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Live and recent posts from across the Fediverse tagged #hrh, aggregated by home.social.

  1. Reda Sadki @[email protected] ·

    Comparative analysis of workforce development models in the global malaria elimination agenda

    The stagnation in global malaria mortality reduction has forced a re-evaluation of the tools and strategies currently deployed in high-burden countries.

    While biological challenges such as insecticide resistance and parasite mutations are well-documented, a critical bottleneck remains the capacity of the human workforce to implement technical strategies with precision.

    The transition from control to elimination requires a fundamental shift in workforce development.

    It demands moving beyond the passive transmission of technical knowledge toward models that recognize the value of the health worker.

    People who work for health, especially those who engage directly with communities, are likely to possess unique insights into local transmission dynamics and community behavior.

    This analysis reviews four predominant capacity-building architectures currently active in the malaria landscape.

    These initiatives are assessed based on their ability to scale to the district and community levels, their cost-effectiveness, and their capacity to validate and utilize the tacit knowledge held by local staff.

    Malaria learning model 1. The academic massive open online course model

    The most prominent example of the digital transmission model is the MalariaX series offered by Harvard University.

    This initiative utilizes the Massive Open Online Course (MOOC) format to democratize access to high-level scientific knowledge.

    Strengths

    The primary strength of this model is the unparalleled quality of its technical content.

    It provides participants in low-resource settings with direct access to global experts and the latest scientific evidence regarding vector biology, epidemiology, and immunology.

    The digital format allows for infinite scalability in terms of access.

    Anyone with an internet connection can technically access the material.

    This eliminates the geographical barriers that often exclude peripheral health workers from elite training.

    Limitations

    The model suffers from the “know-do” gap.

    While it effectively transmits theoretical knowledge, it lacks a structural mechanism to ensure this knowledge is applied to local realities.

    The pedagogy relies heavily on passive consumption of video lectures which reinforces the hierarchy of “expert” versus “learner.”

    It fails to account for the specific needs of local health workers who must adapt global scientific principles to context-specific challenges, such as unexpected climate shifts or community resistance.

    The assessment mechanisms verify knowledge retention rather than the ability to navigate these local complexities.

    Consequently, it undervalues the learner’s own experience and offers no channel for the “global expert” to learn from the “local expert” who is managing the disease daily.

    Malaria learning model 2. The normative cascade training model

    The World Health Organization (WHO) and national malaria programs typically rely on the cascade model to disseminate new guidelines.

    This approach involves training a core group of master trainers at the national level who then train regional officers, who in turn train district and facility staff.

    Strengths

    This model ensures strong alignment with national policy and global normative guidance.

    It maintains a clear chain of command and reinforces the authority of the Ministry of Health.

    It is particularly effective for standardization, such as ensuring that a specific treatment protocol for severe malaria is introduced uniformly across the health system.

    Weaknesses

    The cascade model is plagued by the dilution of quality as training moves down the chain.

    Information is frequently distorted or simplified by the time it reaches the community health worker.

    Structurally, it treats the health worker as a passive vessel to be filled with instructions rather than a thinking professional who understands the local ecosystem.

    It is also prohibitively expensive and logistically heavy.

    It often relies on per diems that distort participant motivation and create a “training aristocracy” where access is determined by seniority rather than need.

    Crucially, this model often interprets local adaptation as non-compliance.

    It fails to recognize that frontline workers often deviate from protocols not out of ignorance but out of necessity, driven by supply chain ruptures or specific community demands that only they understand.

    Malaria learning model 3. The fellowship model

    Initiatives such as the African Leadership and Management Training for Impact in Malaria Eradication (ALAMIME) represent the fellowship model.

    These programs target high-potential program managers for intensive, long-term leadership development, often in partnership with universities.

    Strengths

    This model addresses the critical “soft skills” gap identified in malaria elimination policy reviews.

    It moves beyond technical biology to teach management, advocacy, and financial planning.

    By focusing on African leadership, it actively works to decolonize the expertise hierarchy and fosters strong regional ownership.

    The cohort-based approach builds deep professional bonds among future leaders of national malaria programs.

