Introduction:
The "Risk Communication and Community Engagement (RCCE)" course responds to the technical cooperation provided by PAHO/WHO to its Member States, as part of efforts to update and strengthen risk communication systems in preparedness, mitigation, and response to health emergencies. It utilizes materials developed by PAHO/WHO, UN agencies, and other internationally recognized academic organizations and authors. This course lays the groundwork for understanding the importance of risk communication in responding to health emergencies through the application of strategies that empower communities.

Purpose of the course:

Expanding on the previously mentioned, the goal of the course is for participants to recognize the importance of risk communication as a capability on par with epidemiology and provision of healthcare, through the application of strategies that minimize risks and empower communities to make evidence-based decisions to preserve their health and lives.

Specifically, three (3) key objectives are targeted:

1. By the end of the course, participants will understand the concept of Risk Communication, identifying its basic components and guiding principles for best practices in its development, especially during health    emergencies.
2. Participants will employ skills and tools to communicate risks in a timely manner to target audiences and key stakeholders during health emergencies.
3. Participants will utilize consistent planning processes for communicational response throughout the phases of emergency management, which include preparation, mitigation, and response to multiple threats

Competencies:

The course provides an opportunity for public health workers to develop competencies related to risk communication and community engagement strategies in health emergencies and to gain theoretical knowledge of technical concepts that underpin risk communication as a fundamental capacity of the International Health Regulations (2005).

Learning objectives:
Throughout the course, participants are expected to achieve the following:

• Understand the basic concepts, purposes, and principles of risk communication in the context of preparedness, mitigation, and response to public health emergencies.
• Manage the challenge of transparency in risk communication during emergencies.
• Explore complex issues related to coordinating communication among different stakeholders.
• Determine appropriate risk communication strategies for addressing various scales and orientations in risk perception, interests, and concerns to strengthen community engagement.
• Develop effective risk communication strategies and plans in response to the demands of health emergencies.

Target Audience:

The intended audience includes health authorities, officials designated as spokespersons, and communication professionals who may fulfill a role in the preparation and response to health emergencies.

The recommended participant profile for this course includes:

• Health authorities and decision-makers
• Communication professionals
• Technical and operational staff from central-level Ministries of Health and regional authorities
• Community leaders
• Technical and operational staff from key public, private, and social institutions/organizations involved in planning and responding to health emergencies and disasters
• Anyone interested in risk communication.

Duration and Commitment:
The course is open and available on the VCPH. As it is a self-paced course, participants can select modules and lessons at their own pace. It is estimated that the time required to complete the seven modules of the course and associated exercises is 7 hours.

Teaching Strategies:

Self-paced, free, open to the public, and self-administered course. The course is conducted online, on the Moodle virtual education platform of the PAHO Virtual Campus for Public Health (VCPH).

The modules feature various educational materials such as audiovisual presentations, reading documents, maps, and practical activities.

Course Structure:
The course consists of seven learning modules. The contents are developed as detailed below:

Section 1: Introduction to Risk Communication

Module 1: Risk Communication: Concepts and Principles

Content:

• Context of health emergencies and challenges for Risk Communication.
• The International Health Regulations (IHR) and Risk Communication and Community Engagement as a core capacity.
• Evolution of risk communication.
• Basic concepts and principles of Risk Communication.
• Risk and risk perception.

Section 2: Risk Communication and Community Engagement

Module 2: Coordination with partners and allies

Content:

• The importance of coordination in health emergencies and the involvement of partners and allies.
• Partner and ally mapping and principles of collaborative work.

Module 3: Adapting Communication: Social Listening

Content:

• Concepts and importance of social listening.
• Mechanisms of social listening, integrating perceptions into the response.
• Engaging and empowering communities.

Module 4: Introduction to Infodemic Management Content:

• Concepts of infodemic and its public health implications.
• Infodemic management in a health emergency.
• Designing people-centered interventions for infodemic management.

Module 5: Public Communication during Health Emergencies
Content:

• Challenges of Risk Communication in public communication.
• Tailoring science according to audiences.
• Types of information to use in messages.
• Principles and steps for developing effective messages.
• Crafting a message map.

Módulo 6: Community Engagement
Content:

• Concept of community and community engagement.
• Principles y pillars of community engagement and empowerment.

Module 7: Strategic Planning for Risk Communication
Content:

• Develop a Risk Communication system.
• Develop a Multi-Threat Risk Communication Strategy.

Introduction

From January to June 2021, the Regional Secretariat for Emergency Medical Teams (EMTs) has been teaching this course remotely in response to countries’ expressed need for training to implement Medical Coordination and Information Cells (CICOMs, Spanish acronym), complementing the publication of “Recommendations for implementing the CICOM methodology during the COVID-19 response.” This document is part of the EMT Initiative, which provides technical support in the Region for EMT coordination and information management and Alternative Medical Care Sites (AMCSs) to build clinical care capacity in the countries of the Americas during the current COVID-19 pandemic response.

It is increasingly important in the countries of the Region to establish coordination and support mechanisms for health Emergency Operations Centers (EOCs) to find solutions for the vast number of actions required in emergencies, disasters, and pandemics. The CICOM methodology serves as a fundamental support for EOCs, with the goal of strengthening actions and addressing needs related to information management, coordination, and operational support for EMTs and AMCSs, facilitating decision-making in health EOCs. This is vital in the short term to protect life and alleviate the suffering of affected populations.

This Medical Coordination and Information Cells (CICOM) virtual course offers tools to EMT and AMCS coordination staff for swift and timely preparation and response.

The course covers the following subjects:

-        What is a CICOM?

-        Methodology

-        CICOM functions and roles

-        Basic CICOM components

-        Considerations when setting up a CICOM

-        CICOM toolkit

Purpose

To provide health emergency staff with theoretical knowledge on how to implement the EMT Medical Coordination and Information Cell (CICOM) methodology to support health Emergency Operations Centers. 

Objectives

Upon completing the course, participants will be trained in the following subjects:

• Understanding CICOMs and the importance of using this methodology to support health EOC actions.
• CICOM conceptual framework, functions, and roles.
• Identifying basic CICOM components and their respective functions.
• Knowing which CICOM activities to carry out during preparation stages.
• Identifying CICOM actions for information management and coordination in support of health EOCs.
• Understanding CICOM response with EMTs and AMCS to support health EOCs.
• Identifying priority CICOM actions in the EMT and AMCS response cycle.
• Identifying available CICOM tools for information management.

Target audience

This course is designed for all staff involved with the Emergency Medical Teams (EMT) initiative, specifically information management and coordination staff in CICOMs and health EOCs.

Duration

Approximately two hours.

Modality

Self-study course, open to the public. No completion deadlines.

Course structure

Assessment and certification

After each session, participants will take a short quiz to strengthen their knowledge.

At the end of the virtual course (five sessions), participants must pass a final exam consisting of 20 questions to cement what they’ve learned and become certified.

The final exam is designed to offer participants multiple chances to respond correctly to obtain a minimum passing score of 80%.

Participants who meet the requirements and complete the Virtual Campus for Public Health (VCPH) Quality Survey will be able to download their course completion certificate issued by the Pan American Health Organization.

References:

Recommendations for implementing the CICOM methodology during the COVID-19 response. https://iris.paho.org/bitstream/handle/10665.2/52376/PAHOIMSPHECOVID-19200033_eng.pdf?sequence=5&isAllowed=y

Acknowledgements

The Spanish version of the course was developed in collaboration with focal points and EMT coordinators in countries of the Region of the Americas.

Fundamentals
At the Third United Nations World Conference on Disaster Risk Reduction, the Sendai Framework for Disaster Risk Reduction 2015-2030 was adopted as a global instrument that emphasizes disaster risk management, guiding actions toward reducing existing risks and strengthening effective functioning in the face of adversity, all with a renewed sense of urgency in the context of sustainable development. Through its seven objectives and four priorities, it promotes the resilience of the health sector, with emphasis on safe hospitals as a priority action for disaster risk reduction.

Safe Hospitals is an initiative that the World Health Organization (WHO) has promoted and supported for more than 25 years. After the Pan American Health Organization (PAHO) published the first version of the Hospital Safety Index (HSI) in 2008, this Hospital Safety Index was revised and updated in 2015 and is now applied in more than 83 countries around the world.

Increasing the level of preparedness of a health facility for response can be achieved by identifying vulnerabilities through the HSI-2; the gender approach and the inclusion of persons with disabilities in the response to multiple hazards are cross-cutting aspects that should be emphasized. In order to strengthen the capacity of facilities, and to implement in each hospital a set of tools that facilitate early recovery in the context of operational continuity, the second version of the Hospital Safety Index is at the heart of local, national and global initiatives to contribute to the resilience of the Health Sector.

Purpose
The completion of the course modules will allow the following objectives to be achieved:

• Recognize the elements of a health facility that are evaluated by the Hospital Safety Index.

• Identify the hazards that put the security of a hospital at risk.

• Use a standardized qualification of structural and non-structural aspects for the calculation of the hospital safety index.

• Identify the necessary elements for emergency and disaster management.

• Systematize the procedure for hospital evaluation and analysis of the results.

Target Audience
This course is aimed at professionals related to the health sector, specialties with experience in hospital activities (engineers, architects, specialists in electrical and mechanical equipment, or both); health care specialists (medical, nursing, and administrative personnel), personnel trained in integrated disaster risk management planning, specialists in planning or administration and logistics, and safety advisors, safety inspectors, among others.

Duration
The course is open access. Since it is a self-learning (self-paced) course, participants can decide the times and moments they dedicate to the course. An estimated 40 hours are required to complete the course.

Course Structure
Module 1: Hazards that affect hospital security and the role of the hospital in emergency and disaster management
Module 2: Structural safety
Module 3: Non-structural safety
Module 4: Emergency and disaster management
Module 5: Evaluation procedure and presentation of results

Course Modality
Self-learning course, free of charge, open to the public and self-administered. The course is conducted online, on the Moodle virtual educational platform of the Virtual Campus for Public Health (VCPH/PAHO).

The modules include a variety of educational materials such as case resolution presentations and activities through a 360° image tour of a hospital.

Evaluation and certificate
A formative partial evaluation will be conducted in each module. The exams are designed to provide participants with multiple opportunities to answer correctly until the required score of at least 70% is obtained.

Participants who meet the course completion requirements will be able to take the VCPH Quality Survey and download their course completion certificate issued by the Pan American Health Organization.

Introduction

This course was designed to contribute to renovate and integrate Health Promotion as an essential means to improve health, well-being and equity in the 21st century.

Lessons learned from the impact and response to the COVID-19 pandemic have highlighted the importance of Health Promotion and its fundamental principles: the social origin of health and the need to systematically address health inequities; the imperativeness of an intersectoral, multilevel and participatory approach to health challenges in an interconnected world in which health is a main driver in social development; and the need to improve the resilience of individuals, communities and systems to health stressors by enhancing positive protective factors and health assets (the so-called salutogenic approach).

