Students should be able to:
- Reflect critically on their own practice and assumptions when working with individuals, groups and organizations; and comparing it to best evidence;
- Work in a therapeutic team;
- Design an appropriate skill mix to support ones practice;
- Apply the stepped care model to a variety of clinical conditions;
- Apply principles of collaboration and integration in primary health care;
- Actively evaluate ones service and benchmark against best practice;
- Use IT to evaluate and design treatment pathways;
- Monitor and evaluate individual patient care against best practice;
- Manage stigma;
- Understand the difference between research and audit;
- Understand the principles of audit;
- Design and complete an audit for clinical improvement & use audit cycle to improve clinical care;
- Identify personal strengths & areas for personal improvement to deliver evidence based practice;
- Identify the necessary skills and resources to deliver evidence based practice.
Professor Gabriel Obukohwo Ivbijaro
Average level use of English (understanding and writing skills)
- Collins P, Insel T, Chockalingam A, Daar A, Maddox Y (2013) Grand Challenges in Global Mental Health: Integration in Research, Policy, and Practice. PLoS Med 10(4):e1001434.
- Dubois C-A, Singh D. From staff-mix to skill-mix and beyond: towards a systemic approach to health workforce management. Human Resources for Health 2009; 7: 1-19.
- Fulton BD, Scheffler RM, Sparkes SP, Auh EY, Vujicic M, Soucat A. Health workforce skill mix and task shifting in low income countries: a review of recent evidence. Human Resources for Health 2011; 9: 1-11.
- Buttorff C, Hock RS, Weiss HA, Naik S, Arya R, Kirkwood BR, Chisholm D, Patel V. Economic evaluation of a task shifting intervention for common mental disorders in India Bulletin of the World Health Organization 2012; 90: 813-821.
- McInnis M, Merajver SD. Global mental health: Global strengths and strategies. Task-shifting in a shifting health economy. Asian Journal of Psychiatry 2011; 4: 165-171.
This CU will be based on:
- Face to face seminar sessions
- Small group work
- Review of log
- Peer feedback
- Self-assessment feedback.
Peer and reflective learning will be supported by structured lectures to provide up to date knowledge, face-to-face seminar sessions and small group work to review current evidence based guidelines, consolidate learning and develop skills. Practitioners will benchmark themselves against best practice.
Participants will have access to an electronic platform for lecture notes, presentations, reading materials, pre and post learning self-assessment materials to track progress & an e-discussion forum. Participants will be expected to complete practical homework tasks to consolidate theoretical learning and through Case Based Discussion (CBD).
Participants will keep a personal reflective learning log to map their progress.
Self-assessment (25%), peer assessment (25%), faculty assessment (50%).
The syllabus will be focused on:
1. Reflective log and representation: critical reflection on practice when working with individuals, groups and organizations; and comparison to best evidence;
2. Workforce skills: working in therapeutic teams, skills necessary to support clinical practice, principles of collaboration and integration in primary health care;
3. Evaluation and use of mental health guidelines: use of IT, benchmarking and evaluation parameters, management of stigma;
4. Audit: principles of audit and differences from research, design and implementation of cycles of audits for the improvement of mental health care;
5. Personal and practice development plans: personal skills, strengths and weaknesses, resources and global skills to deliver best practices.
Programs where the course is taught: