The Wrong Title
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The document discusses the author's experience working on health education projects in developing countries over the past year. It touches on several key points: 1) There is a large gap in healthcare between Africa and developed regions like Europe. Projects aim to address this through training and partnerships. 2) The author helped establish a health education program and degree, though challenges included adapting to different organizational cultures and ensuring sustainability. 3) Lessons were learned around navigating the priorities of various stakeholders while maintaining community-focused solutions. Looking ahead, more complex, long-term approaches may be needed to effectively strengthen health systems.
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Editor's Notes
- , no tie dye shirts, no hiking boots, no outdoor or extreme sports, no wish to go to Africa, no liking of animals..a crusty irascible cantankerous old person full of stubborn ideas
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- Current evidence for the effectiveness of interventions to change health professionals’ behaviour in developing countries is either scanty or flawed due to poorly designed research Audit and feedback was found to be effective, at least in the short term, when combined with other approaches. Similarly, educational interventions were more effective when designed to address local educational needs and organizational barriers. We found insufficient evidence to assess the effectiveness of educational outreach, local opinion leaders, use of mass media, and reminders. Educational materials alone are unlikely to influence change. However, the majority of studies had weak designs and failed to exclude possible biases. Developed country academics know what needs to be researched in Africa. The primary role of African colleagues is to organize and carry out data collection and lobby for research permits. Developed country scholars know the curriculum and knowledge which should be transferred to universities in the developing world Top-down is the way to get things done at universities in developing countries. African universities or their students and academic staff can mobilize sufficient funds to take care of significant project costs. Projects with third world countries are best done through multilateral arrangements. No equality can exist among First and Third world universities because the funds originate in the First World and must be controlled by those obtaining the grants. Top quality universities in Europe and America and their academic staff members can only join projects with students and staff from institutions of comparable quality Risks of health and safety are too great for first world students and staff. African staff training can be done in short term workshops.
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