Institution | Preparation phase | Teaching process | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
mhGAP-IG introduction | Reasons for using mhGAP-IG | Alternatives considered to mhGAP-IG | Language | mhGAP-IG translated | Approaches taken to integrate mhGAP-IG into existing curriculum | Funding | mhGAP-IG modules used in teaching | Teaching–Instructors | Teaching –format | Duration of mhGAP-IG training | Number of students trained | |
Universidad Nacional Autónoma de México, Mexico City, Mexico | Revision of the existing curriculum | mhGAP-IG content; huge treatment gap | None | Spanish | Noa | Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum | None | All 10 modules | Assistant professor of psychiatry | Didactic teaching settings (in lecture hall) and in small group settings | 20 h | 50 medical doctors |
University of Ibadan, Ibadan, Nigeria | Revision of the existing curriculum | Evidence-based; freely available; decision informed by local survey/research on competencies and training needs; mhGAP-IG content; and huge treatment gap | None | English | No | Allocated time for mhGAP-IG in lectures; removed other elements from the curriculum; and utilized mhGAP-IG as a clinical tool during placements | None | Psychosis; depression; drug and alcohol use disorders; behavioral disorders; and developmental disorders | Professor of psychiatry | Didactic teaching and role-play | Six hours for medical students and 5 days for master’s students | 455 medical students and 95 master’s students |
Phebe Paramedical Training Program and School of Nursing, Suakako, Bong, Liberia | Revision of the existing curriculum | Evidence-based; decision informed by stakeholder consultation and mhGAP-IG content | None | English | No | Allocated time for mhGAP-IG in lectures; removed other elements from the curriculum; and utilized mhGAP-IG as a clinical tool during placements | Carter Center Mental Health Program and the Government of Liberia | Behavioral disorder management | Clinical instructors | Didactic teaching, small group teaching, and as a clinical placement tool | 4 months | 200 nurses |
University of Hargeisa, Hargeisa, Somaliland | 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 for medical students and 10 days for nursing students | 320 medical students and 30 nurses |
Sierra Leone Medical School, Freetown, Sierra Leone | 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 10 modules | Professor of psychiatry; clinical Instructors; tutors; | Didactic teaching; role-play and small group teaching along with real clinical contacts | 1 week | 40 medical students |
University of Amoud, Borama, Somaliland | 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 | Revision of the existing curriculum | Evidence-based; freely available; and mhGAP-IG content | None | Russian | Yes | Allocated time for mhGAP-IG in lectures and removed other elements from the curriculum | None | Depression module | Lecturer in psychiatry | Didactic teaching | 2 days | 30 doctors in training |
Kyiv Medical University, Kyiv, Ukraine | Revision of the existing curriculum | Evidence-based and freely available | None | Ukrainian and English (for international students) | 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 | Professor of neurology; professor of psychiatry; and tutors | Didactic teaching in lecture group learning; and as a clinical placement tool | 2 weeks | 30 medical students |
Tbilisi State Medical University, Tbilisi, Georgia | Revision of the existing curriculum | Evidence-based; freely available; and huge treatment gap | None | Georgian | 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 | Introduced as a clinical tool during placements | 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 | Didactic teaching and small group learning | 6 months | 12 medical students |
Institution | Outcomes | ||||
---|---|---|---|---|---|
Knowledge testing | Students’ response to mhGAP-IG | Teaching instructors’ response to mhGAP-IG | Clinical administrators’ response to mhGAP-IG | Recommendations made by respondents | |
Universidad Nacional Autónoma de México, Mexico City, Mexico | Post-exams | Highly satisfied (HS) | HS | HS | Use small groups and short courses; include students in the training work |
University of Ibadan, Ibadan, Nigeria | Pre- and post-tests; exams | HS | HS | Satisfied (S) | Increase duration of training and use outcome assessment |
Phebe Paramedical Training Program and School of Nursing, Suakako, Bong, Liberia | Pre- and post-tests; students’ presentations | HS | S | HS | Have two-way communication between students and instructors about training modules |
University of Hargeisa, Hargeisa, Somaliland | Pre- and post-tests; clinical OSCE (objective clinical structured exam)and observed role-plays | HS | S | S | Ensure that psychiatrists accept mhGAP-IG; ensure support at the policy level; and provide training to local educators |
Sierra Leone Medical School, Freetown, Sierra Leone | Pre- and post-tests; clinical OSCEs; and observed role-plays | HS | S | S | Ensure psychiatrists’ buy-in and adopt public health approach; ensure support from ministry level; and more local champions |
University of Amoud, Borama, Somaliland | Pre- and post-tests; clinical OSCEs; and observed role-plays | HS | S | S | Ensure that psychiatrists move from traditional teaching to use of mhGAP-IG; ensure support at the policy level; and provide training to local educators |
P.L. Shupyk National Medical Academy of Postgraduate Education, Kyiv, Ukraine | Pre- and post-tests | HS | HS | – | More emphasis on feedback from students and assessment of their knowledge |
Kyiv Medical University, Kyiv, Ukraine | Pre- and post-tests | HS | S | S | – |
Tbilisi State Medical University, Tbilisi, Georgia | Case discussion and multiple choice questions (MCQs) | Satisfied (S) | S | HS | – |
Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia | Exam and practical session | HS | HS | HS | – |
Kyrgyz-Russian Slavic University named after B.N. Yeltsin, Bishkek, Kyrgyzstan | MCQs; pre- and post-training assessment | HS | S | S | Conduct informational trainings and meetings with representatives of the Ministry of Education in the presence of the WHO Country Office |