{"ModuleCode":"PP5228","ModuleTitle":"Evidence-Informed Policy Development","Department":"Lee Kuan Yew School Of Public Policy","ModuleDescription":"The module will address the salient aspects of how evidence informs policy making, covering the following areas: needs assessment; evidence generation and synthesis; presentation of evidence in an appropriate, useful and actionable manner; strengthening evidence generating and presenting capacity in low income countries; barriers and aids to use of evidence by policy-makers; engaging the public; and effectiveness of methods and processes to achieve evidence-informed policy. Health policy is used to illustrate concepts and practice, but principles are equally applicable to policy development in other sectors. The module will emphasize case studies from real policy situations but will also address the importance of sound conceptual frameworks.","ModuleCredit":"4","Workload":"3-0-0-3-4","Prerequisite":"None required. Statistics or research methods background can be helpful.","AcadYear":"2014/2015","History":[{"Semester":2,"Timetable":[{"ClassNo":"1","LessonType":"Lecture","WeekText":"Every Week","DayText":"Thursday","StartTime":"1400","EndTime":"1700","Venue":"MMSR2-3"}],"IVLE":[{"Announcements":null,"Forums":[],"Workbins":[],"Webcasts":[],"Gradebooks":[],"Polls":[],"Multimedia":[],"LessonPlan":[],"ID":"e330bbf1-8f48-4cdd-8532-b0e58ec54f1a","CourseLevel":"1","CourseCode":"PP5228","CourseName":"EVIDENCE-INFORMED POLICY DEVELOPMENT","CourseDepartment":"","CourseSemester":"Semester 2","CourseAcadYear":"2014/2015","CourseOpenDate":"/Date(1416153600000+0800)/","CourseOpenDate_js":"2014-11-17T00:00:00","CourseCloseDate":"/Date(1433087940000+0800)/","CourseCloseDate_js":"2015-05-31T23:59:00","CourseMC":"0","isActive":"N","Permission":"S","Creator":{"UserID":null,"Name":"Agnes Tan Swee Tin","Email":null,"Title":null,"UserGuid":"27c9192b-db6d-4316-a5db-8551996dce99","AccountType":null},"hasGradebookItems":false,"hasTimetableItems":true,"hasGroupsItems":false,"hasClassGroupsForSignUp":false,"hasGuestRosterItems":true,"hasClassRosterItems":true,"hasWeblinkItems":false,"hasLecturerItems":true,"hasDescriptionItems":true,"hasReadingItems":false,"hasAnnouncementItems":false,"hasProjectGroupItems":false,"hasProjectGroupsForSignUp":false,"hasConsultationItems":false,"hasConsultationSlotsForSignUp":false,"hasLessonPlanItems":false,"Badge":0,"BadgeAnnouncement":0,"WebLinks":[],"Lecturers":[{"ID":"9a3db848-5f32-487d-92d8-7a0ea42cdae4","User":{"UserID":null,"Name":"Tikki Elka Pangestu","Email":null,"Title":null,"UserGuid":"8c42bc80-cb1c-4f7a-85f3-c7fb550ab725","AccountType":null},"Role":"Lecturer ","Order":1,"ConsultHrs":null},{"ID":"973e7781-73a8-4143-bb57-63ef42f273a2","User":{"UserID":null,"Name":"TAN SI YING","Email":null,"Title":null,"UserGuid":"a50fb813-3521-4d85-8bef-4653ebb02643","AccountType":null},"Role":"Teaching Assistant ","Order":4,"ConsultHrs":null}],"Descriptions":[{"ID":"1e5f053b-8835-4692-be49-41f07234cfff","Title":"Learning Outcomes","Description":"The module will address the salient aspects of how evidence informs policy making, covering the following areas: needs assessment; evidence generation and synthesis; presentation of evidence in an appropriate, useful and\r\nactionable manner; strengthening evidence generating and presenting capacity in low income countries; barriers and aids to use of evidence by policy-makers; engaging the public; and effectiveness of methods and processes to achieve evidence-informed policy. Health policy is used to illustrate concepts and practice, but principles are equally applicable to policy development in other sectors. The module will emphasize case studies from real policy situations but will also address the importance of sound conceptual frameworks.","Order":1},{"ID":"2e5f053b-8835-4692-be49-41f07234cfff","Title":"Prerequisites","Description":"None required. Statistics or research methods background can be helpful.","Order":2},{"ID":"6e5f053b-8835-4692-be49-41f07234cfff","Title":"Syllabus","Description":" 
\r\nPP5228 Evidence-informed policy development
\r\n 
\r\nCourse instructor: Tikki Pang
\r\nSchedule: Thursdays 14:00 to 17:00
\r\nLocation: Manasseh Meyer SR2-3 (shopping week in SR3-5)
\r\n 
\r\nSummary of the course:
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\r\nThe module will address the salient aspects of how evidence informs policy making, covering the following areas: needs assessment; evidence generation and synthesis; searching for evidence; presentation of evidence in an appropriate, useful and actionable manner; strengthening evidence generating and presenting capacity in low income countries; barriers and aids to use of evidence by policy-makers; engaging the public; and effectiveness of methods and processes to achieve evidence-informed policy. Health policy is used to illustrate concepts and practice, but principles are equally applicable to policy development in other sectors. The module will emphasize case studies and policy briefs from real policy situations in different sectors of the economy but will also address the importance of sound conceptual frameworks and key processes inherent in successfully using evidence to inform policy.
