Monday, December 28, 2020

Insight into Tuberculosis (TB): Eretria, Being the Best Country, Somalia the Worst in the Region!

 This article shows that the number of new cases or TB incidence rate, the probability in which TB diseases occurs in a given population within a certain period of time in Somalia is much higher than any other country in the region (258 per 100,000), again, the BCG vaccine coverage for children under 1 year of age, which prevents severe forms of TB infection, Somalia is the lowest country in providing this preventive vaccine, just only 37% of children being vaccinated against TB,  it was also noted that prevalence of malnutrition which a significant risk factor and lack of access to affordable quality care, limited TB treatment centers or insfrastures and missing of strong leadership and political commitments being the root causes of such alarming figures.

Last week, Sister Hiwet Neguse, Head of the National Tuberculosis (TB) Controlling Program at Eritrea’s Ministry of Health, revealed that Eritrea has made considerable progress in combating TB over the past several decades. This news is extremely positive and highly encouraging. It is worth noting, as well, that it comes not too long after recent reports were shared revealing that the country had achieved great success in the fight against HIV/AIDS. In the following few paragraphs, I provide a brief introduction about TB, report some of Eritrea’s TB-related figures, and identify some of the factors that have contributed to its success against TB.

Photo source

TB is caused by bacteria, called Mycobacterium tuberculosis, that most often affect the lungs. It is spread from person to person through the air. When people with lung TB cough, talk, sneeze, or spit, they can expel TB germs into the air. Subsequently, another person needs to inhale only a few of these germs to become infected. Those individuals with compromised immune systems, such as people living with HIV, malnutrition or diabetes, or people who use tobacco, have a higher risk of falling ill.

As with COVID-19, TB is a truly global problem, and it is found in all countries around the world.

Moreover, it is non-discriminatory. In particular, although it mostly affects adults in their most productive years, children can also become infected. According to the World Health Organization (WHO), in 2019, an estimated 10 million people fell ill with TB (with 1.2 million children falling ill), while it also led to death of 1.4 million people. Notably, worldwide, TB is one of the top 10 causes of death and the leading cause from a single infectious agent (above HIV/AIDS). While TB is a global issue, some regions are harder hit than others. In 2019, 30 high TB burden countries accounted for about 87% of new TB cases, while eight countries accounted for two thirds of the total (led by India and followed by Indonesia, China, the Philippines, Pakistan, Nigeria, Bangladesh, and South Africa).

Over the years, Eritrea has achieved significant success in combating TB. In fact, its TB-related figures and progress are not only among the best in the surrounding region, they also compare quite favorably with continental and global averages. For example, according to data from the WHO, in 2000 Eritrea’s estimated TB incidence (per 100,000 people) was 177. Nearly two decades later, in 2019, the latest year for which data are available, the incidence was 86, representing a 51% percent reduction. For context, in 2019, the estimated TB incidence (per 100,000) for other countries in the region, as well as regionally and globally, was the following: Djibouti – 234; Ethiopia – 140; Somalia – 258; South Sudan – 227; Sudan – 67; Sub-Saharan Africa – 231; and World – 129. Furthermore, in terms of reduction rates, globally, the TB incidence has been falling at about 2% per year and between 2015 and 2019 the cumulative reduction was 9%. By comparison, in Eritrea, the rate of reduction between 2015 and 2019 was about 16%.

Eritrea’s success in combating TB is rooted in several different factors. For instance, the country has sought to ensure that all people, including those with or at risk of TB, have access to affordable and quality care. Of note, he construction and expansion of various infrastructure (hospitals, clinics, roads, etc.), has increased accessibility and adherence to TB care and services.

Furthermore, there has been great focus on prevention, diagnosis, and treatment. Prevention helps to stop people with TB infection from becoming sick, averts suffering, and saves lives. Through TB preventive treatment, not only are Eritreans protected from becoming sick, the risk of transmission in the community is significantly reduced.

