The document provides an initial assessment report for a new Master's program in Public Health at State University of Medicine and Pharmacy "Nicolae Testemitanu" in Moldova. It summarizes the development of the 2-year curriculum across 3 specializations. It also outlines the program structure, objectives, competencies, resources, management, and evaluation plans. The report indicates the curriculum has been developed and approved at the university and ministry levels in Moldova.
Training in Specialty by Residency - Beatrice NimereanuIMI PQ NET Romania
- The document outlines Romania's process for medical residency training and specialization, which involves graduating from medical school and then completing 3-6 years of residency training in an accredited healthcare facility to become certified in a specialty.
- Residency training is organized at a regional level through universities and involves both theoretical and practical supervised clinical experience over the course of the training period.
- Upon completing residency training, physicians must pass a written and practical exam to obtain their specialist certification from the Ministry of Health.
The document provides an overview of the Saudi Board in Community Medicine (SBCM) program in Al-Madinah Al-Munawarah. The SBCM program is a joint postgraduate fellowship program in community medicine involving several participating institutions. The program aims to train medical graduates in community medicine principles and skills over 2 years of supervised training. Upon completion, graduates will be qualified as community medicine specialists equipped to work in public health and primary care roles.
Short training Institute of Tropical Medicine ANTWERPGaluh Insani
The document summarizes the Master of Science in Tropical Animal Health (MSTAH) program offered by the Institute of Tropical Medicine in Antwerp, Belgium. The 10-month program provides training to animal health professionals from low and middle-income countries through modules and a thesis. Fifteen fellowships are available to support applicants from developing countries. The last year of the current program is 2014-2015 before it transitions to include more e-learning components in collaboration with the University of Pretoria.
Sana'a - Yemeni biochemist with a Master's degree and extensive teaching experience. He currently serves as the Director of the Center for Research and Studies at the University of Sana'a. His career highlights include teaching biochemistry at several universities, participating in scientific research projects, and membership on multiple academic committees. He is skilled in computer use, statistics software, and both Arabic and English languages.
The document summarizes a workshop on applying systems biology approaches to medical research and practice. The workshop aimed to analyze the current state, identify opportunities and barriers, and recommend areas for collaboration. Participants discussed how systems biology could help clinical trials, redefine disease phenotypes, discover biomarkers, enable combinatorial therapies, and improve drug development. Key areas for future research include understanding chronic diseases through network analysis, combining personalized omics data with clinical information, and developing combinatorial drug screening. The major challenge is for systems biology to help transition to a predictive, personalized, preventive and participatory model of medicine.
This document provides an overview of the Department of Biomedical Engineering at Eindhoven University of Technology. It discusses general trends in healthcare technology and computational biology examples. The department focuses on areas like regenerative medicine, chemical biology, computational diagnostics, and biomechanics & tissue engineering. Research groups within the department work on topics such as cardiovascular biomechanics, cell-matrix interaction, molecular biosensing, and medical image analysis. The document also provides information on the department's educational programs, collaborations, budgets, and key personnel.
Training in Specialty by Residency - Beatrice NimereanuIMI PQ NET Romania
- The document outlines Romania's process for medical residency training and specialization, which involves graduating from medical school and then completing 3-6 years of residency training in an accredited healthcare facility to become certified in a specialty.
- Residency training is organized at a regional level through universities and involves both theoretical and practical supervised clinical experience over the course of the training period.
- Upon completing residency training, physicians must pass a written and practical exam to obtain their specialist certification from the Ministry of Health.
The document provides an overview of the Saudi Board in Community Medicine (SBCM) program in Al-Madinah Al-Munawarah. The SBCM program is a joint postgraduate fellowship program in community medicine involving several participating institutions. The program aims to train medical graduates in community medicine principles and skills over 2 years of supervised training. Upon completion, graduates will be qualified as community medicine specialists equipped to work in public health and primary care roles.
Short training Institute of Tropical Medicine ANTWERPGaluh Insani
The document summarizes the Master of Science in Tropical Animal Health (MSTAH) program offered by the Institute of Tropical Medicine in Antwerp, Belgium. The 10-month program provides training to animal health professionals from low and middle-income countries through modules and a thesis. Fifteen fellowships are available to support applicants from developing countries. The last year of the current program is 2014-2015 before it transitions to include more e-learning components in collaboration with the University of Pretoria.
Sana'a - Yemeni biochemist with a Master's degree and extensive teaching experience. He currently serves as the Director of the Center for Research and Studies at the University of Sana'a. His career highlights include teaching biochemistry at several universities, participating in scientific research projects, and membership on multiple academic committees. He is skilled in computer use, statistics software, and both Arabic and English languages.
The document summarizes a workshop on applying systems biology approaches to medical research and practice. The workshop aimed to analyze the current state, identify opportunities and barriers, and recommend areas for collaboration. Participants discussed how systems biology could help clinical trials, redefine disease phenotypes, discover biomarkers, enable combinatorial therapies, and improve drug development. Key areas for future research include understanding chronic diseases through network analysis, combining personalized omics data with clinical information, and developing combinatorial drug screening. The major challenge is for systems biology to help transition to a predictive, personalized, preventive and participatory model of medicine.