These principles were already included in the current health promotion mandate for the region of the Americas, the Strategy and Plan of Action on Health Promotion in the Context of the Sustainable Development Goals 2019-2030, approved at the 57th Directing Council (2019), whose objective is to renew health promotion through social, political and technical actions, addressing the sustainable development goals in order to improve health and reduce health inequities within the context of the 2030 Agenda.

It is therefore especially relevant and timely to renew, maintain and expand the health promotion capacities of countries and integrate them into the daily lives of health technicians and decision-makers. This course addresses key elements and concepts intrinsically related to health promotion from a comprehensive perspective. To this end, the course aims to update and reinforce the key foundations that underpin health promotion through the contents, activities and resources included in the different modules.

• Module 3 - Health Promotion Strategy and Plan of Action

Target Audience

• Individuals engaged in the local, subnational, national and international public health levels that are interested in health promotion.

• Individuals who work in health promotion and wish to consolidate or update key concepts and tools.

• Individuals who are going to work in health promotion or who wish to gain a better understanding of health promotion approaches and their application.

• Individuals working in Health Services, particularly those working in Primary Health Care and Community Health centers.

• Policy makers and technical officers of all public administration levels, particularly those involved in the Healthy Municipalities, Cities and Communities Movement.

This course is also aimed at all those in the health sector or other sectors who are committed to a more holistic, social and positive vision of health and well-being.

Course Modality

This is a free, self-learning open access course with no deadlines for completion.

Course Duration

The estimated time to complete all modules and the final assessment is 12 hours.

As it is a self-paced learning course, participants can manage their own time and schedule.

Introduction to the course

The purpose of this course is to provide conceptual and methodological tools that facilitate the implementation of the Health-promoting Schools (HPS) strategy in educational institutions at all levels (pre-school, primary, and secondary). It is part of the efforts made by the Pan American Health Organization/World Health Organization (PAHO/WHO) to promote this strategy in our Region for more than two decades.

The HPS strategy promotes the leading role of educational institutions in this area and involves planned, systematic, participatory, multidimensional, and coordinated work with other community institutions (health services, local governments, and other organizations) to promote the health and well-being of all its members.

There is clear evidence demonstrating the benefits of implementing the HPS initiative to improve both comprehensive health outcomes (physical, mental, and social) and learning outcomes in the educational community.

Implementation experiences at the global level and in the Region of the Americas have made it possible to identify criteria/standards that educational establishments must meet to be considered health-promoting schools, and to address this issue with a comprehensive approach. These criteria help guide educational establishments in progressive and continuous HPS construction processes.

This course builds on these experiences and evidence to provide quality, up-to-date training that encourages the implementation of this strategy in every corner of the Americas, to promote the comprehensive development and well-being of children and adolescents and their communities.

The contents of the course are based on “Making Every School in the Region of the Americas a Health-promoting School. Implementation guide for schools,” PAHO 2023.

Purpose

Acquire knowledge that facilitates the implementation of the Health-promoting Schools strategy in educational institutions at all levels (pre-school, primary, and secondary) with a comprehensive approach, in accordance with WHO-UNESCO global standards and indicators, and within the framework of the Sustainable Development Goals 2019-2030.

Objectives

By the end of this course, participants will be able to:

• Understand the fundamentals of the Health-promoting Schools strategy.

• Identify the concept, characteristics, and components of health-promoting schools.

• Acquire methodological tools that facilitate the implementation of the Health-promoting Schools strategy in a critical and contextualized manner in each educational establishment.

Target audience

The course is aimed at:

• All staff working in educational institutions at the pre-school, primary, and secondary levels: management teams, teachers, school psychologists, support and administrative staff, etc.

• Professional and technical staff from different sectors (education, health, social development, etc.) who carry out health-related activities in educational institutions at the pre-school, primary, and secondary educational levels.

Course format

Self-learning course, free, open to the public, and with no time limits for completion.

Course duration

Twenty (20) hours.

The course is open access. Since it is a self-learning course, participants can decide the times they will dedicate to completing it.

Introdução ao curso

A Assembleia Mundial da Saúde em 2010, por meio da resolução WHA 63.12 instou os Estados Membros, entre outros aspectos relacionados com a qualidade e segurança, a que estabeleçam sistemas de qualidade para o processamento do sangue total e seus componentes, práticas adequadas de fabricação para a produção de medicamentos derivados do plasma e normas de regulação adequadas, incluindo o uso de dispositivos diagnósticos para prevenir, com a maior sensibilidade e especificidade possíveis as enfermidades transmissíveis por transfusão.  

No mesmo sentido, durante o 53º Conselho Diretor da OPAS, celebrado de 29 de setembro a 03 de outubro de 2014, os Estados Membros reafirmaram seu compromisso em relação ao acesso universal a transfusões de sangue seguras mediante a adoção do Plano Regional. A meta do Plano é promover o acesso universal ao sangue seguro e, ao mesmo tempo, preconizar o uso adequado do sangue e o fortalecimento da capacidade diretora da autoridade sanitária, instando-a a realizar programas de gestão da qualidade na cadeia transfusional (desde a promoção da doação até o acompanhamento do paciente) e integrar o sistema de sangue ao sistema de saúde do país. De firma definitiva, estimula-a a reorganizar os serviços de sangue em modelos eficientes e sustentáveis.

Em 2020 a OMS promulgou o Marco de ação para promover o acesso universal a produtos sanguíneos seguros, eficazes e de qualidade garantida 2020-2023.

O Marco destaca que a OPS/OMS tem como meta promover o acesso universal ao sangue seguro, sob linhas estratégicas similares e complementares como:

1. Sistema Nacional de Sangue (SNS) adequadamente estruturado, bem coordenado e com recursos sustentáveis por meio de uma liderança e governança adequados do SNS.
2. Marco nacional apropriado de controles regulatórios para regular e avaliar os produtos sanguíneos e os dispositivos médicos associados, incluídos os dispositivos IVD.
3. Serviços de sangue que funcionem e estejam gerenciados eficientemente para garantir sangue, componentes sanguíneos e produtos terapêuticos derivados do plasma eficientes, seguros e de qualidade.
4. Implantação efetiva da gestão do sangre do paciente para otimizar a prática clínica de transfusão, o que melhora os resultados e a segurança d paciente.
5. Vigilância, hemovigilância e farmacovigilância efetivas para monitorar e avaliar o sistema sanguíneo, incluídas as reações adversas em doadores e receptores.
6. Associação, colaboração e intercâmbio de informação para alcançar prioridades chaves

A Região das Américas conta com cerca de 2000 bancos de sangue, que realizam diferentes processos para certificar mais de 10 milhões de unidades de sangue a cada ano.  As necessidades de sangue e hemocomponentes seguros para transfusão estão em ascensão, assim como a necessidade de se disponibilizar medicamentos derivados do plasma (PMDP) para prevenir a mortalidade e morbidade em múltiplas populações de pacientes, especialmente aquelas com transtornos hereditários da coagulação e deficiências imunológicas. Na Região, os processos de certificação dessas unidades de sangue são heterogêneos, como o são os tipos de serviços que produzem os hemocomponentes e que disponibilizam  o plasma fracionamento e, ainda, as autoridades que regulam e controlam a qualidade desses produtos e dos próprios serviços de sangue.

Por isso, é importante implantar e desenvolver processos de qualidade que harmonizem os processos dos serviços produtores, com os controles requeridos para a obtenção de produtos seguros e de qualidade verificáveis pelas autoridades reguladoras.

Propósito do curso

O curso "Boas práticas de fabricação em serviços de sangue" tem como propósito apoiar profissionais dos serviços de sangue (bancos, centros de coleta, centros de fracionamento, serviços de transfusão e outros), funcionários dos Programas Nacionais de Sangue (PNS) e funcionários das Autoridades Reguladoras Nacionais (ARN) de produtos sanguíneos (biológicos), na implementação de processos de qualidade e boas práticas de fabricação (BPM) do ciclo de produção de sangue, desde a coleta, o processamento, o armazenamento, a distribuição e a compatibilização, e na execução de inspeções regulatórias sobre boas práticas de fabricação, controle, armazenamento e distribuição.

Consideramos que esta formação se faz necessária a fim de avançar na reorganização dos serviços de sangue de acordo com modelos eficientes e sustentáveis e poder alcançar os objetivos propostos no "Plano regional de acesso universal ao sangue seguro".

Competências

O presente curso oferece aos participantes oportunidades de desenvolver competências relacionadas aos aspectos envolvidos nos processos de sangue, boas práticas de fabricação e qualidade a serem implementados nos serviços de sangue, assim como os aspectos relacionados aos sistemas de controle, distribuição e armazenamento dos produtos sanguíneos, mecanismos de vigilância e controle dos serviços de sangue e análise e gestão do risco associado ao processamento do sangue.

Objetivos de aprendizagem

Ao fim do curso, os participantes estarão capacitados para:

• Descrever os processos de obtenção, processamento, armazenamento, distribuição e compatibilização do sangue e sua relação com os processos de qualidade e as boas práticas de fabricação;
• Descrever a importância e os componentes do sistema de gestão de qualidade e as boas práticas de fabricação, controle, distribuição e armazenamento dos produtos sanguíneos;
• Desenvolver capacidades para o planejamento, execução e tomada de decisões na implementação das boas práticas de fabricação, controle, distribuição e armazenamento dos produtos sanguíneos;
• Fortalecer a capacidade técnica de elaborar relatórios/atas de auditoria e inspeção que contribuam para o processo de tomada de decisões nos serviços de sangue;
• Compreender as diferenças existentes entre os processos produtivos que devem ser levados em conta na programação e execução das boas práticas de fabricação e dos processos de auditoria e inspeção;
• Atualizar os conhecimentos sobre as tecnologias e processos inovadores empregados pelos serviços de sangue.
• Conhecer as funções e responsabilidades das ARN relativas à qualidade e segurança dos componentes sanguíneos e a disponibilidade de plasma para produção de PMDP.

Público-alvo

O curso se dirige a profissionais dos serviços de sangue, funcionários dos Programas Nacionais de Sangue (PNS) e funcionários das Autoridades Reguladoras Nacionais (ARN) de produtos sanguíneos (biológicos) encarregados do desenvolvimento dos processos nos bancos, de orientar a implementação de processos de qualidade e boas práticas de fabricação (BPM) e de realizar inspeções reguladoras de boas práticas de fabricação, controle, distribuição e armazenamento.

Os participantes terão duas formas de acesso: a primeira após ter concluído e sido aprovados no "Curso Virtual Introdutório de capacitação em qualidade e boas práticas de fabricação, controle, armazenamento e distribuição de sangue e componentes", também disponível no Campus Virtual de Saúde Pública (https://www.campusvirtualsp.org/es/curso/curso-introductorio-de-capacitacion-en-calidad-y-buenas-practicas-de-manufactura-control); a segunda após ter realizado um exame de proficiência para verificar se o aluno tem os conhecimentos técnicos necessários para desenvolver o curso avançado.