Efforts to improve TB diagnosis in Eritrea have also been intensified. Ensuring that people are correctly diagnosed can allow them to get started on the most effective treatment regimen as early as possible. One unique and effective way that TB diagnosis and treatment coverage has been expanded in the country has been through the deployment of village health workers to rural, remote areas. At present, about 13% of TB patients in Eritrea are treated by village health workers. In terms of treatment, Eritrea has a high TB treatment success rate. In 2018, the latest year for which data is available, the country’s treatment success rate was 92%, which is higher than the regional (82%) and global (85%) average treatment success rates.

Notably, Eritrea also has a high Bacillius Calmette-Guerin (BCG) immunization coverage rate. The BCG vaccine, the only available TB vaccine, was developed almost 100 years ago. Although it offers limited protection against TB in adults, it protects young children against severe forms of TB. (However, it is sometimes offered to adults who are at risk of TB, such as some healthcare workers.) According to data from the WHO, BCG immunization coverage among 1-year-olds in Eritrea was about 89% in 2000. Last year, the most recent one for which data was available, it was about 97%. For context, in 2019, BCG immunization among 1-year-olds in the region was the following: Djibouti – 95%; Ethiopia – 69%; Somalia – 37%; South Sudan – 52%; and Sudan – 92%.

Another important factor in the success against TB has been Eritrea’s efforts to combat other risk factors or conditions that impair the immune system, such as HIV, malnutrition and under nutrition. Efforts against HIV go closely hand in hand with the fight against TB since HIV and TB form a lethal combination, each speeding the other’s progress. Notably, people living with HIV are approximately 18 times more likely to develop active TB disease than people without HIV, and in 2019, about 208,000 people died of HIV-associated TB. In terms of nutrition, Eritrea’s Health and Nutrition program, led by the Ministry of Health, in partnership with UN agencies, such as UNICEF, works to prevent and treat malnutrition and micronutrient deficiencies across different population groups and parts of the country.

Over the past several decades, Eritrea has made significant progress in the fight TB. While this is very positive and encouraging, there are still areas for improvement. While there has been greater public awareness about TB in recent years, there is still a lack of proper understanding in some parts of the population. Accordingly, public education and awareness campaigns can be increased and broadened. Additionally, there are drug-resistant strains of TB, which are a challenge because they are difficult and costly to treat. Last, the COVID-19 pandemic threatens to reverse the substantial progress made in reducing the burden of TB disease. Therefore, the country must continue with care and treatment programs to identify, diagnose, and successfully treat TB.



BY Dr. Fikrejesus Amahazion

Source

Half of Sweden's Intensive Care Patients With COVID-19 are Mainly Somalis Report Says

 The drastic overrepresentation of immigrants among intensive care patients and COVID-19 deaths under 65 prompted Expressen, one of the country's leading tabloids, to urge the authorities to respect the fact that Sweden is "a country of immigrants".

Nearly half of those who received intensive care treatment for COVID-19 (46 percent) in Sweden have been immigrants, the newspaper Expressen reported.

Among COVID-19 deaths under the age of 65, half also had a foreign background, which is an extreme overrepresentation, as immigrants constitute about a quarter of the Swedish population.

Expressen pointed to "socio-economic factors", such as income, employment, cramped conditions, and a lack of information for immigrants. Earlier this year, amid the first onslaught of the coronavirus, the Swedish authorities admitted failing to reach out to immigrant communities in a timely manner, and released cautionary information in the most common immigrant languages, including Arabic, Dari, and Somali.

According to doctor Mashla Omar, who chairs the Swedish-Somali Medical Association, and who sounded the alarm about the high mortality rate among the Somali community in March, the group lived largely as usual. Associations and mosques were still open, many Somalis continued to shake hands and hug each other, the healthy visited the sick and the sick went out and met acquaintances and visited cafes.

In November, a report by the Centre for Epidemiology and Community Medicine (Cem) shared the conclusion about socio-economic factors, yet failed to see the lack of information as a big deal. "The overall picture can be interpreted as the people of Stockholm understood and wanted to adapt and protect themselves, but for purely material reasons could not always do so", Cem reported.

The fact that immigrants from the Middle East and Africa, such as Syrians and Somalis, are overrepresented among those sick with COVID-19 is something the Swedish Public Health Agency had already confirmed this spring. The risk of dying of the coronavirus was 12 times higher among Somalis than ethnic Swedes.

