| Title: |
Health Systems in Fragile Settings (HSF) |
| Keywords: |
Universal health coverage
Health systems
Health Policy
Conflict affected setting
|
| Country: |
United Kingdom
|
| Institution: |
UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh
|
| Course coordinator: |
Maria Bertone
|
| Date start: |
2026-01-19 |
| Date end: |
2026-04-17 |
| About duration and dates: |
12 weeks |
| Classification: |
advanced optional
|
| Mode of delivery: |
Distance-based
|
Course location:
Online course delivered electronically from IGHD, Edinburgh |
|
| ECTS credit points: |
7 ECTS credits
|
SIT:
200 SIT:
Scheduled (live/synchronous) recap sessions: 25 hours
Self-directed individual study of online materials and readings: 125 hours
Participation on moderated discussion boards: 50 hours |
|
| Language: |
English
|
Description:
At the end of the module, the student should be able to:
-Analyse the direct and indirect effects of fragility and complex emergencies on health and health systems
-Assess strategies, approaches and options for strengthening the health system in fragile settings, in complex emergencies and/or during recovery.
-Critique the roles of the key actors and institutions involved in health service provision, supporting recovery and strengthening capacity of the health system
-Critically examine the concepts of fragility, resilience and vulnerability of individuals, communities and health systems in conflict/crisis settings
-Assess how health system interventions might contribute to (in)stability, social cohesion, peace and state-building.
-Critically apply concepts and theory to a range of settings, through context-sensitive learning. |
|
Focus or specific features:
Application deadline: Apply any time prior to 1 December 2025
Online course (asynchronous): runs for same period of time as dates as above coupled with Online (synchronous) sessions: Tuesday 2-4pm UK time - 2026/1/20, 2026/2/3; 2026/2/24; 2026/3/10; 2026/3/24; 2026/4/7
Assignment deadline: 2026/4/27
Number of weeks: 12 weeks (plus 1 ‘reading week’) |
|
Assessment Procedures:
The reviewers need to be able to review the level of expected (cognitive) performance, as well as appropriateness of the assessment method in relation to the learning outcome(s) formulated above. Please indicate assessment method(s) and relative weight(s). For example, “3,000-word essay (60%), peer-assessment of oral presentations (10%) and 2-hour open book examination using essay questions and case studies (30%)”.
Indicate how students are given feedback and what options students have when they fail (re-sit?).
For on-line assessment please describe how it is guaranteed that the product is the student’s personal work.
Please provide an example of the assessment task (preferably as communicated to students), including evaluation criteria and/or standards, at least for the main learning outcome/objective (in annex to this form).
Assessmen t is based on the development of a case study analysis (3,500 words) (100% of mark). The assignment is based on a scaffolding approach. Students select a case study setting/country at the beginning of the module and use that setting to apply their critical thinking during the online discussions, where there are discussion board questions set up for each Unit.
Regular formative feedback will be provided asynchronously to posts on the discussion board. In addition, the online live (synchronous) sessions that are planned throughout the module will allow students opportunities to ask questions and clarification and feedback is provided on key issues that emerged on the discussion board and in live discussions.
Assessments will be identified by matriculation number only and will be marked anonymously . To pass any module at QMU a student must achieve an overall mark of 50% with a minimum mark of 40% in each individual assessment component. Resitting the same assessment (within the following semester) is allowed though capped at 50% as per QMU regulations.
NOTE: Plagiarism: The process or practice of using another person’s ideas or work and pretending it is your own. This includes E-cheating, specifically the unauthorized and unattributed use of generative Artificial Intelligence (AI) in written assignments, and essay banks. |
|
Content:
Titles of learning units
- Fragility and its impact on the health system
- Health systems and forced displacement
- Climate-resilient health systems
- Humanitarian response, health system interventions, state-building and peace (Humantarian-Development-Peace Nexus)
- Health governance in fragile settings: the role of state, non-state and external actors.
- Health systems strengthening approaches and interventions during recovery
- Options for health financing in FCAS
- Health workforce challenges and interventions in FCAS
- Strengthening service delivery in FCAS (3 Units)
- Community responses and health systems in fragile settings
- Health system integration for refugees
- Doing Health Systems Research in FCAS |
|
Methods:
A description of the actual methods used in the module is expected. Provide also an indication of the emphasis on methods. For example, “1-hour lectures to introduce subject areas and three practicals of each 4 hours”.
For online courses please describe the didactical approach of the course and the virtual surroundings such as virtual classes, level of tutor facilitation, synchronous/asynchronous learning.