This document provides an overview of the Department of Biomedical Engineering at Eindhoven University of Technology. It discusses general trends in healthcare technology and computational biology examples. The department focuses on areas like regenerative medicine, chemical biology, computational diagnostics, and biomechanics & tissue engineering. Research groups within the department work on topics such as cardiovascular biomechanics, cell-matrix interaction, molecular biosensing, and medical image analysis. The document also provides information on the department's educational programs, collaborations, budgets, and key personnel.
This document provides an initial assessment of a new Master's program at the University of Georgia School of Public Health. It outlines the program objectives, competencies, target recruitment groups, necessary accreditation and approvals. It also identifies the academic and administrative leads for the program. An assessment is made of existing infrastructure, teaching resources, and the political framework. The status quo of other related programs is reported, along with internal university regulations. Potential career paths for graduates are outlined.
This document provides an initial assessment of a proposed new Master's program at Yerevan State Medical University. It summarizes the status quo, including existing national legislation and Master's programs at the university. It then describes the proposed curriculum structure, learning outcomes, teaching methods, and requirements for the new Public Health Master's program. Key aspects covered include courses in hygiene, epidemiology, social medicine, management, and biostatistics. The program is designed to be 120 ECTS over two years and to prepare graduates for careers in public health organizations and health care management.
43_Program Elective course - III (Community medicine).pdfVamsi kumar
This syllabus covers the principles and applications of Community Medicine and Epidemiology. Students will gain a comprehensive understanding of community health, disease control, health promotion, and the role of medical social work. They will apply knowledge to real-world case studies, fostering skills in critical analysis, problem-solving, and ethical decision-making.
Created by: Mr. Attuluri Vamsi Kumar, Assistant Professor, Department of MLT, UIAHS, Chandigarh University, Mohali, Punjab. For more details website: https://www.mltmaster.com
This document summarizes Dr. Issa Said Al Shuaili's presentation on integrating occupational health services into primary health care in Oman. It discusses Oman's workforce demographics and existing occupational health regulations. It then outlines Oman's experience integrating occupational health into primary care through training primary care doctors, promoting health education in workplaces, and planning to attach doctors to workplaces. Finally, it identifies capacities needed like assessing local contexts, developing human resources, and establishing evaluation systems to support a people-centered occupational health model in primary care.
17_Program Elective course - I (Biomedical instrumentation).pdfVamsi kumar
This course introduces medical lab technology students to the vast field of Biomedical Instrumentation. It begins with a fundamental understanding of different biomedical instruments, their classifications, and the basic medical measurements. Students will then delve deeper into advanced therapeutic and diagnostic devices, along with a comprehensive study of various medical imaging technologies. The course concludes with exploring the future of biomedical instrumentation, particularly focusing on wearable and portable medical devices, and the integration of artificial intelligence and machine learning in the field. The curriculum incorporates several case studies to illustrate real-world applications and advancements in biomedical instrumentation.
Created by: Mr. Attuluri Vamsi Kumar, Assistant Professor, Department of MLT, UIAHS, Chandigarh University, Mohali, Punjab. For more details website: https://www.mltmaster.com
15 ma in sustainable regional health systemscorvinusg
This document provides details on the European Master's in Sustainable Regional Health Systems program offered jointly by four European universities.
The two-year program aims to educate students in health system management and planning at the regional level from a sustainable development perspective. The first year covers core modules at the University of Deusto in Spain, then management modules at Corvinus University of Budapest.
The second year allows students to specialize in either patient safety/quality or social aspects of healthcare at the University of Verona or Vilnius University. Students complete an internship and thesis in the final semester. Upon completion, students earn a Master's degree from one of the three awarding universities. The program also offers E
The document provides details of the curriculum for the M.B.B.S. degree in Pakistan. It outlines the guiding principles, scheme of studies including examination structure, and details of courses for all four years. The curriculum aims to prescribe minimum standards and ensure uniformity across medical colleges and universities. It emphasizes problem-based learning, integration of basic and clinical sciences, and developing humanistic attributes in students. The first professional exams assess Anatomy, Physiology and Biochemistry, while subsequent years examine additional subjects leading to the final professional exam on Medicine, Surgery, Obstetrics and Gynaecology, and Pediatrics.
Development and implementation of academic study for nutritionVera Simovska
1) In recent years, Macedonia has focused on developing academic programs in food science and nutrition to promote healthy eating and prevent diet-related diseases.
2) New bachelor's, master's and PhD programs in nutrition were established, aligned with European standards and frameworks.
3) The profession of nutrition and dietetics was also developed, with nutritionists working in food technology, public health nutrition, and food service administration.
Inter-sectoral collaboration for One Health implementation in Vietnam: traini...ILRI
Presentation by Hung Nguyen-Viet, Scott Newman, Pham Duc Phuc, Dao Thu Trang and David Payne at the first International Symposium on One Health Research, Guangzhou, China, 22-23 November 2014.
Brian D. Brown has coordinated and taught a wide range of courses in medical education and health informatics. These include clinical rotations, certificate programs, undergraduate courses, and graduate seminars in areas such as family medicine, public health informatics, biomedical ethics, and health humanities. He has also taught courses in anthropology, sociology, and emergency medical services at the community college level.