Due to the extreme overrepresentation of immigrants in Sweden's morbid COVID-19 statistics, Expressen's editorial board concluded that the Swedish state must take into account the fact that "Sweden is a country of immigrants".

The share of those with a foreign background has been rising steeply in recent decades. According to Statistics Sweden, 26 percent of the country's registered inhabitants country have a foreign background, up from 15 percent in 2000. Among children, the proportion of non-ethnic Swedes is even higher. In 2016 alone, the country of 10 million took in 163,000 asylum seekers. Using a counting method now considered outdated, where having at least one foreign-born parent counts as foreign background, the proportion is 33 percent.


Source

Monday, December 21, 2020

Project Management for Development Professionals (Project DPro) Course- for 1 Month only!

 Project DPro is a globally recognized project management certification for development and humanitarian relief professionals. This course gives you the skills you need to manage projects through their entire project cycle, helping you successfully deliver your project on scope, on time, and on budget.

This course will give you an opportunity to join a community of almost 30K development professionals in 168 countries, who have been through the project Project DPro certification scheme.

Institutional Background

Pyramid Learning (USA) provides engaging and scalable learning for humanitarian relief and development practitioners. They work with individuals and organizations – delivering online and face-to-face courses, designing custom courses, such as PMD Pro [Now, Project DPro], MEAL DPro, FMD Pro, Program DPro developing credentials, and facilitating learning events. 

Their mission is to make quality learning appropriate, accessible, and actionable. To help those doing good, do even better.

All their products and services are designed to be accessible, appropriate, and actionable. They prioritize practical skills and tools while providing easy-to-deploy learning systems that can be used to upskill a single team or scaled to support a whole organization.

About the Instructor

John Cropper has an MBA and MA in Education and is passionate about the ability of effective and efficient program management to make the world a better place and he actively looks to collaborate with anyone who shares these goals.

Over the last twenty-five years, he has worked in multiple program roles in NGOs –including positions as Program Director for Oxfam GB in Central America, Mexico, and the Caribbean; Global Program Manager for a gender and governance program & running Oxfam’s project management systems globally. He helped write PMD Pro. He is a Chair of PM4NGOs and led the development of Program DPro.

He has worked on project management capacity building initiatives for more than thirty INGOs, local NGOs, UN agencies, and other development organizations.

Course Schedule & Time-line

Starting date: January, 4th – January. 31, 2020

The course is approximately 5-8 hours per week over 4 weeks – there are many learning styles and some people prefer to take longer. 

Project DPro online courses introduce learners to the tools, processes, and systems that development and relief professionals can use to manage projects more effectively and with greater impact.

Learning topics include:

  • Develop realistic project designs
  • Identify, analyze, and engage stakeholders
  • Elaborate project scope
  • Plan effectively and develop realistic schedules
  • Understand the role that effective project governance plays
  • Identify, assess and respond to project risks
  • Plan and organize project implementation
  • Proactively manage issues and changes to deliver on time, on budget, and on the scope
  • Monitor, evaluate, and control project activity
  • Define responsibilities for your project team
  • Close down projects successfully
  • Know which tools can be applied immediately to projects
  • Know where to continue to learn more about project management.

Course Fee 
Individual participants would pay $125 for the course including local coaching, virtual or face-to-face based on the situation.
NB: There is still a chance to book the course for $100 only, but there will be no extra help or coaching. You will simply be purchasing the generic, open course.

Course Certificate
Everyone who successfully completes the course will receive a certificate of attendance issued by Pyramid Learning. Everyone who passes the Project DPro exam will also receive the Project DPro certification.


PMD Pro-I Certification Exam
 
Project DPro is a globally recognized project management certification for development professionals.

Learners can take the Project DPro Foundation Certification Exam on the final day of the course or any time they feel fully prepared at their own arrangement. A laptop is required to sit the online exam with costs starting from as little as $22. More information can be found here.

