Building capacity for local public health: lessons from a mixed-methods evaluation of an academic-public health partnership used in response to COVID-19.

Introduction: The Massachusetts Academic Health Department Consortium (AHD) established the Academic Public Health Volunteer Corps (APHVC) to support Local Health Departments (LHDs, n = 351) to meet rapidly emerging needs during the COVID-19 pandemic through engaging student volunteers. A program evaluation captured lessons learned and informed recommendations for sustainability and future replication. Methods: The mixed-methods evaluation leveraged the Consolidated Framework for Implementation Research (CFIR). Data were stratified by LHD engagement with APHVC. Quantitative surveys informed probes for qualitative focus groups and interviews; findings were categorized into CFIR constructs using a deductive approach. Results: One-fifth of LHDs (n = 76, 27 used APHVC services, 45 did not) completed the survey. Eleven employees participated in follow-up focus groups or interviews. APHVC filled resource gaps, built capacity, and provided high-quality deliverables. LHDs experienced issues with reliability and communication of volunteers and lacked time to train volunteers. Conclusions: CFIR aided in evaluating APHVC in real time, producing actionable recommendations for best practices, dissemination, and future iterations of the program. Results are being used to enhance program effectiveness and sustainability, community health, and health equity across Massachusetts, and may help inform academic practice-based programs across the United States.

Understanding Community Perceptions on the Role of Schools in Youth Mental Health.

BACKGROUND: Youth mental health rates of depression and anxiety continue to climb. Schools have a role to play to support youth mental health but often struggle to navigate community expectations. METHODS: Focus groups (n = 17) were conducted with over 100 participants to understand community perceptions on the role of schools. RESULTS: Three themes emerged around what schools should be doing: (1) provide accurate education about mental health, (2) create mental health promoting environments that positively supports young people, and (3) act as a common space to bring community members and organizations together for their young people. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: School professionals and systems should be equipped to adequately address youth mental health. The current US institutional response to this crisis is underdeveloped and exacerbates equity issues and health outcome disparities. Schools need institutional support for addressing mental health in ways that incorporate building a shared understanding with families and providing efforts to prevent and detect rather than just treat mental health. CONCLUSIONS: Schools should work with their communities to promote shared understanding and accountability for all to engage in building rich protective environments that promote mental well-being for kids in their care.

Doctoral training to support sustainable soil geochemistry research in Africa.

Africa's potential for scientific research is not yet being realized, for various reasons including a lack of researchers in many fields and insufficient funding. Strengthened research capacity through doctoral training programmes in higher education institutes (HEIs) in Africa, to include collaboration with national, regional and international research institutions, can facilitate self-reliant and sustainable research to support socio-economic development. In 2012, the Royal Society and the UK's Department for International Development (now the Foreign, Commonwealth and Development Office) launched the Africa Capacity Building Initiative (ACBI) Doctoral Training Network which aimed to strengthen research capacity and training across sub-Saharan Africa. The ACBI supported 30 core PhD scholarships, all registered/supervised within African HEIs with advisory support from the UK-based institutes. Our 'Soil geochemistry to inform agriculture and health policies' consortium project, which was part of the ACBI doctoral training programme network, was implemented in Malawi, Zambia and Zimbabwe between 2014 and 2020. The aims of our consortium were to explore linkages between soil geochemistry, agriculture and public health for increased crop productivity, nutrition and safety of food systems and support wider training and research activities in soil science. Highlights from our consortium included: (i) the generation of new scientific evidence on linkages between soils, crops and human nutrition; (ii) securing new projects to translate science into policy and practice; and (iii) maintaining sustainable collaborative learning across the consortium. Our consortium delivered high-quality science outputs and secured new research and doctoral training funding from a variety of sources to ensure the continuation of research and training activities. For example, follow-on Global Challenges Research Funded Translation Award provided a strong evidence base on the prevalence of deficiencies in children under 5 years of age and women of reproductive age in Zimbabwe. This new evidence will contribute towards the design and implementation of a nationally representative micronutrient survey as an integral part of the Zimbabwe Demographic and Health Surveys conducted by the Ministry of Health and Child Care. The award also generated new evidence and a road map for creating quality innovative doctorates through a doctoral training landscape activity led by the Zimbabwe Council for Higher Education. Although our project and the wider ACBI has contributed to increasing the self-reliance and sustainability of research within the region, many challenges remain and ongoing investment is required.

