Social-cultural frameworks

1. Social-cultural frameworks Hellen Amuguni Research Assistant Professor Infectious Disease and Global Health

3. Who are you? • Start with I am ------ • Give as many answers as you can • Which identities are most important to you?

4. Each of us belongs to many different, potentially salient cultural identities at the same time.

5. Personal culture Personal culture is the shared combination of an individual’s traits, skills, and personality formed within the context of his or her ethnic, racial, familial, and educational environments. Every one has a unique personal culture.

6. National culture

10. Cultural frameworks •  Is a term used in social science to describe traditions, valuesystems, myths and symbols that are common in a given society • A given society may have multiple cultural frameworks (for example, United States society has different cultural frameworks for its white and African American populations). • Usually cultural frameworks are mixed; as certain individuals or entire groups can be familiar with many cultural frameworks.

11. Cultural frameworks • There is an important relation between cultural frameworks and ideologies, as most successful ideologies are closely connected to cultural frameworks of societies they spread in. • Cultural framework should not, however, be confused with ideology, as those concepts are separate. • For example in Nazi Germany, Nazism was an ideology, while religious beliefs, patriotism and traditions dating back to Germanic and Frankish tribes were part of the German cultural framework.

12. Culture ? A system of shared beliefs, values, customs, behaviors, and artifacts, conscious and unconscious, transmitted across generations through learning.

13. The RESPOND project: 2009 -2014 • mandate • to strengthen training, educational programs, and support to governments, universities and civil society • objective • improving worldwide capacity to respond to emerging infectious diseases of zoonotic origin.

14. USAID RESPOND project

15. USAID RESPOND project

18. RESPOND Partners • USAID donor Agency • DAI (Developments Associates Inc) • Tufts University: Dean Vet, Dean SPH, PI: Saul Tzipori • University of Minnesota Dean Vet, Dean SPH • Training Resource Group (TRG) • Ecology ad Environment (E&E)

19. Tufts schools involved • Cummings School of Veterinary Medicine • Department of Infectious Division and Global health of Infectious Diseases • Clinical studies department • School of Medicine • Public health and community medicine • School of Engineering • School of Education • Friedman school of Nutrition, science and policy • Tufts Institute of Environment • Sackler school of graduate Biomedical sciences

20. Tufts Centers and Programs • Center for the Enhancement of Learning and Teaching (CELT) • Clinical and Translational Science Institute (CTSI) • Technology for Learning in the Health Sciences (TUSK) • Tufts Institute of Environment (TIE)

21. OHCEA: One Health Central and Eastern Africa • A network of 14 schools of Public Health and Veterinary Medicine • 6 countries: Kenya, Uganda, Tanzania, Rwanda, Ethiopia and DRC • Supports and facilitates National One Health Coordinating Teams • ONE HEALTH platform

22. OHCEA Participating Institutions Makerere University Nat. University Rwanda, Public Health Umutara Polytech, Veterinary Medicine University of Nairobi, Public Health and Veterinary Medicine Moi University Muhimbili University Sokoine University University of Kinshasa Public Health University de Lumbashi, Vet. Medicine Jimma University, Medical and Vet. Mekelle University, Veterinary Medicine ) Makerere University, Public health and Vet.

23. OHCEA objectives • Expand the human resource base needed to detect and respond to potential pandemic disease outbreaks • Increase integration of animals, wildlife and human disease surveillance and outbreak response systems One Health

24. TRANSITIONING the current workforce by: • Building cross-sectoral skills and knowledge • Creating One Health connections and networks • Developing career paths for women and men • Operationalizing One Health systems at all levels

25. TRANSFORMATION - Training the leaders of tomorrow to: Transform ways of thinking about and providing public health services Strengthen existing regional pre-service and graduate Link regional Human, Veterinary, and Wildlife Health training opportunities

26. BROADENING public health to improve disease control by: • Catalyzing government linkages • Expanding the community of front-line responders • Linking university expertise and students to community needs • Strengthening community front-line responder training • Building trainee understanding by working with communities

27. Curriculum review and Development • Review and map their current curricula to include One Health related programs, activities, and courses. • The integration of appropriate teaching methodologies to ensure that One Health skills and attitudes are effectively modeled • innovative teaching methods

28. The Process • Curriculum mapping • One health Core competencies • Quality Assurance • Curriculum review and Development • Course Design

29. Curriculums Review and course design • Rwanda :School of Public health and Veterinary school • Kenya: Nairobi University, SPH and Veterinary Medicine, Moi University • Uganda: Makerere University • DRC : University of Lubumbashi and Kinshasa SPH