Each Learning Unit comprises approximately 8-10 hours of guided study material, which includes activities ranging from specified readings, narrated PowerPoints, videos and podcasts, each accompanied by prompting questions. This varies from general reflection on the content of the Unit; through specified reflection exercises on specific topics; to guided sharing of analyses with other participants for peer review and feedback. Based on these questions, students will spend about 3 hours per week posting materials on the Discussion Board (which is accessible to tutors and participants) and reviewing/ commenting on other students’ posts. Additionally, every other week participants will attend a synchronous (live) session, which will last approximately 2 hours (total of 12 hours across the module). The aim of the live sessions is to provide a recap, revision and discussion of the main messages covered by the Units. The format/approach will vary each week, but it will normally require active participation from students – e.g., in the form of an interactive lecture (with questions or group discussions throughout) or in the form of a seminar. Time for Q&A including on practical aspects of the course will be always allowed. Students will be encouraged to draw on their personal and professional experience, where relevant, throughout the module and contribute actively to the online discussions. |
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Prerequisites:
Describe here the expected level of academic/professional experience required including whether experience in developing countries is relevant.
For language, indicate the level of proficiency expected along with how students should prove proficiency, e.g. English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.
This is also the place to indicate subject areas that should be completed before the module can be started. For example, “a successfully completed two-week introduction to qualitative research methods”.
In case of online course, please indicate the computer and internet, software requirements.
Proven proficiency in spoken and written English to IELTS level of an overall score of 6.5 with no component less than 5.5; or for the TOEFL iBT an overall score of 80 with no component less than 17.
Regular access to a computer and the internet (broadband) for the duration of the module.
Basic computer skills, including using the world-wide web |
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Attendance:
Incl. min. number of students below which the course would not take place (if applicable); incl. max. number of students; max. number of tropEd students (if limited).
Maximum number of students is 30 (no limit on number of TropEd students). Min number of students = 6 |
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Selection:
No specific selection criteria apply – first come first served principle. |
|
Fees:
Home students (On Campus): £1,145 per 7 credit ECTS
module
International students (On Campus): £2,540 per 7 credit ECTS module
Distant learners (Online): £1,145 per 7 credit ECTS module |
|
Scholarships:
QMU Bursary and Commonwealth Scholarships offered to full-time QMU students. There are no scholarships for visiting TropEd students nor for individual modules. |
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Major changes since initial accreditation:
This is a very slightly updated version of the module of the same title (Health Systems in Fragile Settings) offered online at QMU since 2020.
This revision was made to reflect the changes introduced to the MSc programmes during the 2025 Validation. The main change is that the module is now 7ECTS (rather than 5) and therefore 3 new units have been added. The module’s update, and in particular the new material added, reflect the ongoing work that IGHD researchers are carrying out through their research portfolio, in particular based on studies funded by UNHCR on health systems integration for refugees, through the ReBUILD for Resilience consortium on health system resilience and recovery in fragile settings, and on health systems and climate change (ReBUILD and Wellcome Trust). As such, the module reflects cutting-edge research work, with is effectively translated into teaching and learning.
The assessment continues to be based on a practical case study analysis, now simplified in one single essay (based on student feedback). |
|
Student evaluation:
The module has been in general very well-received over the last years and has scored highly in student evaluations. Specific positive comments were made on content, resources and lecturers. The module is popular in particular with TropEd students and with students who have experience (in some case, concurrent to the undertaking of the module itself) in working in fragile settings. This allows for active participation, sharing of personal and professional experience and peer-to-peer learning both during the live sessions as well as in the discussion board. |
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Lessons learned:
Live sessions are responsive to students’ requests and needs, and have been lively and extremely well attended. They have proved essential to keep up the motivation and ensure that students engage not only with the materials but also with each other. |
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tropEd accreditation:
Accredited in Antwerp (EC TelCo) November 2017. Reaccredited at Online GA (Hamburg) June 2020. Reaccredited in Amsterdam Sept. 2025 This accreditation is valid until June 2030. |
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Remarks:
Main textbooks:
Howard, N., Sondorp, E., ter Veen, A. (editors). 2012. Conflict and health. Berkshire: Open University Press.
WHO. 2009. Analysing Disrupted Health Sectors; a modular manual. Geneva: World Health Organization |
|
| Email Address: |
PKadetz@qmu.ac.uk |
| Date Of Record Creation: |
2017-11-26 04:40:01 (W3C-DTF) |
| Date Of Record Release: |
2017-11-26 09:54:28 (W3C-DTF) |
| Date Record Checked: |
2018-06-21 (W3C-DTF) |
| Date Last Modified: |
2025-11-06 09:32:53 (W3C-DTF) |
