SCOPH INTERNATIONAL SCHOOL 2017

ST. FRANCIS UNIVERSITY COLLEGE OF HEALTH AND ALLIED SCIENCES.

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TAMSA SFUCHAS CHAPTER TITLE: SCOPH INTERNATIONAL SUMMER SCHOOL REPORT KIGALI RWANDA 2017

Introduction to siss The SCOPH international summer school (SISS) was a 2-3 weeks medical students’ program which provided educational opportunity in different health related issues .It was held in KIGALI RWANDA and organized by Medical students’ association Rwanda(MEDSAR) which works under the INTERNATIONAL FEDERATION OF MEDICAL STUDENTS’ ASSOCIATION (IFMSA) from 10th august 2017 to 26th august 2017.

The scoph international school was under the theme non communicable diseases and climate change and health. Siss brought together young medical students worldwide to address and act on the challenge posed by climate change on our health especially non communicable diseases.

This involved equipping the medical students with opportunities and resources to train our selves in understanding and acting upon the biggest health challenges.

Why ncd’s and climate change and health Non communicable diseases (NCD’s) are two of the defining challenges of the 21st century each posing significant threats to health and sustainable development. Climate change is increasingly causing damaging effects to economies and communities.at the same time ncd’s ranging from cancer ,cardiovascular diseases diabetes mental and neurological disorders are already responsible for 68% of global mortality .

There is a great relationship of the health and climate change, a number of ncd’s share the same risk factors or solutions related to climate .

Agenda 2030 for sustainable development stipulates on health ncd’s and climate change. There is dedication on goal 13 for climate action and 3 for health

Other causes of ncd’s are tobacco use, physical inactivity, harmful use of alcohol and unhealthy diets.

Siss schedule

Siss schedule

Pre training evaluation The first day I attended the training each participant was asked to make self introduction and speak out their expectations

The introductory part included the following parts Name Nationality Institution Course of study

In numbers there were; 13 NATIONS 5 FROM EAST AFRICAN COMMUNITY 1 from Europe, 1 from west African states 2 from central African states 1 from south African states And Somalia, Chad and Sudan republic The least number of delegates was from Tanzania, Somalia ,Chad ,Ghana ,Cameroon and South Africa each had one delegate.

This information is for the whole of SISS SESSIONS from day 1 to the last day

expectations I hope I understand each and every thing I hope am equipped knowledge to train the others I hope I learn better ways to serve the community I expect to improve my public speaking g skills I expect to be an advocate on global issues

To have fun To be networked and add more friends

The siss delegates Picture taked from university of Rwanda CBE branch

Trainers involved 2 ifmsa trainers :: Claude Smith Nsabimana and Sarah Maitho External trainers::‌‌ Global health focus (ghf), Vision for a nation(VFAN) ,SOCOMED

General modality of each training session The trainings involved two way learning in which the trainers and presenter had to interact as a way to bring each one into focus. Building the collective mind and gain knowledge from each of the participants. There were sessions in which the participants (trainees) had to teach one another by forming group discussions and making a presentation under the observation of a trainer.

Presentations involved visual(video and pictures) and non verbal (writing).

After every training session the participants were given time to make self evaluation how they perceived the lesson viability of knowledge and its application on their own settings in their communities and nations. Each session was scheduled with time for relaxation .

One of the group presentation photo with the IFMSA trainers SARAH MAITHO and CLAUDE SMITH .

Briefing of knowledge We will understand the knowledge gained from each presenter(trainer ) in brief TRAINER FROM VISION FOR A NATION FOUNDATION Vfan is a non governmental organization whose headquarters are based in London England. It has established itself in Rwanda and is in partnership with Rwandan ministry of health at ensuring sustainable eye care. Since 2012 it has been helping Rwanda in human resources for eye care and treatment .

It has cooperated with the government in design of the primary eye care training curriculum which has been integrated into the nursing education the work done by Ms. CHIKU MATHENGE .the course has yield competent nurses for primary eye care and treatment.

Primary eye care by VFAN The course started by every participant being asked about what they know about eye care and how eye care services are in there local communities or nation. We were introduced to what PEC IS and impact of VFAN in Rwanda.

PEC is basic intervention in preventing the onset of blindness and visual impairment, with aim of being accessed by majority of community.

Components of pec Eye health education Symptom identification

Visual acuity measurement Basic eye examination Diagnosis Timely referral

VFAN AND RWANDA Vfan has so far done 500000 screenings 80000 referrals 65000 pairs of glasses provided

10.5 million Rwanda population 2016, most of the cases are handled at health Centre level

W.H.O DATA

Cataract is a leading cause of blindness Causing 51%=20 million people (2010 ) statistics

Vfan is looking beyond borders to extend the successful work of primary eye care in developing world

REASON FOR SUCCESS The major reason for successful operation of primary eye care is the political will, good governance and proper management of the health system.

Support from the international community especially the WORLD HEALTH ORGANIZATION (W.H.O)

GLOBAL HEALTH SESSIONS This training session was under supervision of the GLOBAL HEALTH FOCUS (ghf) organization.

