Introduction

Digital transformation in immunization programs is a priority at the regional and international levels, along with the Immunization Agenda 2030, the Regional Immunization Action Plan (RIAP), and the Sustainable Development Goals. Electronic immunization registries (EIRs) have proven to be a key tool to optimize coverage, management, and efficiency of immunization programs. These registries not only improve overall performance but also provide better user experience. In the region of the Americas, 26 countries have implemented EIRs within their immunization programs, although many are still in the process of joining this digital transformation.

This course aims to make this transition easier by providing a set of tools and knowledge on the different stages of EIR development and implementation. It is also based on a technical document created in 2017 with the support of countries, the Evidence and Intelligence for Action in Health Department (EIH) and other partners, resulting from various meetings and joint efforts. Throughout the modules, participants will be able to access key information that will help them adapt EIRs to the real context of their programs.

Purpose

This course aims to provide a comprehensive methodology that supports immunization teams while planning and implementing electronic immunization registries (EIRs). The goal is to provide practical tools to improve their programs' coverage, management, and monitoring, using innovative approaches and best practices based on global and regional experiences. This way, it is expected that countries can advance in their commitments to digital transformation in immunization programs and improve access to immunization services and their quality.

Competencies

At the end of the course, students will be able to apply key principles for planning, implementation and monitoring of an electronic immunization registry (EIR), understanding its integration into health systems. In addition, they will identify the essential technical and functional requirements for its development and will be able to analyze the quality of the registered data, ensuring its ethical and efficient use in immunization decision-making.

General Objective

Gain knowledge to support and guide the development and implementation of information systems in relation to electronic immunization registries (EIRs) for decision-makers at all levels of responsibility of the Expanded Immunization Program, based on regional and global experiences.

Specific Objectives

• Describe the background and key elements of health information systems, highlighting the role of EIRs.
• Identify the stages and processes that comprise the implementation of an EIR, including resources, key actors, costs, and options for transition from non-individualized registries.
• Define technical and functional criteria that guide decision-making when selecting the appropriate electronic immunization registry (EIR) technology, considering key variables and procurement models.
• Understand the importance of monitoring and evaluating EIR data quality, improving their reliability for decision-making.
• Describe the ethical considerations for collecting individualized data and the obligations related to EIR data management, use, and preservation.

Target Audience

This course is aimed at:

• Health professionals and technicians.

• Administrative staff in immunization programs.

• Data managers in immunization programs.

• Health authorities.

• Everyone involved in immunization programs in the management, analysis, and monitoring of immunization coverage, as well as in other public health interventions aimed at improving the population’s health through health information systems.

Participants must have minimum training in public health, information systems, health administration, immunization, or other related fields.

Workload and Pace

The course is available in the Virtual Campus for Public Health of the Pan American Health Organization (PAHO). Since it is a self-paced course, participants can complete it at their own pace without defined deadlines. The estimated time to complete all modules and the final assessment is 14 hours.

Assessment and Certification

Throughout the modules, participants will be required to do activities that will allow them to review the contents of each module and serve as practice for the final assessment, which will be available upon completion of all the course modules. The final assessment consists of 30 multiple-choice questions. A minimum score of 70% is required to pass the evaluation. Participants who meet the course passing requirements and complete the Virtual Campus Quality Survey can download their certificate of completion issued by PAHO.

SELF-LEARNING COURSE

Purpose

Improve the knowledge of the adequate completion of a death certificate and its importance in the decision making process in health. 

Objective

Adequately complete a Death Certificate according to standards established by the Word Health Organization.

The Access and Use of Scientific Information in Health course is an initiative of the Latin American and Caribbean Center for Information in Health Science BIREME/ OPS/WHO. It aims to improve performance and promote research autonomy. Each module presents complete content on the topic addressed and can be accessed independently.

Purpose
Develop technical skills to carry out an efficient search for technical scientific information in the field of health.

Goals
Upon completion of the course, participants will be able to:
• Identify the main sources of health information.
• Identify the types of studies available.
• Relate information to specific needs.
• Know and apply health terminology.
• Elaborate search expression - resources and syntax.

Target Audience
The course is aimed at professionals and students in the area of health and information who use scientific evidence to support research, practice and decision-making in health, among others.

Duration of the course
40 hours

Modality
Self-instructional course, open to the public and with no deadlines to complete.

Programmatic structure
Module 1: Methodological Types of Studies
Module 2: Information Need: Definition and Structuring
Module 3: Information sources
Module 4: DeCS – Health Science Descriptor
Module 5: Construction of Search Expression
Module 6: Advanced Search and Search Fields

Assessment and certification
The course has individual learning activities, content and up-to-date references on the topic covered in each module. The modules can be freely accessed. To issue the certificate, it will be necessary to pass the available assessment, with a minimum of 70% success in the exercises.

Course Introduction
The Evidence Map is a review methodology that allows the systematization and graphical representation of the evidence analyzed in review studies in an area or subarea in relation to the effect of the analyzed interventions on health outcomes.

In the Map, the selected studies are presented in a structure of interventions evaluated against measured results or outcomes, visually highlighting the gaps where there are few or no studies and where there is a concentration of them.