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\r\nLearning objectives
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\r\nCourse schedule
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\r\nWhile every effort will be made to adhere to the schedule below, some flexibility and modification may be necessary as selected case studies and guest lecturers and topics are introduced to the module to enhance and enrich the learning experience.
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\r\nWeek 1 (15 January):
\r\nShopping week- Introduction to the course content, requirements and expectations, the ‘why, what and how’ (Tikki Pang)
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\r\nWeek 2 (22 January):
\r\nConceptual and theoretical frameworks (Tikki Pang)
\r\n-Basic concepts- Evidence, knowledge (including different types like tacit, scientific, operational, legal), research, information, data, beliefs, ideology, interests.
\r\n-Evidence based medicine and evidence-based policymaking. Differences, similarities, lessons learned from transferring the evidence-based approach from medicine to policymaking.
\r\n-Where does evidence fit in the policymaking process. Review of various conceptual approaches to thinking about evidence in the policymaking process.
\r\n 
\r\nRecommended readings:
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\r\nReference glossary of terms: Lucie Rychetnik, Penelope Hawe, Elizabeth Waters, Alexandra Barratt, Michael Frommer. 2004. “A glossary for evidence based public health”. Journal of Epidemiology and Community Health. 58:538-545. doi: 10.1136/jech.2003.011585
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\r\nClass discussion:
\r\nExplanation of evidence-informed policy project. Selection of policy topic (health, development, environment, and other relevant topics) for the students to use as their case study to apply lessons and knowledge gained in the class throughout the semester for use in class discussions, presentations and term paper.
\r\nPreparation for 29 January- Students should read materials and consider how those issues apply to their policy topic in order to actively participate in class discussion.
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\r\nWeek 3 (29 January):
\r\nUnderstanding the needs of policy makers (Tikki Pang)
\r\nDifferent dimensions of consideration
\r\n-Policy cycle, relevant policy questions at different stages.
\r\n-Type of policy decision (emergency, long-term planning, scientific guidelines, monitoring, surveillance, etc.)
\r\nRelevant objectives of the policy (usually focus on effectiveness, but should also consider equity, cost-effectiveness or efficiency, democratic processes and legitimacy).
\r\n-Meaning of information/knowledge/evidence at different levels of the health system
\r\n-Actors in the policy process and different evidence needs and factors affecting demand for evidence- (Researchers, policymakers, bureaucrats, knowledge brokers, etc.) (differences in cognitive ability, motivation, etc.)
\r\n-Other issues such as availability of evidence, nature of evidence, etc.
\r\n-Issues regarding need for evidence for adaptability/transferability will be discussed later.
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\nClass discussion:
\r\nGuided discussion of how these topics apply to the policy topics chosen by the students.
\r\nPreparation for 5 February, do a preliminary search for evidence on your topic. Think about relevant policy questions that need to be answered in order to introduce changes in existing policy (or new policies) related to your policy topic.
\r\n 
\r\nWeek 4 (5 February):
\r\nEvidence generation and synthesis (e.g. meta-analysis, systematic reviews, realist synthesis) (Tikki Pang)
\r\n-Policy questions and relationship to evidence
\r\n-Research and other types of evidence, including an overview of research typology
\r\n-Advantages of systematic review, evidence synthesis
\r\n-Realist synthesis, synthesis of qualitative research, etc.
