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CIOMS Calendar of Congresses of Medical Sciences 1999
CIOMS 1999, iv + 110 pages [E/F]
ISBN 92 9036 069 0
Sw.fr. 10./US $9.00; in developing countries: Sw.fr. 7.
Order no. 0810060
An agenda recording details on the date, location, title, and contact address for medical and scientific congresses scheduled, either definitively or tentatively, for the period 19992004. The calendar is an annual publication issued each January by the Council for International Organizations of Medical Sciences (CIOMS). By listing the topics, places, and dates, the calendar enables organizations planning international congresses to determine those events that may conflict with, or overlap, other scheduled events. Congresses are indexed by country and subject.
Continuing Education for Change
C.E. Engel, J. Vysohlid, and V.A. Vodoratski
WHO Regional Publications, European Series, No. 28
1990, 110 pages [E]
ISBN 92 890 1119 X
Sw.fr. 12.-/US $10.80; in developing countries: Sw.fr. 8.40
Order no. 1310028
Sets out specific principles, as determined by a series of WHO studies conducted in Europe, for systems of continuing education for health professionals that take account of changing national health needs and emphasize primary health care. Calling for more than the maintenance of existing skills, the book outlines strategies that can give both continuing education itself and the health professionals who take part a more active role in the health system. The goal is to help countries develop training programmes that will equip professionals to meet the evolving needs of the health care system and the community.
Education for Health
A Manual on Health Education in Primary Health Care
1988, viii + 261 pages [C, E, F, S]
ISBN 92 4 154225 X
Sw.fr. 34.-/US $30.60; in developing countries: Sw.fr. 23.80
Order no. 1150297
A manual designed to give health workers the insight and skills needed to help individuals and communities learn how to improve their own health. Recognizing the importance of individual behaviour as a determinant of health, the book aims to equip its readers with a range of educational and communication skills that respect the human and social side of health and disease, incorporate the principles of self-help and self-reliance, and can be adapted to local needs and resources. Practical explanations and advice are complemented by numerous examples, case histories, stories, exercises, checklists and illustrations that encourage readers to understand principles in terms of real situations.
Readers are given advice on ways to establish good relationships, avoid prejudice, communicate clearly, and promote partnership with people in achieving their goals. A chapter on planning describes methods for collecting information, deciding on priorities, setting objectives, taking action, and evaluating results. Subsequent chapters concentrate on the counselling of individuals and families, health education of formal and informal groups, and techniques and approaches for working with the community as a whole. Details range from six simple rules for effective counselling, through advice on the best seating arrangements for meetings and discussions, to case studies illustrating why certain projects succeeded or failed. The concluding chapter presents tips and advice for using local resources and the media to communicate health messages.
"... well laid out and illustrated... sets down
the principles and practice of health education in a logical and succinct way... will be
useful for health educators and should find a place in most medical libraries..."
New Zealand Medical Journal
Educational Handbook for Health Personnel
Revised and updated 1992
WHO Offset Publication, No. 35
1987, 390 pages [E, F, S]
ISBN 92 4 170635 X
Sw.fr. 50.-/US $45.00; in developing countries: Sw.fr. 35.-
Order no. 1120035
The sixth edition of an educational handbook, revised and updated in 1992, that has become a standard text for training teachers in the health sciences. Unorthodox in its approach, the book challenges teachers to increase their skills so as to make learning easier for students. To this end, readers are given a task-oriented exercise in self-learning that can help them rethink attitudes, reorient teaching objectives, and then master the appropriate skills. The importance of producing graduates who are able to respond to community and individual health needs is repeatedly emphasized.
The book features five main chapters covering educational objectives, evaluation, planning, programme construction, test and measurement techniques, and the organization of an educational workshop. Within each chapter, theoretical information is presented and followed, wherever appropriate, by exercise sheets. Such a format makes it possible for the reader to skip and select, test and choose, according to his individual interests. Though most practical examples pertain to the medical and nursing professions, the handbook has also enjoyed wide use in teacher training for the dentistry, pharmacy, and sanitary engineering professions.
