The COVID-19 pandemic has raised profound ethical challenges on an unprecedented global scale. These challenges include how to allocate scarce resources (especially vaccines and therapeutics), both within and between countries, whether and when to mandate vaccines and/or masks, whether and how to co...nduct public health surveillance, whether to issue vaccine passports, and how to address stark international and intranational inequities. In addition, there have been ethical concerns about the conduct of COVID-19 research, such as the appropriateness of challenge studies.
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This draft Roadmap for the Global Health for Peace Initiative has been developed in response to decision WHA75(24) of the 75th World Health Assembly (2022), which requested that WHO develop, in full consultation with Member States and Observers, and in full collaboration with other organizations of ...the United Nations system and relevant non-State actors in official relations with WHO, a Roadmap, if any, for the Global Health and Peace Initiative.
It incorporates feedback received from Member States through a first round of consultation carried out at the end of 2022. This (second) draft is being made available ahead of the 152nd session of the Executive Board, that will consider the draft Roadmap.
The Roadmap for the Global Health for Peace Initiative aims to provide a framework for the Initiative at global level, defining concepts, establishing principles, setting strategic goals and objectives as well as operational priorities. It also describes the “Health for Peace approach” to programming, which lies at the core of the Global Health for Peace Initiative (GHPI). The GHPI is a global initiative of WHO that aims to enhance the existing links between health (and health interventions) and peace
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Surveillance of antimicrobial resistance in Europe 2020 data: executive summary
The executive summary of the WHO Global oral health status report presents a snapshot of the most recent data on major oral diseases, risk factors, health system challenges and opportunities for reform. The report’s clear conclusion is that the status of global oral health is alarming and requires... urgent action. The report will serve as a reference for policy-makers and an orientation for a wide range of stakeholders across different sectors to guide advocacy towards better prioritization of oral health in global, regional and national contexts. In addition, the report provides, as a separate online resource, the first-ever country oral health profiles for all 194 WHO Member States, giving unique insights into key areas and markers of oral health that are relevant for decision-makers.
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25 Nov 2022
The WHO Guidelines for malaria bring together the Organization’s most up-to-date recommendations for malaria in one user-friendly and easy-to-navigate online platform.
The WHO Guidelines for malaria supersedes 2 previous WHO publications: the Guidelines for the treatment of mala...ria, third edition and the Guidelines for malaria vector control. Recommendations on malaria will continue to be reviewed and, where appropriate, updated based on the latest available evidence. Any updated recommendations will always display the date of the most recent revision in the MAGICapp platform. With each update, a new PDF version of the consolidated guidelines will also be available for download on the WHO website.
This version of the Guidelines includes updates to the case management of malaria, specifically the addition of new molecules for the treatment of uncomplicated malaria and optimization of the dosage regimen for anti-relapse treatment, along with updates on the use of antimalarial medicines in special risk populations including pregnant women.
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This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) and comprehensive abortion care (CAC) competencies,and the theory behind the approach. Specifically, the aim is for effectiv...e implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
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What are the FP and CAC competencies?
Through the clear articulation of the family planning and comprehensive abortion care (FP and CAC) competencies for the primary health care workforce, the aim is to advance improvements in FP and CAC service delivery by aligning health worker education approach...es with population health needs and health system demands.
This document, which describes these competencies in detail, is intended to:
be a foundational tool to be adopted and adapted by educators and regulators for FP and CAC providers (students) with a pre-service training pathway of at least 12 months;
describe competencies that are relevant to current and future health practice;
enable widespread use of the competencies not only for curriculum development for pre-service education, but also for in-service education, regulation, qualifications, quality assurance, personal development, performance evaluation, recruitment, management and career progression;
focus on the core functions of FP and CAC providers within broader efforts towards achieving universal health coverage
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Women have less access to the development services and support – such as adequate healthcare, education and
modern technology – that make people more resilient to climate change and other shocks and stressors.2
Women’s unequal access to resources, their disproportionate responsibility for ca...re of dependents (typically unpaid),
and the insecurity and precariousness of their paid labour all contribute to the feminisation of poverty and women’s
heightened vulnerability to climate hazards. Climate change is a multiplier of existing vulnerabilities and threatens to
reverse hard-earned development gains for all people, and particularly for women.