Carga horaria e dedicação

A programação completa do curso é de 66 horas, segundo a distribuição a seguir:

• Boas-vindas e familiarização com o campus: 1 hora aprox.
• Módulo 1 - Política pública relacionada ao sangue: 5 horas aprox.
• Módulo 2 - Gestão de qualidade, conceitos, recomendações e definições normativas: 3 horas aprox.
• Módulo 3 - Gestão de desvios e auditorias: 3 horas aprox.
• Módulo 4 - Validação: 3 horas aprox.
• Módulo 5 - Infraestrutura, instalações e manutenção: 3 horas aprox.
• Módulo 6 - Gestão de equipamentos, materiais e fornecedores: 5 horas aprox.
• Módulo 7 - Gestão de documentos: 3 horas aprox.
• Módulo 8 - Gestão de pessoal: 3 horas aprox.
• Módulo 9 - Boas práticas de fabricação: 8 horas aprox.
• Módulo 10 - Boas práticas de laboratório: 8 horas aprox.
• Módulo 11 - Boas práticas de armazenamento, distribuição e transporte: 3 horas aprox.
• Módulo 12 - Boas práticas de inspeção nos serviços de sangue: 8 horas aprox.
• Módulo 13 - Hemovigilância e gestão de riscos: 4 horas aprox.
• Módulo 14 - Biossegurança, higiene e gestão de resíduos: 6 horas aprox.

Os participantes devem dedicar aproximadamente três horas semanais de trabalho nas diferentes atividades do curso. Para a primeira coorte de participantes, haverá um processo de inscrição e um prazo definido para conclusão.

Este é um curso de aprendizagem autônomo, em que o participante regulará seus tempos e momentos de dedicação. Os módulos poderão ser acessados na sequência, de acordo com o calendário do curso. A primeira edição será acompanhada de três seminários virtuais que introduzem o tema correspondente.

Estrutura do curso

O curso está estruturado em quatorze módulos que contêm uma série de capítulos para desenvolvimento dos conteúdos de maneira organizada e concisa. Em cada capítulo, encontram-se os conteúdos básicos e algumas experiências dos países da região, junto com um documento de aprofundamento de cada tema e bibliografia de referência.

Módulo 1: (5 horas) Política pública relacionada ao sangue. Capítulo I - Política pública de acesso ao sangue. Capítulo II - Política nacional de sangue e componentes. Capítulo III - Sistema regulatório dos serviços de sangue.

Módulo 2: (3 horas) Gestão de qualidade, conceitos, recomendações e definições normativas. Capítulo I – Gestão da qualidade. Capítulo II - Introdução às boas práticas de fabricação e controle de qualidade.

Módulo 3: (3 horas) Gestão de desvios e auditoras. Capítulo I - Introdução aos processos e gestão de desvios. Capítulo II - Auditoria interna.

Módulo 4: (3 horas) Validação. Capítulo I – Validação de processos de produção. Capítulo II – Validação de sistemas informatizado

Módulo 5: (3 horas) Infraestrutura, instalações e manutenção. Capítulo I – Infraestrutura: desenho e ambientes. Capítulo II – Instalações e manutenção.

Módulo 6: (5 horas) Gestão de equipamentos, materiais e fornecedores. Capítulo I – Gestão de equipamentos. Capítulo II – Gestão de materiais, insumos e reagentes. Capítulo III – Gestão de fornecedores.

Módulo 7: (3 horas) Gestão de documentos. Capítulo I – Documentos do sistema de qualidade. Capítulo II – Registros e rastreamento.

Módulo 8: (3 horas) Gestão de pessoal. Capítulo I – Competências e responsabilidades. Capítulo II – Formação, capacitação e saúde ocupacional.

Módulo 9: (8 horas) Boas práticas de fabricação. Capítulo I – Introdução aos produtos sanguíneos. Capítulo II – Ciclo do doador. Capítulo III – Ciclo de fabricação.

Módulo 10: (8 horas) Boas práticas de laboratório. Capítulo I – Princípios gerais. Capítulo II – Testes imunohematológicos. Capítulo III – Pesquisa para detecção de infecções transmissíveis por transfusão (ITT). Capítulo IV – Controle de qualidade dos produtos sanguíneos, insumos e reagentes.

Módulo 11: (3 horas) Boas práticas de armazenamento, distribuição e transporte. Capítulo I – Armazenamento de sangue e hemocomponentes. Capítulo II – Distribuição e transporte de hemocomponentes.

Módulo 12: (8 horas) Boas práticas de inspeção nos serviços de sangue. Capítulo I – A inspeção sanitária em serviços de sangue. Capítulo II – Metodologia da inspeção sanitária. Capítulo III – Formação, competência e conduta do inspetor sanitário.

Módulo 13: (4 horas) Hemovigilância e gestão de riscos. Capítulo I – Hemovigilância. Capítulo II – Gestão de riscos e o gerenciamento do risco à qualidade.

Módulo 14: (6 horas) Biossegurança, higiene e gestão de resíduos. Capítulo I – Princípios e normas de biossegurança. Capítulo II – Práticas seguras. Capítulo III – Higiene ambiental, pessoal e gestão de resíduos.

Estratégia didática

Curso de autoaprendizagem, gratuito e autoadministrado. O curso é realizado de forma on-line, na plataforma educacional virtual Moodle do campus Virtual de Saúde Pública (CVSP) da OPAS/OMS.

Os módulos contam com diferentes materiais educativos, como apresentações audiovisuais, vídeos, documentos base com os conteúdos de cada capítulo, relatos de experiências nacionais (por exemplo, a experiência brasileira) e bibliografia obrigatória e recomendada.

Avaliação e certificação

Haverá autoavaliações durante cada capítulo para verificar os conhecimentos. Ao longo do curso, serão realizadas avaliações sobre os conteúdos centrais discutidos. Os participantes deverão ser aprovados para poder acessar o nível seguinte. Com objetivo de promover a aprendizagem, as avaliações foram desenvolvidas de forma a oferecer aos participantes até três oportunidades de responder corretamente ao menos 70% das perguntas.

Os participantes que cumprirem os requisitos de aprovação do curso e preencherem o questionário de qualidade do Campus Virtual de Saúde Pública (CVSP) poderão baixar seu certificado de aprovação do curso, expedido pela Organização Pan-Americana da Saúde (OPAS),

Agradecimentos e reconhecimentos

O presente curso contou com a coordenação e participação das seguintes instituições:

Instituições coordenadoras

• Organização Pan-Americana da Saúde (OPAS), Departamento de Inovação, Acesso a Medicamentos e Tecnologias Sanitárias (IMT).
• Gerência de Sangue, Tecidos, Células, Órgãos e Produtos de Terapias Avançadas (GSTCO) da Agência Nacional de Vigilância Sanitária (Anvisa), Brasil.

Instituições colaboradoras

• Coordenação Geral de Sangue e Hemoderivados (CGSH) do Ministério da Saúde do Brasil
• Fundação Pró-Sangue do Hemocentro de São Paulo, Brasil.
• Instituto Pró-Hemo Saúde (IPH) do Ceará, Brasil.

Nosso reconhecimento e agradecimento a todos os profissionais que promoveram e acompanharam o desenvolvimento dos conteúdos e/ou se envolveram nos diferentes momentos da validação do desenvolvimento do curso. Os agradecimentos individuais estão disponíveis na seção de créditos do CVSP.

Referências bibliográficas gerais:

Organización Mundial de la Salud. Sangre y otros productos médicos de origen humano: informe de la Secretaría [Internet]. Washington D.C;. Consejo Ejecutivo (136ª reunión). OMS; 2014. p.6. Availeble from: https://apps.who.int/iris/handle/10665/252290.

Organización Mundial de la Salud. Directrices de la OMS sobre buenas prácticas de manufactura para centros de sangre. Anexo 4 del cuadragésimo quinto informe del Comité de Expertos de la OMS sobre especificaciones para preparados farmacéuticos. Washington, D.C.: Organización Panamericana de la Salud; 2021. Licencia: CC BY-NC-SA 3.0 IGO. https://doi.org/10.37774/9789275323366

Organización Panamericana de Salud. Ley modelo sobre servicios de sangre [Internet]. OPS; 2001. Available from: https://www.paho.org/es/documentos/ley-modelo-sobre-servicios-sangre-ops-2001 

Organización Panamericana de la Salud. Estándares de trabajo para servicios de sangre [Internet].Washington, D.C.: OPS; 2012.  Available from: https://www3.paho.org/hq/index.php?option=com_docman&view=download&category_slug=health-systems-services-sistemas-servicios-salud-5372&alias=21393-estandares-trabajo-servicios-sangre-tercera-edicion-393&Itemid=270&lang=pt

Organización Panamericana de la Salud. Estrategia para el acceso universal a la salud y la cobertura universal de salud. [Internet]. Washington, DC: 53º Consejo Directivo de la OPS.  66ª sesión del Comité Regional de la OMS para las Américas. OPS; 2014. Available from: https://www.paho.org/hq/dmdocuments/2014/CD53-5-s.pdf 

Organización Panamericana de la Salud. Suministro de sangre para transfusiones en los países de América Latina y el Caribe 2016-2017 [Internet]. Washington D.C. OPS; 2020. Available from: https://iris.paho.org/bitstream/handle/10665.2/52150/9789275321720_spa.pdf?sequence=5   

Organización Panamericana de la Salud. Directrices de la OMS sobre la gestión de la sangre y los componentes sanguíneos como medicamentos esenciales, Anexo 3 del sexagésismo séptimo informe del comité de expertos de la OMS en patrones biológicos. Washington D.C.: OPS; 2021. Availeble from: https://iris.paho.org/handle/10665.2/55875 

World Health Organization. Quality assurance of pharmaceuticals: A compendium of guidelines and related materials. Vol.2 Good manufacturing practices and inspections. 2nd ed. WHO, 2007.

World Health Organization. Universal access to safe blood transfusion [Internet]. Geneva; 2008. p.19. Availeble from: https://apps.who.int/iris/bitstream/handle/10665/69747/WHO_EHT_08.03_eng.pdf

World Health Organization.  The selection and use of essential medicines: report of the WHO Expert Committee, 2013 (‎including the 18th WHO model list of essential medicines and the 4th WHO model list of essential medicines for children)‎ [Internet]. WHO; 2014. Available from: https://apps.who.int/iris/handle/10665/112729  

World Health Organization. Action framework to advance universal access to safe, effective and quality-assured blood products 2020–2023. Geneva; 2020. 48p. Availeble from: https://www.who.int/publications/i/item/9789240000384   

World Health Organization. Guidance on centralization of blood donation testing and processing [Internet]. Geneva: WHO; 2021. Disponible en: https://apps.who.int/iris/handle/10665/340182  

Referências bibliográficas específicas por módulo:

Constam nos documentos base que acompanham os capítulos de cada módulo.

