Perceived stigma and school attendance among children and adolescents with epilepsy in South Western Uganda

Kirabira, Joseph; Forry, Ben Jimmy; Fallen, Robyn S.; Sserwanga, Bernard

doi:10.4314/ahs.v20i1.43

Cited by 9 publications

(5 citation statements)

References 23 publications

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“… 38 Mental health research area. We realized 09 publications from the MURTI trainees in this area: (i) PMC6036650; 39 (ii) PMC5411062; 40 (iii) PMC6289958; 41 (iv) PMC6774805; 42 (v) PMC6613367; 43 (vi) PMC5423027; 44 (vii) PMC6614012; 20 (viii) PMC7750070; 45 (ix) 10.11604/pamj-oh.2020.3.9.25146. 46 Alzheimer’s disease and its related dementias (AD/ADRD).…”

Section: Resultsmentioning

confidence: 99%

Mbarara University Research Training Initiative: Experiences and Accomplishments of the MEPI Junior D43 TW010128 Award in Uganda

Wakida¹,

Atuhaire²,

Karungi³

et al. 2021

AMEP

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Objective In 2015, Mbarara University of Science and Technology was awarded the Mbarara University Research Training Initiative (MURTI) under grant number D43 TW010128 to build capacity of junior faculty to become the next generation of researchers in Africa. In this paper, we document the experiences and achievements of the research capacity building efforts at MUST. Methods We conducted a descriptive evaluation study which involved document review and in-depth interviews. We used “Reach” and ‘Effectiveness’ from the RE-AIM framework to guide the document review, and the organizational theory of implementation effectiveness to guide the in-depth interviews. Results In the MURTI program, we conducted 17 short courses between August 2015 and July 2021, a total of 6597 attendances were recorded. The most attended courses were responsible conduct of research (n = 826), qualitative research methods (n = 744), and data management (n = 613). Thirty-three fellows were recruited and funded to conduct mentored research leading to 48 publications and 14 extramural grant applications were yielded. From the in-depth interviews, the participants appreciated the research training program, the enhanced research skills attained, and the institutional capacity built. They attributed the success of the program to the training approach of using short courses, readiness of the junior faculty to change, and the supportive environment by the mentors and trainers in the program. Conclusion The D43 TW010128 research training grant-built capacity for the junior faculty at MUST, enhanced their research skills, promoted research capacity institutionally and provided career development for the junior faculty. This was possible due to the positive attitude of the junior faculty (organizational readiness) to change and the supportive environment (mentors and trainers) during implementation of the grant. These two factors provided a favorable institutional climate that guaranteed success of the funding goals.

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Section: Resultsmentioning

confidence: 99%

Mbarara University Research Training Initiative: Experiences and Accomplishments of the MEPI Junior D43 TW010128 Award in Uganda

Wakida¹,

Atuhaire²,

Karungi³

et al. 2021

AMEP

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“…The onset of chronic diseases like epilepsy in childhood often leads to lengthy hospital stays and treatment searches, significantly impacting a child's life. Stigmatization of epilepsy patients among their peers during childhood can persist into adulthood, resulting in a high level of perceived stigma among children and adolescents with epilepsy [59]. This stigma has severe debilitating effects, affecting school attendance, quality of life, self-esteem, social interaction, and performance.…”

Section: Appraisalmentioning

confidence: 99%

“…Moreover, our case had epilepsy seizures that were resistant to treatment, and the accompanying autism spectrum features may increase the likelihood of additional psychiatric diseases. Additionally, epilepsy seizures are often mistaken for conversion seizures, but it is important to note that conversion seizures can also occur in individuals with epilepsy [59]. The best clinical distinction from a psychiatric perspective can be achieved through a detailed psychiatric examination, assessment of disease history, and regular clinical follow-ups.…”

Section: Appraisalmentioning

confidence: 99%

One Patient, Three Providers: A Multidisciplinary Approach to Managing Common Neuropsychiatric Cases

Özge,

Domaç,

Tekin

et al. 2023

JCM

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Background: Neuropsychiatric cases require a multidisciplinary approach for effective management. This paper presented case-based discussions on migraine, dementia, epilepsy, mood disorders, neuralgia, and psychosis from the perspectives of a family physician, neurologist, and psychiatrist. The goal was to highlight the importance of collaboration between healthcare providers in managing these complex cases. Methods: The paper was based on the proceedings of the Mediterranean Neuropsychiatry Symposium, where experts from family medicine, neurology, and psychiatry came together for comprehensive case-based discussions. The CARE framework (Case Report, Appraisal, Research, and Education) was developed to guide reporting and evaluation of case reports in clinical practice. Results: Six cases were presented and discussed, highlighting the importance of a multidisciplinary approach in managing neuropsychiatric cases. The cases included chronic migraine with medication overuse, memory dysfunction with language and behavioral problems, refractory epileptic seizures with subjective sensory symptoms, bipolar affective disorder with normal pressure hydrocephalus, postherpetic neuralgia in a case with bipolar affective disorder, and psychosis with recurrent attacks with the abuse of several substances. Conclusion: A biopsychosocial multidisciplinary approach is essential for managing neuropsychiatric cases effectively on behalf of the patients and public health of the country. The CARE framework can guide the reporting and evaluation of case reports in clinical practice, ensuring that patients receive comprehensive and effective care. Healthcare providers should collaborate to provide the best possible care for patients with complex and multifaceted needs.

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“…Therefore, children with epilepsy often face significant challenges at school, including difficulty concentrating, memory problems, and social isolation. They may also experience stigma and discrimination from their peers and teachers due to misconceptions about the condition, leading to social isolation and school dropouts ( 7 ).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of the effectiveness of epilepsy education programs on knowledge, attitudes, and skills among primary school learners

Makhado,

Sepeng,

Makhado

2024

Front. Neurol.

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Epilepsy is a common neurological condition affecting primary school learners, often leading to misconceptions, stigma, and limited social inclusion. These misconceptions transpire because of a lack of knowledge regarding the condition and may lead to high school dropouts. This systematic review aimed to evaluate the effectiveness of epilepsy education programs on epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. A thorough search of electronic databases was conducted to identify relevant studies published between January 2000 and September 2023. Studies that satisfied the eligibility criteria were chosen, and two reviewers conducted data extraction independently. A narrative synthesis approach was utilised to analyse the findings. The review included 10 studies that satisfied the inclusion requirements. The epilepsy education interventions varied in content, duration, and delivery method. Findings indicated that diverse delivery methods, such as classroom-based programs, hospital-based programs, and community-centred interventions, effectively enhanced epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. This systematic review provides evidence that epilepsy education programs can effectively enhance epilepsy-related knowledge, understanding, values, attitudes, and skills among primary school learners. These findings support developing and implementing comprehensive guidelines for teaching epilepsy in primary schools, suggesting various delivery methods and integrating cultural values to promote optimal learning outcomes and social inclusion for learners with epilepsy.

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Perceived stigma and school attendance among children and adolescents with epilepsy in South Western Uganda

Cited by 9 publications

References 23 publications

Mbarara University Research Training Initiative: Experiences and Accomplishments of the MEPI Junior D43 TW010128 Award in Uganda

Mbarara University Research Training Initiative: Experiences and Accomplishments of the MEPI Junior D43 TW010128 Award in Uganda

One Patient, Three Providers: A Multidisciplinary Approach to Managing Common Neuropsychiatric Cases

A systematic review of the effectiveness of epilepsy education programs on knowledge, attitudes, and skills among primary school learners

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