BIREME/PAHO/WHO, taking into consideration the 3ie Evidence Gap Map model (https://www.3ieimpact.org/evidence-hub/evidence-gap-maps), adapted and developed a methodology for creating Evidence Maps linked to the information sources of the Virtual Health Library (VHL).

Purpose
Develop technical skills to graphically represent the characteristics and findings of the evidence analyzed in review studies, associating interventions with the outcomes analyzed in these studies, in addition to linking with the reported effects of the interventions, with the population and focus country of the primary studies included in the reviews.

Goals
Facilitate the application of the Evidence Map construction methodology in public health. The steps include: mapping, selection, evaluation and characterization of scientific evidence studies. The result is a graphical presentation of the evidence in a matrix that lists the interventions and the results of the studies included in the map.

Target Audience
The course is aimed at professionals and students in the area of health and information who use scientific evidence to support research, practice and decision-making in health, among others.

Target Audience
The course is aimed at professionals and students in the area of health and information who use scientific evidence to support research, practice and decision-making in health, among others.

Duration of the course
20 hours

Modality
Self-instructional course, open to the public and with no deadlines to complete.

Programmatic structure
There are 5 Classes with videos and PDF content for offline study or consultation. Workload 20 hours
• Lesson 1 - Introduction, context and methodology
• Lesson 2 - Search and selection of studies
• Lesson 3 - Characterization and evaluation of studies
• Lesson 4 - Intervention matrix and results
• Lesson 5 - Graphical synthesis of evidence - Evidence Map

2. Identify relevant reporting guidelines in the EQUATOR Network website for different research designs (e.g., randomized clinical trials, systematic reviews, observational studies, diagnostic studies, qualitative research, economic evaluations, public health studies, etc.) and topics (e.g., developing protocols, reporting harms, and addressing equity).

3. Efficiently use reporting guidelines to plan research and write protocols and research articles.

4. Understand the structure and key steps in writing a well-reported report about health research.

5. Identify relevant resources to find national and international research agendas and health priorities that can provide a framework to put their work in context and highlight its relevance to existing policies and agreements.

6. Use the principles for knowledge translation and evidence-informed decision-making to structure the rationale of a research project.

Intended audience

Participants will be people who are conducting or planning to conduct, report, edit, publish, or appraise research for health and who are interested in improving the quality of research for health projects and increasing the usability of reports for decision-making. For example: medical students, graduate and undergraduate students, PAHO-OAS Scholars, PAHO staff, other professionals at international organizations and research institutions, researchers, research managers, editors, and peer reviewers. Participants must be able to understand English.

Course modality

This is a self-learning, self-paced course delivered entirely online through the Virtual Campus of Public Health (VCPH) Moodle learning platform. The course only involves independent study with a practical focus. Students will be exposed to different case studies and will be evaluated through multiple choice tests.

Methodology

This course has a self-management methodology, allowing participants to move through it at their own pace. It consists of text pages, case studies, and automated quizzes to apply the acquired learning. Case studies are self-reflection

Duration

Approximately 10 hours. The course is open and available in the VCPH. As it is a self-learning course, participants can choose when to spend time on the course.

¿Qué?

Este curso, creado por la Red EQUATOR [1] y la OPS/OMS, busca mejorar la calidad de los informes de investigación en salud, alineándose con las guías internacionales de estándares.

Objetivos de Aprendizaje

• Comprender la importancia de un buen informe de investigación.
• Identificar guías de informes en EQUATOR Network.
• Aplicar las guías a la planificación y redacción de investigaciones.
• Contextualizar los proyectos en prioridades de salud nacionales e internacionales.

¿Por qué?

El objetivo es reducir el desperdicio y aumentar el impacto de la investigación. Cumplir con los estándares de informes mejora la transparencia, la relevancia de los resultados y su alineación con las agendas de salud globales.

¿Para qué?

El curso capacita a los participantes para:

• Usar guías de informes en la planificación y redacción de investigaciones.
• Estructurar correctamente un informe de investigación.
• Identificar recursos y prioridades de salud para mejorar la relevancia de los proyectos.

¿Cómo?

·       Autogestión: El curso es en línea y permite a los participantes avanzar a su propio ritmo.

·       Metodología: Se basa en texto, casos prácticos y cuestionarios de opción múltiple.

·       Duración: Aproximadamente 10 horas de estudio independiente.

¿Quién?

Este curso está dirigido a:

•       Investigadores, estudiantes de posgrado y pregrado, becarios de la OPS-OEA, personal de la OPS, profesionales de salud, editores y revisores pares que deseen mejorar la calidad de sus informes y su utilidad en la toma de decisiones. 

Nota: Este curso introductorio complementa, pero no sustituye, la formación formal en métodos de investigación, como los programas de posgrado en epidemiología.

