Diseases and Trauma in Developing Countries

HCRI75000 Diseases and Trauma in Developing Countries 15 Full year Postgraduate Taught Level 7 Darren Walter Unit coordinator Humanitarian Conflict Response Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 Those who are interested and involved in Global Health and in responding to humanitarian situations are often both strategic and visionary in their approach to large challenges, but also pragmatic, very practically minded, and even mission-focused people. They work on some of the world's greatest health challenges and under some of the most challenging circumstances. Addressing the social determinants of health, access to shelter, security, food, clean water and sanitation are essential but there is also a need address the health needs of the population. Whether at WHO and at an international strategic level, at Government-level intervention through a Ministry of Health, as an operator of vertical or horizontal system-level interventions by an NGO, or from local system design and development in response to an immediate need, the design and approach to the health system needs constant monitoring and adjusting rto deliver the best for people.  The field is constantly evolving and the module will look at the challenges that arise and consider some of the potential solutions that might be considered. How systems structure themselves, understand the demand and need from their population, evolve and respond to the health problems faced at all levels constantly evolves. Of course recent specific difficulties such as COVID and Monkeypox have had an effect, but the global economy, the perceived health priorities and changing patient/public expectations have a longer, and arguably greater, influence and effect. Working through the content, the melting pot of diverse professional backgrounds in HCRI will bring their differing perspectives to the problems raised, be they understanding the operational health system challenges being faced, the human resource deficits or the issues raised in specific disease area such as infectious disease, maternal or child health, traumatic injury and chronic non-communicable diseases. Some of the most significant, unexpected and improbable learning can arise from sharing experiences and perspectives with diverse colleagues. As you travel together through the module, be receptive and open-minded to innovation and different ways of doing things.  Those who are interested and involved in Global Health and in responding to humanitarian situations are often both strategic and visionary in their approach to large challenges, but also pragmatic, very practically minded, and even mission-focused people. They work on some of the world's greatest health challenges and under some of the most challenging circumstances. Addressing the social determinants of health, access to shelter, security, food, clean water and sanitation are essential but there is also a need address the health needs of the population. Whether at WHO and at an international strategic level, at Government-level intervention through a Ministry of Health, as an operator of vertical or horizontal system-level interventions by an NGO, or from local system design and development in response to an immediate need, the design and approach to the health system needs constant monitoring and adjusting rto deliver the best for people.  The field is constantly evolving and the module will look at the challenges that arise and consider some of the potential solutions that might be considered. How systems structure themselves, understand the demand and need from their population, evolve and respond to the health problems faced at all levels constantly evolves. Of course recent specific difficulties such as COVID and Monkeypox have had an effect, but the global economy, the perceived health priorities and changing patient/public expectations have a longer, and arguably greater, influence and effect. Working through the content, the melting pot of diverse professional backgrounds in HCRI will bring their differing perspectives to the problems raised, be they understanding the operational health system challenges being faced, the human resource deficits or the issues raised in specific disease area such as infectious disease, maternal or child health, traumatic injury and chronic non-communicable diseases. Some of the most significant, unexpected and improbable learning can arise from sharing experiences and perspectives with diverse colleagues. As you travel together through the module, be receptive and open-minded to innovation and different ways of doing things.  