For more Information
In case you may need additional details about the course offering and registration, please contact us at info@pyramidlearning.org or drdualeh@hesma.or.ke, similarly, you can call Dr. Mohamed Y. Dualeh at this number +252 63 4417945 for further inquiries.
Official website: https://www.pyramidlearning.org  

Thank you


MEAL DPro Online Course: Be ready for the MEAL DPro certification just only 1 Month!

 Pyramid Learning delivers the MEAL DPro Online Course to individuals – via a 4-week on-line course – and via organization-wide cohorts.

Just one month to learn MEAL DPro and be ready for the MEAL DPro certification!

Course Instructor:

Leslie Sherriff is an Adjunct Professor at the American University, MEAL, and International Development Professional with 20 years of experience. Her career includes work with the National Endowment for Democracy, Catholic Relief Services, Humentum, American University, and others.  

Over the past decade, Leslie has focused on MEAL field capacity-building via on-line learning. She designed courses and taught for American University’s online MSc in Measurement and Evaluation and is part of the team that developed the Guide to the MEAL DPro and its supporting learning materials.

Leslie has double Masters degrees in Public and International Affairs from the University of Pittsburgh (USA), and Evaluation and Social Research from London Metropolitan University (UK), and a BA in International Relations from the University of Southern California (USA).

Institutional Background

Pyramid Learning provides engaging and scalable learning for humanitarian relief and development practitioners. They work with individuals and organizations – delivering online and face-to-face courses, designing custom courses, such as PMD Pro, MEAL DPro, FMD Pro, Program DPro developing credentials, and facilitating learning events. 

Their mission is to make quality learning appropriate, accessible, and actionable. To help those doing good, do even better.

All their products and services are designed to be accessible, appropriate, and actionable. They prioritize practical skills and tools while providing easy-to-deploy learning systems that can be used to upskill a single team or scaled to support a whole organization.

Course Schedule & Time-line

Starting date: 4th January – 31st January , 2020

The course is approximately 5-8 hours per week over 4 weeks – there are many learning styles and some people prefer to take longer. 

This course gives you the skills you need to conduct monitoring, evaluation, accountability, and learning (MEAL) activities through the entire project cycle, helping you successfully deliver your project on scope, on time, and on budget.

Format

This MEAL DPro Online Course is designed for the active professionals who want to learn MEAL via a process that is virtual, social, and mobile-ready, participants will get their access data, the usernames, and the password for the learning system prior to the class starting after the payment received through the local agent.


As you go through the course, you will interact with facilitators and other learners from across the globe, exploring ideas and participating in conversations about the different skills and tools of project management.  

Learning activities include completing course readings, watching instructional videos, competing for complete e-learning modules, and submitting examples of work.

Everything about the course design is flexible!  The learning platform is accessible when you want – day or night.  

As you go through the course, modules will unlock – as long as you are doing the work! The platform allows you to go back and review what others are saying. If you need to take a break, you can catch up. The course is also mobile-ready, so you continue to learn when you are on-the-go.

For best results, we recommend that you develop a learning plan that allocates approximately 5-8 hours each week for study.  In order to progress through the course, you will need to complete the learning activities. You will also be expected to join in course discussions, contributing to discussions and responding to your classmates' comments!

 The more you do, the more you learn and the faster you progress through the course. We hope that this creates an interesting learning and sharing experience.

Curriculum

The course approaches MEAL as a puzzle made up of four pieces. Each piece—monitoring, evaluation, accountability, and learning—has its unique place and purpose, but the MEAL system is only effective when the pieces are aligned, connected, and working together.

MEAL DPro Course Schedule and Learning Objectives

Week 1:    Introducing MEAL

  • Define the components and purpose of MEAL
  • Explain the benefits of a strong MEAL system
  • Describe the relationship between MEAL and project management
  • Identify the five phases of MEAL
  • Describe the ethical standards and principles relevant to MEAL

Week 2:   Logic Models

  • Describe how project logic models contribute to establishing a strong foundation for MEAL
  • Compare and contrast the components, structure, and purpose of the Theory of Change, Results Framework, and the Logical Framework
  • Explain the purpose of identifying assumptions in project logic models
  • Interpret the vertical and horizontal logic of the Logical Framework
  • Understand the characteristics of a SMART indicator
  • Identify the most common measurement methods and when they are used

