Skip to main content

Table 1 The mhGAP-IG in pre-service training: introduction, implementation, and outcomes

From: WHO Mental Health Gap Action Programme Intervention Guide (mhGAP-IG): the first pre-service training study

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
  1. aUNAM used WHO’s translated Spanish version of the mhGAP-IG
  2. bTSMU trained four students in each psychiatric clerkship program
Back to article page

International Journal of Mental Health Systems

ISSN: 1752-4458