Achieving Equitable Cardiovascular Care for All: ACC Board of Trustees Health Equity Task Force Action Plan.

Advancements in cardiovascular (CV) disease management are notable, yet health inequities prevail, associated with increased morbidity and mortality noted among non-Hispanic African Americans in the United States. The 2002 Institute of Medicine Report revealed ongoing racial and ethnic health care disparities, spearheading a deeper understanding of the social determinants of health and systemic racism to develop strategies for CV health equity (HE). This article outlines the strategic HE approach of the American College of Cardiology, comprising 6 strategic equity domains: workforce pathway inclusivity, health care, data, science, and tools; education and training; membership, partnership, and collaboration; advocacy and policy; and clinical trial diversity. The American College of Cardiology's Health Equity Task Force champions the improvement of patients' lived experiences, population health, and clinician well-being while reducing health care costs-the Quadruple Aim of Health Equity. Thus, we examine multifaceted HE interventions and provide evidence for scalable real-world interventions to promote equitable CV care.

Development, implementation, and scalability of the Family Engagement in Research Course: a novel online course for family partners and researchers in neurodevelopmental disability and child health.

BACKGROUND: Since 2011 when the Canadian Institutes of Health Research launched the Strategy for Patient Oriented Research, there has been a growing expectation to embed patient-oriented research (POR) in the health research community in Canada. To meet this expectation and build capacity for POR in the field of neurodevelopmental disability and child health, in 2017 researchers and family leaders at CanChild Centre for Childhood Disability Research, McMaster University partnered with Kids Brain Health Network and McMaster Continuing Education to develop and implement a 10-week online Family Engagement in Research (FER) Course. MAIN TEXT: From its inception, the FER Course has been delivered in partnership with family leaders and researchers. The FER Course is innovative in its co-learning and community building approach. The course is designed to bring family partners and researchers together to co-learn and connect, and to develop competency and confidence in both the theory and practice of family engagement in research. Coursework involves four live online group discussions, individual review of course materials, weekly group activities, and a final group project and presentation. Upon completion of the FER Course, graduates earn a McMaster University micro-credential. CONCLUSIONS: To meet a need in building capacity in POR, a novel course in the field of neurodevelopmental disability and child health has been co-created and delivered. Over six years (2018-2023), the FER Course has trained more than 430 researchers and family partners across 20 countries. A unique outcome of the FER Course is that graduates expressed the wish to stay connected and continue to collaborate well beyond the course in turn creating an international FER Community Network that continues to evolve based on need. The FER Course is creating a growing international community of researchers, trainees, self-advocates, and family partners who are championing the implementation of meaningful engagement in neurodevelopmental disability and child health research and beyond. The course is internationally recognized with an established record of building capacity in POR. Its uptake, sustainability, and scalability to date has illustrated that training programs like the FER Course are necessary for building capacity and leadership in family engagement in research.

