C. Valois

P. Grand'Maison

V. Foley

Annals of Global Health

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A n n a l s o f G l o b a l H e a l t h , V O L . 8 3 , N O . 1 , 2 0 1 7 Health Systems and Human ResourcesJ a n u a r y eF e b r u a r y 2 0 1 7 : 1 1 7 – 1 5 5147including medical journals and textbooks, through the Internet oron CD-ROM. KMCs ensure that information is not only moreaccessible, but that it also has a real-world impact. They representa sustainable, effective model for expanding the practice ofevidence-based medicine throughout Africa and elsewhere in thedeveloping world. Use of tablets and other mobile devises shouldbe explored.Source of Funding: PEPFAR, HRSA, USAID (for past Eurasiaprojects).Abstract #: 2.071_HHRGlobal Neurology Initiative: Piloting an Innovative GlobalHealth Curriculum for Neurology Residents at the Universityof Massachusetts in collaboration with Charutar ArogyaMandal in Gujarat, IndiaE.K.E. Kim1, Y. Mayasi2, N. Valizadeh2, M. Sharma3, A. Hohler3,M. Fischer2, S. Desai4, A. Deb2; 1University of Massachusetts MedicalSchool, Worcester, MA, USA, 2University of Massachusetts MedicalSchool, Worcester, USA, 3Boston University, Boston, USA, 4CharutarArogya Mandal, Gujarat, IndiaBackground: As globalization transforms the medical landscape,global health education is becoming an integral part of medicaltraining. Our aim was to develop an innovative global health curric-ulum, through use of technology, for neurology trainees at theUniversity of Massachusetts Medical School (UMMS) and traineesat Charutar Arogya Mandal (CAM) in Gujarat, India.Methods: The curriculum consisted of 7 modules combiningdidactic and case-based learning, a project implementation work-shop, 2 video-conference case discussions with CAM, and onlinereading assignments. Sixteen-question pre- and post-curriculumassessments, and three 3-question short-answer feedback surveyswere administered to assess the various modules. Qualitative anal-ysis was performed on feedback surveys. In Likert scale analysis,“agree”/ “strongly agree” and “disagree”/ “strongly disagree” werecombined.Findings: Twenty UMMS neurology residents participated in thecurriculum of which 45-70% completed assessments. All residentsagreed in the pre- and post-assessments that they are “interestedin global health” and “a global health curriculum is important inresidency training.” In addition, 78% were “aware of the impact ofneurological diseases on the global burden of disease” in the pre-assessment compared to 100% in the post-assessment. Fifty percentreported they could “identify neurological diseases specific to inter-national populations” prior to the curriculum, which increased to80% after the curriculum. Residents reflected on, planned, andaccomplished project work. They commented on well-organizedand interesting discussions with colleagues in India, althoughmentioned “technical issues” needing improvement. Overall, theywould like to learn more about “culture-specific presentation ofneurological conditions,” and “neurological diseases in different situ-ations. i.e. war victims, immigration.” Many stated interest in addi-tional case discussions and “more collaboration in global healthprograms.”Interpretation: All participants agreed that global health curriculaare essential for a comprehensive training program. Multi-modalityeducational activities proved beneficial and case discussions werehighly favored. Technology, although with limitations, promotesvirtual exposure to global settings and longitudinal collaborationenhancing global health education and motivating trainees tobecome global neurologists.Source of Funding: None.Abstract #: 2.072_HHRHelping teachers to teach Global Health in healthprofessional educational programs: the SherbrookeexperienceC. Valois1, V. Foley2, P. Grand’Maison3; 1Université de Sherbrooke,Sherbrooke, Québec, Canada, 2University of Sherbrooke, Sherbrooke,Quebec, Canada, 3University of Sherbrooke, Sherbrooke, CanadaProgram/Project Purpose: Globalization calls educationalprograms to increase their graduates’ competence in Global Health(GH). Various initiatives here or abroad have been implemented ondifferent scales. If programs and students are called upon, teachersare also at the forefront of GH education.While some teachers possess GH expertise, a higher percentageof them don’t. Teachers’ needs are then twofold: for most of them toincrease their own competency in GH and for all of them to increasetheir educational capacity to optimally sustain student competencydevelopment in GH.Structure/Method/Design: Université de Sherbrooke Faculty ofMedicine and Health Sciences (FMHS) committed itself in 2012to ensure GH competency development for all its future healthprofessional graduates, more specifically in medicine, nursingsciences, occupational therapy and physical therapy. Concomitantlyto the progressive integration of GH content in the programs, a GHfaculty development strategy was recently confirmed. It focuses onthe following elements: disciplinary-based professional developmentadapted to participants’ experience in GH; educational capacitybuilding; consideration of expected student competencies; interdis-ciplinarity; integration of activities to the present faculty develop-ment structure.Outcome & Evaluation: Our first year experience confirmed theadequacy of the planned strategy. Issues raised by both participantsand faculty development resources were the following: GH is rele-vant to all disciplines; a shared comprehension of concepts anda common language is of prime importance; an operational defini-tion of GH is a necessity; disciplinary professional development inGH shall not be overlooked; emphasis must be on the identificationof concrete and practical ways to enrich curriculum as well as partic-ipants’ own teaching interventions.Going Forward: Our one-year experience confirms the importanceof not overlooking faculty development in order to improve theteaching of GH for future health professionals. Future challengesinclude: to convince teachers to participate to GH faculty develop-ment activities; to optimally link professional and educational devel-opment; to adapt to specific needs of each discipline; to useHealth Systems and Human Resources A n n a l s o f G l o b a l H e a l t h , V O L . 