30. Cummings Foundation support for Ambulatory Clinic in Rwanda

31. Masters in Veterinary Preventive Medicine support-Makerere University In collaboration with AFENET, developed curriculum for Masters in Field Based Epidemiology Program: • Started with 6 students • Currently 12 students from 6 OHCEA countries • Norwegian agency for International Development supporting 9 masters students and 6 PhD students from September 2014 • Rehabilitated computer lab for students • Faculty support • Participatory epidemiology • Study design/ systematic review • Economics and livestock production • Participatory Impact assessment • Infectious Disease • Biosecurity and Bioterrorism • Problem based Learning • Gender and One Health

32. Training students- future leaders

33. SEAOHUN July 2012 OHCC Workshop

34. RESPOND OHCC Results to Date

35. Specific curricula or courses developed • Gender, emerging infectious Diseases and one health with Makerere University course: • Short course for pilot in Rwanda, Ethiopia and Uganda • Gender Strategic plan for OHCEA • Conflict, Disaster management and trans boundary (Emerging) diseases with Moi University • Wildlife curricula in Uganda and DRC

36. One health demonstration sites • Baseline survey Tanzania and Uganda • One health Field practicum in Uganda and Tanzania • Development of curricula for field practica • Faculty involved in filed supervision

37. One health student clubs • Students clubs started in Tanzania, Rwanda, Uganda ad Ethiopia • One health student club at Tufts in progress • Establishing website and social media to link up and exchange cases with students in Africa

38. Improving faculty skills for Research Teaching and Learning • Educational Research Design & Research Questions • Quantitative Research Design(study design) • Qualitative Research Design & Analysis Ethiopia, DRC, Uganda • Evidence-Based One Health Education • Survey Development • Grants Proposal Writing • Educational Research Abstracts Writing • Manuscripts Writing • Poster Design • Peer Review of Proposals/Manuscripts • Problem based Learning

39. Grant writing training and fund raising • Ethiopia • Rwanda • DRC • Uganda • Submit grant applications • Deans summit • fundraising development with deans in Boston • Fund raising dev. with OHCEA secretariat

40. Quality Assurance training: Institutional Research, monitoring and Evaluation • Kenya • Rwanda • Tanzania • DRC • External examiners • Rwanda • Uganda • Ethiopia

41. Faculty Exchange: Africa to US • TUSK ICT training: Mr Brooks ICT manager Makerere trained at Tufts in April 2013 • The Tufts Environmental Literacy Institute (TELI) on One Health: summer 2013:12 OHCEA faculty + 12 SEOHUN faculty • Course Design Institute: course design development • Professor Caleb Tumwesigere :Director of Quality assurance program in Rwanda

42. Faculty: US to Africa • Infectious Disease and laboratory practices • Pathology and histopathology • Parasitology • Research Design and Biostatistics • Participatory Epidemiology • Health Economics • Environmental Health • Ecology of disease Transmission • Participatory Impact Assessment • Immunology • Field based Epidemiology

43. Application Tools and E- Learning A tool for leveraging resources and increasing capacity Open Source Installation and maintenance E-learning technology and availability

44. TUSK installations Target five countries Training done in Kenya Uganda, DRC, Rwanda (9 schools) Regional ICT user support training held in Kenya Intranet/internet in Umutara Equipment purchase for Ethiopia not done

45. Teaching at Tufts Web Resources Videos on teaching resources available online: http://sites.tufts.edu/teachtufts/ • Interactive lectures • Using technology in teaching • Designing a course • Teaching a course • Assessing student learning

46. Government engagement: One health demo sites and In service training

47. Short courses Developed • Needs assessment tools • Risk analysis • Emerging Zoonotic Disease integrative training • Participatory Epidemiology • Participatory Impact Assessment • Outbreak Investigation and Response • One Health Leadership

48. Long term Vision • Each One Health professional is well-trained for their roles, mandated and appropriately equipped • Professions have improved skills to work collaboratively with each other • Health systems benefit from One Health efficiencies

49. Lessons learnt • Working in an interdisciplinary way is difficult! • Creating an environment that supports interdisciplinary inquiry – comfortable, nonthreatening, open to ideas, teamwork – is not easy among adults • Participatory approach – not top down • Logistics with multiple partners can be problematic Easier to tell people about one health than to actually do it.

50. Unequal human resource capacity …… lack of front line responders from all health professions