Introduction
This course focuses on processes used by countries to set health priorities that are reflected in national health policies. The course will review, among other topics:

• The importance of improving budget execution for the health sector.
• What is meant by budget execution, what elements a budget execution process is comprised of and the development of a framework to improve budget execution.
• How to engage stakeholders throughout the process, with country examples and references to tools for identifying and engaging stakeholders.
• What steps and approaches can be taken to help build stakeholder buy and consensus.

This course is an interactive, four module, online self-study course; each module allows participants to engage with the materials and reflect on their own country’s context.

Purpose
To provide an overview of budget execution processes at the national level, the budget execution cycle, and stakeholder engagement.

Learning Objectives  
At the end of the course, the student will be able to:

• Describe the importance of institutionalizing explicit budget execution processes for the health sector.
• Recognize key concepts and key sector terms.
• Identify practices that MOHs have used to institutionalize explicit processes for setting national health priorities.
• Describe and map the flow of health funds in their country uses and identify opportunities to simplify funds flow to improve budget execution.  
• Identify bottlenecks in this process and potential solutions that the MOH can implement.

Intended audience
Participants are anticipated to primarily be staff from Ministries of Health who are involved with, support or lead budget execution processes for their countries’ respective health sector.   

Course modality
Self-learning course, free of charge, open to the public and without deadlines to complete it.

Duration
2 hours. The course is open and available in the VCPH. As it is a self-learning course, participants can choose when they are able to progress through the course.

Course Structure
Module 1: Introduction  
Module 2: Budget execution basics
Module 3: Promising practices
Module 4: Bringing it all together

Introduction
This course focuses on processes used by countries to set health priorities that are reflected in national health policies. The course will review, among other topics:

• Why priority setting and linking priorities to plans and budgets matters.
• What is meant by institutionalizing explicit national priority setting, what elements a priority setting process is comprised of and the development of a framework to improve priority setting.
• How to engage stakeholders throughout the process, with country examples and references to tools for identifying and engaging stakeholders.
• What steps and approaches can be taken to help build stakeholder buy and consensus.

This course is an interactive, five module online self-study course; each module allows participants to engage with the materials and reflect on their own country’s context.

Purpose
To provide an overview of priority setting processes at the national level, the priority setting cycle, and stakeholder engagement.

Learning Objectives  
At the end of the course, the student will be able to:

• Describe the importance of institutionalizing explicit priority setting processes for the health sector. 
• Recognize key concepts and key sector terms.
• Identify practices that MOHs have used to institutionalize explicit processes for setting national health priorities. 
• Concrete actions MOHs can take to be a better partner to stakeholders involved in priority setting. 
• Identify priority-setting processes that users can adopt in their context.
  

Intended audience
Participants are anticipated to primarily be staff from Ministries of Health who are involved with, support or lead priority-setting processes for their countries’ respective health sector.   

Course modality
Self-learning course, free of charge, open to the public and without deadlines to complete it.

Duration
2 hours. The course is open and available in the Virtual Campus for Public Health (VCPH). As it is a self-learning course, participants can choose when they are able to progress through the course.

Course Structure
Module 1: Introduction  
Module 2: Priority setting cycle
Module 3: What can countries do to institutionalize stakeholder engagement throughout the priority- setting process?
Module 4: What can countries do to align plans and budgets?

Introduction to the course

Over the past decade, immunization coverage in the Region of the Americas has declined for several vaccine-preventable diseases (VPDs). The COVID-19 pandemic exacerbated these trends, and the risk of VPD outbreaks in the Region is at its highest point in 30 years. As countries turn their attention to restoring the performance of their national immunization programmes, they need updated training materials to ensure that all managers and vaccinators of the Expanded Program on Immunization (EPI) are familiar with the essential management components of a national EPI and can address the most pressing needs of their programs. By the end of the course, participants will be able to recognize and implement the essential elements of managing a country's key immunization activities.

Purpose

Provide essential up-to-date information on the implementation of the management components of a national EPI, so participants are familiar with the main components and operations of the program.

Competencies

The course provides opportunities to develop the following competencies:

• Conceive the national immunization program as a public health tool that can be adapted to respond to the priorities and needs of its population at any stage of life.
• Develop planning skills to respond to the demand for vaccines within the framework of the Expanded Program on Immunization, and the tools available for an efficient calculation of needs according to the available resources. 
• Identify the operations to be carried out to ensure that all vaccines are properly classified and handled at each stage of the transportation process.
• Identify the activities and resources involved in the design of a training program that responds to the continuing education needs of staff involved in the implementation of a national EPI.
• Recognize the need to develop technical, socio-emotional and support competencies to manage a national EPI.

Learning Objectives

• Understand the strategic framework of the life course approach and its application to a national immunization program.
• Acknowledge the possibilities that PAHO's Revolving Fund for access to Vaccines and its PAHO 173 portal has, which provides Member States the opportunity to estimate their needs in vaccine doses and supplies for the next calendar year.
• Learn about the WHO open vial policy.
• Know the classification of WHO prequalified vaccines, according to their thermostability and presentation.
• Know the processes and requirements for the international transportation of vaccines.
• Identify the stages required to prepare a training program for human resources.
• Know the different types of competencies required of an EPI manager.

This course is developed for:

• Managers of national immunization programs in the Americas.
• Health professionals in primary healthcare services, including immunization services.
• Healthcare professionals who are entering the workforce or who need to update their technical skills.

Course structure

• Module 1: Introduction
• Module 2: Immunization across the life course
• Module 3: Estimation of needs for vaccines and injectable materials
• Module 4: Ensuring vaccine integrity during international transportation
• Module 5: Training for human resources
• Module 6: EPI management

Workload

The course is available on the Virtual Campus for Public Health of the Pan American Health Organization (PAHO). Since it is a self-paced course, participants can determine their time and moments of study. The estimated time for the completion of all the modules and the final evaluation is 7 hours.

Assessment and certification

During the modules, exercises will be proposed to allow you to review the contents. These will be a practice for the final evaluation, which will be available upon completion of all the modules of the course. The final assessment contains 30 multiple-choice or true/false questions. You must achieve 70% of correct answers to pass. Participants who meet the course requirements and complete the Virtual Campus Quality Survey will be able to download their PAHO-issued certificate of completion.

Teaching staff

•               Ghiselli, Dra. Margherita

•               Velandia, Dra. Martha

•               Rodriguez, Ms. Nora Lucia

•               Chevez, Dra. Ana Elena

•               Dos Santos, Ms. Patricia Regina

•               Mata Espinoza, Ms. Alexandra

•               Hommes, Dra. Carolina

•               Balsells, Dra. Evelyn

•               Blanco, Ms. Miriam

The International Accreditation of Competences in Health Care for Older  Persons (ACAPEM) is a network training strategy, aimed at health professionals with an emphasis on the development of competencies, that the Pan American Health Organization (PAHO/WHO), along with other Associations and Institutions promotes in the Region of the Americas, to achieve its suitability in the care of the elderly.

It is divided into three levels, from lowest to highest complexity: ACAPEM-Basic, ACAPEM-Intermediate and ACAPEM-Advanced.

This is the first level (ACAPEM-Basic). The other two levels will be available in the future.

Introduction
Population aging is a worldwide phenomenon, which occurs rapidly in Latin American and Caribbean countries. Older adults have unique characteristics associated with their care, which demand a response from health systems. Training of health professionals regarding the aging of population and older adults’ needs is crucial to develop necessary skills to older adults’ adequate care in the Region of the Americas, and ultimately, as a result, strengthen health systems.

Objectives

• Improve the perceptions, attitudes, and abilities of health professionals who provide care to older people as part of a primary care-based health system.
• Increase participants’ awareness of the need to acquire new skills associated with the challenge that comes with aging and, in doing so, promote interest in obtaining higher-level accreditation (intermediate and advanced).
• Prioritize function-based assessments in clinical practice.
• Recognize basic clinical decision-making criteria and identify the formal and informal actions and resources needed to optimize care.

Target audience and certification
Target audience of this course is health care professionals working in the primary care. After obtaining certification, the participant will be a health professional who has been educated about the challenges that aging poses to health services, is aware of their own level of competency in this area, and is committed to the opportunity that this training represents for their professional development.

Participants will have improved their perceptions, attitudes, and abilities to maintain a comprehensive primary care approach to this “new and different” type of patient.

They will be in a position to make better decisions for people-centered health care, focusing on health promotion, disease prevention, and preserving the independence and autonomy of older adults, with a life-course perspective.

Duration and Modality
The basic accreditation program (ACAPEM-B) will consist of four virtual courses in a self-learning environment, addressing the four skills that the participant should achieve.

The course is open and available in the VCPH. As it is a self-learning course, participants can regulate their times and moments of dedication. When including the estimated time to review the course contents and evaluations, the course is assigned a total of 40 hours.

The actual rate of learning and time it takes to complete each course is specific to each participant.

ACAPEM-B Courses
The virtual self-learning courses in ACAPEM-B (Basic Level) correspond to the four (4) skills needed to achieve the competencies covered by this Accreditation.

Course BC-1: Changes in the care of older people.
Course BC-2: Comprehensive health care assessment of older people.
Course BC-3: Criteria for health care interventions in older people.
Course BC-4: Optimization of care for older patients.

The courses are structured in thematic units that address the objectives of each course, in which the learning activities, educational resources, and evaluations are organized.

BC-1: Changes in the care of older people
Unit 1.1- Transitioning clinical practice for an aging population
Unit 1.2- New paradigm in the health care approach
Unit 1.3- Health promotion for older people
Unit 1.4- Preventive health care for older people

BC-2: Comprehensive health care assessment of older people
Unit 2.1- Health of older people
Unit 2.2- Disease presentation in geriatric patients
Unit 2.3- Comprehensive geriatric assessment
Unit 2.4- Key evaluations for the comprehensive geriatric assessment

BC-3: Criteria for health care interventions in older people
Unit 3.1- Health from an older person’s perspective
Unit 3.2- Older person-centered care
Unit 3.3- Designing nonpharmacological interventions for older patients
Unit 3.4- Pharmacological treatment of older patients

BC-4: Optimization of care for older patients
Unit 4.1- Continuity in the health care of older people
Unit 4.2- Self-care
Unit 4.3- Family and caregivers involved in the care of older people
Unit 4.4- Working with the community and other sectors

Introduction

The WHO Global Network for Age-Friendly Cities and Communities has grown consistently in the last few years, particularly in the Region of the Americas, which comprises more than half of the active members of the Network. Within this framework, the cities and communities interested in joining the Network and the members require specific tools to strengthen their local programs and participation in the Network. This course addresses healthy aging and the importance of environments to promote it, especially through the creation of age-friendly environments, considering their characteristics and through concrete actions that seek to transform the local context where people live and age. This encourages cities and communities to develop age-friendly strategies and promotes knowledge exchange among Network members.

Purpose

This course aims to provide people and organizations with the tools to develop and implement initiatives to create age-friendly environments.

