as modularisation, reusability, and security

Course Code: FAMH4002A Course Description: Health Leadership NQF Credits: 10 NQF Level: 8 Effective transformation of health systems necessitates strong leadership in quality improvement. The dedicated stream within our program is meticulously crafted to cultivate the upcoming cadre of healthcare leaders. These individuals will play a pivotal role in enhancing health systems to benefit both patients and healthcare professionals, fostering responsible leadership and fostering a compassionate healthcare environment. Whether your ambition is to lead healthcare organizations, drive policy reforms, or elevate patient care standards, our Health Leadership stream was designed to provide you with the expertise competence needed to innovate in healthcare delivery and outcomes.

Course Code: FAMH4009A Course Description: Leading Health Research NQF Credits: 10 (100 hours) NQF Level: 8 In the realm of health, research stands as an unshakable pillar, be it health systems research enhancing quality or biomedical and clinical investigations illuminating new frontiers in drug development. Research prowess hinges on astute management, a facet this stream navigates meticulously. With a focus on elevating your grasp of research methodologies and adept research management, this stream becomes a conduit to develop the knowledge and skills to support institutions in the establishment and proficient management of impactful research endeavors. Your research project will be in the form of a Journal Article conducting a scoping review. If you are interested in managing research within an organisation ,this stream is for you.

Course Code: FAMH4007A Course Description: Innovative Health NQF Credits: 10 (100 hours to complete) NQF Level: 8 The proposed course at the post-graduate level allows students to focus on innovation in Health Care and how that can enhance quality. This course focuses on the future of health systems innovation. It explores the political, economic, cultural, and ethical aspects of healthcare improvements and innovation, in the continuously evolving social and regulatory contexts. This is done at both a national and a global level. The course challenges students to consider the opportunities for innovation and how best to achieve this in a healthcare context, whilst introducing real-life case studies of improvement and innovation in global healthcare settings. Course Curriculum: Innovation in healthcare and its importance; Identifying innovation opportunities through unmet needs and prioritising needs; Challenges of change; Skills and tools for advocating viable innovation models; How to design sustainable innovation; Implementing and aligning innovation with its environment; Patient involvement in healthcare improvements, Technology, and digital based innovations; Risk analyses and tender specifications development. Students in Health systems need 21st-century and business competencies to become more employable. The course outcomes will equip students with the necessary skills to research and understand the technological landscape for health and to manage and drive innovation within the Health Systems. They will also develop professionalism to pursue a career in the public sector, NGO sector, and the broader health sector, and will be involved in different aspects of Health Administration.

Course Code: FAMH4018A Course Description: Systems Health NQF Credits: 10 (100 hours to complete) NQF Level: 8 This course unveils a distinct perspective on the complex inner workings of health systems. Its primary aim is to unravel the intricate interdependencies within the system while placing a significant emphasis on systems thinking—an approach distinct from the lenses of innovation, responsibility, and contemporary issues present in the broader program. Within this course, we concentrate on a crucial yet often underestimated facet of the health system: health financing within the local context. Our approach is practical and hands-on, integrating real-world data and case studies to impart fundamental concepts, frameworks, and practical tools such as priority setting. Therefore, the central thrust of this course lies in Health Systems Finance and Governance within the South African context. We meticulously explore the foundational principles of healthcare finance, empowering you with strategic skills to plan, manage, and evaluate health finance performance. Practical application is at the core, and we leverage real-world data and case studies as effective educational aids to firmly grasp these vital concepts.

Course Code: FAMH4014A Course Description: Responsible Health NQF Credits: 10 (100 hours to complete) NQF Level: 8 The aim of this programme is to develop students’ knowledge and 21st Century competencies around health systems, quality improvement, and administration for students who have the interest to pursue careers in the health sector in the public, private or NGO domains. Working in these domains of the health sector requires an individual to show responsible leadership and an in-depth understanding of the complexity of the health system as well as strong skills and knowledge of systems thinking, quality improvement methodology, health policy, health finance, and human resources for health. Leadership is crucial as Internationally it has been mentioned that leadership and governance are in crisis and that there is an alarmingly weak correspondence between power and competency. There has also been a shift in thinking about the type of leadership that should be in an organisation with a shift to responsible leadership. Therefore, having a leadership course around responsible leadership in health is critical to facilitate the thinking around responsible leadership in health systems and to develop competent leaders. The proposed course at the post-graduate level allows students to obtain an understanding of what it means to provide responsible leadership in a healthcare setting, how to make ethical decisions considering all stakeholders, and to develop leadership competence.

Course Code: FAMH4012A Course Description: Research Methodology NQF Credits: 10 (100 hours to complete) NQF Level: 8 This course focuses on quantitative and qualitative research methods used for Health systems research, including a variety of study designs, highlighting that research in health systems is often “methods neutral” and can adopt several approaches, depending on the research question. During this course, students learn what to measure (structures, processes, outcomes or a combination) and from whose perspective (decisionmakers, providers, or clients), all which dictate the approach used.

Course Code: FAMH4017A Course Description: Learning in the Workplace NQF Credits: 30 NQF Level: 8 This course aims to allow students to obtain on the ground, work experience allowing them to apply the competencies and knowledge that they gain through the honours to the workplace. Through this you will also gain a better understanding of the health system and relevant challenges by being placed in relevant health organisations throughout this programme. This course aims to give you an opportunity to undertake 260 hours of work experience across the year in an organisation. The overall aims of learning in the workplace can be summarised as follows:

• Build links between theory and practice by providing practical experience of work, reinforcing and complementing the academic components of the given course of study.
• Allow students to learn new management and technical skills and reinforce and complement their existing academic and professional skills.
• Develop and exercise critical thinking within a practical theoretical and professional context.
• Encourage self-development through critical reflection.
• Gain experience in and identify with a professional role.
• Acquire knowledge, key skills and competencies relevant to the subject discipline, the workplace and to later stages of study in the course programme.
• Develop the communication and observational skills that lead to a better understanding of the subject culture of the chosen placement organisation.

For this course, you will complete observational assignments, where you link theory to practice as well as a internship report.

Course Code: FAMH4001A Course Description: Developing Health System Competencies (Continuous Personal Development) NQF Credits: 10 (100 hours spread across the year) NQF Level: 8 This course provides an integrated approach to study where students are provided with the opportunity to reflect upon their academic learning and the work-related experience gained during the year and to develop competencies that they have identified as important to work on. This is a self-directed course that is focused on students evaluating their past, current and future development from a critical perspective, considering their academic, personal, and professional development in order to become aware of their opportunities for further development and skill enhancement. This is accomplished by constructing a portfolio of learning.