Indicators in your country specific imci study quiz 2

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indicators in your country- specific IMCI study Quiz 2 covers week 3 content – complete 24 hours prior to week 4
PubH 6009 Fundamentals of Program Evaluation MOOKHERJI 9 SESSION TOPIC(s) READING(s) Assignments and notes 2. Rossi, Ch.5 pp. 115-140 3. Huicho L. et al. Implementation of the Integrated Management of Childhood Illness in Peru and its association with health indicators: an ecological analysis. Health Policy and Planning 2005; i32-i41. doi:10.1093/heapol/czi052 4. Impact Evaluation: Identifying and Interpreting Program Effects How do we think about assessing program effects? Learning Objectives 1. Define impact evaluation 2. Explain causality, attribution and contribution 3. Introduce the concept of the counterfactual 4. Explain the problem of selection bias 5. Describe how to interpret program effect 6. Explain practical and statistical significance, statistical power 7. Understand sources of variation in program effects 8. Describe meta-analysis Required Readings 1. Rossi, Ch. 6 pp. 141-156 2. Rossi Ch. 9, pp. 211-236 3. Amaral, J. at al. Impact of IMCI health worker training on routinely collected child health indicators in Northeast Brazil. Health Policy and Planning 2005: i42-i48. Doi:10.1093/heapol/czi058 Suggested Additional Readings 1. Noykhovich, Ekaterina, S. Mookherji, and A. Roess. The Risk of Tuberculosis among Populations Living in Slum Settings: a Systematic Review and Meta-analysis. Journal of Urban Health , October 2018. - 0319-6 2. The World Bank (Independent Evaluation Group). (2009). Institutionalizing impact evaluation within the framework of a monitoring and evaluation system . pp. 1–48 3. White, H. (2010). A Contribution to Current Debates in Impact Evaluation. Evaluation , 16(2), 153-164 . DOI: 10.1177/1356389010361562 Live session group work: discuss the strengths and weaknesses of process implementation indicators used in your country-specific IMCI study; identify other possible indicators Quiz 3 covers week 4 content – complete 24 hours prior to week 5 session 5. Quasi-Experimental Design for Program Evaluation: Non- randomized comparison groups How do you establishing a counterfactual not using randomization? Learning Objectives 1. Define quasi-experimental study design (QEDs) 2. Describe and define sources of bias in QED evaluations 3. Describe the advantages of QEDs in program evaluation 4. Explain how 4 QED options work Required Readings 1. Rossi, Ch. 7 pp. 157-184 2. Pariyo, G. et al. Improving facility-based care for sick children in Uganda: training is not enough. Health Policy and Planning 2005: i58-i68. Doi:10.1093/heapol/czi051 3. Masanja, H., et al. Impact of Integrated Management of Childhood Illness on inequalities in child health in rural Tanzania. Health Policy and Planning 2005; i77-i84. doi:10.1093/heapol/czi054. Group Project Assignment 1 is DUE 24 hours prior to live session 5 Live session group work: Discuss how program process and implementation was measured in your country-specific IMCI study 6. Experimental Design for Program Evaluation: Randomized Control Groups How do you establish a counterfactual using randomization?

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