Goals

• Gaining knowledge on healthy aging and the most relevant conceptual frameworks.
• Increasing awareness of the importance of environments to promote healthy aging.
• Acquiring specific skills to engage in the city/community: designing strategies to create age-friendly environments.

Target Group

This course is aimed at people who are working on an initiative to create age-friendly environments and promote healthy aging; focal points from cities and communities that are part of the WHO Global Network for Age-Friendly Cities and Communities (current or potential members), and organizations or people who seek to create/adapt cities or communities to become more age-friendly.

Hours on Certificate

It takes approximately 40 hours to complete the course and read all of the additional materials.

Course Modality

This course is available for free on the PAHO/WHO Virtual Campus for Public Health (VCPH). Since it is self-paced, participants can manage their time and access it whenever they wish. Considering the estimated time to complete each module and assessment, the course takes 40 hours to complete.

Skills Developed Through the Course

This course allows participants to:

• Understand the conceptual framework for healthy aging and how to apply it to create age-friendly environments.
• Identify the most relevant action frameworks and indicators of the local context to promote action in age-friendly environments.
• Understand the importance of developing an age-friendly strategy to promote healthy aging.
• Identify opportunities and the project’s viability in age-friendly cities and communities at a local level.
• Plan the engagement of strategic partners.
• Develop and implement an age-friendly strategy by:
  • Determining a baseline, action plan, and indicators to measure results;
  • Suggesting and implementing cross-sectoral strategies that enhance the sustainability of age-friendly initiatives; and
  • Implementing the strategies included in the action plan of an age-friendly city or community.
• Identify indicators and assess the age-friendliness of environments.
• Develop and implement effective communication strategies to raise awareness, inform, and promote the participation of different sectors in the age-friendly strategy.

Course Structure 

• M1: ¿Where are we? The Decade of Healthy Aging and the challenges towards 2030

• M2: ¿How to make a change? Local Action and the Age-Friendly Cities and Communities Program

• M3: ¿What to measure and why? Developing a participatory assessment and evaluating local competencies

• M4: ¿How to implement the project? Designing the action plan according to the assessment results

• M5: Feedback and next steps. Compare and communicate

Exam and Certificate

After exploring the five modules, participants will take an exam comprising 35 multiple-choice and true/false questions.

This assessment allows participants to answer the questions repeatedly until they get the minimum score (70%).

To obtain the certificate, the participant has to:

• Understand the content of the modules.
• Complete activities with success.
• Pass the final exam.

Participants who meet these requirements and answer the quality survey on the Virtual Campus for Public Health (VCPH) can download their certificate of completion issued by the Pan American Health Organization.

Introduction to the course

The key to promoting healthy aging for all people is to optimize their intrinsic capacity and functional ability, even as aging gradually reduces them, and to provide integrated and person-centered care. When professionals focus on service, they decide and prescribe what the person needs according to their illnesses and the service guidelines. In contrast, when professionals provide integrated and person-centered care, they not only make decisions based on the patient's diseases but also consider their physical, social, and mental conditions, with a focus on their needs, preferences, and personal goals. This approach allows for the establishment of care plans and therapeutic goals considering the levels of functionality and autonomy of the patient.

Purpose

That the professional acquires specific competencies to achieve integrated and person-centered care for the older person at the first level of care, based on the functional ability and intrinsic capacity of the older person.

Objectives

Adopt functional ability as a basis for decision-making in the care of older people

Recognize the older person as a participant in decision-making.

Identify the deficit in the intrinsic capacity and functional ability of the older person using tools for their screening.

Perform an integrated diagnosis centered on the older person by identifying the deficit in intrinsic capacity and/or functional ability.

Design a care plan with interventions based on the needs, priorities, and preferences of the older person.

Coordinate the implementation of a care plan in collaboration with the work team based on the functional level.

Identify and coordinate the use of available resources to optimize intrinsic capacity and functional ability of older adults by promoting evidence-based interventions in the community.

Recognize the needs for support from the family and the caregiver for their effective participation in the care plan.

Target audience

This course is intended for first-level health care team professionals who provide direct care to the older person.

Number of hours certified by the course 40 hours

Background
The elimination of mother-to-child transmission of HIV and syphilis in the Americas gained significant political momentum in 2010 when the PAHO Member States approved the Strategy and Plan of Action for the Elimination of Mother-to-Child Transmission of HIV and Congenital Syphilis. More recently, Member States approved the Plan of Action for the Prevention and Control of HIV and STI 2016-2021(2), renewing the commitment for the elimination of mother-to-child transmission (EMTCT) of HIV and syphilis and encouraging the expansion of elimination to other diseases, such as hepatitis B and Chagas disease. With the approval of the Plan of Action, PAHO Member States not only renewed their commitment to the elimination of MTCT of HIV and syphilis, but also agreed to expand this initiative to other diseases.

Learning Objectives

1. Define syphilis and describe the different stages/types (primary, secondary, latent, congenital).
2. Analyze the different screening and treatment methods and their efficacy.
3. Discuss congenital syphilis’ clinical signs, how to diagnose, the importance of treatment and follow up.
4. Address Penicillin Desensitization in Pregnant Women with Penicillin Allergy.
5. Recognize the importance of treating partners.
6. Apply the theory to make decisions in scenario-based activities to avoid mother-to-child transmission of syphilis.
    

Target Audience
Professionals and volunteers from NGOs, community-based programs, hospitals, healthcare facilities and others who can benefit from a better understanding of the screening methods, available treatments and how to avoid mother-to-child transmission of syphilis.

Workload and dedication

The course is open and available at the PAHO/WHO Virtual Campus of Public Health. It is a self- learning course, therefore, participants can regulate their time of dedication to it. Each module has a duration of 30-45 minutes. An estimated 120 to 150 minutes will be required for detailed reading, review and comprehension of each module.  Total dedication: 12 hours

Training program structure

• Introductory Clip
• Module 1: Syphilis
• Module 2: Congenital Syphilis
• Module 3: Partners and Penicillin Desensitization in Pregnant Women with Penicillin Allergy
• Case Study 1
• Case Study 2
• Case Study 3

Assessment and Certificate
At the end of the course, participants must demonstrate adequate knowledge by completing a final assessment consisting of 30 multiple choice questions.
A minimum of 70% of correct answers is required to pass and obtain a certificate of completion. The final test is designed to offer participants multiple opportunities to respond correctly until they get the necessary score of at least 70%.
To obtain the certificate of completion, the participant must meet the following requirements:

• Demonstrate knowledge of the content of the 8 modules.
• Successfully respond to the questions and exercises in the modules.
• Achieve a 70% or higher score at the final test.

Participants who meet these requirements and complete the quality survey of the Virtual Campus of Public Health (VCPH) will be able to download their certificate of completion issued by the Pan American Health Organization (PAHO).

SELF-LEARNING COURSE

Course description and audience:

This eLearning course is for practicing health professionals around the globe who currently have a client population at high-risk for contracting HIV and provide or will provide Oral PrEP or Post-Exposure Prophylaxis (PEP). The course has four interactive lessons and begins with identifying suitable candidates for Oral PrEP use. It then continues with initiating Oral PrEP in a client and special situations you may encounter. It concludes with key counseling strategies, including minimization of PrEP stigma.

Course terminal objective

After completing the eLearning course, you should be able to:

• Manage Oral PrEP services in accordance with information in the WHO Implementation Tool for Oral PrEP

Estimated course length

4 hours

Course Structure

Lesson 1: Identifying Suitable Candidates for Oral PrEP Use 

This lesson focuses on identifying suitable candidates for Oral PrEP use. It begins by identifying and describing seven eligibility criteria for PrEP use. Next, it discusses six indications for substantial risk of HIV infection. It continues with five contradictions for PrEP use, followed by a case study walk-through outlining the steps for calculating creatinine clearance using the Cockcroft-Gault equation and identifying results that support or contraindicate PrEP use.

Objectives:

1. Describe 7 eligibility criteria for PrEP use

2. Identify 6 indications that someone may be at substantial risk of HIV infection

3. Describe 5 contraindications to PrEP use

4. Calculate creatinine clearance

5. Determine eligibility for Oral PrEP based on creatinine clearance

Lesson 2: Initiating Oral PrEP in a Client

This lesson focuses on initiating Oral PrEP in a client. It begins by introducing three oral PrEP regimens. Next, it describes the basics of PrEP usage including dispensing information and when to start and stop PrEP. It then continues with the suggested clinical procedure for initial visits as well as follow-up visits.

Objectives:

6. Describe 3 oral PrEP regimens

7. Describe the basics of PrEP usage including dispensing information and when to start and stop PrEP

8. Describe the suggested clinical procedure for initial and follow-up visits

Lesson 3: PrEP Special Situations

This lesson focuses on 7 PrEP special situations that may arise for clients using PrEP and their clinical management. It then continues with gaps in clinical knowledge about PrEP.

Objectives:

9. Describe special situations that may arise for clients who want to use or are already using PrEP and their clinical management

Lesson 4: PREP Counselling and Messaging Considerations

This lesson focuses on key counselling messages for PrEP efficacy and safety. The lesson then discusses ways to reduce stigma for PrEP users. 

Objectives:

10. Describe key counselling messages on PrEP efficacy

11. Describe key counselling messages on PrEP safety

12. Describe how to reduce stigma for PrEP users

Course Purpose

• Present the strategic lines of the Human Resources for Universal Health Strategy approved by PAHO Member States in September 2017
• Present an overview of the regional challenges in the field of human resources for health

General Objectives

At the end of the course participants will be able to:

• Analyze the context, main problems, and rationale for the approach to human resources from a systemic perspective.
• Analyze the core elements for strengthening management of processes regulating human resources within the framework of the Universal Health Strategy.
• Analyze the required conditions and capacities for human resources to achieve Universal Health.

Define the guidelines required for effective coordination with the education sector.

Methodology

The course will be offered online through the Moodle virtual educational platform on the PAHO/WHO Virtual Campus for Public Health. This is a self-study course where participants progress according to their own level of dedication. All modules have a narrated presentation and complementary materials such as videos, animations, and experiences.

The course includes:

• An introductory module;
• 3 modules that address the main themes of the Strategy on Human Resources for Universal Health;
• An integration and closing module.

Duration and Time Required
This is a self-study course with an estimated total time commitment of 10 hours. The participant advances through the course at their own pace.

Evaluation
Learning is assessed through the analysis of a case study on human resources for health and a final evaluation of the topics covered in the course.

Introduction

Planning is a relevant tool for political and technical action to guide the development of human resources. Evidence to this has been provided in PAHO documents and through consultations carried out in the countries, which are not an exact science. The models that have been built require assumptions to be made about how supply and demand of health workers will evolve in the future. Thus, constant updates are needed that also consider the context (demographic, epidemiological, and delivery of health services) for decision-making, evaluating the impact of the different options available.

Purpose

To generate a critical mass of health workers and strengthen the policies and management of human resources, and ensure they are positioned within the regional and national health agenda for universal health.

