Online course Gender and Health Competencies Development 29 March 2010.

Online course Online course Gender and Health Gender and Health

Competencies Competencies Development Development

29 March 2010

Pan AmericanHealthOrganization

Legislators

Ministries

COMMUNITY

EVIDENCE

POLICY MAKERS

Public Health

Professionals

HEALTH MANAGERS

ONGPatients

Transference is not systematic

Contextual differences Different needs

Today’s SituationToday’s Situation

Academic Centers

Virtual Networks

Researchers

EVIDENCE PRODUCERS

NGO’s


The big picture…


The big picture…

“…design of an online “ virtual” course including sessions with expert tutors.

Subject: Gender and Health based on diversity and human rights approaches.

Platform:

PAHO/WHO Virtual Campus of Public health


ProductOnline Course

Needs


Needs

ToFrom

The competencies/content management process



Needs

ToFrom

The competencies/content management process

Audiencesstudents



Needs

Ideas

Mandates

Gaps

Others

The Competencies/content management processProductOnline Course


Needs

Ideas

Mandates

Gaps

Others

The Competencies/content management process

Definition of Skills

Def. Knowledge

Guidelines

Taxonomies

Models

Frameworks

References

Tutorials

Def. Behaviors

Education materials




Needs

Ideas

Mandates

Gaps

Others production

generation

Competenciesdefinitions

Online Course

Content selection

Surveys -workshops

Development-Production

Peer review

Testing

Audiences

Information sourcesIT Tools

MethodologiesProcessesServicesPolicies

Etc


Training in Gender and HealthTraining in Gender and Health

19971997http://www.paho.org/english/hdp/hdw/gendertraining.htm

http://www.paho.org/english/hdp/hdw/gendertraining.htm


Gender and HealthGender and Health•Systematization•Harmonize needs•Use of evidence in decision

making processes

AndAndHealthHealth

COMMUNITY

EVIDENCE PRODUCERS

Public Health ProfessionalsHealth managers

POLICYMAKERS

GenderGender


Skills-Building StrategySkills-Building Strategy

Goals:• Organize and develop resources to

address specific needs• Assist teams to acquire the necessary

skills for Gender and health activities • Help to create a critical mass of trained

individuals to promote the long term sustainability of evidence informed decision-making


Rationale for developing the SB Rationale for developing the SB StrategyStrategy

• Lack or deficit of the necessary skills for has been a main concern among the teams.

• A comprehensive approach would have obvious advantages over isolated efforts.

• It will help to standardize methods, save resources and evaluate both quality and impact.


SB Strategy: ComponentsSB Strategy: Components

Needs Needs Assessment Assessment

ToolTool

Needs Needs Assessment Assessment

ToolTool

NecessaryTeam Skills

NecessaryStakeholder

Skills

Specific skills

CurriculaCurriculaCurriculaCurricula

Impact and QualityImpact and QualityEvaluationEvaluation

Impact and QualityImpact and QualityEvaluationEvaluation

Weaknesses

Strengths


SB Strategy: ImplementationSB Strategy: Implementation

Gender HQ

Web/Blog/TwitterGender HQ

SB

VirtualCampus

GenderPortal

On-Site

•On-site, virtual and/or mixed format•Virtual/tutor-based courses will be

offered through VC•Information and access will be in VC

and GENDER Portal•“Tutorials/content/Products”

(Cases,Policy Briefs, Summaries,etc)

will be accessible through GENDER Portal


Sources• Using Concept Mapping to Develop a Logic Model for the

Prevention Research Centers Program http://www.cdc.gov/pcd/issues/2006/jan/05_0153.htm

• Designing Competencies for Chronic Disease Practice http://cdc.gov/pcd/issues/2010/mar/08_0114.htm

• Development of a Core Competency Model for the Master of Public Health Degreehttp://ajph.aphapublications.org/cgi/reprint/98/9/1598

CORE COMPETENCIES FOR PUBLIC HEALTH IN CANADA• http://www.phac-aspc.gc.ca/ccph-cesp/pdfs/cc-manual-eng090407.pdf

• EVIPNET PAHO

http://www.cdc.gov/pcd/issues/2006/jan/05_0153.htm

http://cdc.gov/pcd/issues/2010/mar/08_0114.htm

http://ajph.aphapublications.org/cgi/reprint/98/9/1598

http://www.phac-aspc.gc.ca/ccph-cesp/pdfs/cc-manual-eng090407.pdf


Key Concepts and Definitions

• Traits and Characteristics are the foundation for learning, the innate make-up of individuals on which further experiences can be built. Differences in traits and characteristics help explain why people pursue different learning experiences and acquire different levels and kinds of knowledge and skills.

