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Syrian Medical Voices from the Ground: The Ordeal of Syria's Healthcare Professionals

Center for Pubic Health and Human Rights; John Hopkins Bloomberg School of Public Health; Syrian American Medical Society (2015)

This report recounts the experiences of 27 physicians and other health workers in Syria (all but two of them Syrian) who struggle to provide trauma care and health services to a population under assault.

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Psychological first aid for schools: Field operations guide, 2nd Edition

Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J. National Child Traumatic Stress Network (NCTSN) & National Center for PTSD (2012) C2

National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught us many lessons. We also know that other types of ... more

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EPIDEMIOLOGY OF MUSCULOSKELETAL DISORDERS IN PRIMARY SCHOOL CHILDREN IN BOSNIA AND HERZEGOVINA

Selma Azabagic, Razija Spahic, Nurka Pranjic, and Maida Mulic materia socio-medica (2016) CC

Musculoskeletal disorders represent a significant problem of modern society which are more pronounced in young people and school children. Etiology of these disorders is found in inadequate ergonomic conditions, too heavy school bag, school furniture inadequate to age, poor posture, sedentary lifest... more

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Students' Toolkit: Social accountability in medical schools

The International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C2

This toolkit aims to provide you with a brief introduction of what SA and its core principles are, and how you as a student can apply several of the existing tools for your own school to really make a difference. French, Spanish and Arabic Version available: https://ifmsa.org/social-acc... more

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Students’ Toolkit on Social Accountability in Medical Schools - assessment form

International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C1

A quick assessment sheet, which would allow to know the Social Accountability score of your medical school or medical students’ association. This assessment tool is part of the IFMSA/THEnet Students’ Toolkit on Social Accountability in Medical Schools. Find the full toolkit, the explanatory tabl... more

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Public Health in Medical Curriculum - Student's Toolkit

International Federation of Medical Students’ Associations (IFMSA) (2018) C2

For those passionate about advancing public health education in their medical schools

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Epilepsy and Education in developing countries: a survey of school teachers’ knowledge about epilepsy and their attitude towards students with epilepsy in Northwestern Nigeria

L. F. Owolabi; N. M. Shehu; S. D. Owolabi Pan African Medical Journal (2014) CC

Received: 16/11/2013 - Accepted: 23/03/2014 - Published: 27/07/2014

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English / Swahili medical glossary/Matumizi ya maneno ya Kiswahili katika utabibu

School of Health Sciences, University of Kabianga (2014) C1

For full publication see: http://hesperian.org/wp-content/uploads/pdf/sw_hmx/sw_medicalglossary_SimonMachariaKamau_2014.pdf Accessed October 2014

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Global and regional estimates of violence against women

WHO, Department of Reproductive Health and Research, London School of Hygiene and Tropical Medicine, South African Medical Research Council (2013)

Global and regional estimates of violence against women he report presents the first global systematic review of scientific data on the prevalence of two forms of violence against women: violence by an intimate partner (intimate partner violence) and sexual violence by someone other than a partner ... more

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Guidelines for initiating a school-based directly observed therapy program

New Jersey Medical School; National Tuberculosis Center (2017) C1

Accessed November 2017.

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Erratum to “A Review of Substance Use Disorder Treatment in Developing World Communities”

J. Salwan; C. L. Katz Science Direct; Elsevier B.V.; Annals of Global Health (2014) CC

ERRATA 2214-9996/a 2014 Icahn School of Medicine at Mount Sinai Department of Medical Education Icahn School of Medicine at Mount Sinai, New York http://dx.doi.org/10.1016/j.aogh.2014.10.003

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Guidelines for Collaborating with Community Physicians

National Tuberculosis Center, New Jersey Medical School (2003) C2

Treating the Patient with Tuberculosis

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Latent Tuberculosis Infection: A Guide for Primary Health Care Providers

Centers for Disease Control and Prevention, National Center for HIVAIDS, Viral Hepatitis, STD, TB Prevention New Jersey Medical School (2013) C_CDC

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Ethical Decision-Making in Humanitarian Health in Situations of Extreme Violence

Johns Hopkins Bloomberg School of Public Health , Syrian American Medical Society, et al. (2019) C1

Organizational Handbook

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Ethical Decision-Making in Humanitarian Health in Situations of Extreme Violence. Report and Recommendations

Johns Hopkins Bloomberg School of Public Health , Syrian American Medical Society, et al. (2019) C1

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Planetary Health Report Card

International Medical School Initiative (2022) C2

The Planetary Health Report Card is a student-driven, metric-based initiative to inspire planetary health and sustainable healthcare education engagement in medical schools. In addition to inspiring expansion of medical school curricula, we hope to inspire medical schools to expand research efforts,... more

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National surgical, obstetric and anesthesia planning

Program in Global Surgery and Social Change, Harvard Medical School (2022) CC

To achieve our vision of providing Universal access to safe, affordable surgical and anesthesia care when needed, the PGSSC is working with several Ministries of Health to develop National Surgical, Obstetric and Anesthesia Plans (NSOAP). This is a national health plan specifically focused on surgic... more

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App for its Medical Eligibility Criteria for Contraceptive Use

Johns Hopkins Bloomberg School of Public HealthCenter for Communication Programs and World Health Organization (2022) C_WHO

Recommendations on the initiation and continuing use of nine common types of contraceptive methods are covered by the tool. In addition to looking at individual medical conditions or characteristics, users may also easily combine multiple conditions or characteristics and view the guidance on each c... more

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Helminths Filarisasis

RWJF Microbiology, Immunology & Infectious Diseases (2016) C2

This video is part of a comprehensive medical school microbiology, immunology & infectious diseases course. Your comments on videos will be key as we iterate content.

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How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more