Competencies developed in the course

This course offers participants the opportunity to develop competencies to enable a more flexible, collaborative, and rigorous approach to decision making, problem solving and adapting to unexpected and changing situations in health workforce planning.

Audience

Technical teams and those responsible for human resource planning and/or management of national or subnational Health Ministries, Social Security Institutions, and Public Health Institutions; those who participate in the planning process for health teams. Management of Integrated Health Services Networks or related programs. Those responsible for planning at the level of higher educational at the Ministries of Education. Those responsible in Universities and Schools dedicated to training technical and professional health workers, and those who design educational offerings.

Objectives

• To understand health workforce planning in health systems oriented towards Universal Health as a complex process and to become aware of the conditions for implementation. 
• To strengthen the capacities of management teams for planning in human resources for health in the framework of the Strategy on Human Resources for Universal Access to Health and Universal Health Coverage and technical cooperation.

Course Structure

• Introductory Module: New scenarios for planning.
• Module 1: Evaluating the Field for Planning: Scenarios and assessment of feasibility.
• Module 2: Information Systems as A Political-Technical Resource: Identifying sources, data structure, and integration.
• Module 3: Health Workforce Planning: Different methodologies for different countries and their respective needs

Course Introduction

Human resources for health are the foundation of the Health System: Their development shapes the social and technical base of these systems and is partly responsible for improving them. Because of this, their contribution is essential so that the system can advance towards Universal Health Coverage and guarantee equitable access for the entire population to quality health services.

The health situation generated by the COVID-19 Pandemic reinforces the evidence that the best strategy to ensure access and health coverage for the population, in addition to reducing the impact of the pandemic on highly complex health institutions, is to strengthen both the response capacity at the first level of care (FLC) and the health service networks.

To facilitate a well-functioning health service network and resolutive capacity at the FLC, availability and training of human resources for health must be ensured. Likewise, these workers must have decent working and employment conditions, have the ability to contribute and ensure that the conditions are being met. To achieve this, it is essential to have timely training with reliable and up-to-date information about managing these conditions.

Course Purpose

This course on Management of Working and Employment Conditions for Human Resources for Health offers those who provide health services, especially at the first level of care, the basic knowledge and concepts that health workers should have about managing working and employment conditions in health in the new health context generated by the COVID-19 pandemic.

Learning objectives

Upon completing this course, participants will be trained to:

Identify the conceptual bases for managing working and employment conditions for human resources for health.

Analyze the key areas of intervention for managing work for human resources for health in the current health context.

Evaluate the main problems related to managing working conditions at the first level of care and their impact on the health of the human resource.

Recognize how management of working conditions relates to and influences the quality of care and health outcomes.

Target Audience

This course is directed towards persons working in the health sector, particularly at the first level of care, as well as decision-makers in charge of developing policies, planning programs and implementing them in health systems and services.

Duration and Time Commitment

This is a self-learning course that can be accessed on demand. Participants can decide the amount of time and timeframe they will dedicate to completing the course. Depending on the participant’s level of knowledge about managing working conditions in health, an estimated 90 to 150 minutes will be required per module. Therefore, the course has been assigned ten (10) hours.

Course Structure

This course includes five modules to be reviewed and completed in sequential order.

Modality

Self-learning course, free, open to the public, and with no time limits for completion. The course is taken online, through the Moodle virtual education platform of the WHO/PAHO Virtual Campus for Public Health. The modules offer different educational materials such as narrated presentations, videos, reading material, stories of experiences, case studies, and practical activities.

Evaluation

Partial evaluations will be conducted in each module, and a final evaluation will review the topics worked on in the course.

Partial and final evaluations will be carried out using closed-ended questions and are designed to allow participants multiple attempts to correctly answer until they achieve a score of at least 70%.

Certificate

Students who meet the requirements to pass the course can download the certificate of approval issued by the Pan American Health Organization.

The course “Scientific Methodology and Strategies for the Dissemination of Knowledge for nurses” introduces four modules with content that will enable the understanding of the main topics on the planning and development of qualitative and quantitative studies, from the definition of the research question to the completion of the research project. The course aims to advance knowledge related to the development of research in health and nursing. All this prepared by a highly qualified faculty, with experience in methodology and management of scientific publications.
It is innovative and will be offered to nurses all through Latin America, with the aim of developing skills in data collection and analysis, strengthening the role of the nurse in decision-making in different scenarios, based on scientific evidence.
Its proposal differs from the other courses available on the Platform because it offers, in a self-learning format and with accessible language, the essential bases for the development of research and dissemination of knowledge, enabling nurses from different contexts to acquire research skills that meet regional health needs. 

Educational Focus
The course "Scientific Methodology and Strategies for the Dissemination of Knowledge for nurses" is conducted within the virtual platform Moodle (Virtual Campus for Public Health - VCPH/PAHO).

Skills that the course allows to develop
This course offers opportunities to develop skills related to:

• Participation in scientific research teams and projects.
• Data evaluation and information from different sources.
• Production and dissemination of scientific information.

Course Objective

• To advance knowledge related to the development of health and nursing research. 

Learning Objectives
Main Objective

• Developing or deepening knowledge related to scientific research.

Specific Objectives

Module 1: Scientific Methodology

• Understanding what science is and the main theoretical aspects of scientific research;
• Understanding the ethical aspects that guide research involving human beings;
• Identifying the stages of systematic review of health intervention and integrative review;
• Developing a systematic review protocol;
• Understanding in what way the synthesis of health intervention evidence can be incorporated into clinical practice for decision making;
• Identifying components of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement checklist to report the systematic review.

Module 2: Qualitative Research

• Conceptualizing qualitative research and clarifying the essential phases for its planning and development;
• Applying operational procedures for collecting and analyzing data in qualitative research.

Module 3: Quantitative Research

• Creating questions to be investigated and/or hypotheses to be tested;
• Applying revision methods;
• To identify in the planning of the study: types of variables, types of study designs, population of interest, accessible population and selection of samples;
• Using valid and reliable subjective constructs evaluation instruments in health;
• Creating databases and statistical analysis techniques;
• Applying quantitative data collection methods.

Module 4: Production and dissemination of articles 

• Strengthening the production of scientific articles and the dissemination of the results of research in Nursing developed in the Latin American and Caribbean region, through the training of health professionals for the writing, publication and evaluation of scientific articles. 

Target Audience
Intended for nurses and other health professionals interested in developing or deepening their knowledge of scientific methodology.

Duration/workload
The estimated duration of the course is three weeks.
The course gives the participant autonomy to progress according to the time available. Five to seven hours are estimated for each module, and the total dedication of time required for the course is 25 hours.

Course Structure
Module 1 – Scientific Methodology
Unit 1. Fundamentals of scientific research. 
Unit 2. Ethical Aspects. 
Unit 3. Literature revision methods. 

Module 2 – Qualitative Research
Unit 1. Introduction to qualitative research. 
Unit 2. Qualitative data collection.
Unit 3. Management and analysis of qualitative data.

Module 3 – Quantitative Research
Unit 1. Elements of quantitative research. 
Unit 2. Data collection in quantitative research. 
Unit 3. Management and analysis of quantitative data. 

Module 4 – Production, dissemination and evaluation of articles 
Unit 1. Management in scientific publication.
Unit 2. From writing to publishing a scientific article.
Unit 3. The process of evaluating articles and issuing opinions.

Introduction
This online self-learning course “Nursing Leadership: Strengthening Management of Nursing Practice in the Caribbean” is intended for nursing professionals who are seeking to enhance their leadership capacities and who are currently practicing in the field of nursing as clinicians, managers, educators, researchers, or administrators. This is an open course offered through the Virtual Campus for Public Health (VCPH), available to any health worker who is interested in deepening their knowledge in nursing leadership.

The course uses clear language, practical exercises, readings, and interactive content, which represent a synthesis of the most recent nursing leadership knowledge. Participants will become familiar with the basic leadership principles and concepts at their own pace.

Participants who complete all the course requirements and obtain a passing score in the exams will receive an electronic and printable certificate from the Pan American Health Organization (PAHO) Virtual Campus for Public Health (VCPH).

Participant Profile

• Nursing professionals, undergraduate level nurses, especially those with administrative, management or leadership roles.
• Other health workers interested in knowing more about the topics of the course.

Purpose and objectives
General objective:

• This self-paced course will empower Latin American and Caribbean nursing leaders by providing participants with an overview of nursing leadership and management principles that can be used in the practice of nursing leadership roles.

Learning objectives:
Upon completion, participants should be able to:

• Identify nursing leadership concepts from the natural and behavioral sciences, arts, humanities, and nursing science, as a basis for culturally competent nursing practice.
• Analyze concepts of organizational theory, systems leadership, workforce development and quality improvement, utilizing evidence-based research in clinical decision making to promote safe quality care to culturally diverse persons, families, and communities.
• Discuss the impact of current and emerging information management and patient care technology in nursing practice.
• Discuss the impact of socio-politico-economic influences on the practice of professional nursing at varying governmental levels, including the role of nurse as advocate, and emphasizing the importance of inter-professional communication in improving patient health outcomes.
• Apply ethical standards and professional values of nursing practice.

Course content
This course is comprised of nine modules that provide information intended to enhance participants’ understanding of principles of leadership and management that can be utilized in the practice of nursing. Before having access to the Modules, participants are required to complete a Pre-Course Demographic Survey and a Diagnostic Pre-test. Each module will begin with a guide describing what the module entails, followed by a broad overview of topics to be covered, and the actual content will consist of both digital (PDF narrative) format as well as PowerPoint presentations, with interactive audio lectures.

Case studies that follow scenarios illustrative of the course concepts will be presented, followed by practical exercises designed to help participants reflect on and analyze the competencies learned in a thought-provoking manner. Finally, a library of supplemental learning resources is provided to link participants with opportunities to deepen their knowledge on specific topics.

The last section of each module is an exam which the participant must complete with a passing score of 70% or higher. Each participant is required to complete an overall Diagnostic Post-test and Course Evaluation survey to provide course designers with data regarding the usefulness, relevance, and effectiveness of the course.

Modules
Module 1: Evolution of Management and Leadership Theories applied to Nursing
Module 2: Ethics and the Role of Nurse as Advocate
Module 3: Leadership of the Future
Module 4: Workforce Management
Module 5: Quality Improvement and Culture of Safety
Module 6: Evidence-Based Practice
Module 7: Intra and Interprofessional Collaboration: Full Partners
Module 8: Financial Management and Cost Analysis
Module 9: Management of Common Concerns and Dilemmas faced by Healthcare Professionals related to the COVID-19 Pandemic

Evaluation and certification

Participants must obtain a score of 70% or higher in all the exams and must complete the Diagnostic Post-Test, the Course Evaluation survey, and the VCPH Quality Survey to receive their electronic (printable) certificate of course completion (120 hours) from the Virtual Campus for Public Health.

