This document summarizes the capacity assessments conducted by the Consortium for Health Policy and Systems Analysis in Africa (CHEPSAA) partners of their health policy and systems research and analysis (HPSR+A) groups. It provides an overview of the methodology used for the assessments, key findings about the capacities of the seven partner organizations, and reflections on the assessment process. The assessments found that while the demand for HPSR+A research and teaching is growing in African universities, the capacity levels and needs varied across the partners. The assessments were seen as a positive experience that strengthened organizational capacities.
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 1: Health Policy & Systems Research Frameworks- 1
This is the first slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 3: Health Policy & Systems Research Frameworks- 3
This is the third slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
KEYSTONE HPSR Initiative // Module 1: Introducing Health Systems & Health Policy // Slideshow 3 Health Systems and Health Policy Frameworks - 2
This is the third slideshow of Module 1: Introducing Health Systems & Health Policy, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 1: Introducing Health Systems & Health Policy
This module introduces students to the KEYSTONE initiative, the objectives and design of the inaugural course, and the field of Health Policy and Systems Research. Common frameworks used to understand health systems and health policy are delineated, including the WHO building blocks framework, health systems hardware and software, systems thinking, social construction, and people-centred health systems.
There are 5 slideshows in this module.
Module 1: Introducing Health Systems & Health Policy
-Module 1 Slideshow 1: KEYSTONE Course: Getting Oriented
-Module 1 Slideshow 2: Health Systems and Health Policy Frameworks - 1
-Module 1 Slideshow 3: Health Systems and Health Policy Frameworks - 2
-Module 1 Slideshow 4: Health Systems and Health Policy: Wrap Up
-Module 1 Slideshow 5: Epistemological self-diagnosis
The other modules in this series are:
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy & Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
Rapid qualitative analysis vs the 'traditional approach': early findings and ...NIHR CLAHRC West Midlands
Dr Beck Taylor of Theme 1, Maternity and Child Health, presented her latest project, comparing a rapid approach to synthesising evidence from qualitative research to traditional research methods, presented at CLAHRC WM Programme Steering Committee meeting, 22nd October 2015
Dissemination and Implementation Research - Getting FundedHopkinsCFAR
Alice Ammerman, DrPh
Director, Center for Health Promotion and Disease Prevention
Professor, Department of Nutrition
Gillings School of Global Public Health
University of North Carolina
invoNET 2012 Presentation.
Public involvement in research: assessing impact through a realist evaluation.
Presenters: David Evans, Vito Laterza & Rosie Davies
Introductions: Simon Denegri, Chair of INVOLVE
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 1: Health Policy & Systems Research Frameworks- 1
This is the first slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
KEYSTONE HPSR Initiative // Module 4: Health Policy & Systems Research frameworks // Slideshow 3: Health Policy & Systems Research Frameworks- 3
This is the third slideshow of Module 4: Health Policy and Systems Research Frameworks, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 4: Health Policy & Systems Research frameworks
Health systems are knowable and researchable and their study calls for a range of inputs from different disciplines. Different questions and different understandings of health system problems lend themselves to different and complementary research approaches under the HPSR umbrella. Evolving concepts of ethics and rigour in HPSR are also delineated and knowledge translation as being integrated and continuous with the production of knowledge in HPSR is also considered.
There are 3 slideshow in this module.
Module 4: Health Policy & Systems Research frameworks
-Module 4 Slideshow 1: Health Policy and Systems Research Frameworks -1
-Module 4 Slideshow 2: Health Policy and Systems Research Frameworks - 2
-Module 4 Slideshow 3: Health Policy and Systems Research Frameworks - 3
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Preparing a Research Plan
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
KEYSTONE HPSR Initiative // Module 1: Introducing Health Systems & Health Policy // Slideshow 3 Health Systems and Health Policy Frameworks - 2
This is the third slideshow of Module 1: Introducing Health Systems & Health Policy, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 1: Introducing Health Systems & Health Policy
This module introduces students to the KEYSTONE initiative, the objectives and design of the inaugural course, and the field of Health Policy and Systems Research. Common frameworks used to understand health systems and health policy are delineated, including the WHO building blocks framework, health systems hardware and software, systems thinking, social construction, and people-centred health systems.
There are 5 slideshows in this module.