Introduction to Course
Non-communicable diseases (NCDs) are responsible for an estimated 80% of all deaths in the Region of the Americas and those diseases include but are not limited to cardiovascular diseases, cancer, diabetes, and chronic respiratory diseases.  In the Caribbean, 40,480 deaths were attributed to NDCs in 2016 [ (Pan American Health Organization, 2019).  Although kidney disease has many complex causes, it is considered a comorbidity of diabetes or hypertension (Luyckx, Tonelli, & Stanifer, 2018).  In 2015, 1.2 million people died from kidney failure while an estimated 1.7 million cause of death may be attributed to acute kidney injury every year (Luyckx, Tonelli, & Stanifer, 2018). 

Diagnosing kidney disease early can slow or prevent the worsening of kidney function. For this reason, timely and accurate diagnosis are important for the quality of care rendered.  Ultrasound (US) allows the non-invasive evaluation of morphological changes of structure and patterns of renal and extra-renal vascularization.

Purpose/Objective
The purpose and objective of the course is to provide the participants with the necessary tools to utilize ultrasound for renal transplant and renal assessment on patients with non-communicable diseases.   

The course includes 4 modules:

MODULE 1: Renal Anatomy
MODULE 2: Renal Pathology
MODULE 3: Renal Transplant
MODULE 4: Optimizing Renal Exams and Accepted Protocols

Course description and audience
The course includes a series of rich-media, interactive modules that incorporate lectures, case studies, short quizzes and a Final Exam. The course also includes explanatory notes and resources to help participants easily understand the topics.  The target audience is sonographers, radiographers, physicians and other health professionals who utilize ultrasound and or have a formal training in ultrasound. 

Estimated course length
4 hours

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

Modules and Objectives
The course is structured in four modules, with each module divided into Part A and Part B.

MODULE 1: Renal Anatomy

1. Review basic embryology and development of kidneys
2. Discuss anatomy and vasculature of the permanent kidneys 
3. Review renal and urinary variants

MODULE 2: Renal Pathology

1. Review pathology related to non-communicable diseases including diabetes
2. Review common inflammatory conditions
3. Discuss benign focal neoplasms of the kidney
4. Review malignant neoplasms of the kidney
5. Discuss associated color and pulse wave Doppler analysis

MODULE 3: Renal Transplants

1. Discuss reasons for renal transplantation
2. Review surgical techniques and anastomoses
3. Explain pulsed wave Doppler associated with post-transplant complications

MODULE 4: Optimizing Renal Exams and Accepted Protocols

1. Discuss gray scale image optimization techniques specific to the kidney
2. Discuss basic color Doppler optimization techniques specific to the kidney
3. Discuss pulsed wave Doppler optimization techniques specific to the kidney 
4. Discuss standard protocols related to sonographic imaging of the kidneys

INTRODUCTION

The main purpose of this online course is to introduce this new conceptual framework of the EPHF, providing the key concepts of its evaluation methodology and strengthening the stewardship of health authorities. The goal is to motivate participants to identify their personal contribution and become agents of change to move towards universal health.

Thus, based on this new conceptual framework, the self-study course is structured in 2 modules composed of multimedia lessons, exercises and essential bibliography available in
the virtual classroom. The approximate duration of the course is 10 hours. The self-study modality will allow participants to adapt their study time and reflect on the application of what they have learned to the reality of their country.

To pass the course, participants must obtain a minimum score of 70% on the final evaluation questionnaire available after completing all the lessons of the course. After
passing the final evaluation and completing the satisfaction survey on the Virtual Campus of Public Health (VCPH), they will be able to download the course certificate and will also
have access to the course videos for later review and use outside the virtual classroom.
The first section of the course, called "Start Here", contains all the guidance necessary to successfully complete the course. We recommend that participants read the resources in this section carefully.

LEARNING OBJECTIVES

At the end of the course, you will be able to:

• Identify the characteristics of the eleven EPHFs and the policy cycle to which they belong.
• Distinguish the stages of the EPHF evaluation process, the actors involved in it and its methodology.

The specific learning objectives of each module are::

Start here (30 min)

•  Identify the steps to follow to navigate through the platform and complete the course.

Module 1: What are the renewed EPHF?

• • Examine the background and evolution of the EPHF as a strategy for strengthening public health systems.
  • Recognize the definition of the renewed EPHF and the objectives they pursue.
  • Distinguish the four pillars and the policy cycle of the renewed EPHF.
  • Recognize the political and methodological strengths of the renewed EPHF..
  • Identify the characteristics of the eleven EPHFs and the policy cycle to which they belong.

Module 2: Introduction to the methodology for evaluating and strengthening the EPHFs

• • Identify the main characteristics of each of the phases of the EPHF measurement process, gap analysis and action plan.

Final exam

• • Exam of 20 randomized questions.

TARGET AUDIENCE AND PREREQUISITES

The course Introduction to the renewed Essential Public Health Functions (EPHF): Fundamentals, conceptual framework and assessment methodology is aimed at:

• Health team personnel (physicians, nurses and other health agents).
• Teachers and students of health, social and related sciences.
• Community leaders and representatives of non-governmental organizations.
• Other actors committed to Public Health.

ESTIMATED DURATION OF THE COURSE

To complete the course, about 10 hours of work are required, including the completion of the final evaluation questionnaire.