In the last two decades there has been a clear commitment in Canada (and the world) to include patients and their families in health research­a process called patient-oriented research or as we refer to it­family engagement in research. In 2011, the Canadian Institutes of Health Research introduced the Strategy for Patient-Oriented Research to make this happen. To support POR in neurodevelopmental disability and child health, CanChild Centre for Childhood Disability Research teamed up with Kids Brain Health Network and McMaster Continuing Education. Together, a team of family caregivers and researchers co-created the Family Engagement in Research (FER) Course, a 10-week online course.The purpose of the FER Course is for researchers and family partners to learn about family engagement principles and how to use them in research. The course covers core areas in family engagement including how to find each other, how families and researchers can work together, and ways to overcome common challenges in research partnerships. The course uses online group sessions, discussion boards, and various resources such as research papers and videos. Through a group project, family partners and researchers collaborate to create a resource on family engagement. Completing the FER Course researchers and family members earn a McMaster University micro-credential and become part of a growing global community of FER Course graduates.Over six years (2018­2023), the FER Course has trained more than 430 researchers and family partners from 20 countries. The course has strengthened capacity in family engagement and is building a worldwide community of researchers, trainees, self-advocates, and family partners who are dedicated to improving neurodevelopmental disability and child health research through meaningful engagement.

A community-academic partnered approach to designing a Virtual Village to address the needs of older adults living with HIV.

ABSTRACTMany older adults living with HIV face unique challenges, including comorbidities, loneliness, and isolation. This community-academic partnered study elicited viewpoints from older adults living with HIV about the characteristics of a digital environment ("Virtual Village") to combat against loneliness and isolation. We utilized Choice-Based Conjoint Analyses to determine preferred attributes of a Virtual Village. We also conducted focus groups and interviews with older adults living with HIV and used an iterative, data-driven approach to systematically identify emergent themes. Participants (N = 82) were aged 50-82 years and racially/ethnically diverse. The majority were men (78%), gay (66%), and lived with HIV for ≥15 years (83%). Cost was the factor that most drove participants' preference for joining a Virtual Village. Thematic concerns included lack of technological confidence, internet access, potential for harassment in digital environments, privacy, and preference for in-person interactions. Praises centered on convenience and making connections across geographic distances. Participants emphasized the need for purposive strategies to form a cohesive and supportive community for older adults living with HIV. A moderated environment was recommneded to create a safe, structured, and comfortable digital environment for older adults living with HIV. A Virtual Village should be viewed as a bridge to in-person interactions.

Supporting the nation in crisis: the military health system's role in enhancing public health capacity through public-private partnerships.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic caused significant global disruptions to the healthcare system, which was forced to make rapid changes in healthcare delivery. The pandemic necessitated closer collaboration between the US civilian healthcare sector and the military health system (MHS), resulting in new and strengthened partnerships that can ultimately benefit public health and healthcare for the nation. In this study, we sought to understand the full range of partnerships in which the MHS engaged with the civilian sector during the COVID-19 pandemic and to elicit lessons for the future. METHODS: We conducted key informant interviews with MHS policymakers and advisers, program managers and providers who were affiliated with the MHS from March 2020 through December 2022. Key themes were derived using thematic analysis and open coding methods. RESULTS: We conducted 28 interviews between December 2022 and March 2023. During the pandemic, the MHS collaborated with federal and local healthcare authorities and private sector entities through endeavours such as Operation Warp Speed. Lessons and recommendations for future pandemics were also identified, including investment in biosurveillance systems and integration of behavioural and social sciences. CONCLUSIONS: The MHS rapidly established and fostered key partnerships with the public and private sectors during the COVID-19 pandemic. The pandemic experience showed that while the MHS is a useful resource for the nation, it also benefits from partnering with a variety of organizations, agencies and private companies. Continuing to develop these partnerships will be crucial for coordinated, effective responses to future pandemics.

Report of the 2023 Asia Pacific Conference on Mosquito and Vector Control: "reimagining vector control-innovations for a changed world".

The Asia-Pacific region has had decades of progress in reducing malaria cases and deaths. The region is now accelerating its efforts towards malaria elimination by 2030 using a science-based approach by applying evidence-based best practices alongside existing tools. However, there are concerns of knowledge gaps and external factors challenging this goal. The COVID-19 pandemic served as reminder of the need for a holistic approach. This report summarizes the outcomes of the discussions from the "Asia Pacific Conference on Mosquito and Vector Control" held in Chiang Mai, Thailand from 27 to 30 November, 2023. The conference aims to provide insights into recent research, cutting-edge tools, and the strength of the Asia-Pacific regional mosquito and vector control capacity post-COVID-19 pandemic era. The conference featured discussions on mosquito surveillance, monitoring and control; enabling the resolution of local problems with local expertise and forging new partnerships; and exploring recent research advancements in vector control strategies. More than 500 experts from 55 countries attended.