Week 3    MEAL Planning Tools

  • Identify and describe the purpose, process, and content of key MEAL planning tools, including
    • Performance Monitoring Plans
    • Indicator Performance Tracking Table
    • Evaluation Summary Table
    • Evaluation Terms of Reference
    • Feedback Response Mechanisms
  • Discuss the various types of evaluation and the data required for each

Week 4    Collecting and analyzing MEAL data

  • Explain the 5 elements of data quality
  • Describe the components of a basic data collection tool, including questionnaires, surveys, interviews, and focus groups
  • Explain the basic principles of sampling
  • Describe key steps in preparing to implement data collection tools
  • Identify generally accepted protocols and standards for responsible data management
  • Describe the purpose and processes of quantitative data analysis
  • Describe the purpose and processes of qualitative data analysis.

Course Fee (updated)
Individual participants would pay $125 for the course including local coaching (virtual or face-to-face based on the situation), an honorarium of the facilitator/s, and the marketing development.
NB: There is still a chance to book the course for $100 only, but there will be no extra help or coaching. You will simply be purchasing the generic, open course.


Certificate of Completion/Attendance

Everyone who completes the course will receive a certificate of attendance. Everyone who passes the MEAL DPro exam will also receive the MEAL DPro certification.

We have designed the MEAL DPro Online Course so that participants who wish to pursue certification will be able to successfully pass the certification exam in the first attempt assuming that:

  • they participate actively in the course
  • they extensively study the Guide to the MEAL DPro
  • they complete the preparatory activities found on the MEAL DPro certification website (see below.)

MEAL DPro Certification Exam

MEAL D Pro is a globally recognized certification for development professionals who understand the key concepts, purposes, components, and ethical principles relevant to MEAL. This course prepares learners to take the MEAL D Pro Certification Exam.

The certification was created by the PHAP Credentialing Program. You can find more information about the certification at the following website:  https://phap.org/cp-meal  (or click the image below)

Online Course: The course fee does not include the cost of the exam, and it is not administered at the end of the course. You can arrange to take the exam online at any time after the course, with costs starting from $80. More information can be found here

MEAL DPro in-house or face-to-face training

We would be very happy to run this course in house, 5-7 days contact sessions in Somalia/Somaliland, and also to discuss your organization’s learning needs.

Any organization purchasing an in-house virtual course will also receive an extra day of consulting to help you plan the next steps and implementation.

For more Information

In case you may need additional details about the course, please contact us at info@pyramidlearning.org or info@DrMohamedDualeh.com or call Dr. Mohamed Y. Dualeh at this number +252 63 4417945.

Official website: https://www.pyramidlearning.org 

Thank you

Wednesday, December 2, 2020

English: On-Campus Academic Writing Class is available!

QETC Academic Writing – English Course (AWEC) is a four-month program, tailored to aid students to improve their technical, academic and professional writing skills. Its curriculum is primarily designed to meet the needs of university students, local and international NGO workers, marketers, secretaries, corporate officials, et cetera. 

On-Campus Academic Writing – English Course 

LEVEL: Upper-Intermediate and Advanced 

CREDIT HOURS: 32 hours 

COURSE CODES: AWEC 201 and 202 

NO. OF SEMESTERS: TWO (2) NO. OF CLASSES PER SEMESTER: 16 Course 

Course Schedule

1. Saturday (5/12/20: Diagnostic test will be conducted

2. Sunday (6/12/20) to Monday (7/12/20): Registration and Payment

3. Tuesday: Orientation and First Class

Venue: Addis Ababa Medical University, Ali Jirde Hotel Area.

Course duration: 4 months

Payment is $200 which means $50 per month. 

We receive payments per semester and since this course is one semester, you are required to pay at once but if you find this difficult, you can pay twice ($100 on two occasions).

Description and Objectives: 

About Qalam Educational and Technical Center (QETC) is an international recognized academic institute with partnership with JP International Examinations in the UK and AlMadina International University in Malaysia. 