METHODOLOGY

The course is self-study, which means that it does not have tutors or an established end date and, as such, participants will be able to access the contents and complete the course at their own pace.

In its design, multimedia learning resources have been combined with formative assessments and optional forums, which seek to generate an instance of analysis and reflection on the content, applying it to the local reality of the participants.

EVALUATION CRITERIA

Once you have completed the course, you will be able to take the final evaluation quiz to assess the knowledge you have acquired. This will consist of 20 randomized questions and you will need to achieve the required score of 70% or more correct answers to pass. To do so, you will have unlimited opportunities to take the quiz.

Participants who meet the course pass requirements - completing all five modules and passing the final evaluation quiz - and complete the VCPH quality survey will be able to download their certificate of completion, issued by the Pan American Health Organization (PAHO) and download the course videos for use outside the virtual classroom.

Background 

Assistive technology, services and products, whose purpose is to maintain or improve the autonomy, functioning and well-being of people, enable them to lead productive, independent and dignified lives. Examples of these technologies include wheelchairs, prosthetic devices, hearing aids, and prescription lenses.  

2.5 billion people in the world need assistive technology. This figure will rise to 3.5 billion by 2050. In some places as few as 3 percent of people who need it have access to it. It is essential that government and health care workers be trained to assess and manage their supply. Without this, this technology may become inoperational and even cause physical damage and additional health expenses.  There is a great shortage of workers in this field.

This introduction course to assistive technology (AT) arises as a form of technical support from the Pan American Health Organization (PAHO) Departments of Innovation, Access to Medicines and Health Technology (IMT) and Noncommunicable Diseases and Mental Health (NMH) to Member States to ensure health authorities and personnel have knowledge about the key elements of the assistive technology ecosystem that are needed in order to provide appropriate assistive products as required by resolution WHA71.8 “Improving access to assistive technology”. 

Purpose of the course 

To increase knowledge on assistive technology by means of a simple tool for dissemination and education on the subject to support its promotion on the regional agenda, in order to facilitate access for the people who need it most. 

Skills 

The course provides opportunities to develop skills related to the planning and integration of appropriate assistive technology into universal health benefits.

Objectives  

The objective of the course is to introduce: 

• the definition and vocabulary related to AT;  
• the basic concepts of assistive technology systems, services and products; 
• the elements of the AT system (5P Model); 
• who are the users of assistive products; 
• the benefits of incorporating AT in health care services and its interaction with other sectors; 
• the legal and regulatory framework at the global and regional levels; and 
• the work plan and tools that the World Health Organization (WHO) and PAHO have available to strengthen the sector.

Recipients 

• Individuals responsible for the planning and delivery of health services in primary and specialized care, including the management of outpatient and inpatient services; 
• Health care professionals who work in the area of medical devices but do not have a lot of experience specifically in assistive products; 
• Focal points and main actors of the AT sector in the specialized agencies and national and subnational governments of the Member States in the region; and 
• Members of PAHO and WHO departments and country offices. 

The course is not aimed at professionals specializing in AT or related areas but is intended for all health care professionals who interact with the topics of health system strengthening, universal health coverage, and access to health services for people of all age groups, with any health condition and functional situation. 

Hourly load and time spent 

Seven (7) hours.

It is estimated that participants should spend one hour per training module reviewing reading materials and videos and completing assessment activities.  
The course is open access. Since this is a self-study course, participants can decide the time they will spend on the course.

Course structure

Module 1: Introduction to Assistive Technology
Module 2: People 
Module 3: Assistive Products 
Module 4: Provision
Module 5:  Personnel  
Module 6: Policies 
PAHO/WHO Actions and End of Course

Teaching strategies

Self-paced course.

The course consists of a welcome section, six training modules and a closing section. The training modules are based on a brief introduction to assistive technology (AT), plus five modules focused on the 5 Ps of the AT model. 

The main modules have an approximate duration of 1 (one) hour each. Each module is comprised of introductory texts, videos and assessment activities, plus links and additional files with more information for those interested in exploring the topics.

Evaluation and certification

At the end of each training module in the virtual course, participants will have to pass a Quiz consisting of five multiple-choice questions. 

The assessment activities are designed to reinforce the acquisition of knowledge at the end of each module. Likewise, the virtual learning environment tools in the Virtual Campus are used to present the expected results of each activity and provide understanding of the concepts and topics presented. 

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

Summary 

Medical devices and equipment are essential components of high-quality healthcare systems. Their applications range from basic procedures—such as measuring vital signs—to complex interventions like robotic surgery and magnetic resonance imaging. Globally, $500 billion USD is projected to have been spent on medical devices and equipment in 2024. While these technologies offer immense benefits, their safe, cost-effective, and sustainable use requires proper management, including appropriate operation, maintenance, and quality assurance. 

PAHO recognizes that health authorities today face an overwhelming array of increasingly sophisticated and technologically complex medical devices. In addition to the broad range of options, decision-makers must also navigate challenges such as donated equipment, informed patients, limited post-sale technical support, and the need to deliver effective and affordable health services.