Virtual global health education partnerships for health professional students: a scoping review.

INTRODUCTION: Although there is rising interest in virtual global health (GH) education in light of the COVID-19 pandemic, there has been no report on the body of literature describing virtual education partnerships for health professional students. This scoping review examines virtual GH partnerships involving health professional students, including any barriers identified or best practices and ways to address them. METHODS: We searched PubMed for studies describing virtual GH education partnerships using keywords related to GH, virtual learning, and partnerships. Inclusion criteria were that the activity was virtual, involved health professional students in two or more countries, and was reported in English or Spanish. In-person clinical electives and interventions that had not yet occurred were excluded. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). RESULTS: The search algorithm yielded 308 articles. Seventeen studies met full inclusion criteria. Four studies described asynchronous formats, whereas 13 were synchronous. Common challenges included scheduling challenges, language barriers, and technological limitations. Suggested improvements included having increased faculty support and expanding partnerships to multiple languages. The median MERSQI score was 8.25 out of 18 possible points. CONCLUSION: There are limited studies investigating the effectiveness of virtual GH education partnerships, and more robust evaluation is needed to further understand the optimal role of virtual education in teaching GH skills. Despite logistical challenges, virtual partnerships can provide innovative GH education through bidirectional educational exchanges that students find valuable.

Integrated health services for refugee and host populations in Uganda: A qualitative study of stakeholder's perspectives.

Integration has emerged as a key strategy for promoting equitable access to health services for refugees and host populations. This study explored the perceptions and experiences of stakeholders on the integration of health services for refugees and host populations in two purposefully selected refugee-hosting districts of Adjumani and Obongi in the West Nile region, Uganda. This study used a case study design. Key informant interviews were conducted with 28 purposefully selected respondents. Data were analysed thematically. Quirkos software was used to manage and analyse data. Respondents indicated that integration is enhancing health services, providing an opportunity to strengthen them and improve coverage and access for refugees and host populations. Factors affecting integration include gaps in policy and implementation, ineffective systems and structures for service delivery, inadequate coordination and management and inadequate funding. At the service level challenges including inadequate infrastructure, shortage of health workers and stock out of medicines and essential supplies affect the integration of health services. Overall, structural and systemic issues continue to affect the integration of health services. It is important to strengthen policy implementation and build the capacity of districts to support the integration of health services.

Monitoring, evaluation, and learning: the key to building effective partnerships with government to improve maternal and child health in the Rakai and Kyotera Districts of Uganda.

This article emphasizes the significance of the Monitoring, Evaluation, and Learning (MEL) system within Babies and Mothers Alive (BAMA) Foundation in building effective sustainable interventions at scale. The foundation aims to enhance the availability of high-quality reproductive, maternal, and newborn care services within the government health sector. The distinguishing characteristic of the MEL system is its integration of organizational learning as a strategic approach to inform the development of dynamic program designs. To do this, it has been necessary to identify crucial requirements through open data exchange with all pertinent stakeholders. This paper demonstrates that our approach to evidence-based learning in a diverse population of locally-based actors and stakeholders, gives voice to the community-based health practitioners and patients that is necessary for transformative maternal health delivery systems. The act of sharing data has presented several possibilities for enhancing current initiatives and extending the reach and scale of our partnership model. We trace the development of the core components of learning and decision making, and reflect on the transition of the program to scale using the LADDERS paradigm. The application of our model of practice has been associated with the increased financially viability and the potential for the sustainable scaling of the program intervention.

Collaborative Innovations in Childhood Cancer Therapies.

