Sexual and Reproductive Health in Complex Humanitarian Emergencies:Development of a 3-day Intensive Graduate Course Público
Balde, Bilguissou (2017)
Abstract
Sexual and Reproductive Health in Complex Humanitarian Emergencies: Development of a 3-day Intensive Graduate Course Sexual and Reproductive Health (SRH) is a critical component of healthcare in complex humanitarian emergencies (CHEs). However, in the early stages of an emergency it is in often-overlooked area of critical lifesaving care. Guidelines for minimum standards for SRH services have been established for CHEs, with expansion to comprehensive services as soon as the context allows. The CHE certificate program offered by the Center for Humanitarian Emergencies at Emory University, in collaboration with the Emergency Response and Recovery Branch (ERRB) of the CDC, attracts students from across the world. A cohort of ~25 students is selected each year to complete a 2-year technical training covering varying aspects of working in CHEs. These courses cover among others health in humanitarian emergencies, epidemiological methods, planning and preparedness, risk communications for global public health emergencies, but the CHE certificate students in past years have requested additional training in SRH. A stand-alone SRH course will contribute towards filling the gaps within the humanitarian workforce by creating a new group of young professionals trained in the latest topics, issues and gold standard practices in SRH in CHEs. The purpose of this Special Studies Project (SSP) is to create a SRH curriculum that can be implemented by the Center for Humanitarian Emergencies as part of the Complex Humanitarian Emergencies Certificate. An extensive literature review and a baseline evaluation of all Emory public health courses that include SRH components, as well as some external SRH courses, identified SRH gaps to be filled by a stand-alone course. The review was conducted on existing courses syllabus with SRH components at Emory and the literature was gathered through online database such as Web of Science, NCBI, Medline, Google Scholar, and PubMed focusing on papers published between 2010-2017 and government and non-governmental agencies report issued the same period. Regular meetings with the SSP committee members were held to outline course content and structure and review progress. The curriculum was developed utilizing experiential learning techniques geared towards adult audiences, including interactive sessions with humanitarian partners surveying the course, group work and role plays, and presentations. The SSP produced the following deliverables: this overview paper describing the SSP methodology and products in detail, a spread sheet of the existing Emory public health courses with SRH components, a course syllabus with assigned and suggested readings, two daily quizzes, and a 3-component group assignment with a companion facilitator guide, and a self and peer evaluation form for the group work. The SRH in emergencies curriculum, based on the process described above has great potential to fill the gaps in the humanitarian workforce by producing young professionals with a greater level of SRH in CHE expertise that will contribute towards the reduction of SRH related mortality and morbidity in humanitarian settings.
Table of Contents
PREFACE
List of Acronyms Page 1
INTRODUCTION
Problem Statement Page 2
Purpose Statement Page 2
Objectives Page 3
METHODS
Pedagogy Page 5
Conclusion Page 6
ANNEXES
Annex 1: Course review spreadsheet Page 7
Annex 2: Syllabus Page 10
Annex 3: Day 2 Quiz: Questions Page 21
Annex 4: Day 2 Quiz: Key Page 22
Annex 5: Day 3 Quiz: Questions Page 24
Annex 6: Day 3 Quiz: Key Page 25
Annex 7: Case Study: Student Version Page 27
Annex 8: Case Study: Facilitator’s Guide Page 30
Annex 9: Case Study SELF & PEER Evaluation form Page 37
REFERENCES Page 39
About this Master's Thesis
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