Andrology

Over the years, the Health Economics Unit (University of Cape Town) and Centre for Health Policy (University of the Witwatersrand) have developed a range of training materials to strengthen critical analysis skills that can support health system reform. One of the case studies considers how national health accounts data can contribute to critically assessing existing health systems to identify key challenges that could potentially be addressed through reforms. The two key areas of health system reform focused on in these training materials are health care financing and decentralisation. These are complemented by case studies on resource allocation between and within health districts. While technical skills are important for health system reform, so are skills to understand and manage key policy actors or stakeholders. The set of materials, therefore, concludes with case studies to develop stakeholder analysis skills.

This pharmacological resource demonstrates the procedure in quatitative measuring of glucose level in the blood. The OneTouch Horizpon Test Strip with the OneTouch Horizon Blood Glusose meter will be used for this purpose. These test strips are for in vtiro diagnostic use, that is, testing outside the body. The video demonstration covers the procedure form preparation to observing for results with accompanying audio to explain each step.
 

In this programme, the estimation of haemoglobin concentration is demonstrated in a video lesson. It describes the procedure in using the haemometer, a kit for determining haemoglobin and other laboratory tools in preparing a standard dilution. Understanding the test procedure is critical to the interpretation of the test results.

This programme demonstrates in a video lesson the procedure in determining whether there is adequate number of red blood cell in circulation. The procedure covers the description of the laboratory instruments and materials that are used in such tests. At the end of the procedure, an observation of the test result is made and interpreted with the use of a microscope.

This programme demonstrates in a video lesson the procedure in determining whether there is adequate number of white blood cell in circulation. The procedure covers the description of the laboratory instruments and materials that are used in such tests. At the end of the procedure, and observation of the test result is made and interpreted with the use of a microscope.

HIV antibody tests are specifically designed for routine diagnostic testing of adults; these tests are inespensive and extremely accurate. Most people develop detectable antibodies approximately 30 days after infection, although some seroconvert later. The vast majority of people (99%) have detectable antibody by three months after HIV infection; a six month window is extremely rare with modern antibody testing.

Malaria is a disease caused by four identified spicies of Plasmodia, namely Plasmodium vivax, Plasmodium falciparum, Plasmodium ovale and Plasmodium malariae. It is transmitted by the female anopheles mosquito. It is a disease that can be treated in just 48hrs, yet it can cause fatal complications if the diagnosis and treatment are delayed. It is re-emerging as the the number one infectious killer and it is the number on priority tropical disease of the World Health Organization.

This pharmacological procedure demonstrates the procedure in a pregnancy test.  The One Step Pregnancy Test Strip would be used in the test, utilizing a combination of antibodies including a monoclonal hCG antibody to selectively detect elevated levels of hCG.

Facial anomalies are frequent conditions in children in every part of the world. If these anomalies are not treated appropriately and adequately, there will be imposition of severe psychosocial problems on the parents of such children. And, the appropriateness and adequacy of the definitive treatment, which is often surgery, lie in the proper understanding of the anatomic and embryologic bases of these anomalies. This module addresses these issues and is very important to the practice of oral and maxillofacial surgery.

This video was created for medical students at the University of Cape Town, to demonstrate how to appropriately do a Blood Culture procedure and limit the number of samples being compromised. Emphasis is placed on sterile gloving, aseptic technique and procedural steps to follow.

All CHEPSAA’s African members have produced reports that provide an overview of the HPSR+A capacity needs and assets in their organizations and its wider context. They each include recommendations about how to develop capacity. The assessment reports are from Ghana, South Africa, Tanzania, Kenya and Nigeria, and there are also comparative assessments with guidance on how to approach the needs assessment.

CHEPSAA (the Consortium for Health Policy & Systems Analysis in Africa) works to develop the emerging field of health policy and systems research and analysis (HPSR+A) in Africa through harnessing synergies among a consortium of African and European universities.

Click here to access the HTML version of this resource.

A new initiative teaching first year health science students about their online identity has proven valuable. The importance of communication skills and respect for others through social media is identified and explained.

The rapid, expansive and evolving use of social media has prompted the need to interrogate its impact for future health professionals. Students in the Health Sciences ought to understand the beneficial and harmful consequences of their online identities and postings.

This workshop was an introductory session for all 1st year students in the Health Sciences Faculty. It aimed to initiate a professional awareness and engage in conversations and tasks related to digital professionalism.