The document discusses the field of public health dentistry. It provides definitions of key terms like public health and dental public health. It describes the historical development of public health and changing concepts in public health from disease control to health promotion to social engineering to health for all. It outlines tools used in dental public health like epidemiology and biostatistics. It discusses characteristics of ideal public health measures and services provided through public health dentistry.
This document provides an overview of a new postgraduate elective subject on eHealth and Biomedical Informatics Systems. The subject introduces current approaches and future directions in eHealth and healthcare informatics. Topics covered include electronic health records, health portals, telehealth, and privacy/security standards. The subject aims to help students critically evaluate new health technologies, synthesize technical and social factors in informatics projects, and assess competency needs. Assessment consists of a knowledge test, critical appraisal assignment, and project report with presentation. The subject provides foundational knowledge in biomedicine, computing, and information science relevant to the field of health informatics.
Performance measurement and KPI setting - Zarina Temekova, KazakhstanOECD Governance
The document discusses performance budgeting in Kazakhstan's health system. It begins by defining performance budgeting as linking budget formation and execution to achieving strategic goals and objectives. It then outlines Kazakhstan's history of implementing performance budgeting since 2007. Key aspects discussed include the country's state planning system, budget management cycle, health care financing structure, and strategic documents like the healthcare development program and ministry of health strategic plan that guide performance budgeting implementation. Performance indicators, reimbursement mechanisms, and examples of cases subject to payment withdrawal are also summarized.
The document discusses the integration of biostatistics and medical informatics. It explains that medical informatics deals with collecting, organizing, analyzing, and disseminating medical information using information technology. Biostatistical methods are beginning to be integrated into areas like medical informatics, public health informatics, and bioinformatics. The document also provides examples of institutions that offer training programs integrating biostatistics and medical informatics.
This document discusses principles of curriculum development in medical education. It covers:
1) Goals of medical education which include meeting patient/society needs, balancing basic and clinical sciences, and developing knowledge, attitudes, and problem-solving skills.
2) Major changes in curricula over time from apprenticeship to discipline-based, organ-system based, and now outcome-based models.
3) Examples of outcome-based frameworks used internationally to define competencies in areas like patient care, medical knowledge, and professionalism.
This document discusses principles of curriculum development in medical education. It covers:
1) Goals of medical education which include meeting patient/society needs, balancing basic and clinical sciences, and developing knowledge, attitudes, and problem-solving skills.
2) Major changes in curricula over time from apprenticeship to discipline-based, organ-system based, and now outcome-based models.
3) Examples of outcome-based frameworks used internationally to define competencies in areas like patient care, medical knowledge, and professionalism.
This document provides an introduction to medical education in India and outlines recent reforms to the medical education system. It discusses the following key points:
1. The Medical Council of India mandated in 1997 that all medical colleges establish Medical Education Units to promote modern education technologies. Basic Course Workshops have been held since 2009 to train faculty.
2. The aim of the Revised Basic Course workshops is to sensitize teachers to new teaching methods and help them develop skills needed to be effective educators.
3. Issues with the current medical education system include changing student profiles, lack of feedback mechanisms, and privatization of medical education. Reforms aim to create an "Indian Medical Graduate" with defined competencies.
4
Higher education for Science students by Dr. PRINCE C PDR.PRINCE C P
Higher Education opportunities and career pathways forScience students.Paramedical courses refer to educational programs that prepare individuals to work in various healthcare settings alongside medical professionals, providing essential support services. Paramedical courses equip students with the necessary knowledge and skills to assist in patient care, diagnostics, rehabilitation, and other healthcare-related tasks. The graduates of Paramedical courses play a crucial role in the healthcare industry by complementing the work of doctors, nurses, and other healthcare professionals.
The document summarizes findings from surveys of health professionals in three Spanish regions on their use of information and communication technologies (ICT), including remote monitoring technologies (RMT). The surveys found that ICT usage varies, with barriers including awareness, readiness, and socioeconomic factors. ICT was found to impact quality of care, throughput, and activity levels, but further data collection is needed to fully understand adoption and diffusion of technologies among health professionals and citizens.
This document discusses case management and family approaches in addiction counseling using the Minnesota Model. It outlines the core functions of addiction counseling which include screening, intake, orientation, assessment, treatment planning, problem solving, case management, referral, crisis intervention, education, monitoring, and consultation. The Minnesota Model views addiction as a treatable disease and utilizes a multidisciplinary team and 12-step approach. It also emphasizes involving the family in recovery to facilitate reintegration and increase the chances of staying sober. Counseling is described as a ongoing process. Common family roles in addiction like the alcoholic, mascot, hero, scapegoat, lost child, and enabler are also identified.
This document discusses the benefits of online professional networks for expanding knowledge resources. It describes how computer-mediated communication through platforms like ARPAnet allowed for low-cost, fast communication without limits on recipients or file types. Social networking services then built upon this, enabling asynchronous communication, mass connections among people with shared interests through personalized profiles. Specifically, the document outlines the large professional networks of Facebook, LinkedIn, and ResearchGate, noting their popularity, emphasis on work interests, and abilities to connect researchers globally through topic searches. The overall message is that online networks provide valuable resources for professional collaboration when combining communication conveniences with focus on expertise and research topics.