Module 1: Introducing Health Systems & Health Policy
-Module 1 Slideshow 1: KEYSTONE Course: Getting Oriented
-Module 1 Slideshow 2: Health Systems and Health Policy Frameworks - 1
-Module 1 Slideshow 3: Health Systems and Health Policy Frameworks - 2
-Module 1 Slideshow 4: Health Systems and Health Policy: Wrap Up
-Module 1 Slideshow 5: Epistemological self-diagnosis
The other modules in this series are:
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy & Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 7: Realist evaluation
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
Rapid qualitative analysis vs the 'traditional approach': early findings and ...NIHR CLAHRC West Midlands
Dr Beck Taylor of Theme 1, Maternity and Child Health, presented her latest project, comparing a rapid approach to synthesising evidence from qualitative research to traditional research methods, presented at CLAHRC WM Programme Steering Committee meeting, 22nd October 2015
Dissemination and Implementation Research - Getting FundedHopkinsCFAR
Alice Ammerman, DrPh
Director, Center for Health Promotion and Disease Prevention
Professor, Department of Nutrition
Gillings School of Global Public Health
University of North Carolina
invoNET 2012 Presentation.
Public involvement in research: assessing impact through a realist evaluation.
Presenters: David Evans, Vito Laterza & Rosie Davies
Introductions: Simon Denegri, Chair of INVOLVE
Accelerating innovation and diffusion of renewable energy technologies: techn...CambridgeIP Ltd
There is a need for innovation and industrial upgrade policies to be co-ordinated with renewable energy capacity obligations for Bulgaria and other accession member states to the EU: that was the main message of a presentation by CambridgeIP’s CEO Ilian Iliev at a recent workshop on The Costs and Benefits of Renewables: Biomass organised by the Center for Study of Democracy in Sofia, Bulgaria.
This document contains evidence that supports some of the ideas proposed by MaFI members in the MaFI-festo and in the Systemic M&E initiative. Development is also about relationships, not just about technicalities and money; reality is complex; flexibility and ability of practitioners to connect and leverage the system's resources are key; etc.
Informing the research environment with the Concordat for Units of AssessmentEmma Gillaspy
Workshop by Karen Clegg (Director of Researcher Development and Concordat Implementation Coordinator, University of York) and Rob Daley (Research Development Coordinator, Herriot Watt University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
This presentation talks about need for research, the way impact of research is measured and the current trends in making research more visible. A case of econometric is dealt with,
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
Qualitative Research in Results-Based Financing: The Promise and The RealityRBFHealth
A presentation by Kerina Kielmann and Fabian Cataldo, delivered at the RBF Health Seminar, Qualitative Research in RBF: The Promise and The Reality on February 18, 2015.
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Laura Eyre and Martin Marshall: Researchers in residence Nuffield Trust
Laura Eyre, Research Associate and Martin Marshall, Professor of Healthcare Improvement at UCL give an inside perspective on moving improvement research closer to practice.
Presentation by Alison Mitchell (Deputy Director of Vitae) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Evaluating an open research project: Benefits and challenges from the ROER4D ...SarahG_SS
Presentation made at the Open Education Global 2017 Conference held at the CTICC from 8-10 March 2017. This presentation looked at the the evaluation of the ROER4D project, a project that is committed to open research. The open approach in the project work informed the evaluation approach used and has highlighted considerations around the ethical sharing of evaluation findings and outputs, including at which stage and with whom. Some of the benefits and challenges of evaluating such an open project are presented.
What must be done to ehance capacity for health systems research?IDS
This presentation was written by Sara Bennett, Ligia Paina, Christine Kim, Irene Agyepong, Somsak Chunharas, Di McIntyre and Stefan Nachuk for the Global Symposium on Health Systems Research, November, 2010.
Implementing the Researcher Development FrameworkEmma Gillaspy
A joint Vitae NW & YNE Hub good practice workshop held in Manchester on 26/05/2011. Slides are from the introductory session. More information about this event can be found at www.vitae.ac.uk/nwgp11
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
Similar to CHEPSAA final networking meeting: capacity assessments (20)
At the Second Global Symposium on Health Systems Research in Beijing (31 October to 3 November 2012), CHEPSAA presented the following presentation:
MIRZOEV, T., LE, G., KALLIECHARAN, R., AGYEPONG, I., ERASMUS, E., GOUDGE, J., KAMUZORA, P., U., L., OKEYO, S., DE SAVIGNY, D., TOMSON, G., UZOCHUKWU, B. & GILSON, L. (2012) Capacity for Health Policy and Systems Research and Analysis in seven African universities. Second Global Symposium on Health Systems Research. Beijing.