"... invaluable to both trainer teachers and
those in training... well worth purchasing for use by staff at all levels..."
by T. Williams, A. Moon, and M. Williams
1990, ix + 129 pages [E, F*, S*]
ISBN 92 4 154400 7
Sw.fr. 23./US $20.70; in developing countries: Sw.fr. 16.10
Order no. 1150337
Gives educators a highly practical collection of facts, advice, projects, games, illustrations, stories, and sample questions for use in teaching children the importance of healthy habits, particularly concerning food, personal hygiene and the home environment. Details range from advice on how to start a school garden or design a class growth chart to instructions for a game of "germ warfare" that illustrates how pathogens invade the human body. Throughout, emphasis is placed on simple, imaginative tools for correcting errors of food safety, nutrition, and personal hygiene commonly found in developing countries.
The book consists of seven self-contained teaching units which can be used in any sequence. Various chapters deal with the practical aspects of storing and handling food safely, making water fit to drink, disposing of wastes, and maintaining a healthy home environment. Teachers are also given guidance on explaining to children exactly why the body needs water, the types of food needed by the body to stay healthy, and the means by which infection and disease can be spread through a community.
Liberally illustrated, the book contains numerous suggestions for involving school children in practical activities that will reinforce what they learn and help them to appreciate the relevance of their new knowledge to their lives outside the school. Participation by parents and community leaders in many of these activities is also encouraged as yet another route for spreading the book's simple yet vital messages.
Health Promotion and Community Action for Health in Developing Countries
H.S. Dhillon and L. Philip
1994, vii + 122 pages [E, F, S]
ISBN 92 4 156167 X \
Sw.fr. 25.-/US $22.50; in developing countries: Sw.fr. 17.50
Order no. 1150411
Explains how the tools of health promotion can be used to encourage community action for health, foster healthy lifestyles, and create conditions conducive to good health, even when resources are severely limited. Addressed to policy-makers and planners, the book serves as both a call for intensified action and a rich source book of practical methods for tackling a range of problems.
The book has four chapters. The first reviews the evolution of health promotion as a strategy, in line with the principles of primary health care, for reaching disadvantaged and under-served populations and for giving people greater control over conditions affecting their health. Pertinent facts and figures are used to indicate the magnitude of preventable deaths and disease and the corresponding need to intensify health promotion. Chapter two explains the aims of health promotion and outlines three strategies for action. These involve advocacy for public policies that support health, empowerment of people to make decisions for health, and social support for health.
The third chapter, which constitutes the core of the book, presents and discusses over 50 case studies of health promotion activities in different parts of the world. Organized to reflect the three strategies introduced in chapter two, these case studies illustrate successful approaches ranging from the training of "little doctors" to the use of land-sharing schemes to upgrade urban slums, from earn-while-you-learn programmes for improved literacy to the use of comic magazines to promote hygiene in schools. For each group of case studies, the authors provide a useful discussion of factors that helped determine the appropriateness and effectiveness of the various approaches. The final chapter outlines challenges for future action.
Increasing the Relevance of Education for Health Professionals
Report of a WHO Study Group on Problem-Solving Education for the Health Professions
WHO Technical Report Series, No. 838
1993, iv + 29 pages [E, F, S]
ISBN 92 4 120838 4
Sw.fr. 8.-/US $7.20; in developing countries: Sw.fr. 5.60
Order no. 1100838
Explores various ways to increase the relevance of education for health professionals as a strategy for improving the quality of health care and increasing access to services. Noting that the health work-force can account for up to 70% of the recurrent health budget, the report concentrates on innovations in education that can make learning easier and more efficient while also producing graduates equipped with the knowledge and skills most relevant to priority health problems. Particular attention is given to factors that are known to influence the success of two sets of innovations: those dealing with the learning process and those dealing with the relevance of education to community needs and practice.
The report is presented in five sections. The first explains why innovations in the methods and objectives of education are desirable and shows what these changes can be expected to achieve. The second section offers advice on how to evaluate the effects of innovations in the education of health professionals, giving particular attention to recent practical experiences in the use of problem-based and community-based learning. Arguing that educational institutions should have a role in shaping health policy, the third section considers how institutions can work together with communities to identify and solve priority health problems. Readers are also given advice on the development of curricula that address the wider aspects of health, health promotion, and prevention of illness. The remaining sections discuss strategies for change applied to health systems and to educational institutions, and consider a number of organizational and practical issues.
