Browsing by Author "Pacione Laura"

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    WHO Mental Health Gap Action Programme Intervention Guide (mhGAP-IG): the first pre-service training study
    (Springer Nature, 2020-06-29) Kopchak Oksana; Chaulagain Ashmita; Pacione Laura; Abdulmalik Jibril; Hughes Peter; Chumak Stanislav; Mendoza José; Avetisyan Kristine; Ghazaryan Gayane; Gasparyan Khachatur; Chkonia Eka; Servili Chiara; Chowdhury Neerja; Pinchuk Iryna; Belfar Myron; Guerrero Anthony; Panteleeva Lilya; Skokauskas Norbert
    Background: Despite the increasing burden of mental, neurological, and substance use (MNS) disorders, a signifcant treatment gap for these disorders continues to exist across the world, and especially in low- and middle-income countries. To bridge the treatment gap, the World Health Organization developed and launched the Mental Health Gap Action Programme (mhGAP) and the mhGAP Intervention Guide (mhGAP-IG) to help train non-specialists to deliver care. Although the mhGAP-IG has been used in more than 100 countries for in-service training, its implementation in pre-service training, that is, training prior to entering caregiver roles, is very limited. Aim of the study: The aim of this study was to collect and present information about the global experience of academic institutions that have integrated WHO’s mhGAP-IG into pre-service training. Methods: A descriptive cross-sectional study was conducted using an electronic questionnaire, from December 2018 to June 2019. Results: Altogether, eleven academic institutions across nine countries (Mexico, Nigeria, Liberia, Sierra Leone, Somaliland, Armenia, Georgia, Ukraine and Kyrgyzstan) participated in this study. Five of the institutions have introduced the mhGAP-IG by revising existing curricula, three by developing new training programmes, and three have used both approaches. A lack of fnancial resources, a lack of support from institutional leadership, and resistance from some faculty members were the main obstacles to introducing this programme. Most of the institutions have used the mhGAP-IG to train medical students, while some have used it to train medical interns and residents (in neurology or family medicine) and nursing students. Use of the mhGAP-IG in pre-service training has led to improved knowledge and skills to manage mental health conditions. A majority of students and teaching instructors were highly satisfed with the mhGAP-IG. Conclusions: This study, for the frst time, has collected evidence about the use of WHO’s mhGAP-IG in pre-service training in several countries. It demonstrates that the mhGAP-IG can be successfully implemented to train a future cadre of medical doctors and health nurses.