This document provides an initial assessment of a new Master's program at the University of Georgia School of Public Health. It outlines the program objectives, competencies, target recruitment groups, necessary accreditation and approvals. It also identifies the academic and administrative leads for the program. An assessment is made of existing infrastructure, teaching resources, and the political framework. The status quo of other related programs is reported, along with internal university regulations. Potential career paths for graduates are outlined.
This document provides an initial assessment of a proposed new Master's program at Yerevan State Medical University. It summarizes the status quo, including existing national legislation and Master's programs at the university. It then describes the proposed curriculum structure, learning outcomes, teaching methods, and requirements for the new Public Health Master's program. Key aspects covered include courses in hygiene, epidemiology, social medicine, management, and biostatistics. The program is designed to be 120 ECTS over two years and to prepare graduates for careers in public health organizations and health care management.
43_Program Elective course - III (Community medicine).pdfVamsi kumar
This syllabus covers the principles and applications of Community Medicine and Epidemiology. Students will gain a comprehensive understanding of community health, disease control, health promotion, and the role of medical social work. They will apply knowledge to real-world case studies, fostering skills in critical analysis, problem-solving, and ethical decision-making.
Created by: Mr. Attuluri Vamsi Kumar, Assistant Professor, Department of MLT, UIAHS, Chandigarh University, Mohali, Punjab. For more details website: https://www.mltmaster.com
This document summarizes Dr. Issa Said Al Shuaili's presentation on integrating occupational health services into primary health care in Oman. It discusses Oman's workforce demographics and existing occupational health regulations. It then outlines Oman's experience integrating occupational health into primary care through training primary care doctors, promoting health education in workplaces, and planning to attach doctors to workplaces. Finally, it identifies capacities needed like assessing local contexts, developing human resources, and establishing evaluation systems to support a people-centered occupational health model in primary care.
17_Program Elective course - I (Biomedical instrumentation).pdfVamsi kumar
This course introduces medical lab technology students to the vast field of Biomedical Instrumentation. It begins with a fundamental understanding of different biomedical instruments, their classifications, and the basic medical measurements. Students will then delve deeper into advanced therapeutic and diagnostic devices, along with a comprehensive study of various medical imaging technologies. The course concludes with exploring the future of biomedical instrumentation, particularly focusing on wearable and portable medical devices, and the integration of artificial intelligence and machine learning in the field. The curriculum incorporates several case studies to illustrate real-world applications and advancements in biomedical instrumentation.
Created by: Mr. Attuluri Vamsi Kumar, Assistant Professor, Department of MLT, UIAHS, Chandigarh University, Mohali, Punjab. For more details website: https://www.mltmaster.com
15 ma in sustainable regional health systemscorvinusg
This document provides details on the European Master's in Sustainable Regional Health Systems program offered jointly by four European universities.
The two-year program aims to educate students in health system management and planning at the regional level from a sustainable development perspective. The first year covers core modules at the University of Deusto in Spain, then management modules at Corvinus University of Budapest.
The second year allows students to specialize in either patient safety/quality or social aspects of healthcare at the University of Verona or Vilnius University. Students complete an internship and thesis in the final semester. Upon completion, students earn a Master's degree from one of the three awarding universities. The program also offers E
The document provides details of the curriculum for the M.B.B.S. degree in Pakistan. It outlines the guiding principles, scheme of studies including examination structure, and details of courses for all four years. The curriculum aims to prescribe minimum standards and ensure uniformity across medical colleges and universities. It emphasizes problem-based learning, integration of basic and clinical sciences, and developing humanistic attributes in students. The first professional exams assess Anatomy, Physiology and Biochemistry, while subsequent years examine additional subjects leading to the final professional exam on Medicine, Surgery, Obstetrics and Gynaecology, and Pediatrics.
Development and implementation of academic study for nutritionVera Simovska
1) In recent years, Macedonia has focused on developing academic programs in food science and nutrition to promote healthy eating and prevent diet-related diseases.
2) New bachelor's, master's and PhD programs in nutrition were established, aligned with European standards and frameworks.
3) The profession of nutrition and dietetics was also developed, with nutritionists working in food technology, public health nutrition, and food service administration.
Inter-sectoral collaboration for One Health implementation in Vietnam: traini...ILRI
Presentation by Hung Nguyen-Viet, Scott Newman, Pham Duc Phuc, Dao Thu Trang and David Payne at the first International Symposium on One Health Research, Guangzhou, China, 22-23 November 2014.
Brian D. Brown has coordinated and taught a wide range of courses in medical education and health informatics. These include clinical rotations, certificate programs, undergraduate courses, and graduate seminars in areas such as family medicine, public health informatics, biomedical ethics, and health humanities. He has also taught courses in anthropology, sociology, and emergency medical services at the community college level.
The document discusses the field of public health dentistry. It provides definitions of key terms like public health and dental public health. It describes the historical development of public health and changing concepts in public health from disease control to health promotion to social engineering to health for all. It outlines tools used in dental public health like epidemiology and biostatistics. It discusses characteristics of ideal public health measures and services provided through public health dentistry.
This document provides an overview of a new postgraduate elective subject on eHealth and Biomedical Informatics Systems. The subject introduces current approaches and future directions in eHealth and healthcare informatics. Topics covered include electronic health records, health portals, telehealth, and privacy/security standards. The subject aims to help students critically evaluate new health technologies, synthesize technical and social factors in informatics projects, and assess competency needs. Assessment consists of a knowledge test, critical appraisal assignment, and project report with presentation. The subject provides foundational knowledge in biomedicine, computing, and information science relevant to the field of health informatics.