    Weaknesses

    The fundamental limitation is scalability and exclusivity.

    These programs are resource-intensive and reach a small number of individuals per year.

    While they produce high-quality leaders at the top, they cannot reach the critical mass of district and community personnel required to execute malaria strategies.

    This reinforces a top-heavy leadership structure that ignores the need for “micro-leadership” at the facility level.

    It overlooks the reality that a district nurse or community health worker must also exercise leadership and diplomacy every day to secure community trust.

    By focusing on the elite, this model inadvertently devalues the significance of the leadership required at the last mile.

    Malaria learning model 4. The field epidemiology training program model

    The Field Epidemiology Training Program (FETP) functions as a learning-by-doing apprenticeship.

    Residents work within the health system to investigate outbreaks and analyze surveillance data under the mentorship of experienced epidemiologists.

    Strengths

    This model closely aligns learning with work.

    It is an “applied” model where the output of the training is often a tangible public health product.

    It effectively builds data literacy and analytical capacity.

    It grounds the learner in the reality of the field rather than the theory of the classroom.

    Weaknesses

    Like the fellowship model, the FETP is difficult to scale due to the requirement for intense, one-on-one mentorship.

    It is a high-cost intervention per learner.

    Furthermore, the rigorous focus on surveillance and epidemiology often overshadows the operational implementation challenges faced by generalist health workers.

    While it produces excellent surveillance officers, it does not necessarily equip the broader workforce to utilize their own data for local decision-making.

    It often extracts data for central analysis rather than empowering local staff to interpret the trends they witness daily.

    This failure to devolve analytical power ignores the fact that local workers are often the first to notice anomalies, such as climate-driven shifts in vector behavior, long before they appear in national databases.

    Four recommendations to strengthen malaria learning and capacity-building

    The current landscape of malaria capacity building reveals a functional and epistemic schism.

    The academic and normative models excel at defining what needs to be done but fail to support the workforce in how to do it within their specific constraints.

    The fellowship and apprenticeship models build deep capacity but are structurally incapable of reaching the volume of workers necessary for elimination.

    A significant gap exists for a model that combines the scalability of digital platforms with the implementation rigor of the apprenticeship approach.

    To achieve malaria elimination, future initiatives need to:

    1. Move beyond knowledge verification to value validation.
    2. Recognize that local health workers are not the problem to be fixed but the owners of the solution.
    3. Utilize the existing workforce rather than parallel structures.
    4. Replace financial incentives with the professional motivation that comes from having one’s local knowledge recognized and used to solve the problems they face every day.

    References

    General context & the “know-do” gap

    Model 1: The academic MOOC model (MalariaX)

    Model 2: The normative cascade model and incentives

    Model 3: The fellowship model (ALAMIME)

    • ALAMIME. African Leadership and Management Training for Impact in Malaria Eradication. Makerere University School of Public Health.
      https://alamime.musph.ac.ug/
    • Couper, I., Ray, S., Blaauw, D., et al. (2018). Curriculum and training needs of mid-level health workers in Africa: a situational review from Kenya, Nigeria, South Africa and Uganda. BMC Health Services Research, 18(1), 553.
      https://doi.org/10.1186/s12913-018-3362-9

    Model 4: The Field Epidemiology Training Program (FETP)

    Strategic recommendations and value validation

    #globalHealth #globalMalariaEliminationAgenda #HRH #learningCulture #learningStrategy #malaria #workforceDevelopment
    #workforcedevelopment #malaria #learningstrategy #learningculture #hrh #globalmalariaeliminationagenda
  2. Reda Sadki @[email protected] ·

    Comparative analysis of workforce development models in the global malaria elimination agenda

    The stagnation in global malaria mortality reduction has forced a re-evaluation of the tools and strategies currently deployed in high-burden countries.

    While biological challenges such as insecticide resistance and parasite mutations are well-documented, a critical bottleneck remains the capacity of the human workforce to implement technical strategies with precision.

    The transition from control to elimination requires a fundamental shift in workforce development.

    It demands moving beyond the passive transmission of technical knowledge toward models that recognize the value of the health worker.