Through its Department of Innovation, Medicines, and Health Technologies (IMT), PAHO promotes and coordinates technical cooperation in the access and rational use of quality medicines and health technologies, including medical equipment. IMT undertakes several activities in order to build capacity in Member States through regional meetings, workshops, technical cooperation, information sharing, and training through online courses. 

As part of these efforts, the PAHO Virtual Campus for Public Health offers training programs developed by IMT. These include courses on health technology assessment, planning and management, and technical training on medical devices. Basic training on medical devices and equipment is necessary in Member States for staff to understand device principles, application(s), patient safety issues, common problems and solutions, quality assurance, maintenance, and management of common technologies. 

Introduction to Biomedical Technology is a self-paced virtual course consisting of four sequential modules designed to provide: 

1. A foundation in key concepts essential for understanding biomedical technology; and
2. Practical knowledge of commonly used medical equipment, including basic patient care devices, diagnostic imaging systems, and advanced specialty equipment used in surgery, therapy, clinical laboratories, and medical device computer networks.

Learning Objectives 

• Provide a basic understanding of medical and technical concepts, medical equipment principles, application and proper operation, patient safety issues, common problems and solutions, maintenance, and management of the technology.
• Provide a methodology for improving the safety and cost-effectiveness of common medical devices through a program of healthcare technology management.
• Help participants better communicate with other stakeholders involved with medical devices including clinical, administrative, and equipment vendors.
• Develop the enrollee’s interest and prepare them for further study and knowledge in medical device and equipment technology academically or via other courses.
• Promote the development of collaboration and networks in biomedical technology where knowledge and experience can be shared.

Audience

The projected audience will include technical and clinical healthcare staff with a background in medical equipment at a novice or intermediate level. This would include maintenance and technical staff, clinical staff working with medical equipment, and biomedical engineers and technicians who seek a more complete background in medical equipment. There may also be interest from procurement and administrators responsible for areas employing medical equipment. 

Course modality

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

Duration 

60 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.

Competencies 

• The course provides the opportunity to achieve the following competencies: 
  Know the role, benefits, and issues related to common medical devices and equipment in healthcare.
• Skillfully communicate with clinical staff, vendors, hospital managers, and biomedical engineers about a broad range of common medical devices and equipment regarding principles, proper application, safety, basic problem resolution, and care and maintenance.
• Apply basic techniques of medical device and equipment maintenance and troubleshooting.
• Apply course learning to improve the patient safety, cost-effectiveness, and sustainability of medical devices and equipment. 

Student Evaluation and Grading

Quizzes 
There will be a quiz after completion of a specific topic or group of topics. 
Exams  
At the end of each of the four course modules, there will be an exam.

The multiple choice, multiple answer, and true/false questions are automatically graded. 

Course certificate

Participants who complete the 4 modules and fill out the Virtual Campus for Public Health (VCPH) Quality Survey will be able to download their certificate of course completion issued by the Pan American Health Organization (PAHO).
 

Background

The world today is facing an unprecedented number of challenges in terms of humanitarian crises, including more natural disasters as a result of climate change, displacement of human groups due to armed crises in various nations, epidemics and pandemics, among others. In these contexts, adults and children suffer from a wide variety of mental, neurological and substance use-related problems (MNS). Most of them experience grief and acute psychological distress, which are considered normal and transient psychological responses to very adverse situations. However, in a fraction of the population, these situations trigger mental health problems that can significantly hinder the performance of daily activities. In addition, people with pre-existing severe disorders become even more vulnerable due to displacement, homelessness, and limited access to and availability of health services. Finally, alcohol and drug use pose serious health and gender-based violence risks.

On the one hand, mental health needs among the population are increasing, on the other, local resources to meet them are often lacking. More than ever, health personnel trained in these issues are required to provide adequate care to this population.

Introduction to the course

This course provides health professionals, primarily those working at the first level of care, with tools and recommendations around first-line care and treatment of mental, neurological and substance use disorders (MNS) in humanitarian crisis situations, where there is often little access to specialists and limited treatment options.

It also provides essential information taken from the full version of the mhGAP Intervention Guide and includes additional elements that specifically apply to humanitarian crisis situations.

The course covers the following areas:

• Practices and General Principles of Care (GPC).
• Acute stress (ACU).
• Grief (GRI).
• Harmful use of substances (SUB).
• Depression (DEP).
• Suicide (SUI).
• Psychosis (PSY).
• Post-traumatic stress disorder (PTSD).
• Epilepsy and epileptic seizures (EPI).
• Intellectual disability (ID).
• Other significant mental health complaints (OTH).

Regarding the specific modules on mental, neurological and substance use disorders, which are considered a priority in humanitarian contexts, each module addresses both detection and treatment of these conditions.

All modules begin with a presentation of the pedagogical objectives of the module. It includes reflection questions and activities distributed throughout the modules and concludes with a summary of the module in the form of key messages.

Purpose

Train health personnel at different levels of care, mainly at the first level, with tools to efficiently diagnose and treat mental, neurological and substance use disorders in humanitarian crisis contexts, where local resources often do not have the capacity to provide care in a timely manner.