The outcome for children with cancer has improved significantly over the past 60 years, with more than 80% of patients today becoming 5-year survivors. Despite this progress, cancer remains the leading cause of death from disease in children in the United States and Europe, with significant short- and long-term toxicity of treatment continuing to impact most children. While the past 15 years have witnessed dramatic scientific innovation for certain cancers in adult patients, pediatric cancer treatment innovation lags increasingly behind. To help bridge the adult-pediatric therapeutic development gap, collaborative efforts are essential among stakeholders within and outside the pediatric oncology community. Prioritizing collaboration in areas such as cancer characterization, target identification and validation, drug discovery, and approaches to currently "undruggable" targets is imperative to improving the outcomes for children with cancer.

Life Science Incubation at LabCentral/BioLabs with Partners Extending from the USA to Europe.

This chapter provides a blueprint for accelerating biotech and life sciences innovation using public-private partnerships to create innovation infrastructure that become a platform for scientific breakthroughs and economic growth. Examples are provided on creating standalone co-working labs as well as through partnerships with academic and healthcare system partners both in the United States and Europe. Risks and challenges are addressed as well as the overall benefits to the broader public of investing public funds in biotech and life science infrastructure versus individual companies based on the potential impact to global public health from new treatments, therapies, devices, and diagnostics.

Can Online Parent Education Meet the Needs of the Courts and Improve the Well-Being of Children? The Critical Roles of Goal, Program, and Evidence Alignment.

Parent education in family courts can significantly impact children's well-being after divorce if programs are (1) widely accessible, (2) acceptable to parents, (3) feasible to implement by courts, and (4) have evidence of effectiveness in improving key outcomes for children. In light of recently raised concerns about whether court-ordered/court-mandated parent education is justified; it is critical to identify effective parent education programs. Online parent education programs have the potential to be widely accessible, acceptable to parents and courts, and effectively promote children's well-being. However, few effective online parent education programs are being widely adopted by family courts. There is some controversy about whether online parent education meets the needs of family courts in being cost-effective programs that offer ways to hold parents accountable for their participation. We articulate the wide array of goals for parent education programs and present a framework to identify and select programs that meet specific goals. We discuss access, cost, evidence of effectiveness, acceptability, credibility, and compliance tracking. We highlight two online parent education programs to illustrate differences in contexts and goals and to show that online programs have great potential to be effective in accomplishing goals valued by the courts.

Augmented Reality (AR) in Surgery in Low- and Middle-Income Countries (LMICs): A Scoping Review.

Surgical disparities persist in low- and middle-income countries (LMICs). Insufficient access to surgical care places a large burden on these regions, with high mortality rates for otherwise standard procedures performed in high-income countries (HICs). Augmented Reality (AR) and Virtual Reality (VR) now provide us with a platform to improve the delivery of surgical access and training to LMICs. The use of AR technologies to provide additional training to surgeons and residents globally can help bridge the gap and reduce health disparities in LMICs. The goal of this scoping review is to evaluate whether surgical trainees and surgeons from LMICs have access to or use AR software in their training or practice. A systematic search was conducted on seven databases. Inclusion criteria included populations in LMICs with access to AR-based training. Articles using VR software, or those conducted in HICs were excluded from the review. From the 428 records screened, 58 reports were assessed for eligibility, and of these, a total of six studies were included in the review. Five of the six studies used mentors from an HIC, including the United States (US) and the United Kingdom (UK), whereas one study had mentorship from another LMIC. Three surgical specialties were explored: neurosurgery, plastic surgery, and urology. Although the integration of AR in surgical training is promising, the six studies evaluated in this review emphasize that costs and connection issues are major challenges that can set back these technologies in the operating room. Despite these revelations, with certain improvements, AR training programs are promising as they can help to reduce the global disparity in surgical proficiency.

Freedom dreaming in carceral spaces: Youth care workers' imagined alternatives to anti-Black racism in residential facilities.

