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1.
East Mediterr Health J ; 24(9): 914-921, 2018 Dec 09.
Artículo en Inglés | MEDLINE | ID: mdl-30570124

RESUMEN

Background: The Lebanese American University has a well-functioning inter-professional education (IPE) programme; this is a fundamental pedagogical approach in healthcare education in which students from different professions learn together, ultimately leading to improving the skills of the health care workforce and thus improving patient outcomes. The programme includes nursing, nutrition, medicine, pharmacy and social work students, and has now been running for 6 years. Aims: This paper aims at describing the implementation of an IPE programme in Lebanon by focusing on how to overcome the main challenges. Methods: We describe our experience using the categories of challenges developed by Sunguya et al. (2014), where they analysed published reports of IPE programmes in developed countries. We identified three additional challenges that might be relevant throughout the Middle East/North Africa (MENA) region or in countries with similar socioeconomic characteristics. Results: The challenges encountered in designing and implementing the IPE programme were similar to other programmes: curriculum, leadership, resources, stereotypes and attitudes, variety of students, IPE concept, teaching, enthusiasm, professional jargon and accreditation as well as assessment of learning, security and logistics. Conclusions: This paper provides data and successful strategies that can be used by planned or implemented programmes in similar socioeconomic contexts in the MENA region.


Asunto(s)
Personal de Salud/educación , Relaciones Interprofesionales , Curriculum , Humanos , Líbano , Evaluación de Programas y Proyectos de Salud
2.
Anthropol Med ; 23(1): 14-29, 2016.
Artículo en Inglés | MEDLINE | ID: mdl-26982432

RESUMEN

The critiques leveled towards medical humanitarianism by the social sciences have yet to be felt in medical education. The elevation of biological suffering, at the detriment of sociopolitical contextualization, has been shown to clearly impact both acute and long-term care of individuals and communities. With many medical students spending a portion of their educational time in global learning experiences, exposure to humanitarianism and its consequences becomes a unique component of biomedical education. How does the medical field reconcile global health education with the critiques of humanitarianism? This paper argues that the medical response to humanitarian reason should begin at the level of a social history. Using experiential data culled from fieldwork with Palestinian and Syrian refugees in Lebanon, the authors argue that an expanded social history, combined with knowledge derived from the social sciences, can have significant clinical implications. The ability to contextualize an individual's disease and life within a complex sociopolitical framework means that students must draw on disciplines as varied as anthropology, sociology, and political history to further their knowledge base. Moreover, situating these educational goals within the framework of physician advocacy can build a strong base in medical education from both a biomedical and activist perspective.


Asunto(s)
Altruismo , Salud Global , Refugiados , Antropología Médica , Árabes , Femenino , Salud Global/ética , Salud Global/etnología , Accesibilidad a los Servicios de Salud , Humanos , Líbano , Masculino , Embarazo , Siria , Desempleo
3.
Acad Med ; 90(5): 565-8, 2015 May.
Artículo en Inglés | MEDLINE | ID: mdl-25406609

RESUMEN

Research and clinical experience reliably and repeatedly demonstrate that the determinants of health are most accurately conceptualized as biosocial phenomena, in which health and disease emerge through the interaction between biology and the social environment. Increased appreciation of biosocial approaches have already driven change in premedical education and focused attention on population health in current U.S. health care reform. Medical education, however, places primary emphasis on biomedicine and often fails to emphasize and educate students and trainees about the social forces that shape disease and illness patterns. The authors of this Commentary argue that medical education requires a comprehensive transformation to incorporate rigorous biosocial training to ensure that all future health professionals are equipped with the knowledge and skills necessary to practice social medicine. Three distinct models for accomplishing such transformation are presented: SocMed's monthlong, elective courses in Northern Uganda and Haiti; Harvard Medical School's semester-long, required social medicine course; and the Lebanese American University's curricular integration of social medicine throughout its entire four-year curriculum. Successful implementation of social medicine training requires the institutionalization of biosocial curricula; the utilization of innovative, engaging pedagogies; and the involvement of health professions students from broad demographic backgrounds and with all career interests. The achievement of such transformational and necessary change to medical education will prepare future health practitioners working in all settings to respond more proactively and comprehensively to the health needs of all populations.


Asunto(s)
Educación Médica/organización & administración , Necesidades y Demandas de Servicios de Salud/estadística & datos numéricos , Facultades de Medicina , Medicina Social/organización & administración , Estudiantes de Medicina/estadística & datos numéricos , Humanos
4.
AIDS Patient Care STDS ; 26(3): 141-7, 2012 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-22304374

RESUMEN

Lay health workers (LHWs) are individuals who participate in a variety of health services, even though they have no formal professional training. They have been used in a variety of settings, especially where health care needs outstrip available human resources. Lesotho faces a severe human resource shortage as it attempts to manage its HIV pandemic, with more than 25% of the population infected with HIV. This article reports on a program that provided HIV services in seven rural clinics in Lesotho. LHWs played an important role in the provision of HIV services that ranged from translation, adherence counseling, voluntary counseling and testing (VCT) for HIV and patient triage, to medication distribution and laboratory specimen processing. Training the LHWs was part of the clinic physicians' responsibilities and thus required no additional funding beyond regular clinic operations. This lent sustainability to the training of the LHWs. This paper describes the recruitment, training, activities, and perceptions of the LHW work between June 2006 and December 2008. LHWs participated successfully in the care of thousands of people with HIV in Lesotho and their experience can serve as a model for other countries facing the disease.


Asunto(s)
Agentes Comunitarios de Salud , Prestación de Atención de Salud , Infecciones por VIH/terapia , Accesibilidad a los Servicios de Salud/organización & administración , Servicios de Salud Rural , Agentes Comunitarios de Salud/educación , Prestación de Atención de Salud/organización & administración , Humanos , Lesotho , Desarrollo de Programa , Servicios de Salud Rural/organización & administración , Recursos Humanos
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