• • Skills, Abilities, and Knowledge are developed through learning experiences, broadly defined to include school, work, participation in community affairs, etc.

• • Competencies are the result of integrative learning experiences in which skills, abilities, and knowledge interact to form bundles that have currency in relation to the task for which they are assembled.

• • Demonstrations are the results of applying competencies. It is at this level that performance can be assessed.


Characteristics of Competencies


Prevention Groups & Research


Búsquedas avanzadas y uso de la información para la toma de decisiones basadas en la

evidencia

•Marco de

referencia

•Definiciónde la

pregunta

Diseño e ejecución de estrategia para búsqueda bibliográfica exhaustiva.

•Bases de datos•Términos

•Filtros

BVS/SCIELO

Buscadores(www)

NLM Cochrane

Selección y valoración de la información

•Tipos de Evidencia

•Selección y valoracióncrítica de la evidencia

Contextualización y resumende la información

•Metodología para elabora-ción de resúmenes basadosen la evidencia

•Registros y flujogramas de búsquedas


Core Competencies online courses for

IPNet Teams

• Team Building• Identifying Priorities• Framing Issues• Knowledge Gathering• Knowledge Synthesis• Knowledge Packaging• Facilitating Exchange And Pull/Push Efforts• Monitoring and Evaluation


EVIPnet Competences


• Identify Priorities: The team should be able to single out Health Policy priority areasaccording to context.

• Framing Issues: The team should analyze the issue and identify key aspects that ought to be considered when informing decisions with the best evidence available. These elements should include political and social context, cultural environment, financial issues, etc

• Knowledge Gathering: The team should demonstrate knowledge and skills to pose appropriate questions, develop efficient search strategies, find and retrieve relevant evidence.

• Knowledge Synthesis: The team should appraise evidence for quality, eligibility andapplicability and interpret the information according to the context.

• Knowledge Packaging: The team should be able to summarize the relevant information in a user-friendly format that facilitates its incorporation into policy.

• Facilitating Exchange and Pull/Push Efforts: The team should advocate for evidence informed public health policies and raise awareness about the advantages of this approach amongstakeholders. They should choose effective dissemination efforts to convey their message and help bring stakeholders together for constructive dialogues.

• Monitoring and Evaluation: The team should advocate for and participate in theimplementation of tools to identify strengths, deficiencies and impact of the process

• Team Building: The team should demonstrate interpersonal and communication skills thatpromote the cooperative environment necessary for knowledge exchange


Competenciessample


DisseminationStrategic Functions

Knowledge Selection

Synthesis

Knowledge Dissemination Knowledge

Exchange


IntroductoryModule T

eam

Pro

ble

m

Solv

ing

Knowledge Mapping

Appraise Evidence

Evidence for decision making

Synthesizeand format evidence

Linkage and exchange

Dissemination

Monitoringand Impact evaluation

Incorporating Evidence into

policy

Evidence for Policy Markers

Systematic Reviews andMeta-analysis

How to make a Policy Brief

Participate indiscussion

Forums

Team

Facilitators

Policy Mak.

Gender content

Social Network Analysis(Expertise Locator Tool)

•Supports network creation/functioning•Recovers info of people involved•Facilitates knowledge mapping/expertise locator•Facilitates linkage/ exchange/dissemination •Facilitates connection w/other networks


Next Steps

• Provide necessary support to help with Competencies information

• Provide support for Gender Unit and The Workshop team to define the necessary competences.


Thank you!

Lucia Ruggiero - KMC PAHO/WHOEmail: [email protected]

Online course Gender and Health Competencies Development 29 March 2010.

Documents

Transcript of Online course Gender and Health Competencies Development 29 March 2010.