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The world is not on track to end the AIDS pandemic. New infections are rising and AIDS deaths are continuing in too many communities. This report reveals why: inequalities are holding us back. In frank terms, the report calls the world’s attention to the painful reality that dangerous inequalities... are undermining the AIDS response and jeopardising the health security of everyone. The report highlights three specific areas of inequality for which concrete action is immediately possible—gender
inequalities and harmful masculinities driving HIV; marginalisation and criminalisation of key populations, which our data show is resulting in starkly little progress for those populations and undermining the overall response; and
inequalities for children whose lives must matter more than their market share. But this is not a counsel of despair, it is a call to action. Through bold action to confront these inequalities, we can end AIDS.
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Leitfaden für pädagogische Fachkräfte
Ein Leitfaden für Fachkräfte in sozialen, pädagogischen und medizinischen Berufen
This note provides information and practical guidance to support gender-based violence (GBV) practitioners to integrate attention to disability into GBV prevention, risk mitigation and response efforts during the COVID-19 pandemic. This document complements other resources relating to GBV and COVID-...19 and assumes that the user is already familiar with common GBV prevention, risk mitigation and response approaches.
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2014-2020, Draft March 2014
This document is intended for a wide audience including national and local policymakers, implementers and managers of national and local maternal and child health programmes, non-governmental and other organizations and professional societies involved in the planning and management of maternal and c...hild health services, health professionals including obstetricians, midwives, nurses, general medical practitioners, academic staff involved in training health professionals, managers of maternal and child health programmes and public health policymakers in all settings.
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This global progress report attempts to lay the groundwork for the kind of accelerated action needed. Section 1 presents key data, trends and developments in women’s, children’s and adolescents’ health and well-being. That is followed in Section 2 by a deeper dive into the impact of the COVID-...19 pandemic, which has created and contributed to many threats and challenges to progress for women, children and adolescents. In Section 3, the report concludes with recommendations for accelerating progress towards the achievement of the 2030 Agenda even in such challenging times, with an emphasis on partnership
and clear-eyed recognition of the consequences of failing to do better.
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The report aims to capture lessons from the COVID-19 pandemic and to highlight the opportunity for more ambitious global action: expanding sustainable access to vaccines for all towards
the Immunization Agenda 2030 and pandemic prevention, preparedness and response efforts. The report is organized ...in two sections: the first section provides WHO insights on global vaccine market dynamics, drawing from data provided by Member States, which are, in turn, analysed and displayed in the second section.
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The Multi-professional Patient Safety Curriculum Guide (2011) was developed to assist in the teaching of patient safety in universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy. It also supports the on-going training of all health care professionals.
The C...urriculum Guide is comprised of two parts. Part A is a teachers’ guide designed to introduce patient safety concepts to educators. It relates to building capacity for patient safety education, programme planning and design of the courses. Part B provides all-inclusive, ready-to-teach, topic-based patient safety courses that can be used as a whole, or on a per topic basis. There are 11 patient safety topics, each designed to feature a variety of ideas and methods for patient safety learning. Universities are encouraged to start with Part A which provides comprehensive advice on how to introduce and build patient safety courses.
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Miscellaneous
Chapter J.8
Against this background of nearly 20 years of experience of research, development and
improvement in patient safety, the role of incident and adverse event reporting, as well as the
benefits that derive from it, is still a work in progress.This document has two main purposes:
• to provide an up...-to-date perspective on patient safety incident reporting and
learning systems currently in place, including how to fill in existing gaps in these
systems;
• to provide practical guidance on the establishment and effective use of patient
safety incident reporting and learning systems.
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