    People who work for health, especially those who engage directly with communities, are likely to possess unique insights into local transmission dynamics and community behavior.

    This analysis reviews four predominant capacity-building architectures currently active in the malaria landscape.

    These initiatives are assessed based on their ability to scale to the district and community levels, their cost-effectiveness, and their capacity to validate and utilize the tacit knowledge held by local staff.

    Malaria learning model 1. The academic massive open online course model

    The most prominent example of the digital transmission model is the MalariaX series offered by Harvard University.

    This initiative utilizes the Massive Open Online Course (MOOC) format to democratize access to high-level scientific knowledge.

    Strengths

    The primary strength of this model is the unparalleled quality of its technical content.

    It provides participants in low-resource settings with direct access to global experts and the latest scientific evidence regarding vector biology, epidemiology, and immunology.

    The digital format allows for infinite scalability in terms of access.

    Anyone with an internet connection can technically access the material.

    This eliminates the geographical barriers that often exclude peripheral health workers from elite training.

    Limitations

    The model suffers from the “know-do” gap.

    While it effectively transmits theoretical knowledge, it lacks a structural mechanism to ensure this knowledge is applied to local realities.

    The pedagogy relies heavily on passive consumption of video lectures which reinforces the hierarchy of “expert” versus “learner.”

    It fails to account for the specific needs of local health workers who must adapt global scientific principles to context-specific challenges, such as unexpected climate shifts or community resistance.

    The assessment mechanisms verify knowledge retention rather than the ability to navigate these local complexities.

    Consequently, it undervalues the learner’s own experience and offers no channel for the “global expert” to learn from the “local expert” who is managing the disease daily.

    Malaria learning model 2. The normative cascade training model

    The World Health Organization (WHO) and national malaria programs typically rely on the cascade model to disseminate new guidelines.

    This approach involves training a core group of master trainers at the national level who then train regional officers, who in turn train district and facility staff.

    Strengths

    This model ensures strong alignment with national policy and global normative guidance.

    It maintains a clear chain of command and reinforces the authority of the Ministry of Health.

    It is particularly effective for standardization, such as ensuring that a specific treatment protocol for severe malaria is introduced uniformly across the health system.

    Weaknesses

    The cascade model is plagued by the dilution of quality as training moves down the chain.

    Information is frequently distorted or simplified by the time it reaches the community health worker.

    Structurally, it treats the health worker as a passive vessel to be filled with instructions rather than a thinking professional who understands the local ecosystem.

    It is also prohibitively expensive and logistically heavy.

    It often relies on per diems that distort participant motivation and create a “training aristocracy” where access is determined by seniority rather than need.

    Crucially, this model often interprets local adaptation as non-compliance.

    It fails to recognize that frontline workers often deviate from protocols not out of ignorance but out of necessity, driven by supply chain ruptures or specific community demands that only they understand.

    Malaria learning model 3. The fellowship model

    Initiatives such as the African Leadership and Management Training for Impact in Malaria Eradication (ALAMIME) represent the fellowship model.

    These programs target high-potential program managers for intensive, long-term leadership development, often in partnership with universities.

    Strengths

    This model addresses the critical “soft skills” gap identified in malaria elimination policy reviews.

    It moves beyond technical biology to teach management, advocacy, and financial planning.

    By focusing on African leadership, it actively works to decolonize the expertise hierarchy and fosters strong regional ownership.

    The cohort-based approach builds deep professional bonds among future leaders of national malaria programs.

    Weaknesses

    The fundamental limitation is scalability and exclusivity.

    These programs are resource-intensive and reach a small number of individuals per year.

    While they produce high-quality leaders at the top, they cannot reach the critical mass of district and community personnel required to execute malaria strategies.

    This reinforces a top-heavy leadership structure that ignores the need for “micro-leadership” at the facility level.

    It overlooks the reality that a district nurse or community health worker must also exercise leadership and diplomacy every day to secure community trust.

    By focusing on the elite, this model inadvertently devalues the significance of the leadership required at the last mile.

    Malaria learning model 4. The field epidemiology training program model

    The Field Epidemiology Training Program (FETP) functions as a learning-by-doing apprenticeship.