The institute offer diploma and certificate courses in the areas of English language (i.e. UK Functional English, Applied Spoken English, English for Doctors, English for Journalist, Academic Writing, IELTS, TOEFL and SAT preparation, etc.), Journalism and ICT. It is the only college in the country where all academic staff are professionals with foreign exposure. 

The main campus of QETC is located at Total Area, Jiciir Road in Hargeisa, Somaliland. Instructor: All instructors/lecturers at QETC are specialists who have got either PhDs, Masters or Bachelor’s degree in education or English language with over 10 years of teaching experience.

 Course Description: QETC Academic Writing – English Course (AWEC) is a four-month program, tailored to aid students to improve their technical, academic and professional writing skills. Its curriculum is primarily designed to meet the needs of university students, local and international NGO workers, marketers, secretaries, corporate officials, et cetera. 

Certification: All participants who successfully complete the course will be awarded a diploma in Academic Writing. 

Learning Outcome 

By the end of the course, students will be able to: 

 Understand the expectations for reading and writing assignments in university courses

 Use technical academic writing tools effectively and efficiently 

 Correct errors in any given academic writing task(s) 

 Understand and apply general strategies to complete university-level reading assignments efficiently and effectively 

 Recognize specific types of writing assignments frequently included in university courses  Understand and apply general strategies for managing university-level writing assignments 

 Determine specific reading and writing strategies that work best for you individually 

Evaluation Elements:

 Individual writing assignments (3 assignments worth 10% each)

Individual writing a

ssignments      = 30%

❀ A

ttendance and class participation= 10% 

Group presentation (2 per semester)= 20% 

❀ 

Monthly and final exams (3 monthly exams and 1 final exam per semester) =40% 

❀ 

Total =                                                    100% 

Note that over 80% of the total grade will be based on individual assignments and monthly assessments, and 30% on group presentation. Learners who demonstrate advanced productive skills in the use of technical writing tools like punctuation, spelling, sentence structure, text structure, grammar and vocabulary will receive good grades. 

Requirements for Graded Work:

 1. Presentations/Participation: 

 Group Presentation: The purpose of group work is to enhance your skill in working collaboratively. When a group-based assignment forms part of your evaluation for a grade, all members of the group will receive the same grade. Any exception to this policy, such as adjustments for relative contribution, will be specified in writing prior to the grading of the assignment. 

 Individual assignment: The individual assignment or work grade will be based on in-class innovative and applied oral and written responses to given tasks, which encourages audience active participation throughout. 

Note: Students are expected to attend all classes in which they are enrolled. Attending class is an important part of the learning process in this course. Attendance exposes you to material not in the readings, to your classmates' insights and helps clarify material that can lead to better performance in the course. Students with unexcused absences from more than one class session will be penalized with a reduction of 5% of the presentation component. More than five absences will result to 20% off the individual assignment component. And the penalty for having more than four (4) absences monthly is denial to sit monthly and final exams. 

2. Classwork: Please note that just submitting your assignments is not enough to warrant a full grade. You must ensure your work is academically and creatively presented (where and when necessary) in order to gain full marks. 

3. End of the Month and Final Exams: this covers 40% of the total grades. 

COURSE OUTLINE COURSE CONTENTS 

First Semester – AWEC 201 

1. An overview of English Grammar – From Morpheme to Sentence 

2. Sentence Faults and Structures 

3. Standard Paragraph writing: Types and Structure 

4. Academic Writing Process 

5. Academic Writing Structure/Outline 

6. Essay and Its Types – 

 Expository,  Descriptive,  Narrative and  Argumentative 

6. Plagiarism 

7. Paraphrasing and Quotations 

8. Citation 

9. Referencing/Bibliography 

10. APA vs MLA 

11. Note making and summary writing 

12. Minutes Writing Mid-Semester Examination and Feedback 

Second Semester - AWEC 202 

13. Correspondence: 

 Memo Writing  Official Letter and Email 

14. Standard CV/Resume Writing 

15. Interview 

16. General Report writing 

17. Academic Report Writing 

18. Field Report Writing 

19. Project Proposal Writing 

20. Standard Technical Writing Skills 

21. Editing of Academic Texts 

22. Final Exams 

23. Computation of Results and Feedback 

For further enquiries, contact: 063-4338868, 0633330094, or email us at info.qetc@gmail.com 

Mutiu Olawuyi, 

Executive Director, Qalam Educational & Technical Center (QETC), Hargeisa, Somaliland.