Introduction

New technologies have transformed nursing and midwifery education in recent years, revealing new opportunities and challenges for educators and students. Virtual learning can increase educational access and opportunities for students living in remote areas, offering an alternative for delivering courses, practicing simulations, and facilitating clinical experiences at both the undergraduate and graduate levels. In addition, virtual educational strategies have become a useful tool for access to knowledge, overcoming geographical barriers and time constraints in nursing and midwifery education.

Nursing and Midwifery schools have the opportunity to plan and implement competency development initiatives for faculty; update their curricula with a goal to increasing the use of information and communication technologies in all areas; and take new approaches to teaching online, hybrid, and simulation-based programs.

Capacity building for nursing and midwifery faculty and tutors is an opportunity to accelerate and expand training and continuing education strategies for nursing and midwifery professionals, in order to increase the supply and adequate distribution of qualified professionals who can contribute to achieving resilient health systems.

Educational Approach

This self-learning course is structured into seven modules. Participants will have the flexibility to progress through the course at their own pace, making it ideal for busy professionals. It combines theoretical knowledge with practical applications to provide a comprehensive understanding of the use of technologies and clinical simulation and their integration into nursing and midwifery education.

This course is offered by the Pan American Health Organization (PAHO) and its content was developed by experts from University of Alabama at Birmingham School of Nursing, PAHO/WHO Collaborating Centre for International Nursing, and University of Miami, School of Nursing and Health Studies.

Course Objective

This course aims to equip participants with essential knowledge and skills in utilizing simulation and technology to enhance nursing and midwifery education.

Target Audience

Registered Nurses, Registered Midwives, faculty in higher education, tutors and educators in healthcare settings, technicians in simulation.

Duration/Workload

This course is structured to be completed at the learner's pace. Participants are expected to dedicate a time commitment of 24 hours for the entire course, including watching video lectures and completing assignments.

Evaluation

Participants must take an assessment test after completing each module. Participants who score 70 points or more, on a scale of 0 to 100 points, in all the course modules will be considered approved.

Certificate of Completion

Upon successful completion of the course, participants will receive an electronic and printable certificate from the Pan American Health Organization (PAHO) Virtual Campus for Public Health (VCPH).

INTRODUCTION
Humanitarian crises (conflicts, health epidemics, socio-environmental disasters and migratory contexts) cause serious psychological and social suffering in the affected populations.

International standards on humanitarian action and mental health and psychosocial support -MHPSS- (including the Sphere Project and the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings ) state that those who provide humanitarian assistance should promote the human rights of all people affected and protect all individuals and groups most at risk of violations of their rights. Among these groups are people with mental health problems and psychosocial disabilities.
Quality MHPSS response in emergencies requires humanitarian actors to be aware of key principles and tools on the protection and promotion of the rights of people with mental health problems and psychosocial disabilities. These principles have been mainly collected from the Convention on the Rights of Persons with Disabilities (CRPD)  adopted by the United Nations in 2006 and ratified by 147 countries in 2007.  Likewise, the WHO Quality Rights initiative  includes the main tools for providing quality and rights-based care to people with mental health problems and psychosocial disabilities.

METHODOLOGICAL APPROACH
"Protection and Promotion of Human Rights in Mental Health Response and Psychosocial Support in Emergencies" is a self-learning course that is conducted entirely online through the online educational platform of the PAHO Virtual Campus for Public Health. The platform can be accessed from a computer, tablet or cell phone and allows downloading the contents.

Participants will have at their disposal tools and educational material to be used for efficient learning.

The academic activity is organized in 3 modules; it has an evaluation process in each module and a final questionnaire with questions (multiple choice, true or false) focused on evaluating knowledge.

It is important that you complete each of the modules in order. The platform will facilitate learning through texts, activities, and interactive videos in each case. The contents are organized in a structured way in each of the three modules and, therefore, will enable you to gradually understand the following ones. Once you finish the first one the next module will be enabled.

PURPOSE
This course aims to introduce the principles and tools to promote a quality and rights-based approach to MHPSS response in humanitarian emergencies and disasters.
 
OBJECTIVES 
At the end of the course the participants will be able to identify:

• Concepts and principles of the human rights of people with mental health problems and psychosocial disabilities, in a context of catastrophes and emergencies in which it is necessary to work in MHPSS.
• Aspects related to the stigma that falls on people with mental health problems and psychosocial disabilities and the way in which it is possible to protect and promote their human rights.
• The way to apply the rights, recovery, and community approach in the care of people with mental health problems and psychosocial disabilities, in emergency situations.
• The basic tools to be used in working with people with mental health problems and psychosocial disabilities, to protect and promote their human rights.
• The essential, quality, and human rights actions to be developed in the MHPSS support system in emergencies.

COURSE RECIPIENTS
The course is aimed at all those people who are involved in the response to humanitarian emergency situations and catastrophes.

COURSE LOAD

• 2 hours each module.
• Total hourly load: 7 hours.

COURSE STRUCTURE
The course consists of 3 modules, each with its respective topics (8 in total):
MODULE 1. Fundamentals of Human Rights & MHPSS in Emergencies
1.    MHPSS in emergencies 
2.    Stigma, Mental Health and Emergencies
3.    The rights of people with MH problems during emergencies

MODULE 2. Approaches to Human Rights & MHPSS in Emergencies 
4. Care from the quality and rights perspective
5. Tools to exercise legal capacity
6. Human rights violations and coercive practices

MODULE 3. Actions for Human Rights & MHPSS in Emergencies
7. Essential actions in the MHPSS response in emergencies
8. Integration of quality and human rights actions in the MHPSS support system in emergencies
- LEVEL 1. Basic services and security.
- LEVEL 2. Community and family supports.
- LEVEL 3. Non-specialized targeted support.
- LEVEL 4: Specialized services.

This course is a 5-module interactive online self-study course created by the Pan American Health Organization (PAHO) with the support of the International Organization for Migration (IOM). It seeks to develop awareness on how the human security approach can be used to better address health and migration challenges in the Region of the Americas. 
Human security is defined as a “political philosophy, policymaking concept, and approach for programming to protect the vital core of all human lives in ways that enhance human freedoms and human fulfillment”. It is underpinned by the concept of promoting freedoms from want, from fear, and to live in dignity, with an approach that seeks to address cross-cutting issues through “people-centered, comprehensive, context-specific and prevention-oriented responses that strengthen the protection and empowerment” of everyone (UN 2003; UNTFHS n.d.). 
Sponsored by the United Nations Trust Fund on Human Security (UNTFHS), this course aims to improve understanding of the human security approach and how it can specifically be used as a successful operational tool to advance universal access to health and universal health coverage, as well as the Sustainable Development Goals, while contextualizing the added value of human security to health and migration in countries in the region.

Purpose
This course aims to raise awareness and build capacity among policymakers, civil society, academics, and other practitioners working in health and migration sectors, on the implementation of the human security approach as an operational framework to support an integrated, people-centered, and sustainable response to health and migration in the region.    

By the end of the course, participants will be able to understand the basic concepts related to human security and how the human security approach can be applied to specific health and migration issues in the region, with a perspective of better understanding multidimensional root causes. This includes addressing cross-cutting issues such as gender, equity, ethnicity, and human rights, as well as the added value that the human security approach brings to promoting a people-centered, participatory and development response to health and migration issues. 

Learning Objectives
As a result of participating in this course, learners will have the knowledge, capacities, and tools to:

• Define and apply key concepts and principles of human security, migration, and health, as well as relevant international and regional policies and frameworks;
• Distinguish among different categories of migrants and identify their common and distinct health needs, risks, and experiences that affect migrant and host community human security;
• Identify gaps in health systems and services that span populations and/or border spaces, as well as tools and strategies to mitigate harm for migrants and host populations, especially involving multi-agency and multi-country cooperation;
• Use situational and/or conflict analysis, stakeholder mapping, do-no-harm, and cross-cultural analysis tools to plan interventions to improve health and human security in migrant-receiving communities.

Audience Profile
This course is designed to guide public officials, decision-makers, members of civil society, and other practitioners in sectors related to health and migration, to build an integrated, people-centered, and sustainable response to health and migration issues. The course seeks to develop awareness on how the human security approach can be used to better address health and migration challenges in the Region of the Americas, through multistakeholder, multi-agency, and multi-country cooperative initiatives. 

Length
Approximately 10 hours. As this is a self-paced learning course, learners can regulate the speed and maximum time they spend on each portion of the course. 

Learning Methodology
This is an asynchronous, self-management course in which the participants can complete it at their own pace. The exercises are self-reflective and will serve to regulate one’s own learning and identify those elements or units that may need more revision from the course participant.
The course incorporates several key elements that are consistently included in each more. These include:

• A ´roadmap´ or table of contents to let the learner know what to expect;
• A multimedia explanation of the content within the module;
• At least one, or more, application/focus area or case studies;
• Assessment question at the end of the module to evaluate learning;
• Reflective questions to guide further discussion;
• A set of required and recommended readings;
• A bibliography of the works that were referenced.

Course structure

• Module 1: Introduction 
• Module 2: Definitions and basic concepts
• Module 3: Migration
• Module 4: Health
• Module 5: Putting the human security approach into action & conclusions

Introduction

Given the ongoing risks of importation and reintroduction of the measles and rubella viruses faced by the countries of the Region, the Pan American Health Organization (PAHO) and the World Health Organization (WHO) are seeking to reinforce the knowledge, attitudes, and practices of health workers as one of the key strategies to protect the hard-earned elimination gains. As such, PAHO and WHO are offering this training to their Member States, which is based on the true events of a measles outbreak that has been adapted and developed for educational purposes.

Didactic Strategies

Didactic resources and virtual platform tools are used to boost the learning experience from a practical perspective via interactive activities that allow users to advance through successive modules.

Purpose of the Course

This course seeks to strengthen the national and subnational capabilities for the organization and implementation of a rapid response to a measles outbreak in the post-elimination era, in order to interrupt the circulation of the virus as fast as possible. The goal is to transfer updated knowledge to health workers and thus support the efforts led by countries to maintain their progress in virus elimination. The on-line availability of this training facilitates and expands access to this new updated knowledge for the new cohorts of health workers seeking training on a fast and timely response to measles or rubella outbreaks.

Learning Objectives

Main Objective

• Strengthen the capabilities of health teams at the national and subnational levels to provide a rapid response to imported cases of measles and rubella. 

Specific Objectives

1. Identify and apply procedures and methods for the timely notification and epidemiological field investigation of measles or rubella outbreaks.
2. Identify and apply response measures to measles or rubella outbreaks.
3. Interpret laboratory test results to confirm cases of measles or rubella.
4. Understand and implement the criteria to verify the interruption of measles or rubella outbreaks.

Intended Audience

• Health workers from the national, subnational and local levels involved in the rapid response to measles outbreaks from the following technical areas: immunization, epidemiology and laboratory;
• Clinical and laboratory staff conducting immunization and epidemiological surveillance activities regarding measles and rubella.