    Residents work within the health system to investigate outbreaks and analyze surveillance data under the mentorship of experienced epidemiologists.

    Strengths

    This model closely aligns learning with work.

    It is an “applied” model where the output of the training is often a tangible public health product.

    It effectively builds data literacy and analytical capacity.

    It grounds the learner in the reality of the field rather than the theory of the classroom.

    Weaknesses

    Like the fellowship model, the FETP is difficult to scale due to the requirement for intense, one-on-one mentorship.

    It is a high-cost intervention per learner.

    Furthermore, the rigorous focus on surveillance and epidemiology often overshadows the operational implementation challenges faced by generalist health workers.

    While it produces excellent surveillance officers, it does not necessarily equip the broader workforce to utilize their own data for local decision-making.

    It often extracts data for central analysis rather than empowering local staff to interpret the trends they witness daily.

    This failure to devolve analytical power ignores the fact that local workers are often the first to notice anomalies, such as climate-driven shifts in vector behavior, long before they appear in national databases.

    Four recommendations to strengthen malaria learning and capacity-building

    The current landscape of malaria capacity building reveals a functional and epistemic schism.

    The academic and normative models excel at defining what needs to be done but fail to support the workforce in how to do it within their specific constraints.

    The fellowship and apprenticeship models build deep capacity but are structurally incapable of reaching the volume of workers necessary for elimination.

    A significant gap exists for a model that combines the scalability of digital platforms with the implementation rigor of the apprenticeship approach.

    To achieve malaria elimination, future initiatives need to:

    1. Move beyond knowledge verification to value validation.
    2. Recognize that local health workers are not the problem to be fixed but the owners of the solution.
    3. Utilize the existing workforce rather than parallel structures.
    4. Replace financial incentives with the professional motivation that comes from having one’s local knowledge recognized and used to solve the problems they face every day.

    References

    General context & the “know-do” gap

    Model 1: The academic MOOC model (MalariaX)

    Model 2: The normative cascade model and incentives

    Model 3: The fellowship model (ALAMIME)

    • ALAMIME. African Leadership and Management Training for Impact in Malaria Eradication. Makerere University School of Public Health.
      https://alamime.musph.ac.ug/
    • Couper, I., Ray, S., Blaauw, D., et al. (2018). Curriculum and training needs of mid-level health workers in Africa: a situational review from Kenya, Nigeria, South Africa and Uganda. BMC Health Services Research, 18(1), 553.
      https://doi.org/10.1186/s12913-018-3362-9

    Model 4: The Field Epidemiology Training Program (FETP)

    Strategic recommendations and value validation

    #globalHealth #globalMalariaEliminationAgenda #HRH #learningCulture #learningStrategy #malaria #workforceDevelopment
    #globalhealth #globalmalariaeliminationagenda #hrh #learningculture #learningstrategy #malaria
  3. Reda Sadki @[email protected] ·

    The global health community has long grappled with the challenge of providing effective, scalable training to health workers, particularly in resource-constrained settings.

    In recent years, digital learning platforms have emerged as a potential solution, promising to deliver accessible, engaging, and impactful training at scale.

    Imagine a digital platform intended to train health workers at scale.

    Their theory of change rests on a few key assumptions:

    1. Offering simplified, mobile-friendly courses will make training more accessible to health workers.
    2. Incorporating videos and case studies will keep learners engaged.
    3. Quizzes and knowledge checks will ensure learning happens.
    4. Certificates, continuing education credits, and small incentives will motivate course completion.
    5. Growing the user base through marketing and partnerships is the path to impact.

    On the surface, this seems sensible.

    Mobile optimization recognizes health workers’ technological realities.

    Multimedia content seems more engaging than pure text.

    Assessments appear to verify learning.

    Incentives promise to drive uptake.

    Scale feels synonymous with success.

    While well-intentioned, such a platform risks falling into the trap of a behaviorist learning agenda.

    This is an approach that, despite its prevalence, is a pedagogical dead-end with limited potential for driving meaningful, sustained improvements in health worker performance and health outcomes.