To strengthen knowledge and understanding about:Understanding the variances and variables in health systems as they respond to their burden of diseaseThe challenges in managing health systems with changing disease, patient demand and resource challengesManagement strategies for the breadth of disease burden upon resource challenged health systemsThe health system impact in trying to meet the Sustainable Development GoalsA range of public health crises and 'neglected epidemics' affecting populationsAppreciate the need for system integration and cooperation across the political and governmental systems. Access to health care for all is essential for development and economic success for a countryDrawing from the United Nations “One Health”, how the community, subnational, national, regional and global levels, with shared and effective governance, communication, collaboration and coordination, can deliver holistic and equitable solutions to the needs of populations.   Those who are interested and involved in Global Health and in responding to humanitarian situations need to be both strategic in their approach to challenges, but also pragmatic, with an outcome focus, even to the level of an individual’ patient’s best interests. Some of the greatest health challenges need long-term planning and understanding of health system dynamics, others require an adjustment of focus and specific action planning. Addressing the social determinants of health and community care, prevention rather than cure, can achieve the greatest impact but are often neglected in favour of high profile and expensive individual treatments.This module will expose students to the strategic plans and proposed system solutions to understanding and staffing the huge health challenges faced in the Global South and then consider a range of different health themes and explore the specifics of what is being done. Whether communicable disease, growing non-communicable disease epidemic, maternal and child health or range of relatively neglected disease paradigms, students will consider the strategic and operational solutions being deployed.The field is constantly evolving. The module will look at the principal challenges and consider specific potential solutions. Of course, recent difficulties such as COVID and Monkeypox have had an effect, but the global economy, the perceived health priorities and changing patient/public expectations have a longer, and arguably greater, influence and effect.The melting pot of diverse professional backgrounds in HCRI will bring their differing perspectives to the problems raised, be they understanding the operational health system challenges being faced, the human resource deficits or the issues of specific disease areas.   Have an understanding of health systems, health infrastructure, the burden and response to common diseases, maternal health, traumatic injury challenges in developing country systems Understand the influence of economy, education, politics and the environment on health Identify common issues and challenges surrounding meeting health provision need and access in developing countries  Critically reflect on strategic decision making according to context (low resource, political instability) supporting care pathways Improve application of ethical thinking and decision making Interpret and evaluate evidence in the healthcare context   Undertake self-directed learning and tasks to achieve a defined outcome Improve communication and diplomacy skills across different cultures  Work cohesively as a diverse team from different professions and cultures Undertake time efficient self-directed learning Problem solve in complex contexts Demonstrate decision-making and leadership skills  Group/team working Improved team working skills Leadership Understand the importance of integration across multiple professional groups to achieve objectives Oral communication Improved understanding of the need for clear communication skills across different cultures Problem solving Improved decision-making Other Strengthened skill in self-reflection This module will be delivered through an asynchronous distance learning methodology within the University Canvas system. It will consist of presented written and pre-recorded video material each week with associated core reading provided through the library reading list system and access to supplementary reference material.Students will engage in formative asynchronous discussion board conversation with peers and the course leadership on a weekly basis. A core trigger question for discussion is presented and ideas and concepts developed from this over the week being taught and the following week before being closed to further submission but remaining available for reference. This ensures that the whole cohort moves through the material together.    