MSF provides treatment for HIV and tuberculosis (TB) in more than 20 countries around the world. The report Burden sharing or burden shifting? How the HIV/TB response is being derailed examines the situation in nine countries where MSF runs programmes: Central African Republic, Democratic Republic ...of Congo, Eswatini, Guinea, Kenya, Malawi, Mozambique, Myanmar and Zimbabwe. With a focus on the financial resources available, this report highlights the current risks and gaps in HIV and TB service delivery in these countries.
Given the findings of gaps in diagnosis, prevention and care services and dwindling resources, MSF calls for a robust assessment of the needs and the resource capacity of each affected country, and calls on international donors to ensure that the financial burden is shared, rather than shifted onto those countries worst affected by the diseases.
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Below you can find a sampleoutline of a training that you couldadapt to your time frameand audience on Social Accountability in Medical Schools.The completesample trainingwould last around3hours. The suggested number of participants is 20.The accompanying slides are in a separate Powerpoint document....This handout is part of the IFMSA/THEnet Students' Toolkit on Social Accountability in Medical Schools. Find the full toolkit and list of tools, including the slidesat www.ifmsa.org/social-accountability.
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In this course you will examine the interconnections between poverty, development and violent conflict. This is one of seven Medical Peace Work courses.
This paper aimed to demonstrate how participatory action research (PAR) within a Community-based Rehabilitation (CBR) project facilitated community participation to advocate for the rights of people with visual impairment. An advocacy campaign, led by the local people with and without disabilities, ...was launched for the construction of an accessible foot over- bridge (FOB) at Vangani railway station in Maharashtra, India.
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The world faces grave consequences from the lack of available mental health services and treatment. Mental illness impacts every country, culture and community, with the World Health Organization (WHO) stating that 10% of the global burden of disease is related to mental, neurological and substance ...use disorders. In low-and middle-income countries, more than 75% of people with mental disorders receive no treatment at all for their disorder. During 2020, as a result of the global pandemic, 93% of countries reported their mental health services were either halted or interrupted (WHO, 2020e). WHO reported a 25% increase in depression and anxiety alone during the pandemic. The Organisation for Economic Co-operation and Development estimates depression and anxiety cost the global economy US $1 trillion dollars a year. All nurses have a health care role in mental health and substance use. ICN strongly advocates for the investment of further education and professional development in this area in order to support individuals and communities achieve the highest attainable standard of health which includes
physical, mental and social wellbeing.
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Overview
Learning objectives
• Promote respect and dignity for people with psychoses.
• Name common presentations of psychoses.
• Name assessment principles of psychoses.
• Name management principles of psychoses.
• Perform an assessment for psychoses.
• Use effective communicatio...n skills when interacting with a person psychoses.
• Assess and manage physical health concerns in psychoses.
• Assess and manage emergency presentations of psychoses.
• Provide psychosocial interventions to persons with psychoses and their carers.
• Deliver pharmacological interventions as needed and appropriate in psychoses
considering special populations.
• Plan and performs follow-up sessions for people with psychoses.
• Refer to specialist and links with outside agencies for psychoses as appropriate and
available.
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For those passionate about advancing public health education in their medical schools
Inclusive Project Cycle Management - The Participants’ Folder contains the course outline, some handouts, a list of online references and a glossary of gender terms. Additional handouts will be provided to add to the folder, during the course.
The objective of the evaluation is to understand whether the CHW program has achieved its intended objectives, thus contributing to the overarching objectives defined in the HSSP III of improving the health status of the population by “Ensuring universal accessibility of quality health services fo...r all Rwandans”.
This evaluation has focused on CHWs, who are selected, trained and deployed by the MoH to deliver a defined set of tasks at community level. CHWs are the central element of the Community Health Policy and of the community health strategy plan (CHSP) of the MoH.
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A practioner's guide, based on lessons from Ebola.
This guide is a compilation of best practices and key lessons learned through Oxfam’s experience of community engagement during the 2014–15 Ebola response in Sierra Leone and Liberia. It aims to inform public health practitioners and programme ...teams about the design and implementation of community-centred approaches
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Overview
Learning objectives
• Promote respect and dignity for people with other significant mental health complaints.
• Know the common presentation of other significant mental health complaints.
• Know the assessment principles of other significant mental health complaints.
• Know the... management principles of other significant mental health complaints.
• Perform an assessment for other significant mental health complaints.
• Use effective communication skills in interaction with people with other significant
mental health complaints.
• Assess and manage physical health in other significant mental health complaints.
• Provide psychosocial interventions to persons with other significant mental health
complaints and their carers.
• Know there are no specific pharmacological interventions for other significant mental
health complaints.
• Plan and perform follow-up for other significant mental health complaints.
• Refer to specialists and links with outside services for other significant mental health
complaints where appropriate and available.
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Key populations brief.
МИГРАНТЫ
ОСНОВНЫЕ ЗАТРОНУТЫЕ ГРУППЫ НАСЕЛЕНИЯ. КРАТКОЕ РУКОВОДСТВО.
For practitioners in humanitarian and development contexts
Learning objectives
• Promote respect and dignity for people with self-harm/suicide.
• Know the common presentations of self-harm/suicide.
• Know the principles of assessment of self-harm/suicide.
• Know the management principles of self-harm/suicide.
• Perform an assessment for self-...harm/suicide.
• Assess and manage co-morbid physical health conditions
• Assess and manage emergency presentations of self-harm/suicide.
• Provide psychosocial interventions to persons with self-harm/suicide.
• Provide follow-up sessions for people with self-harm/suicide.
• Refer to mental health specialists and links to outside agencies
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DEM supporting material
• Person stories
• Role plays
• Case scenarios
• Treatment planning handouts
• Treatment planning suggestions
• Multiple choice questions
• Video link
Activity 3: mhGAP DEM module – assessment