1285 – Training of bosnia-herzegovina mental health professionals in group analysis as the factor of development of culture of dialogue in the aftermath ofthe 1992–1995 war

Hasanović, Mevludin; Izet, P.; Avdibegović, Esmina; Kravić, Nermina; Moro, Lj.; Frančišković, Tanja; Gregurek, Rudolf; Tocilj, Gorana

doi:10.1016/s0924-9338(13)76348-x

Cited by 3 publications

(3 citation statements)

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“…Different types of learning interventions are described across the studies. The majority of the studies used in-person training as an intervention [ 13 , 15 , 19 – 23 , 31 , 34 , 35 , 38 – 43 , 47 , 49 – 51 , 53 , 56 , 62 , 67 , 68 , 71 , 73 , 74 , 76 – 79 , 81 – 83 , 88 , 94 , 98 – 101 , 105 , 109 , 110 , 112 , 119 , 121 , 123 – 127 , 129 – 132 , 134 , 136 , 137 , 139 – 142 , 144 , 145 , 147 – 152 , 154 – 160 , 162 , 166 , 173 , 175 , 179 –…”

Section: Resultsmentioning

confidence: 99%

“…27 studies analyzed how training during a health emergency impacted on the quality of life of healthcare workers, citizens and volunteers. The endpoints included: acceptability [ 296 ], anxiety [ 210 ], confidence [ 194 ], mental health [ 46 , 200 , 221 , 223 , 277 , 314 ], preparedness [ 136 , 140 , 143 , 144 , 154 , 160 , 258 , 270 , 278 , 328 ], satisfaction [ 31 , 171 , 199 , 329 – 331 ], community cohesion [ 270 ] and social adaptation [ 292 ]. Most of the learning interventions were given after health emergencies occurred.…”

Section: Prominent Topic Areasmentioning

confidence: 99%

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Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

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Background Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing “just in time” support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. Methods We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. Results Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. Conclusion This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

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Section: Resultsmentioning

confidence: 99%

Section: Prominent Topic Areasmentioning

confidence: 99%

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…27 studies analyzed how training during a health emergency impacted on the quality of life of healthcare workers, citizens and volunteers. The endpoints included: acceptability (295), anxiety (209), confidence (193), mental health (45,199,220,222,276,313), preparedness (135,139,142,143,153,159,257,269,277,327), satisfaction (30,170,198,(328)(329)(330), community cohesion (269) and social adaptation (291). Most of the learning interventions were given after health emergencies occurred.…”

Section: Impact Of Learning Interventionsmentioning

confidence: 99%

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2023

Preprint

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BackgroundKeeping the health workforce and the public informed with the latest evolving knowledge is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task.MethodsWe conducted a scoping review to map and better understand what learning interventions and training methods have been used in the different types of health emergencies and with whom. Studies were identified by searching Pubmed/Medline, Embase and consulting with experts.ResultsOf the 319 records that were included, contexts related to COVID-19, disasters in general, Ebola and wars were most frequently covered. Four topic areas were identified: Knowledge evaluation, Emergency Plans, Impact of the learning intervention, and training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, management, quality of life, satisfaction and clinical outcomes.ConclusionThis is the first scoping review to map the evidence, which serves as a first step to develop urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

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Health care workers in conflict and post-conflict settings: Systematic mapping of the evidence

et al. 2020

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BackgroundHealth care workers (HCWs) are essential for the delivery of health care services in conflict areas and in rebuilding health systems post-conflict. ObjectiveThe aim of this study was to systematically identify and map the published evidence on HCWs in conflict and post-conflict settings. Our ultimate aim is to inform researchers and funders on research gap on this subject and support relevant stakeholders by providing them with a comprehensive resource of evidence about HCWs in conflict and post-conflict settings on a global scale. MethodsWe conducted a systematic mapping of the literature. We included a wide range of study designs, addressing any type of personnel providing health services in either conflict or post-conflict settings. We conducted a descriptive analysis of the general characteristics of the included papers and built two interactive systematic maps organized by country, study design and theme. ResultsOut of 13,863 identified citations, we included a total of 474 studies: 304 on conflict settings, 149 on post-conflict settings, and 21 on both conflict and post-conflict settings. For conflict settings, the most studied counties were Iraq (15%), Syria (15%), Israel (10%), and the

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1285 – Training of bosnia-herzegovina mental health professionals in group analysis as the factor of development of culture of dialogue in the aftermath ofthe 1992–1995 war

Cited by 3 publications

References 0 publications

Learning interventions and training methods in health emergencies: A scoping review

Learning interventions and training methods in health emergencies: A scoping review

Learning interventions and training methods in health emergencies: A scoping review

Health care workers in conflict and post-conflict settings: Systematic mapping of the evidence

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