Performance measurement and KPI setting - Zarina Temekova, KazakhstanOECD Governance
The document discusses performance budgeting in Kazakhstan's health system. It begins by defining performance budgeting as linking budget formation and execution to achieving strategic goals and objectives. It then outlines Kazakhstan's history of implementing performance budgeting since 2007. Key aspects discussed include the country's state planning system, budget management cycle, health care financing structure, and strategic documents like the healthcare development program and ministry of health strategic plan that guide performance budgeting implementation. Performance indicators, reimbursement mechanisms, and examples of cases subject to payment withdrawal are also summarized.
The document discusses the integration of biostatistics and medical informatics. It explains that medical informatics deals with collecting, organizing, analyzing, and disseminating medical information using information technology. Biostatistical methods are beginning to be integrated into areas like medical informatics, public health informatics, and bioinformatics. The document also provides examples of institutions that offer training programs integrating biostatistics and medical informatics.
This document discusses principles of curriculum development in medical education. It covers:
1) Goals of medical education which include meeting patient/society needs, balancing basic and clinical sciences, and developing knowledge, attitudes, and problem-solving skills.
2) Major changes in curricula over time from apprenticeship to discipline-based, organ-system based, and now outcome-based models.
3) Examples of outcome-based frameworks used internationally to define competencies in areas like patient care, medical knowledge, and professionalism.
This document discusses principles of curriculum development in medical education. It covers:
1) Goals of medical education which include meeting patient/society needs, balancing basic and clinical sciences, and developing knowledge, attitudes, and problem-solving skills.
2) Major changes in curricula over time from apprenticeship to discipline-based, organ-system based, and now outcome-based models.
3) Examples of outcome-based frameworks used internationally to define competencies in areas like patient care, medical knowledge, and professionalism.
This document provides an introduction to medical education in India and outlines recent reforms to the medical education system. It discusses the following key points:
1. The Medical Council of India mandated in 1997 that all medical colleges establish Medical Education Units to promote modern education technologies. Basic Course Workshops have been held since 2009 to train faculty.
2. The aim of the Revised Basic Course workshops is to sensitize teachers to new teaching methods and help them develop skills needed to be effective educators.
3. Issues with the current medical education system include changing student profiles, lack of feedback mechanisms, and privatization of medical education. Reforms aim to create an "Indian Medical Graduate" with defined competencies.
4
Higher education for Science students by Dr. PRINCE C PDR.PRINCE C P
Higher Education opportunities and career pathways forScience students.Paramedical courses refer to educational programs that prepare individuals to work in various healthcare settings alongside medical professionals, providing essential support services. Paramedical courses equip students with the necessary knowledge and skills to assist in patient care, diagnostics, rehabilitation, and other healthcare-related tasks. The graduates of Paramedical courses play a crucial role in the healthcare industry by complementing the work of doctors, nurses, and other healthcare professionals.
The document summarizes findings from surveys of health professionals in three Spanish regions on their use of information and communication technologies (ICT), including remote monitoring technologies (RMT). The surveys found that ICT usage varies, with barriers including awareness, readiness, and socioeconomic factors. ICT was found to impact quality of care, throughput, and activity levels, but further data collection is needed to fully understand adoption and diffusion of technologies among health professionals and citizens.
This document discusses case management and family approaches in addiction counseling using the Minnesota Model. It outlines the core functions of addiction counseling which include screening, intake, orientation, assessment, treatment planning, problem solving, case management, referral, crisis intervention, education, monitoring, and consultation. The Minnesota Model views addiction as a treatable disease and utilizes a multidisciplinary team and 12-step approach. It also emphasizes involving the family in recovery to facilitate reintegration and increase the chances of staying sober. Counseling is described as a ongoing process. Common family roles in addiction like the alcoholic, mascot, hero, scapegoat, lost child, and enabler are also identified.
This document discusses the benefits of online professional networks for expanding knowledge resources. It describes how computer-mediated communication through platforms like ARPAnet allowed for low-cost, fast communication without limits on recipients or file types. Social networking services then built upon this, enabling asynchronous communication, mass connections among people with shared interests through personalized profiles. Specifically, the document outlines the large professional networks of Facebook, LinkedIn, and ResearchGate, noting their popularity, emphasis on work interests, and abilities to connect researchers globally through topic searches. The overall message is that online networks provide valuable resources for professional collaboration when combining communication conveniences with focus on expertise and research topics.
The document outlines the next steps, mobilities, and targets for a course delivery project taking place from 2012-2013. It includes plans for a training week in Romania in February 2012, an interim conference in Georgia in October 2012 to discuss management and quality assurance, a teaching tour to each participating country from April-September 2013, and a final conference in Moldova in September 2013. It provides details on the expected training outcomes and suggestions for the training week, interim conference, teaching tour, and final conference. Interim activities include developing an online library of learning resources and holding biweekly online forums.
This document summarizes the results of a survey of 132 professionals in Georgia about their understanding and views of public health.