Index Medicus for the WHO Eastern Mediterranean Region (IMEMR)
Nonserial publication of the WHO Regional Office for the
1996, viii + 643 pages [E]
ISBN 92 9021 204 7
Sw.fr. 36.-/US $32.40; in developing countries: Sw.fr. 25.20
Order no. 1460015
A cumulative index, covering the period 1987-1990, to over 9000 articles in the health sciences published by journals within the WHO Eastern Mediterranean Region. By documenting key bibliographic data for these articles, the index aims to increase awareness of research being conducted in this region and thus improve knowledge about the region's health problems as depicted in its local health literature.
Innovative Programmes of Medical Education in South-East Asia
N.M. Mattock and P. Abeykoon
WHO Regional Publications, South-East Asia Series, No. 21
1993, viii + 119 pages [E]
ISBN 92 9022 163 1
Sw.fr. 20.-/US $18.00; in developing countries: Sw.fr. 14.-
Order no. 1560021
Presents six detailed case studies of innovative programmes for medical education at schools and institutes in Thailand, Nepal, Myanmar, India, Sri Lanka, and Indonesia. Innovations reflect different efforts to develop educational programmes that are community-oriented, competency-based, and directed towards priority health problems. Case studies, which offer lessons about approaches that have failed as well as succeeded, cover a range of different strategies for overcoming specific problems. These include a shortage of doctors willing to serve in rural areas, overemphasis on training in technical skills, dependence on expensive urban facilities, reliance on curricula based on Western medicine rather than on priority health needs, limited resources for training, and strong resistance to change.
On Being in Charge
A Guide to Management in Primary Health Care
R. McMahon, E. Barton, and M. Piot in
collaboration with N. Gelina and F. Ross
1992, vii + 472 pages [E, F; S from PAHO]
ISBN 92 4 154426 0
Sw.fr. 30.-/US $27.00; in developing countries: Sw.fr. 21.-
Order no. 1152125
The second revised edition of a popular training guide designed to help health workers, including nurses, midwives, and medical assistants, improve their managerial skills. Acknowledging the close link between good management and good health care, the manual shows how a wide range of simple managerial tools can be used to stretch scarce resources, whether through more efficient use of time or less wastage of drugs. Throughout the book, numerous exercises, practical examples, case studies, cartoons, charts, and sample forms are used to help readers adopt a problem-solving attitude and relate advice and suggestions to their own daily problems.
The guide features 14 chapters presented in four main parts, any one of which can be studied separately or as part of the whole, according to individual learning needs. The first part explains the general principles and functions of management. Part two, on personal relations, offers advice on how to motivate a health team, delegate authority, supervise, conduct meetings, and encourage high standards of work. The third and most extensive part describes problem-solving methods for the management of common problems involving equipment, drug supply, money, time, and space. The final part shows how the principles of good management can be applied to health care in a community.
"... the best management training guide for
middle-level workers that we have seen ... an extremely useful book..."
Development Communication Report
"... excellent ... remarkable for clarity of
Medical Journal of Australia
Prototype Action-oriented School Health Curriculum for Primary Schools
Nonserial publication of the WHO Regional Office for the
1990, 864 pages in 9 volumes [Ar, E]
ISBN 92 9021 014 1
Sw.fr. 48.-/US $43.20; in developing countries: Sw.fr. 33.60
Order no. 1460016
Sets out a carefully developed prototype curriculum that can be used to incorporate health education into the primary school systems of Eastern Mediterranean countries. Developed during a decade of workshops, studies, and field testing in several countries, the curriculum follows a learning-by-doing approach that emphasizes action and encourages pupils to undertake health-promoting activities with peers, teachers, parents, and their communities. Aware of common constraints on resources and teachers' time, the curriculum relies on simple problem-based teaching methods and do-it-yourself projects easily carried out with locally available resources.
