GLOWS: Global Learning Opportunities Within Social Innovation

GLOWS: Global Learning Opportunities Within Social Innovation
Social innovation is defined as a community-engaged process that impacts health and social outcomes (Halpaap et al, Lancet Global Health, 2020).The purpose of this survey is to identify social innovation learning competencies in the context of health that can inform the delivery of teaching materials in social innovation in a range of geographies particularly resource constrained settings.
Responses will remain anonymous, and you may withdraw consent to participate in this survey at any time. This will take about 10 minutes to complete and anonymized answers will help to inform a social innovation in health consensus statement on learning competencies. Responses will not be saved, so we recommend that you complete this in one sitting. If you have any questions, contact Dr. Emily Wallace at emily.wallace1@student.lshtm.ac.uk.
Section 1: Consent to Participate
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Section 3: Global Learning Opportunities within Social Innovation (GLOWS)
Social innovation can be defined as a community-engaged process that impacts health and social outcomes (Halpaap et al, Lancet GlobalHealth, 2020). Social innovation education and training can give local communities and health practitioners the key tools to solve problems relating to health. Currently limited evidence and consensus exists regarding core competencies that should be consistently achieved from social innovation in health training and while numerous education programmes exist globally, content and methods of delivery vary significantly, and most have been developed in the context of high-income countries.
The purpose of this survey is to identify social innovation learning competencies that can inform the delivery of teaching materials in social innovation in diverse settings, particularly resource constrained settings. The consensus statement which will be constructed from this project using modified Delphi methodology can be used by research institutions, universities, and educators to build capacity for social innovation in health.
The statements below reflect themes identied from a systematic literature and open call and we are asking you to indicate your level of agreement on the Likert scale 1=Strongly Disagree, 3=Disagree 5=Neutral 7=Agree 9=Strongly Agree with each and insert comments (if any) below each statement.
Mindset

Mindset is established set of attitudes held by someone. The following statements relate to mindset and the importance/ability to teach it.
1. Teaching learners how to develop empathy for end-users should be a core outcome in social innovation in health training.

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2. Resilience refers to the ability to withstand difficulties and recover quickly from setbacks. Resilience training should be a component of social innovation training.

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3. Adaptability to rapidly iterate and respond to local contexts and needs is an important mindset to learn as part of social innovation training.

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3. Comments
Skills/knowledge
Communication

The ability to exchange information in numerous ways including verbal, written, non-verbal.
4. Pitching is the ability to communicate verbally to gain support. Pitching skills are an important competency to learn to become a competent social innovator.

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4. Comments
5. Building and maintaining community partnerships is a key skill to develop in social innovation training programmes.

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6. Storytelling has been used to connect people to real life experiences. It is a tool to entertain, educate, or inspire listeners. Storytelling to communities is an important skill which should be included in training content.

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6. Comments
7. Community Engagement is is the process of working collaboratively with groups of people whether they are connected by geographic proximity, special interest, or similar situations to address shared issues. Teaching community engagement strategies that are relevant to resource-constrained settings is an important learning outcome. This could include community advisory boards, qualitative research, co-creation, open calls and designathons.

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Intersectionality

Intersectionality: the complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap,or intersect especially in the experiences of marginalized individuals or groups
8. Lessons on navigating diverse cultural contexts are essential in social innovation training.

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8. Comments
9. Understanding health disparities related to age, ethnicity and other intersectional issues should be a core theme in social innovation training.

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9. Comments
10. The social determinants of health (SDH) are the non-medical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life. Skills to identify the social determinants that cause these health disparities are important to teach as part of social innovation training.

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11. Prioritizing indigenous talents, strength, and wisdom of local communities should be a core message in social innovation training.

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11.Comments
Innovation/Evaluation

Developing new ideas and solutions and evaluating the outcomes of same.
12. Identifying needs/challenges of the community so that social innovations can be tailored to meet these needs is an important skill which should be taught.

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12.Comments
13. Teaching evaluation of social innovation/impact assessment should be a component of training.

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13.Comments
Dissemination

The act of spreading information widely
14. Knowledge on dissemination about social innovation including videos, infographics, publications and related approaches are important competencies to gain from training.

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14.Comments
15. Manuscript writing (writing for scientific publication) is a key skill to teach in social innovation courses.

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16. Effective media use (including social media)for information dissemination should be an important learning objective in social innovation.

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16.Comments
Entrepreneurship

Developing a new, innovative ventures that influences positive change
17. Navigating funding pathways and business model knowledge should be taught as part of social innovation teaching.

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17.Comments
18. Lessons on building and managing a team should be part of social innovation in health training.

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18.Comments
19. Teaching on creating sustainable innovation that will be long-lasting is an important learning competency.

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19.Comments
20. How to build and manage networks/relationships is something that should and can be taught as part of social innovation training.

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20.Comments
21. Crowdsourcing is an approach in which a group of individuals attempt to solve all or part of a problem, then implement exceptional solutions in the community. Crowdsourcing to identify social innovations is a useful tool to teach.

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21.Comments
22. Ethical considerations and pathways should be included in social innovation in health training.

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22. Comments
23. Advocacy tools should be taught to overcome barriers in local health systems to optimize success of social innovations.

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23.Comments
Practical Tools

We want your input on the benefit of the below tools for teaching social innovation
24. User centred design is the iterative design process in which designers focus on the users and their needs in each phase of the design process. Teaching user centred design is important to deliver comprehensive social innovation training

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24.Comments
25. One-to-one or small group mentoring isimportant to achieve core learning competencies.

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25.Comments
26. Prototyping is a key skill to learn in social innovation training.

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26.Comments
27. Using generative play i.e. playful activities and games to stimulate creativity can be a useful tool to achieve important learning competencies in social innovation in health.

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27.Comments
28. Community engagement forums/meetings are an important participatory approach to achieving social innovation in health competencies.

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28.Comments
29. Useful Open Access Resources

Below you will find some useful open access resources we reccomend which may be applicable to your social innovation in health learning and teaching.

1. SESH Summer training workshop :These workshops are happening weekly over the summer months and are free to attend.

2. Co-creation of social innovation training : Social innovation in health training to engage researchers in resource-limited settings: process description and evaluation

3. UCT MOOC on social innovation :Massive Open Online Course on social innovation: Becoming a changemaker Introduction to social innovation open online course:

4. Practical guides on crowdsourcing,crowdfunding, designathon
Are there any useful open access resources on social innovation you recommend, please describe in box below
GLOWS: Global Learning Opportunities Within Social InnovationSHINE: Social Health Innovation Nurturing EducationOther
30. Have you any further comments/ additional learning competencies you feel are important that are not mentioned above?
NoYes

Section 4 : Next Steps and Resources
Thank you for completing this survey, we really value your input and are looking forward to seeing your responses.

Optional Video Conference

If you would like to discuss any aspects of this initial survey further, we will be hosting two conferences on zoom on the 17th of June at 9am UK time and 4pm UK time. If you would like to receive the zoom invite email emily.wallace1@student.lshtm.ac.uk

Next Survey Iteration

You will receive an invitation to complete a second iteration of a survey on the 25th of June which will be developed based on the responses received from this edition.
Should be Empty:

GLOWS: Global Learning Opportunities Within Social Innovation

Section 1: Consent to Participate

Section 2: Demographic Information

Section 3: Global Learning Opportunities within Social Innovation (GLOWS)

Communication

Intersectionality

Innovation/Evaluation

Dissemination

Entrepreneurship

Practical Tools

Section 4 : Next Steps and Resources