    It is a paradigm that views learners as passive recipients of information, where exposure equals knowledge acquisition.

    It is a model that privileges standardization over personalization, content consumption over knowledge creation, and extrinsic rewards over intrinsic motivation.

    It fails to account for the rich diversity of prior experiences, contexts, and challenges that health workers bring to their learning.

    Most critically, it neglects the higher-order skills – the critical thinking, the adaptive expertise, the self-directed learning capacity – that are most predictive of real-world performance.

    Clicking through screens of information about neonatal care, for example, is not the same as developing the situational judgment to adapt guidelines to a complex clinical scenario, nor the reflective practice to continuously improve.

    Moreover, the metrics typically prioritized by behaviorist platforms – user registrations, course completions, assessment scores – are often vanity metrics.

    They create an illusion of progress while obscuring the metrics that truly matter: behavior change, performance improvement, and health outcomes.

    A health worker may complete a generic course on neonatal care, for example, but this does not necessarily translate into the situational judgment to adapt guidelines to complex clinical scenarios, nor the reflective practice to continuously improve.

    The behaviorist paradigm’s emphasis on information transmission and standardized content may stem from an implicit assumption that health workers at the community level do not require higher-order critical thinking skills – that they simply need a predetermined set of knowledge and procedures.

    This view is not only paternalistic and insulting, but it is also fundamentally misguided.

    A robust body of scientific evidence on learning culture and performance demonstrates that the most effective organizations are those that foster continuous learning, critical reflection, and adaptive problem-solving at all levels.

    Health workers at the frontlines face complex, unpredictable challenges that demand situational judgment, creative thinking, and the ability to learn from experience.

    Failing to cultivate these capacities not only underestimates the potential of these health workers, but it also constrains the performance and resilience of health systems as a whole.

    Even if such a platform achieves its growth targets, it is unlikely to realize its impact goals.

    Health workers may dutifully click through courses, but genuine transformative learning remains elusive.

    The alternative lies in a learning agenda grounded in advances of the last three decades learning science.

    These advances remain largely unknown or ignored in global health.

    This approach positions health workers as active, knowledgeable agents, rich in experience and expertise.

    It designs learning experiences not merely to transmit information, but to foster critical reflection, dialogue, and problem-solving.

    It replaces generic content with authentic, context-specific challenges, and isolated study with collaborative sense-making in peer networks.

    It recognizes intrinsic motivation – the desire to grow, to serve, to make a difference – as the most potent driver of learning.

    Here, success is measured not in superficial metrics, but in meaningful outcomes: capacity to lead change in facilities and communities that leads to tangible improvements in the quality of care.

    Global health leaders faces a choice: to settle for the illusion of progress, or to invest in the deep, difficult work of authentic learning and systemic change, commensurate with the complexity and urgency of the task at hand.

    Image: The Geneva Learning Foundation Collection © 2024

    https://redasadki.me/2024/06/30/learn-health-but-beware-of-the-behaviorist-trap/

    #behaviorism #eLearning #healthTraining #HealthLearn #HRH #HumanResourcesForHealth #learningCulture #learningStrategy #workforceDevelopment

    #behaviorism #elearning #healthtraining #healthlearn #hrh #humanresourcesforhealth
  4. Reda Sadki @[email protected] ·

    The severe global shortage of health and care workers poses a dangerous threat to health systems, especially in low- and middle-income countries (LMICs). The authors of the article “Prioritising the health and care workforce shortage: protect, invest, together”, including six health ministers and the WHO Director-General, assert that this workforce crisis requires urgent action and propose “protect, invest, together” to tackle it.

    Deep protection of the existing workforce, they assert, is needed through improved working conditions, fair compensation, upholding rights, addressing discrimination and violence, closing gender inequities, and implementing the WHO Global Health and Care Worker Compact to ensure dignified working environments. All countries must prioritize retaining workers to build resilient health systems.

    Significantly increased and strategic long-term investments are imperative in both training new health workers through educational channels and sustaining their employment. Countries should designate workforce development, especially at the primary care level, as crucial human capital investments impacting population health outcomes. Intersectoral financing is key, bringing together domestic funds, grants, concessional sources, and private sector partners into coordinated national plans. Global solidarity is required to resource-constrained LMIC health workforces.