The curriculum is presented in a series of nine volumes, which include general advise on curriculum development and teaching methods as well as model lesson plans. The six resource books, which cover 22 health-related topics, give teachers a wealth of abundantly illustrated factual information and suggested school activities specific to common health problems in this region.
- National Guidelines
EMRO 1990, x + 26 pages [E]
ISBN 92 9021 013 3
Gives national authorities a step-by-step guide to the implementation of an action-oriented health curriculum in primary schools. A description of the purpose of the prototype curriculum and the various stages of its development is followed by general principles of adaptation to suit the existing characteristics, including resources, of a country's primary school system. Guidelines also cover the selection of priority topics, the training and motivation of teachers, and strategies for monitoring the curriculum's impact on school health.
- Teacher's Guide
EMRO 1990, xii + 133 pages [E]
ISBN 92 9021 014 1
Provides detailed advice on concepts, methods, and techniques for communicating health messages in a way that makes learning fun as well as effective. The book opens with a review of recent evidence demonstrating the power of problem-based learning and its particular suitability in health education, which often depends on fundamental changes in attitudes and behaviour. General guidelines on effective teaching are also provided.
The core of the guide consists of detailed advice on the effective use of over 20 different teaching techniques and an additional 20 teaching aids. Abundantly illustrated, these chapters explain how such techniques as role play, drama, songs, games, outings and problem-based exercises can make learning easier and more effective. Recommended teaching aids are presented in terms of their most appropriate use to meet specific learning objectives. Extensive advice on the construction of simple teaching aids is also included.
- Teacher's Resource Book: Units 1-5
EMRO 1990, x + 108 pages [E]
ISBN 92 9021 015 X
Sets out groups of learning activities intended to help pupils understand the importance of good health in general and personal health in particular. For personal health, units cover personal hygiene, oral health, and care of eyes, ears, nose, skin, hair and feet.
- Teacher's Resource Book: Unit 6
EMRO 1990, x + 88 pages [E]
ISBN 92 9021 016 8
Elaborates a wide range of activities that can help pupils understand the importance of food and nutrition to personal health. Using games, drawings, cartoons, charts, and numerous illustrative examples, the book covers such topics as good nutrition for infants and children, safe food preparation and storage, the prevention of deficiency diseases, and nutrition during common childhood illnesses.
- Teacher's Resource Book: Units 7-9
EMRO 1990, x + 102 pages [E]
ISBN 92 9021 021 4
Units cover social and mental health, accident prevention and the promotion of home safety, and the importance of lifestyle to good health. The activities included can also be used to help pupils understand the dangers of over-medication, smoking and chewing tobacco, alcohol misuse, and the use of illicit drugs.
- Teacher's Resource Book: Units 10-12
EMRO 1990, x + 70 pages [E]
ISBN 92 9021 022 2
Units cover cleanliness and sanitation in the community, the importance of safe water, and some simple measures for the reduction of air and noise pollution. The most extensive unit, on cleanliness and sanitation, also describes activities for the control of flies, lice, mosquitos, bedbugs, cockroaches, and rats.
- Teacher's Resource Book: Units 13-17
EMRO 1990, x + 102 pages [E]
ISBN 92 9021 023 0
Units cover the first aid management of accidents and emergencies, basic information on how diseases spread, methods for assessing community health needs and the availability of health services, the care of sick children, and the importance of immunization against the six vaccine-preventable diseases.
- Teacher's Resource Book: Units 18-22
EMRO 1990, x + 107 pages [E]
ISBN 92 9021 024 9
Units offer simple advice on the management of diarrhoea, skin infections and infected wounds, diseases caused by worms and parasites, and common respiratory infections. Basic information about AIDS, allergies, and hepatitis is included to help teachers answer questions that might be raised in the classroom.
- Teacher's Resource Book: Glossary/Index EMRO 1990,
x + 46 pages [E]
ISBN 92 9021 034 6
Gives definitions for 400 technical terms used in the resource books and an index of topics.