Undergraduate medical students learning functional anatomy. This resource is used to complement cadaver dissection practicals.

This presentation gives a stylised overview of the gross anatomical structure of the walls of the inguinal canal suitable for undergraduate medical students. It illustrates how herniation of the abdominal contents is prevented while still allowing the spermatic cord to traverse the canal.

Health Management is considered an important skill area for Public Health professionals. The Health Management II module is thus included as one of the core modules of the Masters Degree in Public Health. The module covers three key management areas: change management, planning and resource management. The concept of change is a recurrent theme across the module. A second underlying theme is that managers continue to develop their skills through an ongoing process of reflective learning. The module presents management theories as well as a variety of perspectives and experiences for comparison with your own. As management is cross-cutting in relation to a number of other Public Health fields, you are also expected to relate much of the management study material to the contexts of the other modules.    

This case study focuses on the multiple factors which feed into under 5 malnutrition (including the social determinants of disease). It is set in the Eastern Cape province of South Africa in 2002. The UNICEF Conceptual Framework is used as a tool for analysis.

The case is structured as a short narrative case study followed by an introduction to the UNICEF Conceptual Framework. In addition, contextual information is supplied and could be supplemented, using links to further sources of information, plus some tables and photographs. Also included are links to journal articles outlining possible responses to this situation.

This case study resource has been developed at the School of Public Health (SOPH), University of the Western Cape (UWC) and used in our teaching. It is based on a research project undertaken over 12 years in the Eastern Cape Province of South Africa by Emeritus Prof David Sanders and Prof Thandi Puoane of the SOPH, UWC with Prof Ann Ashworth from the London School of Hygiene and Tropical Medicine.

This module, Micronutrient Malnutrition, aims to equip Public Health professionals with sufficient knowledge of micronutrients to recognise and address the problem of micronutrient deficiency at a community and population level. The module concentrates on four micronutrients, i.e. vitamin A, iron, iodine and zinc that are considered critical to Public Health, particularly in developing country contexts.

The module sets out a strategy for responding to micronutrient deficiency problems using the UNICEF Conceptual Framework to analyse the range of possible causes, and then the Triple A model to guide programme design.  Some generic skills relating to programme design are explored, including advocacy, monitoring and evaluation, and three key intervention approaches are presented – namely micronutrient supplementation, food fortification and dietary diversification. A number of case studies demonstrating best practice in micronutrient interventions are provided.

There are three units in the module: the first one equips you with technical information about micronutrients – their characteristics and effects. This information may be fairly familiar to those of you with a nutrition background, so some of you may be able to work quickly through this unit. The second unit concentrates on the planning of micronutrient programmes, and includes two key aspects of programming – namely intervention at policy level through advocacy, and programme monitoring and evaluation. The third unit consolidates the process of effective programme design in the field of micronutrient control, and presents three key approaches to addressing deficiency at population level, namely supplementation, food fortification and dietary diversification.

The current impact study follows on from two earlier evaluations of the project.

A formative evaluation of the Design Phase completed at the end of 2009 focused mainly on OER ‘take-up’ and production in the partner institutions (OER Africa 2009). This evaluation concluded that expectations and contractual targets had been met, or exceeded by an impressive margin, with project coordinators and participants in each partner institution having engaged OER in creative ways that were most appropriate to their own contexts.

The second evaluation, a mid-term evaluation titled ‘Phase 2 Evaluation: Consolidation and Sustainability’ (OER Africa 2011),reinforced the finding that individual and institutional participants in the project had made significant progress in producing OER as well as in developing OER-supportive policy environments. This they had done in their own distinctive ways, in a manner that was consistent with their own ethos, contextual realities, strategies and resources.
This impact evaluation focused more broadly on Network activities, including these four institutions and partnerships that have been formed since project inception in 2008, as well as broader usage of health OER by other users not affiliated with the Network.

This module aims to equip MPH students to critically analyse, identify and plan successful nutrition programmes. There are three units: Unit 1 provides a general overview of the nutrition situation in the world as well as an historical overview of nutrition programmes, and concludes with the identification of the success factors in these programmes. Unit 2 provides a more detailed discussion of some of the socio-political factors contributing to successful nutrition Programmes and Unit 3 explores some of the technical factors which contribute to successful nutrition Programmes. A reading list is contained in the Module Introduction and these readings which must be separately sourced are integrated across the learning.