Objectives

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

• Know effective communication techniques in interactions with people with MNS disorders,
• Identify and implement key actions for the protection of the human rights of people with MNS disorders in humanitarian crises,
• Promote dignity and respect for people with MNS disorders,
• Provide guidance on stress reduction and the importance of strengthening social support for an overall approach to MNS disorders in humanitarian settings,
• Set assessment principles to identify priority MNS disorders,
• Know the recommended psychosocial interventions for people with priority MNS disorders and their caregivers; and
• Know the management principles for people with priority MNS conditions.

Course duration

Twelve hours

Course modality

Self-study course, free of charge, open to the public and with no deadlines for completion.

Evaluation and Certification

Throughout the different modules, various activities are presented as part of the self-learning content, which will provide feedback to the participants; however, these activities are not evaluated.

At the end of the virtual course (eleven modules), participants will be required to pass a “Final Exam” consisting of thirty multiple-choice or true/false questions focused on assessing their ability to apply the intervention principles in humanitarian contexts.

The Final Exam is designed to provide participants with multiple opportunities to answer correctly until they achieve the required score of at least 70%.

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

References:

mhGAP Humanitarian Intervention Guide (mhGAP-HIG): http://apps.who.int/iris/bitstream

Explanatory note

This course is based on the World Health Organization (WHO) publication entitled: mhGAP Humanitarian Intervention Guide (mhGAP-HIG): clinical management of mental, neurological and substance use conditions in humanitarian emergencies. This guide is part of the Mental Health Gap Action Program: scaling up care for mental, neurological and substance use disorders - mhGAP, aimed at general healthcare providers working in non-specialized settings.

The mhGAP Humanitarian Intervention Guide (mhGAP-HIG) is specifically adapted to emergency environments.

LEARNING OBJECTIVES:

The learning objectives of this course are: 

• Increase competence in early detection and management of self-harm/suicide
• Learn about the rates and burden of suicide in the Region
• Understand the negative impact of stigma on help seeking
• Identify and understand the warning signs of individuals at risk of suicide
• Understand the role that health care providers can play in the prevention of self-harm/suicide

COURSE AUDIENCE

The course is aimed at health care workers especially those in the first level of care:

• Health Professionals, especially those who work in primary care
• Physicians
• Non-physician workers (nurse practitioners, auxiliary personnel, among others
• Students in medicine, nursing, public health and other related disciplines.
• Public health program managers.

PROGRAM STRUCTURE:

The “Preventing Self-harm/suicide: Empowering Primary Health Care Providers” has been designed to train the health care workers on the most relevant elements in the knowledge, management, and prevention of suicide.

The course consists of 7 modules, that are listed below:

• Module 1. Introduction to self-harm/suicide
• Module 2. Asking about self-harm/suicide and Clinical Presentations
• Module 3. Communication Skills
• Module 4. Assessment of self-harm/suicide
• Module 5. Management of self-harm/suicide 
• Module 6. Follow Up
• Module 7. Suicide Prevention Strategies 

Introduction

This virtual course is based on evidence that people with living with mental health conditions face different challenges in their relationship with health systems: longer waiting time to obtain medical consultation; barriers to access to health; the greater probability of problems or errors in diagnoses; significant delays, or no access to treatments; and greater difficulty in monitoring chronic patients. All of this makes it relevant and urgent for health professionals to address the problems associated with stigma in their work contexts.

Stigma is defined as a situation that disables the individual for full social acceptance. In other words, stigma makes someone different with negative connotations and produces discredit associated with a failure or disadvantage. There are different types of stigmas such as those related to ethnicity, sex, age, religion, etc. But, without a doubt, one of the most powerful and resistant to change is the stigma associated with mental health challenges and/or substance use disorders. Its effects are observed in all social and cultural contexts, but it is of special importance in health contexts. Areas in which, ideally, there should be no prejudice or discrimination based on any personal or social characteristics, and less so for those related to the health disorders themselves, such as mental health challenges and/or substance use disorders.

Purpose of the course

The main purpose of the course is to help health professionals to identify the stigma associated with mental health challenges and/or substance use disorders and to implement effective personal and institutional actions to achieve greater inclusion and accompaniment of people with mental health conditions, that make health contexts spaces free of stigma.

Competences that the Course allows to develop

This course allows you to develop skills related to the consideration of people at the center of care practices, through culturally sensitive, respectful, and compassionate care.

Learning objectives

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

• Know the basic theoretical aspects of the stigma of mental and/or substance use disorders;
• Know the effects of stigma on health interventions;
• Identify stigmatizing attitudes and behaviors in their work environment;
• Design actions against stigma in their work environment;
• Promote more inclusive health care and treatment.

Target audience

Health professionals who work in health services of any specialty (medicine, nursing, psychology, social work, etc.) and level (managers, direct care, students, etc.).

Course structure

Module 1: The stigma of mental disorders.

Module 2: The stigma of mental health challenges and substance use.

Module 3: Impact of stigma in health contexts.

Module 4: Actions against stigma in health contexts.