Readings on Diarrhoea
1992, vii + 147 pages [C, E, F; S from PAHO]
ISBN 92 4 154444 9
Sw.fr. 20.-/US $18.00; in developing countries: Sw.fr. 14.-
Order no. 1150386
A collection of eight teaching units conveying essential information about the pathophysiology, clinical features, diagnosis, epidemiology, treatment and prevention of diarrhoea in children. Addressed to medical students undergoing clinical training in paediatrics, the manual aims to equip students with all the knowledge needed to assess patients, plan treatment, and prevent deaths through proper case management. Information, which is specific to conditions in developing countries, ranges from an explanation of the clinical features seen in different forms of dehydration, through advice on how to communicate with mothers, to a discussion of the role of feeding in the management of diarrhoea. Recommended lines of action draw their authority from published research and extensive WHO experience in programmes for the treatment and prevention of diarrhoea.
The first two teaching units provide fundamental information about the epidemiology, clinical types of diarrhoea, causative agents, modes of transmission, pathophysiology, and implications for treatment. Subsequent units explain how the clinical assessment of patients should be performed and interpreted, discuss ways of teaching mothers to treat diarrhoea at home, describe clinical measures for the treatment of dehydrated patients, and discuss the special procedures to be followed during the treatment of dysentery, persistent diarrhoea, and diarrhoea associated with other illnesses. The remaining units cover the nutritional management of diarrhoea in children, including those suffering from severe malnutrition, and explain how physicians can promote prevention, particularly through the education of mothers and other family members. Each unit concludes with a list of exercises. Further practical information is presented in a series of annexes, which include illustrated, step-by-step instructions for intravenous rehydration and nasogastric rehydration.
Reorientation of Medical Education
Part 4: Guidelines for Developing National Plans for Action
WHO Regional Publications, South-East Asia Series, No.
1991, ii + 16 pages [E]
ISBN 92 9022 160 7
Sw.fr. 3.-/US $2.70; in developing countries: Sw.fr. 2.10
Order no. 1564018
Sets out guidelines for developing national plans for action, in South-East Asian countries, for making medical education more relevant to social and community needs. The objective is to help educators develop a national master plan of action encompassing all medical schools in a country and all the relevant sectors. Adopting a step-by-step approach, the booklet takes readers through the main strategic actions, moving from the formation of a national committee, through the development of a national policy for medical education, to the preparation of a plan of action, the assignment of responsibilities, and the mobilization of resources.
Reorientation of Medical Education
Part 5: Introducing Problem-based Learning in the South-East Asia Region
D.W. May, S. Abrahamson, R.C. Bandaranayake, and P.
WHO Regional Publications, South-East Asia Series, No. 18
1992, viii + 42 pages [E]
ISBN 92 9022 164 0
Sw.fr. 4.-/US $3.60; in developing countries: Sw.fr. 2.80
Order no. 1565018
Provides support to medical schools, in South-East Asian countries, planning to introduce or accelerate problem-based learning in medical curricula as part of a larger strategy for improving the balance and relevance of health care. The book has two parts. The first presents a review of the available research on problem-based learning in medical education, concentrating on what has been learned about the nature of medical problem-solving and its implications for problem-based learning. Topics covered include the selection of problems, the development of self-directed learning, student assessment, and the educational outcomes of problem-based learning when compared with conventional methods of teaching. The second chapter outlines practical strategies for introducing problem-based learning in established medical schools. The chapter includes a review of the current status of problem-based learning in South-East Asian medical schools, followed by an outline of impediments to change and ways to overcome them.
Systems of Continuing Education: Priority to District Health Personnel
Technical Report Series, No. 803
1990, 50 pages [E, F, S]
ISBN 92 4 120803 1
Sw.fr. 8.-/US $7.20; in developing countries: Sw.fr. 5.60
Order no. 1100803
Addresses the pressing need for educational measures that can improve the competence and motivation of health personnel working in district health systems. Noting that personnel constitute the most valuable and expensive component of the health services, the report argues for the use of a systematic programme of continuing education, geared to the functioning of a district health system, as a measure that can help staff at all levels improve their performance and maintain a high level of job satisfaction. Emphasis is placed on the importance of on-the-job training as an approach that encourages learning based on real problems and appropriate to real needs in the community. Throughout the report, brief case studies are used to show how different countries have made continuing education an integral part of district health management.