Although youth-adult partnerships (Y-APs) have been linked to a wide range of positive youth and community outcomes, the possibility of Y-AP occurrence in spaces of racialized social control such as youth residential facilities remains unknown. Rooted in a social justice and rights-based ethos, Y-APs represent an innovative conceptual and practice model of youth engagement that challenges longstanding patterns of control that characterize adult-youth relationships in these settings. This study uses narrative thematic inquiry and counter storytelling to examine frontline youth care workers' narratives (N = 21) of Y-AP enactment against the backdrop of anti-Black racism in youth residential facilities. Workers' narratives include instances of both enhanced and diminished forms of partnership, and explanations for Y-AP diminishment depict an interplay of racist (anti-Black) ideologies and organizational processes, including selective racial cognizance in hiring practices, color-evasive and elitist training, and racialized blame-shifting. Importantly, workers' narratives suggest that although flourishing Y-APs remain elusive, it is not a foregone conclusion that Y-APs cannot occur to realize youth development and social change in these extreme contexts.

Critical elements of international academic partnerships in orthopaedic surgery: a modified Delphi approach.

Background: Despite the recent emphasis on promoting international collaborations within orthopaedic surgery, criteria for determining the strengths of such partnerships has not been established. The purpose of this study was to evaluate orthopaedic experts' perceptions of the most valuable characteristics of international academic partnerships. Methods: This study was conducted using a modified Delphi methodology. Experts were identified through the Consortium of Orthopaedic Academic Traumatologists (COACT). Responses were collected from February to September 2022. Three rounds of surveys listing possible topics on a 5-point Likert scale were used to develop consensus among a group of experts. Consensus criteria for topic inclusion in the final scale was determined as a rating of "strongly agree" or "agree" by ≥70% of the participants in the third survey. Results: The Round 1 survey was distributed to 96 invited participants within the COACT network, of which 50 experts (52.1%) completed the first survey. Consensus was reached on 54 topics organized into the following 5 categories: Research, Advocacy/Leadership, Training/Surgical Skills, Education/Knowledge Exchange, and Sustainability and Safety (RATES Criteria). Conclusions: Determining the most valuable characteristics of successful international academic partnerships can lead to more sustainable, mutually beneficial collaborations. The criteria identified in this study can provide the foundation for developing new partnerships and assessing existing ones.

Communication Training within Partners in School: Feasibility, Acceptability, and Usability.

Partners in School is a consultation model adapted from Conjoint Behavioral Consultation where parents and teachers identify a mutual concern for children with Autism and then implement the same evidence-based practices (EBPs) across home and school. Adding parent-teacher communication training (School Talk) may bolster the effects of this consultation approach. The purpose of this study was to explore parents' and teachers' experiences with School Talk, as well as examine the clinical outcomes of Partners in School plus School Talk. Participants were 21 parents and 21 teachers (n=21 dyads, N=42 participants) of preschool to first-grade children with Autism. Results indicated that parents and teachers both rated School Talk as feasible and acceptable, but parents rated it as more usable. There was preliminary evidence that Partners in School with School Talk may be associated with improvements in parent-teacher communication, as well as reductions in the frequency of child concerns.

Partnerships for the Productive Development of the Health Economic-Industrial Complex: the health question / Parcerias para o Desenvolvimento Produtivo do Complexo Econômico-Industrial da Saúde: a questão da saúde

This paper discusses some of the main criteria used to define priorities for technological and industrial development by the Brazilian Ministry of Health regarding the Partnerships for Productive Development (PDP) Program. In order to focus on the question of how to define priorities for technological development, the methodologies developed by the WHO and the EMA for that purpose are presented. WHO's and Brazilian findings on main causes of burden of disease are briefly compared. WHO's selected findings on major therapeutical gaps and technological development priorities are also compared to priorities selected and supported by the PDP program since its inception. A divorce between medicines prioritized and supported by the PDP program and the main causes of the Brazilian burden of disease was observed. Also, the incremental cost-effectiveness ratios of several medications supported by the program were preliminarily estimated. The resulting ratios were about thirty times higher than the opportunity cost estimated for Brazil. Findings of the above comparisons and cost-effectiveness exercise indicate that inadequate choices were made by the PDP program in the way to a progressive and equanimous universal health access in Brazil, anticipating a low impact on the Brazilian total burden of disease as well as a low effectiveness, efficiency and equity of the program regarding the health of the Brazilian population as a whole.