More from Collaboration for Health Policy & Systems Analysis in Africa (CHEPSAA) (7)
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
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Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Phone Us ❤85270-49040❤ #ℂall #gIRLS In Surat By Surat @ℂall @Girls Hotel With...
CHEPSAA final networking meeting: capacity assessments
1. CAPACITY ASSESSMENTS:
methodological approach, key
findings and our reflections
Dr Tolib Mirzoev, University of Leeds
t.mirzoev@leeds.ac.uk
www.hpsa-africa.org
@hpsa_africa
www.slideshare.net/hpsa_africa
2. Key messages
1. CHEPSAA used a structured approach to capacity assessments,
which involved self-assessments followed by comparative analysis
2. There is growing though still limited demand for HPSR+A research
and teaching by African universities
3. All seven African partners have different capacity assets to build
upon; however, capacity levels varied and there are also different
capacity needs
4. Overall, despite challenges faced, capacity assessments were a
positive experience, itself being capacity strengthening
5. More details are available in different products (country and
comparative papers, methodology handbook, reports from seven
partners, comparative synthesis)
2
4. Capacity is…
…the ability of individuals or groups/networks to conduct specific
tasks (e.g. perform functions, solve problems and set and achieve
objectives) in a sustainable manner.
based on: Potter and Brough, 2004; Green and Bennett 2007; UNDP, 2006
Key conceptual issues:
• Capacity of whom and to do what?
• Three levels (individual, organisational, system)
• Multiple elements (e.g. skills, tools, structures)
• Applied/visible vs potential capacity
4
5. Capacity strengthening is…
…the process whereby people, organisations and society as
a whole unleash, strengthen, create, adapt and maintain
capacity over time
Development Assistance Committee, 2006 p.12.
Key conceptual issues:
• Continuous nature
• Build vs strengthen vs unleash
• Context-specificity
5
6. Capacity assessments in
CHEPSAA
Objectives were to: a) inform project activity planning and b)
contribute to building the HPSR+A field
General approach:
1. Focus on HPSR+A groups in seven African universities
2. Assessed all three capacity levels
3. Assets plus needs
4. Semi-standardised (i.e. generic tools for adaptation)
5. Phased and incremental
6. Self-assessments followed by comparative synthesis
7. Collaborative work though led by one partner
7. Capacity assessment process
Step 1: shared
understanding of
key concepts
• Draft concept note
• Exchange and
discussion
Step 2: Context
mapping
• Broad guidance for
adaptation
• Partner reports
• Comparative
synthesis project
meeting
Step 3:
Assessing org +
indiv. levels
• Broad guidance for
adaptation
• Data collection and
analysis by each
partner
• Partner reports
Step 4:
comparative
synthesis
• Drafted by Univ. of
Leeds
• Partner review,
discussion at
workshop
• Final synthesis
7
Feb 2011 May 2011 Sept 2011 March 2012
8. Methods used
• Reviews of key org and policy documents
• In-depth interviews with key actors (within universities
and wider)
• Focus group discussions
• Staff survey
• Student survey (TICH-GLUK)
9. Wider context including demand for HPSR+A
Thematic areas for capacity assessments
Resources (staff numbers and
skills, funding, infrastructure)
Leadership and
Governance
Nature of organisations
Quality assurance for
Research & Teaching
Research Teaching
Networking and GRIPP
Scope of HPSR+A activities
9
10. Capacity requirements in each thematic area
Natureof
organisation
Scopeof
HPSR+Awork
Context
Leadership and governance
Organisation’s resources
HPSR+A teaching and research,
including quality assurance
Communication, GRIPP and
networking
Demand for HPSR+A work
Resource environment
Thematic area
CAPACITY
TO...