The most extensive section offers advice on factors that can influence the successful operation of programmes, including the importance of political and financial commitment, the choice of educational methods, the relevance of learning materials, the professional aspirations of staff, and methods of supervision.
Teaching for Better Learning
A Guide for Teachers of Primary Health Care Staff
1992, vii + 190 pages [E, F, S]
ISBN 92 4 154442 2
Sw.fr. 41.-/US $36.90; in developing countries: Sw.fr. 28.70
Order no. 1150377
A comprehensive, step-by-step guide to teaching methods that can make the training of primary health care workers more relevant and effective. Noting that training courses often fail to prepare students for real conditions in the field, the book argues for job-oriented training focused on tasks, skills, and attitudes rather than on the memorization of facts from various academic disciplines. To this end, the book itself uses numerous practical examples and stories to anchor concepts and theories in real experiences, while exercises and tests help readers think through exactly what the job of the health worker involves on a day-to-day basis. Now in its second edition, the manual has been substantially revised and expanded following more than a decade of widespread use in over 30 developing countries.
The manual is organized in four parts. Part one deals with the general problem of what students should learn. Chapters also illustrate areas of knowledge, often included in courses, that are irrelevant to job performance and therefore useless to students. Part two helps readers choose the best teaching methods for each part of the course and offers some advice on using each method effectively. Part three, on performance assessment, describes traditional and newer methods for testing whether students can perform the work for which they are being trained. Emphasis is placed on the strengths and limitations of the different methods for assessing decision-making skills, communication skills, and the ability to perform procedures correctly. The final part gives practical tips and advice on how to plan, write, produce, and evaluate learning materials, from single-page handouts for use in lessons, through to complete manuals which health workers can use after the course as permanent job aids.
Teaching Health Statistics
Lesson and Seminar Outlines
edited by S.K. Lwanga, C.-Y. Tye and O.
1999, xii + 230 pages
ISBN 92 4 154518 6
Sw.fr. 72.-/US $64.80; in developing countries: Sw.fr. 50.40
Order no. 1152261
Topics selected for inclusion represent an internationally applicable basic curriculum intended to assist teachers when preparing lessons and seminars and deciding on course content. Information ranges from examples of wrong or misleading diagrammatic presentations of data, through a handout showing the advantages and disadvantages of different methods of sampling, to an explanation of steps to follow when planning a health survey.
Now in its second edition, the book has been updated and expanded to reflect extensive recent technological developments in data handling and information communication. New topics covered include the use of health indicators in monitoring and surveillance, systems for the information-based management of health services, the use of computers in health sciences, and rapid methods for interim assessment.
Lesson and seminar outlines are presented in three parts. These cover statistical principles and methods, health statistics, including demography and vital statistics, and statistics in medicine, including medical records. Each outline includes a clear statement of objectives and detailed suggestions for content and structure, followed by examples, exercises, and handouts for students.
From reviews of the first edition:
"... teachers who use this
book in their course planning will significantly improve the medical student's
- The Lancet
"... highly recommended for
teachers in the health field worldwide..."
- Scandinavian Journal of Work, Environment and Health
World Directory of Medical Schools
2000, xiv + 441 pages [E]
ISBN 92 4 1500107
Sw.fr. 45./US $40.50; in developing countries: Sw.fr. 31.50
Order no. 1157268
A country-by-country directory of 1642 institutions of basic medical education that have been approved by the competent national authorities in 157 countries or areas. The directory also provides information on the conditions for obtaining the license to practice medicine in an additional 14 countries or areas that do not have medical schools.
Entries for individual medical schools include the year instruction started, the language of instruction, duration of the basic medical degree course, including practical training, whether the applicant is required to pass an entrance examination, and whether foreign students are eligible for admission.
In this seventh edition, a systematic attempt has been made to include information on national regulations governing medical registration and the license to practice medicine and on the existence of bilateral or multilateral agreements relating to the mutual recognition of physicians' qualifications or experience. This information now appears for most countries included in the directory. The directory also provides updated information on the establishment of new medical schools.