Estudos brasileiros que analisaram as Parcerias para o Desenvolvimento Produtivo (PDP) apontam limitações do desenho e da implementação das PDPs de medicamentos vis à vis os objetivos de saúde do SUS. Este artigo discute a definição de prioridades para o desenvolvimento tecnológico e industrial do complexo da saúde (CEIS), com foco na universalidade e na equidade em saúde, tendo por objeto o programa de Parcerias para o Desenvolvimento Produtivo (PDP) do Ministério da Saúde, programa de gastos anuais multibilionários, iniciado em 2009. Para aprofundar a questão do processo utilizado para definir prioridades de desenvolvimento tecnológico, o presente trabalho revê as metodologias utilizadas pela OMSepela European Medicines Agency (EMA) para esse propósito. As prioridades de saúde definidas pela OMS, partindo principalmente do critério carga de doença, e as correspondentes lacunas terapêuticas selecionadas para desenvolvimento tecnológico, com base sobretudo em evidências de monitoramento do horizonte e de avaliação tecnológica, são resumidamente apresentadas. A seguir, foram comparados os achados do relatório da OMS_ as prioridades de saúde selecionadas e as prioridades tecnológicas resultantes_ com os achados sobre carga de doença no Brasil e as prioridades selecionadas e apoiadas pelas PDPs. Observou-se um divórcio entre as prioridades medicamentosas apoiadas pelas PDPs e as principais causas de carga de doença no país. Abordamos ainda, nesse artigo, o papel da análise de custo-efetividade e do custo de oportunidade na discussão das escolhas do programa PDP. O exemplo trabalhado indica que o custo de oportunidade de várias tecnologias apoiadas pelas PDPs vigentes é dezenas de vezes superior ao limiar de custo-efetividade estimado para o Brasil. O divórcio entre as prioridades apoiadas pelas PDPs e as principais causas de carga de doença no país e o limiar de custo-efetividade assumido pelo programa PDP indicam escolhas insatisfatórias na busca para alcançar, de forma progressiva e equânime, o acesso universal à atenção de saúde em nosso país, no SUS. Essas escolhas devem resultar em uma baixa efetividade, baixa eficiência e baixa equidade do programa do ponto de vista da saúde da população brasileira como um todo.

Building organizational and strategic interprofessional collaboration and partnerships: a case study.

Developing organizational strategic partnerships is important to advance initiatives such as research, training/education, and interprofessional collaboration (IPC) with a global perspective. Commitments to collaborative leadership, intentional partnership, coordination, and progress, thematically represent the series of critical decisions and actions collectively required to achieve strategic alliance success. The purpose of this paper is to describe the evidenced-informed framework and systematic processes involved in building successful strategic organizational and collaborative partnerships for InterprofessionalResearch.Global to expand and enhance opportunities for IPC on mutually beneficial initiatives. The conceptual model for effective collaborative partnerships by Butt et al. (2008) provided a framework for InterprofessionalResearch.Global to develop two strategic organizational partnerships consistent with its mission, vision, and goals to explore interprofessional research and policy gaps through global research partnerships, grow and sustain communities of practice, and mobilize evidence-informed interprofessional education and collaborative practice across multiple and diverse contexts. These organizational partnerships are defined by a Memorandum of Understanding with clear expectations and mechanisms of communication, defined priority areas and timelines for collaborative efforts, mutual understanding of the purposes of each relationship, and timeline and expectations for periodic evaluation.