GHF is an international initiative that molds critical thinkers and leaders in global health.it was cofounded by PROFESSOR DON ELISEO PRISNO the associate professor on public health at the XIAN JIAOTONG university of Liverpool.

Ghf has been conducting trainings with different specialties in the health faculty such as global health pharmacy and global health nursing at different EDUCATION INSTITUTIONS.

Trainers were Dr Remy Ndayizeye,PROF Don Eliseo Prisno, Blaise Ntacyabukura, Serge Jean Paul, Vainqueur Niyotwagira from University of California and Othniel Nimbabazi

on the picture is UNIVERSITY OF RWANDA Vice Chancellor PHILLIP COTTON (Whiteman at the front with glasses)

The global health course was subdivided into 2 sessions .global health trainers (GHTC) course and global health concepts training (GHCT). Global health concepts training (GHCT) was an introduction to the global health trending issue and the other part (GHTC) was for training trainers.

GHCT mainly involved in delivering skills to the participants on how to address social cultural and economic problems related to health.

The trainer introduced to trainees (GHTC) the role of advocate, general principals of advocacy and impacts of advocacy. principles of advocacy are Knowing the problem Considering the stakeholders/actors Being factual/use of statistics Design/preparation of workshop.

Trainer presented during teaching after which everyone in room was asked to brainstorm the health related issue in their local community and give answers to the following questions

What is the problem Who is affected Who does influences the problem What are the possible causes of the problem Who could help to stop/having an intervention What are the impacts of each actor incase of their absence or presence What are the possible approaches

Discussion approach The trainer subdivided the group and each group asked to come up with a problem to address.

Then each group presented and the best presentation was chosen by casting votes. The best presentation had the theme ‘CONTRACEPTION DISEASES AND FAMILY PLANNING'. It was discussed in 3 national aspects DENMARK ,UGANDA and KENYA DENMARK It is a developed country with better economic status thus offering good health services and facilities are of good condition .however its having relatively high incidence of STI SYPHILIS UGANDA From the least developed countries however the government has tried providing reproductive education to majority of people and integrated reproductive education in its curriculum from primary education. But the elite people are the ones mainly not involved in use of contraceptives as a means for family planning.

KENYA It’s a middle income country but the majority of its citizens have poor concepts and belief on contraception especially the youth.

Document the discussion/problem The problems were dealt with separately and came up with the possible approach and how to prepare a good workshop addressing the problem.

At last guidance was given and hint on how to write a research report from the above information.

Another session involved global health equity and role of technology with global health economics. These concepts involve analysis and understanding the population and allocation of resources /money as an intervention against diseases in order to improve the quality of life. In general global health economics was the introductory part to pharmacoeconomics concepts.

SISS PARTICIPANT CHEERING Picture taken from UNIVERSITY OF RWANDA CBE BRANCH grounds

Lesson to the developing countries THEME: Thinking globally and acting locally The facilitator was MR ELEAZAR-NDABARORA Director of SOCOMED in Rwanda

He addressed the developing countries to have intervention of issues on the local context. Example was from the way RWANDA has intervened the shortage of health workers that was causing the high maternal and child deaths.

Rwanda has integrated the community into health care provision. The community appoints four people with basic education able to read and write in English. These are taken into three months health management training program after they complete their training they are signed job at their local community clinic. The available positions are 1 women attendant 2 child attendant 3 mass/general attendant 4 treasurer

Roles of community health attendants ď ąGive information on eruption of diseases ď ąMake follow-up of the patients at their homes ď ąThese provide basic treatment procedures .

Since this program started the maternal death and child death has declined also the number of people going to local unsafe practitioners has declined.

Cue at high hospitals is minimal.

CHALLENGES DURING THE SISS =Shortage of time due to the national political activities (swearing in of President PAUL KAGAME and the inauguration ceremony). Some sessions were not followed while others inadequately taught. =Inadequate supportive resources such as poor internet that hindered the online training sessions.

RECOMMENDATIONS More external trainers and facilitators Resources materials /slides should be provided early for easy review and assimilation

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TAMSA sfuchas being more active in participation for INTERNATIONALTRAINING especially those under IFMSA .

SFUCHAS=ST FRANCIS UNIVERSITY COLLEGE OF HEALTH AND ALLIED SCIENCES TAMSA=TANZANIAN MEDICAL STUDENTS, ASSOCIATION

THANK YOU FOR READING Written and compiled by BRIAN BENEDICT MTAKI, ST FRANCIS UNIVERSITY OF HEALTH AND ALLIED SCIENCES, PO BOX 175 IFAKARA TANZANIA. TAMSA SCOPH MEMBER and delegate to

SCOPH INTERNATIONAL SUMMER SCHOOL 2017 RWANDA bbillybenc@gmail.com Phone +255654197771 +255688093830 (WhatsApp)

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Some SISS participants making evaluation and wrap up after a training session