The survey found that 44% of respondents worked in the health sector, while 11% worked directly in public health. Most respondents (83.7%) understood the essence of public health, and 83.2% understood the differences between public and individual goods in health.
However, only around 70% of respondents reported ever benefiting from public health goods. Inadequate financing was seen as the main problem facing public health in Georgia at 61%, followed by a lack of public health professionals at 30%.
The document summarizes the Masters programs in public health and social services offered at Moldova State University's Sociology and Social Work Faculty. It outlines the university's history and structure. The faculty has 40 teachers and offers bachelor's and master's degrees in specializations like social service management, social research methodology, and children's rights. The curricula include lectures, seminars, practice experience, and a master's thesis. The faculty collaborates with universities in Europe and has implemented projects funded by international organizations to facilitate student and teacher integration in Europe.
This document discusses tools and strategies for flexible learning at KTH, a university in Sweden. It outlines pedagogical development courses for teachers, as well as internal and external projects focused on learning. These include developing learning spaces, benchmarking e-learning, and incorporating non-technical knowledge into courses. The document also discusses KTH's learning management system called Bilda, which is used by over 1000 teachers and 4800 courses. Personal web meeting tools and video resources are also discussed. Overall the document provides an overview of KTH's approach to supporting flexible learning through various educational development programs and technology tools.
The Romanian healthcare system has the following organizational structure:
- It is headed by the Minister of Health and includes county authorities of public health, regional institutes of public health, hospitals, physician practices, polyclinics, and county and national colleges of health professionals.
It is financed through county health insurance houses and the National Health Insurance House. Healthcare is provided through both public and private sectors.
The system faces challenges like low salaries leading to migration of doctors to other countries like Germany, France, and the UK, as well as a lack of long-term strategy for recruiting human resources. Recent reforms in 2010 introduced co-payments and new regulations for selecting hospital managers.
The document discusses 7 public health master's programs offered in Romania, including 4 in medical faculties, 2 in dentistry, and 1 in political science. The programs have different structures, with some following the Bologna system and others being professional programs. Some seats are state-financed while others require annual fees of around $800. Coursework covers topics like management, public policy, health systems, and research methods. Extracurricular activities provide hands-on research experience. A new joint public health master's program with the University of Iowa is planned for 2015 with various focus areas.
The document discusses the history and structure of social work education at Yerevan State University in Armenia. It notes that the Chair of Social Work and Social Technologies was founded in 2004 to oversee bachelor's, master's, distance learning, and extra-mural social work programs. The master's program provides general, required, and elective courses and requires fieldwork placements with 22 partner organizations. The chair also collaborates with social work schools in the US and Germany.
The document discusses public health workforce development in the UK. It outlines the roles in the UK public health workforce including chief medical officer, regional director of public health, director of public health, consultants, practitioners, and the wider workforce. It notes the public health functions of health protection, health improvement, and healthcare public health. It prompts the reader to consider who will access new public health modules, the skills they will need to develop public health locally, and how the modules can prepare the workforce for future challenges.
The document discusses community engagement and involvement, outlining levels of engagement from information sharing to partnership. It explores principles of community engagement including cultural probes to understand experiences, transparency in decision making processes, and facilitating dialogue and debate. The levels and principles aim to effectively involve communities through collaboration.
Overview of the main actions from the TEMPUS Masters in Public Health and Social Services project. ( Armenia, Georgia, Moldova, Romania, Sweden and the UK)
This document summarizes a Tempus project from 2002-2004 that aimed to develop public health services in Kyrgyzstan. The project involved the Kyrgyz State Medical Academy, St. Martin's College in the UK (now University of Cumbria), and Pirkanmaa Polytechnic in Finland. It worked to update undergraduate courses, develop a masters program, improve quality assurance and continuing education for health professionals in Kyrgyzstan. The project faced challenges related to differences between the countries but found opportunities through collaboration and exchange of expertise between the universities.
The document discusses research ethics guidelines and procedures in the UK and at the University of Cumbria. It outlines the role of Research Ethics Committees in reviewing research proposals to protect participants. It also addresses ethics review for student research projects. Finally, it provides guidance on the research ethics review process and documents required for seeking ethical approval.
The document summarizes the Masters programs in public health and social services offered at Moldova State University's Sociology and Social Work Faculty. It outlines the university's history and structure. The faculty has 40 teachers and offers bachelor's and master's degrees in specializations like social service management, social research methodology, and children's rights. The curricula include lectures, seminars, practice experience, and a master's thesis. The faculty collaborates with universities in Europe and has implemented projects funded by international organizations to facilitate student and teacher integration in Europe.
The document outlines the 6 steps to develop new social work specializations:
1. Conduct a national sociological study to identify needs and opportunities.
2. Determine the specializations based on the research findings.
3. Develop job descriptions for each specialization detailing responsibilities.
4. Create curricula for the specializations using the job descriptions as a guide.
5. Develop course descriptions defining objectives, content, and requirements.
6. Prepare actual course materials and resources for teaching the specializations.
This document summarizes the results of a survey of 132 professionals in Georgia about their understanding and views of public health.
The survey found that 44% of respondents worked in the health sector, while 11% worked directly in public health. Most respondents (83.7%) understood the essence of public health, and 83.2% understood the differences between public and individual goods in health.