Length of the Course

This course is open and available at the Virtual Campus for Public Health (VCPH). Since this is a self-paced e-learning program, users can choose when to take each module and how much time to dedicate. The estimated time to complete all the modules and the final assessment is about 10 hours.

Capabilities Developed in the Course

This course provides opportunities to develop capabilities related to the management and shared use of information and documents on immunization, and the implementation of a rigorous, collaborative, and adaptable perspective for decision-making in different areas in order to reach the coverage goals of immunization programs.

Course Structure

Course Introduction
Vaccine- and vaccination-related crises require a communication response that is different from the communication strategies used to promote the benefits and importance of vaccines in general. This course will provide the technical guidelines needed to develop a communication plan that is appropriate for managing crises related to vaccine and vaccination safety. These guidelines will be useful for managers in the areas of immunization and vaccine and vaccination safety. They will also be useful for the previously mentioned safety crises preparedness and response teams to optimize the development of communication plans that help regain, maintain, or strengthen trust in vaccines, vaccination, and immunization programs in general. Each module presents a phase (preparation, implementation, and evaluation) with suggested actions and support tools to prepare, implement, and evaluate a communication response in a crisis situation.

Aim of the Course
To describe technical guidelines that will provide the professional with the theory and steps needed to develop a communication plan that is appropriate for managing crises related to vaccine and vaccination safety.

Learning Objectives
Identify a crisis related to vaccine and vaccination safety.
Recognize the different stages of approaching a crisis to develop an appropriate communication strategy.

Target Audience
This course is aimed at:

• Health managers and professionals that work in health ministries and in extended immunization programs that are responsible for providing a communication response during a crisis related to vaccine and vaccination safety.
• People that work in health ministries or extended immunization programs in the region.

Duration
An estimated 2 hours are required to complete the course.

Modality
This is an open course and it is available in PAHO’s/WHO’s Virtual Campus for Public Health (VCPH). Being a self-learning course, participants can set and regulate their own pace. It takes approximately 30 minutes per module, depending on the participant’s knowledge of the ESAVI. That is why, considering the estimated time to complete the course modules and their respective evaluations, the course is assigned a total of 2 hours.

Structure

• Introductory clip
• Module 1: Preparation phase
• Module 2: Implementation phase: How to respond to a crisis Module 3: Evaluation phase: How to evaluate a response to a crisis Module 4: Crisis communication
• Module 3: Evaluation phase: How to evaluate a response to a crisis Module 4: Crisis communication
• Module 4: Crisis communication

Introduction

Two of the three poliovirus wild type strains are now eradicated. However, eradication does not mean that these strains are extinct. While global eradication efforts continue, appropriate poliovirus containment is critical to minimize the risk of poliovirus release from facilities that retain poliovirus strains e.g., for research or vaccine production purposes.

WHO’s third edition of the Global Action Plan to minimize facility-associated risk after type-specific eradication of wild polioviruses and sequential cessation of oral polio vaccination use (GAPIII) defines the standards that facilities are required to follow to ensure the safe handling and containment of poliovirus infectious materials. The retention of poliovirus potentially infectious materials is addressed in WHO’s Guidance to minimize risks for facilities collecting, handling or storing materials potentially infectious for polioviruses, second edition (PIM Guidance).

To minimize the risk of accidental or malicious release that may start new infections and paralysis, all facilities and people handling or storing poliovirus are requested to implement the agreed containment strategy and choose between two options: risk elimination by destroying poliovirus materials in all but certified poliovirus-essential facilities (PEFs) and biorisk management of these facilities by strict adherence to required safeguards.

In this computer-based training course, the basic concepts associated with implementing a comprehensive biorisk management program will be discussed. An introduction to the conduct of biological risk assessments, the identification of appropriate mitigation measures, and the evaluation of performance of implemented mitigation measures will also be provided. Participants will learn how to identify poliovirus potentially infectious materials and how to handle and store or destroy them. Lastly, this course will briefly describe the requirements defined in GAPIII that facilities must implement for the retention of polioviruses.

Educational approach

This course uses online self-learning techniques linking theoretical knowledge with practical user-responsive activities that will allow progress through the different modules of the training program.

Course purpose

• Provide an overview of poliovirus materials and available strategies to prevent infection and minimize poliovirus facility-associated risk

• Describe a risk management process

• Provide insights into the global polio eradication program

• Understand the importance of implementing appropriate poliovirus containment measures in laboratory facilities

• Alert facility leaders and workers to the importance of identifying materials with a potential of harboring poliovirus known as potentially infectious material (PIM)

• Describe requirements of the WHO Global Action Plan for containment (GAPIII)

• Highlight the importance of building a sustainable safety and security culture for the containment of poliovirus in accordance with GAPIII

Target audience

This training is specifically designed for laboratory and public health managers and workers in the Americas and is available for personnel from all regions.

Objectives

Upon completion of this course, participants will be able to:

• Understand poliovirus biology

• Appreciate the importance of managing biorisk

• Identify and classify materials potentially infectious for polioviruses (PIM) following the PIM Guidance

• Understand how to handle new poliovirus PIM

• Describe strategies for the effective identification and management of poliovirus PIM, and for the appropriate containment of poliovirus following GAPIII

Competences that the course allows to develop

This course provides opportunities to develop competencies linked to the:

• Identification and categorization of sample collections as potentially infectious for poliovirus, to minimize the risk of release of poliovirus into communities 

• Management of biorisk associated with the storage and handling of poliovirus potentially infectious materials

Duration/Workload

This self-learning course is open and available at the Virtual Campus for Public Health at PAHO. Participants can take the time they need to complete the different modules.

The full course duration is estimated at 6 hours, including the completion of the units and the associated assessments.

Each year, vaccines save between 2 and 3 million lives and protect the population from over a dozen potentially deadly diseases. Smallpox was eradicated in the year 1980 and we are in the process of eliminating poliomyelitis, all thanks to vaccination. However, the last few years have seen an increase in measles cases, one of the most contagious diseases know to us. It is therefore necessary to reach a vaccination coverage among the population of at least 95%, which represents a significat technical and communication challenge for the health staff. Studies show that providing information on the quality, safety, efficacy and supply of vaccines is not enough to spark changes in behaviour regarding vaccination, which in turn does not increase coverage. Because of this, it is necessary to understand the reasons leading people to not get vaccinated and/or not vaccinate their children, with the aim of starting a coversation based on mutual respect that will produce better and more effective messages.

Purpose
The aim is to provide health teams with tools that will aid them in communicating effectively with the general population, with the purpose of strengthenig or regaining trust in vaccines and immunization programs in the Americas.

Objectives

1. Pinpoint the factors that influence decision-making regarding vaccination.
2. Define the spectrum of reluctance to get vaccinated.
3. Describe communication strategies regarding interaction with parents, caregivers and patients.
4. Identify strategies to improve vaccination experience.
5. Recognize frequently asked questions about vaccination in general and about influenza, HPV, measles and Covid-19 in particular.
6. Analyze the different ways to dispel false information and misconceptions about vaccines.
7. Describe the best way to communicate events supposedly attributable to vaccination and immunization.

People this course is intended for
This training course is aimed at health workers in general.

Minimum hours required
An estimated 3 hours are required to complete this training course.

How to take the course
The course is available at PAHO’s Virtual Campus for Public Health (VCPH). 
OPS/OMS. Since this is a self-learning course, participants can choose when to do it and at what pace. An estimated 30 minutes are required per module, depending on the participant’s previous knowledge on the topic. At five modules plus a final examination, each taking an estimated 30 minutes, the course will take about 3 hours.

Skills you can develop
This course will allow you to develop skills related to the management and shared use of information and documentation about immunization, with a rigorous, collaborative and adaptable approach to decision-making in various areas, geared towards achieving the program coverage goals.

Course structure

• Introduction
• M1: Undestanding your interlocutor
• M2: Communication and experience improvement strategies
• M3: Q&A about vaccination and diseases
• M4.1: Debunking false information and myths
• M4.2: Communication related to ESAVIs
• M4.3: Activity
• M5: Summary

Introduction to the course

Over the past decade, immunization coverage in the Region of the Americas has declined for several vaccine-preventable diseases (VPD). The COVID-19 pandemic exacerbated these trends, and the risk of VPD outbreaks in the Region is at its highest point in 30 years. As countries turn their attention to restoring the performance of their national immunization programmes, they need updated training materials to ensure that all managers and vaccinators of the Expanded Program on Immunization (EPI) are familiar with the signs and symptoms of each VPD and know the definition of a suspected case for immediate notification and sample collection. The goal is to increase the sensitivity of the national surveillance system to detect and notify suspected cases, investigate them appropriately and prevent outbreaks.

This virtual course for EPI managers in the Americas provides up-to-date information on epidemiological and laboratory surveillance activities for the detection, notification and response to cases of VPD. The course includes a case study on the implementation of surveillance activities for a case of acute flaccid paralysis (AFP) in the context of polio eradication initiative.

Purpose

Provide essential up-to-date information on surveillance operations that national EPI staff at all levels must implement to ensure the timely detection, notification, and response to VPD outbreaks.

Competencies

The course provides the opportunity to achieve the following competencies:

• Implement epidemiological surveillance operations to intervene in the face of VPD outbreaks within the framework of the Expanded Program on Immunization.
• Participate in the process of detection of a suspected case of VPD, immediate notification and sample collection, in compliance with established criteria, standards, and procedures.
• Adapt professional activities according to the role played in the detection, notification and response to VPD cases.
• Promote the training and updating of healthcare workers on the epidemiological surveillance system of VPDs.

Learning Objectives

• Identify the components of an epidemiological surveillance system.
• Know the different types of epidemiological surveillance.
• Understand the steps to be implemented in the investigation of a suspected case of VPD, as part of a surveillance system.
• Review laboratory diagnostic procedures for different VPDs. 
• dentify required surveillance activities, through the analysis of specific case studies.

This course is developed for:

• Managers of national immunization programs in the Americas.
• Health professionals in primary healthcare services, including immunization services.
• Healthcare professionals who are entering the workforce or who need to update their technical skills.

Course structure

• Module 1: Introduction to epidemiological surveillance
• Module 2: Types of surveillance
• Module 3: Investigation of a suspected case
• Module 4: Laboratory surveillance
• Module 5: Information systems 
• Module 6: Case study on AFP surveillance

Workload

The course is available on the Virtual Campus for Public Health of the Pan American Health Organization (PAHO). Since it is a self-paced course, participants can determine their time and moments of study. The estimated time for the completion of all the modules and the final evaluation is 7 hours.

Assessment and certification

During the modules, exercises will be proposed to allow you to review the contents. These will be a practice for the final evaluation, which will be available upon completion of all the modules of the course. The final assessment contains 30 multiple-choice or true/false questions. You must achieve 70% of correct answers to pass. Participants who meet the course requirements and complete the Virtual Campus Quality Survey will be able to download their PAHO-issued certificate of completion.