scholarly journals Structured career development for global health research in resource-limited settings: A pilot of career development series for faculty at Makerere university college of health sciences

2015 ◽  
Vol 81 (1) ◽  
pp. 164
Author(s):  
D. Nakanjako ◽  
D. Kaye ◽  
A. Kambugu ◽  
E. Okello ◽  
M. Kamya ◽  
...  
Keyword(s):  
Career Development ◽  
Global Health ◽  
Health Research ◽  
Health Sciences ◽  
Global Health Research ◽  
Resource Limited Settings ◽  
Makerere University ◽  
Resource Limited ◽  
University College

scholarly journals Mentorship needs at academic institutions in resource-limited settings: a survey at makerere university college of health sciences

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Damalie Nakanjako ◽  
Pauline Byakika-Kibwika ◽  
Kenneth Kintu ◽  
Jim Aizire ◽  
Fred Nakwagala ◽  
...  
Keyword(s):  
Health Sciences ◽  
Academic Institutions ◽  
Resource Limited Settings ◽  
Makerere University ◽  
Resource Limited ◽  
University College

scholarly journals Attitudes of Chinese health sciences postgraduate students’ to the use of information and communication technology in global health research

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kaiyong Huang ◽  
Abu S. Abdullah ◽  
Zhenyu Ma ◽  
Dilshat S. Urmi ◽  
Huimin He ◽  
...  
Keyword(s):  
Global Health ◽  
Health Research ◽  
Research Training ◽  
Southern China ◽  
Health Sciences ◽  
Global Health Research ◽  
Attitudes And Practices ◽  
Ict Use ◽  
Research Activities ◽  
And Training

Abstract Background Information and communications technology (ICT) has been suggested as an important tool for improving global health education and building research capacity in developing countries. However, the existing curricula do not have adequate emphasis on global health research and training. This study was carried out to examine health sciences postgraduates’ attitudes and practices regarding curriculum for ICT use in global health research and training in China. Methods A cross-sectional study was conducted among health sciences postgraduates from six universities in southern China, during December 2016 to March 2017. A self-administered online questionnaire was used to collect data through an online survey platform. Data were analyzed using SPSS for Windows 13.0. Results A total of 1065 participants successfully completed the questionnaires. More than 90% of the students have not had any training about ICT, three quarters have not taken an online course, and 31% of the students do not use ICT in their current research. More than 65% thought that, in an ICT research training curriculum, it was important to learn: ICT utilization related knowledge, ICT research methods/resources, knowledge of databases, ways of data use and acquisition, and informatics search methods (ICT users compared to non-users were more likely to agree to these learning components (all p <  0.05)). Many of the respondents used or planned to use mobile phones (80%), Internet (59%), use computer and WeChat (> 40%), and QQ (a popular chat tool in China) (30%) as ICT tools in research activities. ICT users compared to non-users were more likely to consider using ICT and/or biomedical informatics methods in decision-support or support for information seeking, healthcare delivering, academic research, data gathering, and facilitating collaboration (all p <  0.05). Conclusions The findings of this study showed that ICT utilization was very important to health sciences postgraduates for their research activities in China, but they lacked ICT-related training. The results suggested the need for specialized curriculum related to ICT use in global health research for health sciences postgraduates in China.

scholarly journals An assessment of Makerere University College of Health Sciences: optimizing health research capacity to meet Uganda’s priorities

2011 ◽  
Vol 11 (Suppl 1) ◽  
pp. S12 ◽  
Author(s):  
Ziadah Nankinga ◽  
Paul Kutyabami ◽  
Dan Kibuule ◽  
Joan Kalyango ◽  
Sara Groves ◽  
...  
Keyword(s):  
Health Research ◽  
Research Capacity ◽  
Health Sciences ◽  
Makerere University ◽  
University College

scholarly journals Sharing power in global health research: an ethical toolkit for designing priority-setting processes that meaningfully include communities

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Bridget Pratt
Keyword(s):  
Global Health ◽  
Priority Setting ◽  
Health Research ◽  
Reflective Equilibrium ◽  
Empirical Work ◽  
The Philippines ◽  
Project Planning ◽  
Global Health Research ◽  
Research Priority ◽  
Health Research Priority Setting

AbstractTo promote social justice and equity, global health research should meaningfully engage communities throughout projects: from setting agendas onwards. But communities, especially those that are considered disadvantaged or marginalised, rarely have a say in the priorities of the research projects that aim to help them. So far, there remains limited ethical guidance and resources on how to share power with communities in health research priority-setting. This paper presents an “ethical toolkit” for academic researchers and their community partners to use to design priority-setting processes that meaningfully include the communities impacted by their projects. An empirical reflective equilibrium approach was employed to develop the toolkit. Conceptual work articulated ethical considerations related to sharing power in g0l0o0bal health research priority-setting, developed guidance on how to address them, and created an initial version of the toolkit. Empirical work (51 in-depth interviews, 1 focus group, 2 case studies in India and the Philippines) conducted in 2018 and 2019 then tested those findings against information from global health research practice. The final ethical toolkit is a reflective project planning aid. It consists of 4 worksheets (Worksheet 1- Selecting Partners; Worksheet 2- Deciding to Partner; Worksheet 3- Deciding to Engage with the Wider Community; Worksheet 4- Designing Priority-setting) and a Companion Document detailing how to use them. Reflecting on and discussing the questions in Worksheets 1 to 4 before priority-setting will help deliver priority-setting processes that share power with communities and projects with research topics and questions that more accurately reflect their healthcare and system needs.

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