Universidad Nacional Autónoma de México, Mexico City, Mexico
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Revision of the existing curriculum
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mhGAP-IG content; huge treatment gap
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None
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Spanish
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Noa
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Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum
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None
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All 10 modules
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Assistant professor of psychiatry
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Didactic teaching settings (in lecture hall) and in small group settings
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20 h
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50 medical doctors
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University of Ibadan, Ibadan, Nigeria
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Revision of the existing curriculum
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Evidence-based; freely available; decision informed by local survey/research on competencies and training needs; mhGAP-IG content; and huge treatment gap
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None
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English
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No
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Allocated time for mhGAP-IG in lectures; removed other elements from the curriculum; and utilized mhGAP-IG as a clinical tool during placements
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None
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Psychosis; depression; drug and alcohol use disorders; behavioral disorders; and developmental disorders
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Professor of psychiatry
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Didactic teaching and role-play
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Six hours for medical students and 5 days for master’s students
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455 medical students and 95 master’s students
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Phebe Paramedical Training Program and School of Nursing, Suakako, Bong, Liberia
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Revision of the existing curriculum
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Evidence-based; decision informed by stakeholder consultation and mhGAP-IG content
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None
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English
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No
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Allocated time for mhGAP-IG in lectures; removed other elements from the curriculum; and utilized mhGAP-IG as a clinical tool during placements
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Carter Center Mental Health Program and the Government of Liberia
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Behavioral disorder management
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Clinical instructors
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Didactic teaching, small group teaching, and as a clinical placement tool
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4 months
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200 nurses
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University of Hargeisa, Hargeisa, Somaliland
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New training program
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Evidence-based; freely available; decision informed by stakeholder consultation; mhGAP-IG content; and huge treatment gap
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Traditional psychiatric curriculum
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English
|
No
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N/A
|
None
|
All mhGAP-IG modules except module on alcohol and substance use disorders
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Professor of psychiatry; clinical Instructors
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Didactic teaching; role-play and small group teaching, along with real clinical contacts
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11 days for medical students and 10 days for nursing students
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320 medical students and 30 nurses
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Sierra Leone Medical School, Freetown, Sierra Leone
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New training program
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Evidence-based; freely available; decision informed by stakeholder consultation; mhGAP-IG content; and huge treatment gap
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Traditional psychiatric curriculum
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English
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No
|
N/A
|
None
|
All 10 modules
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Professor of psychiatry; clinical Instructors; tutors;
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Didactic teaching; role-play and small group teaching along with real clinical contacts
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1 week
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40 medical students
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University of Amoud, Borama, Somaliland
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New training program
|
Evidence-based; freely available; decision informed by stakeholder consultation; mhGAP-IG content; and huge treatment gap
|
Traditional psychiatric curriculum
|
English
|
No
|
N/A
|
None
|
All mhGAP-IG modules except module on alcohol and substance use disorders
|
Professor of psychiatry; clinical Instructors
|
Didactic teaching; role-play and small group teaching, along with real clinical contacts
|
11 days
|
160 medical students
|
P.L. Shupyk National Medical Academy of Postgraduate Education, Kyiv, Ukraine
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Revision of the existing curriculum
|
Evidence-based; freely available; and mhGAP-IG content
|
None
|
Russian
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Yes
|
Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum
|
None
|
Depression module
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Lecturer in psychiatry
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Didactic teaching
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2 days
|
30 doctors in training
|
Kyiv Medical University, Kyiv, Ukraine
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Revision of the existing curriculum
|
Evidence-based and freely available
|
None
|
Ukrainian and English (for international students)
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Yes
|
Allocated time for mhGAP-IG in lectures; removed other elements from the curriculum; utilized mhGAP-IG as a clinical tool during placements; and small group learning activity
|
None
|
Depression; dementia; epilepsy; behavioral disorders
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Professor of neurology; professor of psychiatry; and tutors
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Didactic teaching in lecture group learning; and as a clinical placement tool
|
2 weeks
|
30 medical students
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Tbilisi State Medical University, Tbilisi, Georgia
|
Revision of the existing curriculum
|
Evidence-based; freely available; and huge treatment gap
|
None
|
Georgian
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Yes
|
Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum; utilized mhGAP-IG as a clinical tool during placements; and small group learning activity
|
None
|
Depression; dementia; bipolar disorder; suicide; self-harm; anxiety disorder
|
Professor of psychiatry
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Introduced as a clinical tool during placements
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1 week
|
16 medical studentsb
|
Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia
|
Revision of the existing curriculum
|
mhGAP-IG content; huge treatment gap
|
None
|
Armenian
|
Yes
|
Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum; utilized mhGAP-IG as a clinical tool during placements; and small group learning activity
|
None
|
Depression; ADHD; suicide
|
Associate professors of clinical psychology
|
Didactic teaching in lecture format and small group learning
|
8 h
|
480 medical students
|
Kyrgyz-Russian Slavic University named after B.N. Yeltsin, Bishkek, Kyrgyzstan
|
Revision of the existing curriculum
|
Evidence-based; freely available; mhGAP-IG content; and huge treatment gap
|
None
|
Russian/Kyrgyz
|
Yes
|
Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum; utilized mhGAP-IG as a clinical tool during placements
|
Not received
|
Depression; dementia; suicide; substance abuse; and child and adolescent mental and behavioral disorders
|
Professors/researchers in psychiatry
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Didactic teaching and small group learning
|
6 months
|
12 medical students
|