    Intersectoral collaboration between ministries of health, finance, economic development, education and employment can develop integrated health workforce strategies. South-South partnerships offer pathways for health worker training and mobility to address regional shortages. Small island nations confront severe but overlooked workforce obstacles requiring specially tailored policy approaches.

    The severe projected health workforce shortfall urgently necessitates that actors globally protect existing health workers, strategically invest in growing national workforces, and unite intersectorally behind robust health employment systems, especially in lower resourced contexts. As the authors emphasize, “there can be no health, health systems, or emergency response without the health and care workforce.”

    What about the role of education?

    This article does not provide much direct discussion of health education systems related to the global health workforce shortage. However, it makes the following relevant points:

    1. Chronic underinvestment in the health and care workforce, including in education and training, has contributed to long-standing shortages.
    2. There is a need for strategic investments in health and care worker education and lifelong learning, with a focus on primary health care, to help address shortages.
    3. Investments in standalone health infrastructure will have little effect unless matched by investments in developing the health workforce through education and training.
    4. Increasing, smarter and sustained long-term financing is crucial for health and care worker education and employment.
    5. Regional and subregional collaboration should be explored to bring together resources and capacities for health workforce education and training.
    6. Intersectoral collaboration between health, education, finance and other sectors is important for developing policies and making investments in health workforce education.

    Read more to understand what this means for health education: Protect, invest, together: strengthening health workforce through new learning models

    Reference: Agyeman-Manu et al. Prioritising the health and care workforce shortage: protect, invest, together. The Lancet Global Health (2023). https://doi.org/10.1016/S2214-109X(23)00224-3

    Illustration: The Geneva Learning Foundation Collection © 2024

    https://redasadki.me/2024/02/12/prioritizing-the-health-and-care-workforce-shortage-protect-invest-together/

    #globalShortage #HRH #HumanResourcesForHealth #workforce

    #globalshortage #hrh #humanresourcesforhealth #workforce
  5. Whiskers 🇦🇺 @[email protected] ·

    Who'd want to be king Charles' surgeon or anaesthetist.
    #nopressure 😆
    #KingCharles #HRH

    #kingcharles #hrh #nopressure
  6. Reda Sadki @[email protected] ·

    The Geneva Learning Foundation’s Charlotte Mbuh spoke today at the COP28 Health Pavilion in Dubai, United Arab Emirates (UAE). Learn more…

    Good afternoon. I am Charlotte Mbuh. I have worked for the health of children and families in Cameroon for over 15 years.

    I am one of more than 5,500 health workers from 68 countries who have connected to share our observations of how climate is affecting the health of those we serve. 

    “Going back home to the community where I grew up as a child, I was shocked to see that most of the rivers we used to swim and fish in have all dried up, and those that are still there have become very shallow so that you can easily walk through a river you required a boat to cross in years past.”

    These are the words of Samuel Chukwuemeka Obasi, a health worker from Nigeria.

    Dr Kumbha Gopi, a health worker from India said: “The use of motor vehicles has led to an increase in air pollution and we see respiratory problems and skin diseases”.

    Climate change is hurting the health of those we serve. And it is getting worse.

    Few here would deny that health workers are an essential voice to listen to in order to understand climate impacts on health.

    Yet, a man named Jacob on social media snapped: “Since when are health workers the authority on air pollution?”

    Here are the words of Bie Lilian Mbando, a health worker from my country: “Where I live in Buea, the flood from Mount Cameroon took away all belongings of people in my neighborhood and killed a secondary school student who was playing football with his friends.”

    Climate change is killing communities.

    Cecilia Nabwirwa, a nurse in Nairobi, Kenya: “I remember my grand-son getting sick after eating vegetables grown along areas flooded by sewage. Since then I resolved to growing my own vegetables to ensure healthy eating.”

    And yet, another man on social media, Robert, found this “ridiculous. As if my friend who sells fish at his fish stall comes as an expert on water quality.”

    I wondered: why such brutal responses?