However, only around 70% of respondents reported ever benefiting from public health goods. Inadequate financing was seen as the main problem facing public health in Georgia at 61%, followed by a lack of public health professionals at 30%.
This document summarizes a study on addressing homelessness for those experiencing multiple social exclusions. It finds that a lack of coordinated care between agencies leads to people falling through the cracks or being bounced between services. It calls for stronger local leadership to fully implement coordinated care frameworks, ensuring funding protects vulnerable groups. It also recommends reevaluating the role of housing support workers and moving from multi-professional to truly integrated interprofessional support systems.
The University of Cumbria offers a 2-year full-time MA Social Work program with options to complete it part-time over 4 years. The MA Social Work covers critical issues in social work practice, social and legal contexts, understanding research, and international issues through lectures, seminars, discussions, and placements. Students are assessed through assignments, presentations, exams, and an assessed 200-day practice placement, and can exit with either a Postgraduate Diploma or Masters award.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. Initial assessment of the Master Program
Status quo report
2 years Master program Curricula is developed
3 Master programs in Public Health (in epidemiology, hygiene
and microbiology) will be implemented
Master program Curriculum
Components of the plan Hours
Year Credits
of studies Direct contact Individual work
General modules 1 1080 565 80
Special modules 2 565 1080 80
Master thesis 1-2 200 400 20
Total 1845 2045 180
3. Initial assessment of the Master Program
List of objectives of the MA
Basis of legislation in the field of state surveillance of public health
Biostatistics
Informational systems in public health
Health promotion and education
Basis of medical microbiology
Infectious diseases
Bases of epidemiological surveillance in communicable and non- communicable diseases
Management and economy in health system
Elaboration of research / development projects
Management of public health risks, emergencies, and disasters
Environmental health surveillance
Children and youth health
Radioprotection and nuclear security
Nutrition and food safety
Occupational health
Special microbiology
Surveillance and control of communicable diseases
4. Initial assessment of the Master Program
List of competencies to be achieved by graduates of the MA
Epidemiology
Legislative acts, national programs for communicable disease combating
and preventing
Organization and functioning of the infectious diseases surveillance and
control system
Epidemiological investigation of infectious diseases foci and outbreaks
Planning activities to reduce the impact of infectious diseases on public
health, including in emergencies
Evaluation of the efficiency and quality of infectious diseases control and
prevention measures
Implementation of IHR (2005)
5. Initial assessment of the Master Program
List of competencies to be achieved by graduates of the MA
Hygiene
Surveillance and control of non-communicable diseases
Population’s health determinants
Elaboration and implementation of national and regional plans on health
related to the environment
Children and youth health surveillance
International and national legislation in radioprotection and nuclear security
Evaluation of risk factors in occupational and residential environment
Health promotion and Diseases prevention
Elaboration and implementation of nutritional programs related to different
groups of population
6. Initial assessment of the Master Program
List of competencies to be achieved by graduates of the MA
Special microbiology
Legislation regulating the activity of laboratories network of the
Public Health System
Methods of investigation: bacterioscopical, bacteriological,
virological, serological, allergic, molecular biology
Formulating the results and way of notification
Biosafety in microbiological laboratory. Biosecurity
7. Initial assessment of the Master Program
Target-groups for recruitment
Graduates of the faculty of Medicine of the SUMPh
“Nicolae Testemitanu”, specialty “Public Health”, 35-40
people each year
Accreditation documents and approvals necessary
Reviewed curriculum (by 2 experts) are examined at:
Profile Commission (Faculty level)
Methodical Central Council (University level)
Approved by the Ministry of Health and Ministry of Education
8. Initial assessment of the Master Program
Decision of the University to start the MA
Rector’s Ordinance nr.57/1-A of 14.09.2011 on
implementation of the project and organizing a working
group.
After approval of the Master Program by the Ministry of
Education it will be issued a Rector’s Ordinance of
program implementation, starting with 01.10.2012.
9. Initial assessment of the Master Program
Academic person in charge of the MA
Faculties from the following departments:
Epidemiology
Hygiene
Social Medicine and Public Health
Microbiology
Economics, management and psycho-pedagogy in medicine
National center for Public Health
Republican Center of Calamities’ Medicine
Representatives of the Ministry of Health and SUMPh international
partners (selective courses).
10. Initial assessment of the Master Program
Administrative person in charge of the MA
School of Management in Public Health of the SUMPh
“Nicolae Testemitanu” (Director prof. Dr. Oleg Lozan)
The school was founded within the project “Developing Public
Health capacities in the Republic of Moldova” financed by Soros-
Moldova Foundation in 2003.
Since 2007 School of Management in Public Health is a member of
the Association of Schools of Public Health in European Region
(ASPHER)
11. Initial assessment of the Master Program
Assessment of existing infrastructure resources for the MA
Study rooms at the School of Management in Public Health, at the
University departments, at National and Municipal (Chisinau)
Centers for Public Health
Currently at the department of Hygiene is being prepared for
opening an Informational Center equipped by the TEMPUS project
and furnished by the SUMPh.
Assessment of existing teaching human resources for the MA
Faculties from the mentioned University departments and
institutions will be selected according their background and
experience in training.
