Entry requirements

A Bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

At the end of the course students are expected to be able to:

• Explain what implementation science and research is.
• Describe the concept of evidence-based practices.
• Distinguish between the different "target levels" of implementation science theories, models and frameworks, i.e. from micro to macro level.
• Evaluate the advantages and disadvantages of applying certain theories, models and frameworks on different dilemmas.
• Identify, discuss and assess the pros and cons of different implementation strategies.
• Undertake supportive peer-supervision and develop skills in providing constructive feedback.
• Propose and defend the design of a new implementation science project within global health work, including theoretical background, implementation strategy and evaluation method.

Content

The course takes a holistic approach to implementation science with a particular focus on global health challenges in low- and middle-income countries. Students will become familiar with concepts and methods within the area of implementation science and develop skills in applying theories, models and frameworks in order to individually develop and defend an implementation science project focusing on challenges of Sustainable Development and Global Health, and supervise peers in reaching the same objective. Examples will be drawn from ongoing research at the department and from up-to-date scientific literature.

Instruction

The course consists of a series of lectures, literature studies, seminars and group and individual assignments and presentations. Sessions are interactive and students are encouraged to draw on their own experiences from the fields presented. Language of instruction is English.

Assessment

Assessment is based on written examinations, active participation in mandatory seminars and group exercises, approved written assignments. If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.

All examinations are in English.