    Well, unlike scientists or global agencies, we cannot be dismissed as “experts from on-high”.

    What we know, we know because we are here every day.

    We are part of the community.

    And we know that climate change is a threat to the health of the communities we serve.

    We are already having to manage the impacts of climate change on health.

    We are doing the best that we can.

    But we need your support.

    The global community is investing in building a new scientific field around climate and health.

    Massive investments are also being made in policy.

    Are we making a commensurate investment in people and communities?

    That should mean investing in health workers.

    What will happen if this investment is neglected?

    What if big global donors say: “it’s important, but it’s not part of our strategy?”

    Well, in 5, 10, or 15 years, we will certainly have much improved science and, hopefully, policy.

    Yet, some communities might reject better science and policy.

    Will the global community then wonder: “Why don’t they know what’s good for them?” 

    I am an immunization worker. For over 15 years, I have worked for my country’s ministry of health.

    Like my colleagues from all over the world, I know more than a little about what it takes to establish and maintain trust.

    Trust in vaccination, trust in public health.

    Trust that by standing together in the face of critical threats to our societies, we all stand to do better.

    Local communities in the poorest countries are already bearing the brunt of climate change effects on health.

    Local solutions are needed.

    Health workers are trusted advisors to the communities we serve.

    With every challenge, there is an opportunity.

    On 28 July 2023, 4,700 health workers began learning from each other through the Geneva Learning Foundation’s platform, community, and network.

    Thousands more are connecting with each other, because they choose to.

    And because they want to take action.

    It is our duty to support them.

    In March 2024, we will hold the tenth Teach to Reach conference.

    The last edition reached over 17,000 health workers from more than 80 countries.

    This time, our focus will be on climate and health.

    We invite global partners to join, to listen and to learn.

    We invite you to consider how you, your organization, your government might support action by health workers on the frontline.

    Because we will rise.

    As health workers, with or without your support, we will continue to stand up with courage, compassion and commitment, working to lift up our communities.

    Our perseverance calls us all to press forward towards climate justice and health equity.

    I wish to challenge us, as a global community, to rise together, so that  the voices of those on the frontline of climate change will be at the next Conference of Parties.

    By standing together, we all stand to do better.

    Thank you.

    https://redasadki.me/2023/12/11/climate-and-health-health-workers-trust/

    #CharlotteMbuh #climate #climateCrisis #COP28 #Dubai #health #healthWorkforce #HRH

    #charlottembuh #climate #climatecrisis #cop28 #dubai #health
  7. Reda Sadki @[email protected] ·

    Samuel Chukwuemeka Obasi, a health professional from Nigeria:

    “Going back home to the community where I grew up as a child, I was shocked to see that most of the rivers we used to swim and fish in have all dried up, and those that are still there have become very shallow so that you can easily walk through a river you required a boat to cross in years past.”

    In July 2023, more than 1200 health workers from 68 countries shared their experiences of changes in climate and health, at a unique event designed to shed light on the realities of climate impacts on the health of the communities they serve.

    Before, during and after COP28, we are sharing health workers’ observations and insights.

    Follow The Geneva Learning Foundation to learn how climate change is affecting health in multiple ways:

    • How extreme weather events can lead to tragic loss of life.
    • How changing weather patterns are leading to crop failures and malnutrition, and forcing people to abandon their homes.
    • How infectious diseases are surging as mosquitoes proliferate and water sources are contaminated.
    • How climate stresses are particularly problematic for those with existing health conditions, like cardiovascular disease and diabetes.
    • How climate impacts are having a devastating effect on mental health as people’s ways of life are destroyed.
    • How climate change is changing the very fabric of society, driving displacement and social hardship that undermines health and wellbeing.
    • How a volatile climate is disrupting the delivery of essential health services and people’s ability to access them.
    • We will finish the series with  inspiring stories of how health workers are already responding to such challenges, working with communities to counter the effects of a changing climate.