0 Other 10% 2 Written assignment (inc essay) 70% 6 Project output (not diss/n) 20% Summative Assessment10% - Discussion Board Contributions70% - Written Essay20% - Infographic <figure class="table"><table aria-rowcount="4" border="1" data-tablelook="480" data-tablestyle="MsoNormalTable"><tbody><tr aria-rowindex="1" role="row"><td data-celllook="4369" role="rowheader">Feedback method  </td><td data-celllook="4369" role="columnheader">Formative or Summative </td></tr><tr aria-rowindex="2" role="row"><td data-celllook="4369" role="rowheader">Comments on contributions to discussion boards from peers and staff. Also, feedback and answering questions via email.  </td><td data-celllook="4369">Formative </td></tr><tr aria-rowindex="3" role="row"><td data-celllook="4369" role="rowheader">Written assessment plan review  </td><td data-celllook="4369">Formative </td></tr><tr aria-rowindex="4" role="row"><td data-celllook="4369" role="rowheader">Written feedback for summative assessments </td><td data-celllook="4369">Summative  </td></tr></tbody></table></figure>Summative written feedback within 15 days of submission N  The Lancet L. Global health: time for radical change? The Lancet (British edition). 2020;396(10258):1129-1129. doi:10.1016/S0140-6736(20)32131-0    Hone T, Macinko J, Millett C. Revisiting Alma-Ata: what is the role of primary health care in achieving the Sustainable Development Goals? The Lancet (British edition). 2018;392(10156):1461-1472. doi:10.1016/S0140-6736(18)31829-4    Murray CJ. Five insights from the Global Burden of Disease Study 2019. The Lancet (British edition). 2020;396(10258):1135-1159.    O’Connell T, Rasanathan K, Chopra M. What does universal health coverage mean? The Lancet (British edition). 2014;383(9913):277-279. doi:10.1016/S0140-6736(13)60955-1    Varghese C, Nongkynrih B, Onakpoya I, McCall M, Barkley S, Collins TE. Better health and wellbeing for billion more people: Integrating non-communicable diseases in primary care. BMJ (Online). 2019;364:l327-l327. doi:10.1136/bmj.l327    WHO. Thirteenth general programme of work (gpw13): Methods for impact measurement. Published 2020. <a href="https://cdn.who.int/media/docs/default-source/documents/about-us/thirteenth-general-programme/gpw13_methodology_nov9_online-version1b3170f8-98ea-4fcc-aa3a-059ede7e51ad.pdf?sfvrsn=12dfeb0d_1&download=true" target="_blank" rel="noreferrer noopener">https://cdn.who.int/media/docs/default-source/documents/about-us/thirteenth-general-programme/gpw13_methodology_nov9_online-version1b3170f8-98ea-4fcc-aa3a-059ede7e51ad.pdf?sfvrsn=12dfeb0d_1&download=true</a>     Santosa A, Wall S, Fottrell E, Högberg U, Byass P. The development and experience of epidemiological transition theory over four decades: a systematic review. Global health action. 2014;7(1):56-71. doi:10.3402/gha.v7.23574    World Health Organization. The World Health Report. 2006, Working Together for Health. Vol 2006,. World Health Organization; 2006. https://www.who.int/whr/2006/whr06_en.pdf    Berland A. Assessing the legacy of the global health workforce alliance through the lens of complex adaptive system. Published 2016. <a href="https://www.researchgate.net/publication/313037886_Assessing_the_legacy_of_the_Global_Health_Workforce_Alliance_through_the_lens_of_Complex_Adaptive_Systems" target="_blank" rel="noreferrer noopener">https://www.researchgate.net/publication/313037886_Assessing_the_legacy_of_the_Global_Health_Workforce_Alliance_through_the_lens_of_Complex_Adaptive_Systems</a>     Dovlo DY. Using mid-level cadres as substitutes for internationally mobile health professionals in Africa. A desk review. Human resources for health. 2004;2(1):7-7. doi:10.1186/1478-4491-2-7   WHO. Global strategy on human resources for health: Workforce 2030. Published 2016. https://apps.who.int/iris/bitstream/handle/10665/250368/9789241511131-eng.pdf    WHO. High burden to high impact: A targeted malaria response. Published 2018. https://www.who.int/publications/i/item/WHO-CDS-GMP-2018.25    WHO. Global tuberculosis report. Published 2020. https://apps.who.int/iris/bitstream/handle/10665/336069/9789240013131-eng.pdf    WHO. Global progress report on HIV, viral hepatitis and sexually transmitted infections, 2021. Published 2021. <a href="https://apps.who.int/iris/rest/bitstreams/1348210/retrieve" target="_blank" rel="noreferrer noopener">https://apps.who.int/iris/rest/bitstreams/1348210/retrieve</a>     WHO. Ending the neglect to attain the sustainable development goals  a road map for neglected tropical diseases 2021–2030. Published 2021. https://apps.who.int/iris/rest/bitstreams/1326801/retrieve    20 hours of on-line course content10 hours of active discussion board engagement<span style="font-family:"Microsoft Sans Serif",sans-serif;font-size:11.0pt;layout-grid-mode:line;mso-ansi-language:EN-GB;mso-bidi-font-size:10.0pt;mso-bidi-language:AR-SA;mso-fareast-font-family:"Times New Roman";mso-fareast-language:EN-US;">120 hours of self-study