E-mail: e.director@qalamedutech.com, Website: www.qalamedutech.com

Tuesday, December 1, 2020

Global Mental Health: New Pilot Course by the University of Washington (USA)

This course describes the key issues in global mental health, such as stigma and social determinants. Learn about stigma associated with mental health conditions, and assessment, treatment, task sharing, and integrated care.

Faculty/Lecturer: 
Course Learning Objectives

  • After taking this course, you will be able to:
  • Describe burden of mental disorder and explain life course perspective on mental health
  •  Describe social determinants of mental health
  • Define stigma and explain its origins and consequences
  • List and describe various diagnostic and assessment tools
  • Describe cultural differences in presentation of mental distress
  •  List treatment options and techniques
  • List prevention and promotion options and techniques
  • Describe motivation and tools used for care integration
  •  Describe methods of implementation science and know-do gap in global mental health

Overview
Mental health is the most neglected disease in global health which is concerning because mental and behavioral disorders are among the leading causes of disability worldwide.

This course describes the key issues in global mental health, such as stigma and social determinants. You will learn about stigma associated with mental health conditions, and assessment, treatment, task sharing, and integrated care. The course includes many case studies of adapting tools and interventions for different settings. While this course does not qualify you to diagnose and treat mental illness, you will learn about available resources for care, treatment and advocacy.

Sylubbus-Topics to be covered

Module 1: Key Issues 

· Global burden of disease 

· Life course: mental health and youth, adults, and geriatrics

· Mental health and sustainable development

· Social determinants

· Violence

Module 2: Stigma

·  What is stigma?

·  Stigma reduction

·  Stigma reduction interventions

·  Case study: RESHAPE

Module 3: Diagnostic Categories and Transcultural Presentation of Distress

· Diagnostic criteria & cultural psychiatry

· Mental illness perspectives

· Case Study: Presentations of distress—Bangalore

· Case Study: Presentations of distress—WHO schizophrenia studies

Module 4: Screening and Assessment

· Assessment tools & validation

· Best practices in using and adapting instruments

Module 5: Prevention and Promotion

· Policies 

· Social emotional learning, resilience 

Module 6: Treatment Part 1

· Pharmacologic

· Non-allopathic modalities

Module 7 Treatment Part 2

·  Psychosocial

· Trauma/GBV 

· Case study: adapting treatment for Native Americans

· Case study: novel treatment for refugees

· Case study: Cognitive processing therapy in the Democratic Republic of Congo

Module 8: Integrated Care

· Task-sharing

· Case study: collaborative care for depression & diabetes

· Case study: perinatal depression

Module 9: Mental health in humanitarian crises 

Module 10: Implementation Science   

NOTE: course content is subject to change

Format

This online course has pre-recorded video lectures, readings, discussion forums, quizzes and three assignments. Unique username and password will be issued to each participant to get access into online learning management system by the University of Washington after they successfully admitted into the course.

You can participate in this course as an independent participant or as part of a local site. The course is taught in English. Participants should be comfortable with written and spoken English.

Eligibility
To be admitted to the course you must have a Bachelor’s-level degree (or equivalent) and experience in a health-related field. Proficiency in algebra is required.
Certification
 For those who successfully completed the course will receive a formal printed Certificate of Completion on vellum paper with University of Washington seal mailed to them through DHL courier services. We will ship them all together to your Site Coordinator for distribution.
Sample of certificate of completion- scanned copy

Further Information
Any additional enquiry and questions about this program you should contact Dr. Mohamed Y. Dualeh, MD via his email: info@DrMohamedDualeh.com and if possible discourse with his on phone:(+252 63 4417945 by texting him in WhatsApp) regarding how to register, getting an assistance in application process.
Official website of the University: https://edgh.washington.edu/


PS: We are also hosting two other course in this offering, the Autumn 1) Monitoring and Evaluations in Global Health Course and 2) Introduction to Epidemiology in Global Health Course. (Follow links for details)