12. Status quo report
List of existing Master programs at our University
Currently there is only one Master Program: Public Health
Management
Goal:
Training public health professionals with skills for leadership
activity in the health system, aimed for management of health
care services, in-line to National and international standards,
coordinating and implementing public health programs.
Analysis of the existing national legislation
Law of Education nr. 574 from 21.07.1995 (Chapter II: “Systems of
Education”, Article 28 “Master education”)
Law regarding state surveillance of public health nr. 10 from 03.02.2009
13. Status quo report
Curricula of existing MA
Duration of studies is 2 years, including 10 sessions of full-
time training, intensive courses - 1080 hours, distance PC
based learning, and individual work - 2600 hours -120 credits.
The program includes courses determined by the health
system needs, including:
Managerial Psychology, Biostatistics, Communication in PH, Basis of
Legislation in PH, Management of primary health care, Emergency,
Hospital services, Management of pharmaceutical, Stomatological,
Rehabilitation services.
14. Status quo report
Internal regulations of the University regarding MA programs
Chart of the SUMP “Nicolae Testemitanu” approved by the
University Senate in 2010.
Analysis of the political framework
National Public Health Policy of the Republic of Moldova for
2007-2021
Analysis of existing resources in the university
School of Management in Public Health has study rooms, an
informational center, a library and can use necessary resources
of the SUMPh.
Courses are given by SUMPh faculties, specialists from the
Public Health system, international experts, reprezentatives of
international organizations (WHO, UNICEF, etc.)
15. Curricula characteristics
Curricula and syllabus of all courses developed
33 courses have been approved
Methods of teaching used in each course
Lectures
Seminars and interactive practical works
Practical training
PC based distance learning
Evaluation methods:
Written examination
Oral presentation (business plan, project)
Assisted evaluation on PC
Final examination
Defending of Master thesis
16. Curricula characteristics
Grading scheme to be used
Grading system: 1-10 points
pass – fail
Number of ECTS per course
Fundamental courses – 30
Specialty courses – 50
Practical training – 10
Master thesis – 30
Totally – 120
17. Students of the new Master Program
Entrance requirements
Graduates of the Faculty of Medicine, specialty “Public Health”.
Selection criteria for new students
Number of points accumulated depending on grades during
undergraduate studies and attributive coefficients:
Overall average grade x 0,3
Grade in profile subject x 0,3
Grade of the diploma thesis x 0,2
Grade of the final examination x 0,2
18. Students of the new Master Program
Potential career paths on the labor market for graduates
Public Health Centers (national, municipal, district) of the Ministry of Health
Departmental Public Health Centers (of the Ministry of Defense, Internal Affairs,
Transports and Communications etc.)
Private laboratories and institutions
PhD programs
Research and educational medical institutions
System of student evaluation of the courses
Grading scale: 1-10 points
pass – fail
Forms of evaluation:
Tests (paper, PC, on-line)
Exams (written, oral)
Defending the Master Thesis
19. ICT
Installed ICT resources
Informational Center at the School of Management in Public Health
Informational Center organized within current Master Program,
integrated with informational network of Public Health System (with
access to information and data for educational process)
University Center for distance learning via video-conferences (real time)
Project website
http://usmf.md/index.php?page=proiectul-tempus-programe-de-
masterat-in-sanatate-publica-si-servicii-sociale
Web page of the School of Management in Public Health
www.public-health.md
20. Cooperation with TEMPUS Partners
List of professors from other TEMPUS partners to teach at the
MA
TEMPUS Partners from:
State University of Moldova
Romania
Great Britain
After the end of the Project we plan to be in touch with all Project partners.
Student mobility plan involving the other TEMPUS partners
We will plan students’ mobility within the framework of cooperation agreements
between the University, the School of Management in Public Health and
medical, public health, and educational institutions from: Romania, France,
Germany, Israel, Poland etc.
21. Training the trainers course – UK
Partner report
Information about the contents of the master's degree programs in Public
Health and Social Services at the University of Cumbria.
Elaboration, approval and implementation of a module in the field of Public
Health at the University of Cumbria.
Analysis of acquired knowledge
Public Health and Health Protection system in the UK
Undergraduate and postgraduate training of specialists in Public Health
Types of master's degrees which exist in UK
The European Credit Transfer System (ECTS)
Criteria of evaluation of the developed courses
Methods of teaching of students and student mobility programs
New technologies used in the training process
Collaboration between School of Public Health and national / international Public
Health stakeholders
New EU policies in the field of Public Health and Social Service
22. Training the trainers course – UK
Analysis of acquired skills
Ability to elaborate a master degree program in Public Health
Implementation of ECTS in Master’s Program
Plan to include training results in the MA
The structure of the Master Program in Public Health from University of
Cumbria was used in elaborating of similar Curricula at our University
23. Training the trainers course – Sweden
Partner report
Information about education system in Sweden, its structure and functionality
Legislation, polices and procedures
Problems of education and employment
Analysis of acquired knowledge
Acquired knowledge about
master's degrees which exist in Sweden,
the credit system in higher education, international mobility of the students,
new technology in communication,
teaching and learning
could be used for developing similar activities within Master Program
Analysis of acquired skills
Adjustment of acquired skills in communication and teaching to developed Master
Program
Implementation of elements of on-line Education
Plan to include training results in the MA
A new module “Informational technologies in Public health“ was elaborated and
recommended for Master program