Duration

5 hours

Evaluation and certification of participants

The evaluation of the course involves completing the modules and completing the questionnaires included in it. Participants who meet these requirements and complete the Quality Survey of the Virtual Campus for Public Health (VCPH) will be able to download their course approval certificate issued by the Pan American Health Organization.

INTRODUCTION

Despite the commitments acquired and the efforts made, in Latin American and Caribbean countries, mental health conditions and the implementation of strategies to address them remain a great challenge.  This is evidenced in multiple documents, such as in the PAHO report "The burden of mental disorders in the Americas”, where it is reported that"mental health conditions cause more than a third of the total disability in the Americas and that only 2% of the countries' health budget is allocated to the prevention and treatment of these disorders”.

In addition to this, the pandemic caused by COVID-19 resulted in psychosocial changes that have affected way of living and generated an increase in the prevalence of mental disorders.  Specifically, the prevalence of major depressive disorders has increased by 34.8% and anxiety disorders by 31.7%, according to an article published by The Lancet^.

The large number of people infected by COVID-19, the large number of deaths that occurred, the shortage of supplies, long working hours, the precariousness of some care services and the shortage of personnel, among other factors, negatively impacted the mental health of health professionals.  At the Heroes Studio it is shown that between 14.7% and 22% of the health personnel presented symptoms that made them suspect a depressive episode and that between 5 and 15% thought of committing suicide; in the countries of the region only a third of them received the necessary support.

All of the above has led to a great increase in the demand for mental health workers and services, which once again demonstrates the need to move towards changes in the design of policies, interventions and resources. 

 Within this framework, WHO recommends developing and strengthening the capacities of health teams at the first levels of care, so that they can attend to people with mental health conditions. To achieve this, it is necessary to have trained personnel who carry out clinical mental health supervision of these health personnel at the first levels of care. 

Clinical supervision is a collaborative and non-hierarchical strategy, focused on supporting staff to carry out quality interventions, by strengthening their professional skills, self-care and community participation.

It is for all of the above that the Pan American Health Organization has prepared this course to  be available to all countries and people whose interest is to train as Clinical Supervisors in Mental Health and thus be able to accompany health personnel in this challenging task.

METHODOLOGICAL APPROACH

"Clinical Supervision in Mental Health Interventions" is an online and downloadable self-paced course. It is available on the educational platform of the PAHO/WHO Virtual Campus of Public Health and can be navigated from a computer, tablet and/ or cell phone.

The course consists of theoretical content, activities, interactive videos and infographics.

PURPOSE

To provide mental health specialists with sufficient and evidence-based tools to supervise professionals performing clinical Mental Health interventions.

OBJECTIVES

At the end of the course the student will be able to recognize the quality criteria of the main elements of Clinical Supervision:

1. Its keys: objectives, roles, challenges and practical aspects
2.  Clinical history
3. Basic communication skills: listening, facilitators of the narrative activity and facilitators of the generation of alternative narratives
4. Clinical Supervision Strategies: direct clinical observation, case discussion, peer supervision and review of medical records
5. Self-care

COURSE RECIPIENTS

The course is aimed at mental health specialists who are responsible for the accompaniment, monitoring and / or clinical supervision of personnel (mental health or general health) who care for people with mental health conditions. 

WORKLOAD

• 120 minutes per module
• Total workload: 25 hours

COURSE STRUCTURE

The course consists of 14 modules articulated in five blocks:

• I. Fundamentals of Clinical Supervision in Mental Health
• II. The Clinical History
• III. Communication Skills
• IV. Supervisory Strategies
• V. Self-care

COURSE EVALUATION AND CERTIFICATION

At the end of the modules, a final evaluation of 25 questions will be carried out. After obtaining a score equal to or greater than 70%, students will be able to download the course certificate in PDF format.

RECOMMENDED BIBLIOGRAPHY

• IASC Interagency Standing Committee. IASC Reference Group on Mental Health and Psychosocial Support in Emergency Situations. The common monitoring and evaluation framework for Mental Health and Psychosocial Support in Emergency Situations. Version 2.0.  Geneva.  2021. https://n9.cl/72sbh

• Doctors Without Borders, International MSF Mental Health Working Group. Mental Health and Psychosocial Support Guideline. Chapter 4. 2021.

• Falender A C and Shafranske P E.  Clinical Supervision: A competency-based approach.  American Psychological Association. 7th printing. Washington, DC. February 2009.

• Fernández Liria A and Rodríguez Vega B. Interview skills for psychotherapists. Chapter 1. Psychology Library. Ed. Desclée. 2nd. Edition. 2008.