\r\n 
\r\nGUEST LECTURE: Realities of evidence-based policy making in the Singapore public sector (Michelle Leong)
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\r\nRecommended readings:
\r\nTypes of evidence
\r\n\r\nMethods
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\r\nAdditional readings:
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\r\nClass discussion:
\r\nGuided discussion about policy research questions, relevant forms of evidence and availability of evidence from a quick search.
\r\nPreparation for 12 February class. Do another search by looking for systematic reviews of evidence related to your policy topic relying on the list of websites provided in class. Read through some of the evidence you find and be ready to discuss it in class in relation to issues of ability to access relevant information and the quality of that evidence.
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\r\nWeek 5 (12 February):
\r\nAccessing evidence, assessing quality (Tikki Pang)
\r\n-Introduce initiatives to help policymakers and academics in developing countries obtain access to on-line journals INASP, PLOS, WHO initiatives, DFID initiatives.
\r\n-Introduce various websites that contain synthesized information on development and other topics. (list will be provided covering health policy, development, environment and other areas like education, social welfare, crime and justice)
\r\n-An introduction to the concept of quality of evidence, the applicability of the GRADE scheme of evidence quality in EBM to policy development, barriers and transferability challenges, options for a way forward
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\r\nGUEST LECTURE: Real life policy making in the sub-prime mortgage crisis in the USA (Kris Hartley)
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\r\nRecommended readings:
\r\nFull handbook: Bosch-Capblanch X (2011) Handbook for Supporting the Development of Health System Guidance. Basel: Swiss Centre for International Health, Basel, Switzerland. Report is accessible at http://www.swisstph.ch/fileadmin/user_upload/Pdfs/Reports/2011/WHOHSG_Handbook_v04.pdf
\r\n 
\r\nSummaries of the handbook
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\r\nAssessing quality of evidence and of systematic reviews
\r\n\r\n 
\r\nAre randomised controlled trials possible in non-health fields?
\r\n\r\n 
\r\nClass discussion:
\r\nDiscuss issues of availability of systematically gathered and quality of evidence in relation to your policy topic, discuss improving evidence quality by more rigorous experimental designs
\r\n 
\r\nWeek 6 (19 February):
\r\nGlobal evidence, local knowledge (Tikki Pang)
\r\n-Lecture on integrating global evidence of what works with local knowledge, know-how, tacit knowledge, experience of the context.
\r\n-What kind of local knowledge, research is crucial (e.g. implementation research). What needs to be included in the global knowledge base to facilitate this kind of evidence generation. The challenges of systematically capturing local and tacit knowledge
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\n23 February: Recess week (no class)
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\r\nWeek 7 (5 March):
\r\nAdapting and transferring evidence (Tikki Pang)
\r\n-How evidence has been transferred to inform the development of global policy instruments
\r\n-How such evidence-informed policies can, in turn, be adapted, modified and transferred into norms and standards and policy instruments at the national level, and how this could become an iterative process with national experience feeding back to improving the global policies
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\nWeek 8 (12 March):
\r\nPresenting evidence for policy development (e.g. statistical presentations, policy briefs, research summaries) (Tikki Pang)
\r\n-User friendly pictorial forms
\r\n-Safe harbour forums, policy briefs
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\r\nPresenting statistics
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\r\nPolicy briefs
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\r\nCommunication
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\r\nClass discussion:
\r\nGo through and critique several policy briefs (the good, the bad and the ugly) interactively in class.
\r\nOption to focus on discussing any substantive dilemmas, problems, confusions that students are facing related to their term papers.
\r\n 
\r\nWeek 9 (19 March):
\r\nStrengthening capacity on the supply side (evidence generation, synthesis and presentation) and demand side (requesting, accessing, appraising and using evidence) in low and middle income countries. Also a need for strengthening capacity of decision- and policy-makers to express their evidence needs (Tikki Pang)
\r\n 
\r\n\r\n 
\r\nExamples of concrete initiatives
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\r\nClass discussion
\r\nDiscuss some of the barriers to evidence-informed policymaking and what kind of capacity building might be needed to overcome them in relation to student policy topics
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\r\nWeek 10 (26 March):
\r\nMechanisms and processes to strengthen linkages between research and policy (Tikki Pang)
\r\n-Knowledge transfer, translation, priority setting for research, etc. Discussion of principles, best practices and existing mechanisms/structures to facilitate such linkages.
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\nClass discussion:
\r\nWhat kinds of strategies can be used to bridge the know-do gap in student policy topics?