...take account
of resource
environment
... lead and
govern
... effectively
communicate
and network
...take
account of
wider context
...ensure quality
research and
teaching
...generate + use
organisation’s
resources
Capacity requirements
CAPACITY ASSETS CAPACITY NEEDS
10
11. Country Nigeria Tanzania Kenya Ghana South Africa
Partner HPRG-
COMUNEC
IDS-UDSM TICH-GLUK SPH-UG CHP-WITS SOPH-UWC HPSP / HEU-
UCT
Relation with
University
Unit reports
to College
Institute
within Uni
Institute
within Uni
School within
University
Centre within
School
School within
Faculty
Prog/unit
within School
Group’s
vision
Health
research &
teaching
Importance of
health to
development
Sustainable
Health and
development
HPSR+A
implicit but
recognised
Explicit focus
on HPSR+A
Explicit focus
incl. HSPR+A
Explicit focus
on HPSR+A
Academics 7 4 10 35 9 13 12
acad w/PhDs 3 3 2 25 4 4 9
senior vs
junior acad.
3:4 3:1 4:6 22:13 5:4 4:9 3:9
support /
admin staff
4 8 4 13 3 14 5
Group’s
thematic
expertise
Health
policy and
financing
Health policy Health Policy
and Planning
& HS
HR, Maternal
Health
Finance, HR,
UHC, HS and
policy
HR, HS and
policy, HMIS
HS + policy,
economics,
governance
Research
projects
5 3 3 5 14 16 10
HPSR+A
teaching
courses
MSc and
PG diploma
MA in Dev-t
Studies
MA in Comm.
Health and
Dev-t
MPH
programme
MPH
programme
MPH and PG
diploma,
short courses
MPH and PG
diploma
HPSR+A
modules
9 1 2 8 4 20 7
12. Nature of organisations
All (except IDS) are health-specific , internationally-recognised groups
within wider universities
Leadership and governance
• Vision for HPSR+A exists and relates to wider institutional purpose
• Variety of structures and processes
• HPSR+A ‘champions’ exist but succession challenges
Resources
• Staff shortages especially senior
• Different income patterns incl. unpredictable external funding
• Infrastructural constraints in East/West but not South Africa.
12
13. Scope of HPSR+A
activities
HPSR+A work
• All are engaged in research and teaching
• Lack of clarity on identity of HPSR+A
Quality Assurance
• teaching – clear links with institutional guidelines
• research – attention on proposal and output and less on process
Communication, Networking, GRIPP
• Different GRIPP mechanisms are used
• Multiple research networks BUT less HPSR+A teaching networks
13
14. Wider context
Demand for HPSR+A Research & Teaching
• Growing, but limited, demand for HPSR+A research and teaching
– organisational funding for teaching is primarily from government
– limited domestic funding for research
– research priorities may be skewed by reliance on international funding
• Few systematic opportunities for researcher-practitioner
engagement
– lack of coordinated HPSR+A research priorities
– limited uptake of evidence by decision-makers
14
15. Some reflections on
processes
1. Enthusiasm, interest
2. Useful process for:
capacity strengthening, raising awareness
developing shared views of capacity, HPSR+A
3. Feasible scope, existing research skills
(though ambitious timetable)
4. Difference in nature of outputs between
partners (format, approach)
5. Enjoyable experience
15
16. Considerations for future
capacity assessments
1. Self-assessments can be empowering and
awareness-raising, though consider bias
2. Use familiar methods and tools
3. Consider both capacity assets and needs
4. Explore capacity at all three levels (incl. links
between the levels)
5. Deploy phased and incremental approach to
manage workload and conduct analysis
alongside collection
6. Consult CHEPSAA resources
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20. The CHEPSAA partners
University of Dar Es Salaam
Institute of Development Studies
University of the Witwatersrand
Centre for Health Policy
University of Ghana
School of Public Health, Department of
Health Policy, Planning and Management
University of Leeds
Nuffield Centre for International Health and
Development
University of Nigeria Enugu
Health Policy Research Group & the
Department of Health Administration and
Management
London School of Hygiene and
Tropical Medicine
Health Economics and Systems Analysis
Group, Depart of Global Health & Dev.
Great Lakes University of Kisumu
Tropical Institute of Community Health and
Development
Karolinska Institutet
Health Systems and Policy Group,
Department of Public Health Sciences
University of Cape Town
Health Policy and Systems Programme,
Health Economics Unit
Swiss Tropical and Public Health
Institute
Health Systems Research Group
University of the Western Cape
School of Public Health