scholarly journals Teaching psychiatry to undergraduate medical students in Somalia

2014 ◽  
Vol 11 (1) ◽  
pp. 15-17
Author(s):  
Lauren Gavaghan ◽  
Peter Hughes ◽  
Khalid Saeed ◽  
Susannah Whitwell
Keyword(s):  
Medical Students ◽  
Pilot Project ◽  
World Health ◽  
Evidence Based ◽  
Undergraduate Medical Students ◽  
The World ◽  
Health Gap ◽  
Action Programme ◽  
Teaching Psychiatry ◽  
First Time

This paper describes a pilot project in which (for the first time, worldwide) psychiatry was taught to undergraduate medical students in Somalia using an evidence-based intervention – the World Health Organization's Mental Health Gap Action Programme Intervention Guide.

scholarly journals The WHO mhGAP Intervention Guide for people with intellectual disability: the Sri Lankan experience

2015 ◽  
Vol 12 (S1) ◽  
pp. S-19-S-23
Author(s):  
Rohit Gumber ◽  
Shweta Gangavati ◽  
Sabyasachi Bhaumik ◽  
Sherva Cooray ◽  
Kiran Purandare ◽  
...  
Keyword(s):  
Mental Health ◽  
Intellectual Disability ◽  
Pilot Project ◽  
World Health ◽  
Sri Lankan ◽  
Treatment Gap ◽  
The World ◽  
Health Gap ◽  
Action Programme ◽  
Health Organization

In recognition of the treatment gap in mental health, the World Health Organization (WHO) Mental Health Gap Action Programme (mhGAP) was launched in 2008 and has proved successful. The paper describes the launch of the first mhGAP intellectual disabilities pilot project in Sri Lanka. It reports on the development of the materials and the key lessons learnt.

scholarly journals Mental health e-supervision for primary care doctors in Sudan using the WHO mhGAP Intervention Guide

2015 ◽  
Vol 12 (S1) ◽  
pp. S-16-S-19 ◽  
Author(s):  
Anne Aboaja ◽  
Puja Myles ◽  
Peter Hughes
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
World Health ◽  
Middle Income ◽  
Middle Income Countries ◽  
The World ◽  
Health Gap ◽  
Action Programme ◽  
Primary Care Doctors ◽  
Health Organization

This paper describes the evaluation of a pilot e-supervision programme, with a focus on feasibility. The findings suggest that e-supervision in mental health using the World Health Organization (WHO) Mental Health Gap Action Programme (mhGAP) Intervention Guide and case-based discussions is valued by participants and can improve the knowledge, confidence and beliefs of primary care doctors in low- and middle-income countries.

A Fallacy of the World Health Organization's Mental Health Gap Action Programme and Intervention Guide: Counseling and Psychotherapy Are Also (Western) Indigenous/Traditional Healing Methods

2020 ◽  
Vol 22 (1) ◽  
pp. 49-61
Author(s):  
Robinder P. Bedi ◽  
Mohit Bassi
Keyword(s):  
Mental Health ◽  
Mental Health Treatment ◽  
Global Mental Health ◽  
World Health ◽  
Middle Income ◽  
Western Countries ◽  
The World ◽  
Health Gap ◽  
Cultural Healing ◽  
Action Programme

This article will argue that, rather than being objective and universal treatment appro-aches, counseling and psychotherapy are indigenous/traditional (i.e., cultural) healing methods of the Euro-American West. Therefore, the World Health Organization's Mental Health Gap Action Programme (MHGAP), designed to provide increased access to reportedly highly effective Western mental health treatment services in many low- and middle-income countries, is likely to falter. It can be argued that culturally adapted counseling and psychotherapy will be most effective for individuals in non-Western countries who endorse or are somewhat acculturated to Western understandings and ways of living. Therefore, Western psychological interventions should not be at the forefront of the MHGAP in non-Western countries. Supportive evidence for this perspective is summarized and alternative approaches to promoting global mental health that draw on non-Western indigenous healing practices are presented.

