Student blogs

Hello everyone, I’m back! It’s been a while, and that’s because second year has kept me pretty busy. In this blog, I’ll let you in on what’s been taking up most of my time—yes, you guessed it, the advanced second-year courses. I’ll be sharing advanced HEPM course reflections, their structure, and just how intense they can get.

Oh, and on top of it all, the weather is changing fast. Winter is knocking at the door, which means it’s time to adjust not only to the coursework but also to the colder temperatures and shorter days. Those first weeks of adapting to the cold and limited sunlight are always the toughest for me. But enough about the weather—let’s jump into the course review!

Statistics II

We kicked off our second year with Statistics II—a demanding course that tested our statistical skills and proficiency in using software like R. Building upon our first-year class in statistics, this course followed a similar structure: morning lectures followed by hands-on, computer-based exercises in the afternoon.

Throughout the course, we covered topics such as statistical reasoning and bias, ANOVA (including one-way, two-way, and repeated measures), logistic regression, and survival analysis. The practical exercises, completed using R, were graded and provided a possibility of applying these concepts to real data sets.

One highlight was our group article seminar, where we evaluated and presented the statistical approach of a published study, it required our critical thinking and communication skills. For the final exam, we had an optional written assignment where we analyzed a dataset using R, applying the techniques learned in class to summarize our findings. This approach made the course both challenging and interesting.

Advanced course in health system and policy

In a previous blog, I touched on this course and its interesting highlights, but here’s in depth overview. We began learning about health policy briefs, focusing primarily on the Swedish and European public health systems (this often left me reflecting on how these systems contrast with those in low- and middle-income countries (LMICs) like my own, where resource availability and healthcare infrastructure can significantly impact health priorities and the quality of care—an important reminder of the disparities that exist).

One engaging component of this course was our study of public-private partnerships, including stakeholder mapping and engagement. We brought this to life through a role-play exercise, where groups assumed roles such as patients, World Bank representatives, and public and private sector stakeholders. Using a real-life case scenario from India, we studied conflicting needs and power dynamics, gaining valuable experience in the complexities of real-world health negotiations.

We also learnt about the ReAct policy toolbox, culminating in an assignment where we drafted our own ReAct policy proposals. Additionally, we explored health blog writing, learning how to effectively communicate complex health topics in simpler terms for the general public—a vital skill for engaging broader audiences.

What made this course exciting was the presence of guest lecturers with hands-on experience in the field, bringing invaluable practical experiences to our learning journey.

Advanced course in healthcare/medical management

I could talk about this course all day—it reminds me of my past experience as a healthcare leader and department director at Ethiopia’s largest hospital. This course focuses on practical medical management in various settings, covering a range of impactful topics such as Lean healthcare and process management, business model thinking, patient safety and team-based interventions, complexity, learning health systems, effective leadership, design thinking, and teaming.

What makes this course particularly engaging is its emphasis on real-life cases. Each day, we work in teams to analyze and discuss cases that illustrate the concepts covered in the lecture. This hands-on approach is both challenging and rewarding, as it allows us to apply theoretical knowledge to practical scenarios. After each workshop, we submit individual reflections on what we have learned and how it applies to real-world contexts.

We also completed a project using Statistical Process Control (SPC) and will soon cover Time-Driven Activity-Based Costing (TDABC) and Value-Based Health Care (VBHC) before wrapping up the course next week.

This course has inspired many of us, I imagine, to consider leadership roles in healthcare. Although I’m focusing on further developing my expertise in health economics for now, I’ve been truly energized by the practical experience and leadership skills gained through this course.

Advanced health economics

I touched on part of this course in a previous blog too, but there’s even more to share. This course builds on our first year and goes into health economic modelling. We’re working on state transitions, parameter selection, model population, model parameterization, sensitivity analysis, half-cycle corrections, model validation, discounting—you name it. It’s a comprehensive and intense journey that challenges us to think critically and work methodically.

A major focus of this course has been expanding our skills in Excel. Trust me, in health economics, Excel becomes your best friend—or even your number one hobby. We’ve been building models from scratch as part of group projects, tackling complex cases that reflect real-world challenges. And to make things even more engaging, our teacher often shares advanced Excel tips and tricks, including using VBA (yes, he’s determined to turn us into true health economist Excel nerds!).

On a broader note, I’ve noticed that the job market for health economists in Sweden and Europe seems relatively accessible for international students, as it often doesn’t require fluency in local languages (though this can vary). This adds an extra layer of motivation to mastering these skills.

Interestingly, we’re taking this course in intervals between others, allowing us time to reflect on and refine our models. So, there’s still more to come!

The final course before the thesis… Any guesses?

Yes, there’s still one more course left before the thesis journey, and it’s a big one—worth 10 credits compared to the 5-credit load of the others. Any guesses?

Finally, it is not just Excel but skills to utilize various tools including R and SPC are important in the second year. I hope you’ve enjoyed reading this reflection on my second-year courses. I’d love to hear from you—did any of these courses pique your interest? Do you have different reflections or comments about similar courses you’ve taken? Share your thoughts, and let’s learn from each other!