\r\n 
\r\nWeek 11 (2 April):
\r\nEngaging the public (Tikki Pang)
\r\n-Why are deliberative process needed in evidence-informed policymaking?
\r\n-What are different approaches to ensuring participation of stakeholders in evidence-informed policymaking?
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\nClass discussion
\r\nWithin the students’ policy topic, discuss rationale for why participatory approaches might be needed. Discuss appropriate approaches.
\r\n 
\r\nWeek 12 (9 April):
\r\nEvidence in policy implementation, monitoring and evaluation, feedback into policies (Tikki Pang)
\r\n-Monitoring, impact evaluation, methods, approaches, need for thinking about this during policy design.
\r\n-Additional approaches to enhance impact, e.g. use of health law
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\nClass discussion:
\r\nRegarding student policy topics, discuss areas where evidence is inadequate to ensure a perfect policy implementation, and approaches that could be used such as adaptive learning, or impact evaluation to feed back into improving future policy design and implementation.
\r\n 
\r\nWeek 13 (16 April):
\r\nEffectiveness of evidence use in policy-making and course review (Tikki Pang)
\r\n-Is research used in policymaking? How? How is this assessed? Why do we need to know?
\r\n-Review of the course contents in preparation for the exam.
\r\n 
\r\nRecommended readings:
\r\n\r\n 
\r\nClass discussion
\r\nQuestions and answers about course content in preparation for the exam.
\r\n 
\r\n20 April: Reading week
\r\n 
\r\nReference Books (Title, ISBN No, Publisher)
\r\n 
\r\n\r\n\t\r\n\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\r\n\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\r\n\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\t\r\n\t\t\r\n\t\r\n
\r\n\t\t\t\tAn Introduction to Systematic Reviews
\r\n\t\t\t\tD Gough, S Oliver, J Thomas (eds), 2013,
\r\n\t\t\t\t(especially recommended)		\r\n\t\t\t\t1849201811 (ISBN-10)\r\n\t\t\t\tSAGE Publications
\r\n\t\t\t\tThe Geek Manifesto
\r\n\t\t\t\tM Henderson, 2012
\r\n\t\t\t\t(readable, accessible tome on why science matters)		\r\n\t\t\t\tB00EFZ66YA (ASIN)\r\n\t\t\t\tTransworld Publishers
\r\n\t\t\t\tEvidence for Health: From Patient Choice to Global Policy
\r\n\t\t\t\tA Andermann, 2012		\r\n\t\t\t\t9781107648654\r\n\t\t\t\tCambridge Medicine
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\r\n 
\r\nMultiple copies of these books have been requested and ordered and copies should be available at the NUS Library
\r\n 
\r\nRequirements and Grading
\r\nEach student will choose a policy topic and context soon after the start of the module with the aim of applying evidence-informed policymaking concepts and processes throughout the semester. We encourage you to choose a topic which interests you and/or may be related to your current/future responsibilities and/or work and career. We will provide you with advice as to the feasibility of the topic.
\r\n 
\r\nThe final allocation/weighting of various components are just indicative-final weighting and allocations will be decided during Week 2 and is dependent on the final number of students enrolled, and their academic backgrounds and work experiences (if any). There is no final exam.
\r\n 
\r\nActive participation in discussion: 20-30%
\r\nAfter the instructors present the lecture each week, we will ask the students to think how those lessons apply to their policy topic and context through addressing a series of discussion questions. Active participation in discussions is expected and will be evaluated. Students are expected to prepare for discussion by reading some or all of the recommended readings. This will account for 20% of the grade.
\r\n 
\r\nPresentation in class: 10-20% (provisionally in Week 6 and 7)
\r\nStudents will be asked to make 10-15 minute presentations that introduce their policy problem, list and briefly describe available systematic reviews or policy briefs that could inform policy, and indicate knowledge gaps and factors that impede use of evidence in their policy context. Note that the contents presented are also part of the contents of the term paper. They will also be expected to field questions following their presentations.
\r\n 
\r\nTerm paper: 30-40%
\r\nStudents will be asked to write a plan for how they would apply evidence-informed policy making strategies to their policy topic that incorporates knowledge learned from the lectures and readings.
\r\n 
\r\nTake Home Test: 10-20%, 27 April (24 hrs take home)
\r\nThe final test will assess conceptual understanding, ability to apply concepts, identify (and apply) key processes and distil key lessons on how evidence informs policy.
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