    On 1 December 2023, TGLF will be publishing a compendium and analysis of these 1200 contributions – On the frontline of climate change and health: A health worker eyewitness report. Get the report…

    This landmark report – a global first – kickstarts our campaign to ensure that health workers in the Global South are recognized as:

    • The people already having to manage the impacts of climate change on health.
    • An essential voice to listen to in order to understand climate impacts on health.
    • A potentially critical group to work with to protect the health of communities in the face of a changing climate.

    Before, during, and after COP28, we are advocating for the recognition and support of health workers as trusted advisers to communities bearing the brunt of climate change effects on health.

    https://redasadki.me/2023/11/29/before-during-and-after-cop28-climate-crisis-and-health-through-the-eyes-of-health-workers-from-africa-asia-and-latin-america/

    #climate #climateChange #communities #COP28 #health #healthWorkers #HRH #leadership

    #climate #climatechange #communities #cop28 #health #healthworkers
  8. Reda Sadki @[email protected] ·

    The paper by Tom Newton-Lewis et al. sets out a conceptual framework that identifies the factors that determine the appropriate balance between directive and enabling approaches to performance management in a given context. #HRH #PerformanceManagement #LMICs #complex #adaptive t.co/UULsGRZ2W5

    #hrh #performancemanagement #lmics #complex #adaptive
  9. Reda Sadki @[email protected] ·

    We need a conceptual framework that situates health performance management within complex adaptive systems. #HRH #PerformanceManagement #LMICs #complex #adaptive

    #hrh #performancemanagement #lmics #complex #adaptive
  10. Reda Sadki @[email protected] ·

    Health systems are complex and adaptive: performance outcomes arise from interactions between many interconnected system actors and their ability to adapt to pressures for change.
    #HRH #PerformanceManagement #LMICs #complex #adaptive #GlobalHealth

    #hrh #performancemanagement #lmics #complex #adaptive #globalhealth
  11. Reda Sadki @[email protected] ·

    Existing performance management approaches in many low- and middle-income country health systems are largely directive, aiming to control behaviour using targets, performance monitoring, incentives, and answerability to hierarchies.
    #HRH #LMICs #complex #adaptive #GlobalHealth

    #hrh #lmics #complex #adaptive #globalhealth
  12. Simple Nomad @[email protected] ·

    While I doubt King Charles is actually a pagan, it _is_ entertaining that his inclusion of a blatantly pagan symbol is stirring up so much controversy.

    themonastery.org/blog/pagan-sy

    #pagan #KingCharles #HRH #GreenMan

    #pagan #kingcharles #hrh #greenman
  13. Arno Kuipers @[email protected] ·

    Henriëtte Roland Holst is in 1952 overleden, daarom is haar werk per 1 januari van dit jaar publiek domein geworden. #Biograaf Elsbeth Etty hield een mooi verhaal over haar leven en werk op de jaarlijkse #publiekdomeindag in de #koninklijkebibliotheek. Etty zag tot haar genoegen dat een jonge generatie zich voor het werk van #HRH gaat interesseren. #elsbethettty #publiekdomein #auteursrechtenvrij

    #auteursrechtenvrij #publiekdomein #elsbethettty #hrh #koninklijkebibliotheek #publiekdomeindag
  14. Tapio L @[email protected] ·

    Siiri Nordin + Houseband. Live music. #SundayNightMusicClub #HRH #Roihuvuori #Helsinki

    #sundaynightmusicclub #hrh #roihuvuori #helsinki
  15. Tapio L @[email protected] ·

    Siiri Nordin + Houseband. Live music. #SundayNightMusicClub #HRH #Roihuvuori #Helsinki

    #sundaynightmusicclub #hrh #roihuvuori #helsinki
  16. Tapio L @[email protected] ·

    Houseband. Live music. #SundayNightMusicClub #HRH #Roihuvuori #Helsinki

    #sundaynightmusicclub #hrh #roihuvuori #helsinki
  17. Tapio L @[email protected] ·

    Live music each sunday in my local pub. #SundayNightMusicClub #HRH #Roihuvuori #Helsinki

    #sundaynightmusicclub #hrh #roihuvuori #helsinki
  18. Peter Mount @[email protected] ·

    Nearly 89K at one point following this flight for some reason #HRH flightradar24.com/KRH20R/2d65b

    #hrh