scholarly journals Tailoring a training based on the Mental Health Gap Action Programme (mhGAP) Intervention Guide (IG) to Tunisia: process and relevant adaptations

2018 ◽  
Vol 5 ◽  
Author(s):  
Jessica Spagnolo ◽  
François Champagne ◽  
Nicole Leduc ◽  
Wahid Melki ◽  
Imen Guesmi ◽  
...  
Keyword(s):  
Mental Health ◽  
World Health Organization ◽  
Mental Health Treatment ◽  
Training Programme ◽  
World Health ◽  
Adaptation Process ◽  
The World ◽  
Health Gap ◽  
Action Programme ◽  
Health Organization

BackgroundIn order to make mental health services more accessible, the Tunisian Ministry of Health, in collaboration with the School of Public Health at the University of Montreal, the World Health Organization office in Tunisia and the Montreal World Health Organization-Pan American Health Organization Collaborating Center for Research and Training in Mental Health, implemented a training programme based on the Mental Health Gap Action Programme (mhGAP) Intervention Guide (IG) (version 1.0), developed by the World Health Organization. This article describes the phase prior to the implementation of the training, which was offered to general practitioners working in primary care settings in the Greater Tunis area of Tunisia.MethodsThe phase prior to implementation consisted of adapting the standard mhGAP-IG (version 1.0) to the local primary healthcare context. This adaptation process, an essential step before piloting the training, involved discussions with stakeholder groups, as well as field observations.ResultsThrough the adaptation process, we were able to make changes to the standard training format and material. In addition, the process helped uncover systemic barriers to effective mental health care.ConclusionsTargeting these barriers in addition to implementing a training programme may help reduce the mental health treatment gap, and promote implementation that is successful and sustainable.

scholarly journals Piloting the use of objective structured clinical examinations (OSCEs) to assess undergraduate medical students’ clinical competence in psychiatry in Zimbabwe

2021 ◽  
pp. 1-3
Author(s):  
Tatenda Ruwizhu ◽  
Ropafadzo Nyamukapa ◽  
Fungisai Mazhandu ◽  
Julia Mutambara ◽  
Walter Mangezi ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Competence ◽  
Pilot Project ◽  
Collaborative Partnerships ◽  
Local Institutions ◽  
Undergraduate Medical Students ◽  
Objective Structured Clinical Examinations ◽  
International Experts ◽  
First Time

This report describes a pilot project which involved undergraduate medical students’ clinical competence in psychiatry assessed through objective structured clinical examinations for the first time in Zimbabwe. The pilot describes how gaps in medical education can be addressed by collaborative partnerships that allow sharing of knowledge by local institutions and international experts.

scholarly journals Mental Health Gap Action Programme training in Nigeria: reflections for progressive learning among primary care workers

2021 ◽  
pp. 1-3
Author(s):  
Alvina Ali ◽  
Nandini Chakraborty
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Knowledge Base ◽  
Mental Healthcare ◽  
World Health ◽  
Middle Income ◽  
Care Workers ◽  
The World ◽  
Health Gap ◽  
Action Programme

In the majority of low- and middle-income countries, mental healthcare is delivered by primary care workers. Often, they are the only contact for patients and their families. Although their knowledge base can be limited, they are expected to manage complex cases with few resources. The authors describe their experience of partnership with mental health centres set up by the Nigeria Health Care Project, and training their primary care workers based on the World Health Organization's Mental Health Gap Action Programme. Although the programme was very effective in helping to upskill their knowledge and experience, a need for continued professional development was highlighted. Based on their feedback, multiple evidence-based options are explored, including the use of remote learning and social media (increased significantly around the world because of the COVID-19 pandemic), to help primary care workers improve their knowledge base and maintain their competencies with the limited resources available.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

Sign in / Sign up

Export Citation Format

Share Document