8 3 , N O . 1 , 2 0 1 7J a n u a r y eF e b r u a r y 2 0 1 7 : 1 1 7 – 1 5 5148communication technology in order to reach a larger public; todevelop expertise and leadership in faculty development in GH;and to insure long term sustainability.Source of Funding: None.Abstract #: 2.073_HHRInteractive Training in Emergency Preparedness andResponse [EPR]: Innovative Class Simulation Module thatHelped Save Lives in Recent India FloodsI. Schenker1, D. vecksler2, S. Janani3, R. Gur-Arie4, T. Kushnir2,N. Davidovitch4; 1Ben Gurion University, Jerusalem, Israel, 2BenGurion University, Beer Sheva, Israel, 3Masters of Biotechnology,Chinnai, India, 4Ben Gurion University of the Negev, Beer Sheva,IsraelProgram/Project Purpose: Increasing numbers of environmentalemergencies (disasters, pandemics) and manmade disasters aroundthe world, require diverse training of healthcare professionals andstudents at all levels. Global Health (GH) teaching programsstruggle with developing an optimal model which could move theneedle from theoretical understanding of the issues to real-lifeimplementation and capacity building.An innovative module e “WoE”- developed under the Ben-Gurion University of the Negev Global Health Track was success-fully implemented during multi-cultural GH training courses overthe last 4 years. A course graduate reported her effective use ofWoE during 2015 floods in Chennai, India which supported savingof lives there. Lessons-learned from WoE could inform other GHprograms which are in need of effective EPR modules.Structure/Method/Design: Imitating in the classroom a well-functioning World Health Organization’s SHOC Room (JW LeeStrategic Health Operations Centre) under an emergency situationis the fundamental concept of WoE. Students are pre-assigned totheir roles (e.g. Technical Officer for Epidemics, Country LiaisonOfficer, UNICEF Adviser on Youth in Emergencies, Representa-tive of the WHO Director General, Press Officer) with sufficientlead time to study it and be prepared for a simulation of an unfold-ing emergency.Classroom is arranged with features corresponding to the SHOCRoom in Geneva, Switzerland and an Event Manager is rolling outa written simulation plan. A Monitoring & Evaluation team (2-3)documents and records the exercise for an evaluation and reflectionssession. Written assignments, pre-reads and a preparation sessionare part of the WoE Module.Outcome & Evaluation: During a declared emergency in Chen-nai, India due to floods, a graduate of the class (SJ) implementedthe principles and essentials practiced during the WoE moduletaught in Israel to coordinate a local response translated into effec-tively saving lives during that emergency (Nov-Dec 2015,) 500people have been killed, 1.8 Million were displaced, and a recordof 1049mm of rain was registered.The responses of over 50 participants, including written andvideo-recording feedback and evaluation data, had been used toqualitatively evaluate the module. Lessons learned for curriculadevelopers, teachers and students will be discussed.Going Forward: We intend to expand the implementation of theWoE exercise through collaboration with other institutions in GH.Source of Funding: None.Abstract #: 2.074_HHRImproving Newborn Care in Resource Poor Settings:Evaluation of a Combined Training and QualityImprovement ApproachK. Vlasic1, M.C. Indart1, C. Stiglmeier2, R. Patel2, M. Patel3,P. Brahmbhatt3, C. Maloney2, B. Fassl2; 1University of Utah School ofMedicine, Salt Lake City, USA, 2Primary Children’s Hospital, SaltLake City, USA, 3C.A. Patel Hospital, Mota Fofalia, IndiaBackground: Every year 2.8 million newborns die worldwide dueto complications in the newborn period. Newborns with low birthweight <2,500 g (LBW) are at greatest risk for death due to compli-cations related to asphyxia, prematurity, and infections. Outcomesfor newborns in resource poor countries have seen little improve-ment over the last decade. The objectives of this study are tomeasure changes in newborn care quality in a hospital setting inrural India following a combined training and quality improvementintervention.Methods: This study took place at the Mota Fofalia PediatricCenter in Gujarat, India between February 2014 and July 2016.Assessments of 10 newborn care quality measures were completedat baseline and at 6 month intervals. We utilized previously vali-dated quality measures for newborn care in resource poor settingsand recorded compliance with quality measures through directobservation of care using a standardized data collection tool. Attraining intervention, hospital staff received structured training inintra-partum, post-partum and LBW newborn care according tobest practice protocols and WHO guidelines. Training was basedon the Helping Babies Breathe protocol for immediate newborncare and the Integrated Management of Maternal and NeonatalCare program. The QI intervention consisted of ongoing datareview by local management and PDSA improvement cycles basedon gap analyses on reported issues.Findings: Since the implementation of staff training interven-tion, a total of 112 deliveries and 718 care encounters in 326newborns were observed. The mean age was 2.75 days (range:0 to 26 days) and mean birth weight was 2.549 + 0.49 kg (range:1.00 to 3.68 kg). At baseline, provider performance for care qualityin the immediate newborn period (delivery room resuscitation),postnatal care and care for LBW babies was low (0%). Followingthe interventions, care quality improved in the majority of qualitymeasures. Ongoing challenges with bag and mask ventilationduring resuscitation, equipment use, and discharge for LBWbabies exist.Interpretation: An approach utilizing a training and QI interven-tion improves care in most aspects for newborns in resource poorsettings.Source of Funding: None.Abstract #: 2.075_HHR

Helping teachers to teach Global Health in health professional educational programs: the Sherbrooke experience

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Helping teachers to teach Global Health in health professional educational programs: the Sherbrooke experience

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