• International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support and Trinity Centre for Global Mental Health. Integrated model for supervision for Mental Health and Psychosocial Support: Manual. Version 2.  Copenhaghen. 2021. https://pscentre.org/?resource=integrated-model-for-supervision&selected=single-resource

• World Health Organization and UNICEF. Ensuring Quality in Psychological Support: EQUIP. Course "Supervising people who provide psychological care remotely”. 2020. https://equipcompetency.org/es/node/282#section-1

• World Health Organization, Programme of action to bridge the gaps in mental health. MhGAP Intervention Guide: The clinical management of mental, neurological and substance use disorders at the non-specialist health care level. Version 2.0.  Geneva. 2018. https://iris.paho.org/handle/10665.2/34071

• World Health Organization. Healthy work environments: foundations and WHO models: contextualizing practices and supporting literature. Geneva. 2010. http://apps.who.int/iris/bitstream/handle/10665/44466/9789243500249_spa.pdf?sequence=1

• Pan American Health Organization. Virtual self-paced course Self-care for front-line emergency responders. 2021. https://www.campusvirtualsp.org/es/curso/autocuidado-para-personal-en-primera-linea-de-respuesta-en-situaciones-de-emergencia-en

• World Health Organization and UNICEF. Ensuring Quality in Psychological Support: EQUIP. Course "What is competency based training and supervision”. 2022. https://equipcompetency.org/es/node/15372#section-1

 Introduction

Children and adolescents represent approximately 35% of the population in Latin America and the Caribbean. They are often considered a healthy segment of the population; however, their mental health needs are frequently overlooked.

Mental health conditions originate at an early age, with 50% appearing before the age of 14 and 75% before the age of 25. Globally, mental disorders affect approximately one in seven children and adolescents aged 10 to 19 years (1). Depression is one of the leading causes of disability, and suicide is the third leading cause of death among adolescents in the Region of the Americas (2). Moreover, there continue to be large gaps between the number of people who need mental health care and those who actually receive it. The treatment gap for severe mental disorders in children and adolescents exceeds 50% (3,4).

In primary care settings, children and adolescents have specific mental health needs that must be addressed. Many show early signs of developmental, social interaction, learning, or behavioral difficulties at ages when these conditions are still treatable and modifiable, and do not yet cause lasting consequences. Failure to detect or to intervene adequately and in a timely manner increases health system costs and reduces the individual’s potential contribution to their community, among other consequences.

Purpose

The general objective of this course is to provide evidence-based tools to identify the most prevalent mental disorders in children and adolescents in the Region of the Americas and to establish timely and appropriate intervention plans in primary healthcare settings. Early detection and intervention can significantly improve outcomes for the child or adolescent, their family, and their community. The Pan American Health Organization has implemented this course intending to bridge the gap between the growing need for mental health services and the limited supply of specialized services. 

Not all children and adolescents with mental health problems require referral to specialized care. Many of these conditions can be identified and managed effectively in primary care, particularly through early detection before they become severe. The course provides clear criteria for determining when referral to mental health specialists is necessary.

Learning obhetives

At the end of the course, participants will have improved their ability to:

• Establish an adequate diagnostic interview and mental status examination of children and adolescents, which includes the perspective of the rights of children, adolescents, and their families, as well as the cultural and gender perspective. 

• Determine the presence (or absence) of a prevalent mental disorder in childhood and adolescence.

• Identify the main signs and symptoms of the most prevalent mental disorders in children and adolescents.

• Interpret and apply diagnostic strategies to the most prevalent mental disorders in childhood and adolescence.

• Interpret and execute the most appropriate actions in primary care that allow early intervention of the most prevalent mental disorders in childhood and adolescence.

• Apply appropriate strategies for children and adolescents with mental health disorders in primary care.

Competence

This course provides the opportunity to develop competencies for identifying, assessing, and intervening in a timely manner in the most prevalent mental health disorders among children and adolescents within primary health care, applying evidence-based criteria with a rights-based, gender-sensitive, and culturally appropriate approach, in order to contribute to reducing the gap in access to mental health care in the region.

Target audience

The course is designed for healthcare professionals who do not specialize in child and adolescent mental health. It is particularly beneficial for primary healthcare personnel, as well as individuals in the fields of psychology, nursing, social work, general medicine, health promotion, and mental health service management.

Course duration

13 hours   

Course modality

Self-learning course, free of charge, open to the public and without deadlines to complete it. As it is a self-paced course, participants can choose when they are able to progress through the course.

Course structure

  The course consists of 10 modules: an introductory module and 9 content modules:

• Module 1: Fundamentals of Mental Health in children and adolescents

• Module 2: Anxiety Disorders in children and adolescents

• Module 3: Trauma and Post-traumatic Stress in children and adolescents

• Module 4: Depression in children and adolescents

• Module 5: Self-harm in children and adolescents

• Module 6: Disorder due to alcohol and substance use in children and adolescents

• Module 7: Disorders of intellectual development

• Module 8: Attention deficit hyperactivity disorder

• Module 9: Autism spectrum disorders

• Module 10: Suicide in children and adolescents

Educational strategy

 The course “Improving the mental health of children and adolescents in primary health care” is online and self-paced, offered through the PAHO Virtual Campus for Public Health (VCPH) platform.

Participating professionals will have access to a range of tools and didactic materials designed to enhance their learning experience. Each module will include both theory and practice, incorporating interactive videos to facilitate engagement. Through these videos and accompanying activities, participants will develop diagnostic hypotheses. Once confirmed, participants will gain access to additional didactic materials, enabling them to exchange concepts, review relevant elements, and consolidate their learning efficiently in each topic covered. The modules also provide practice-oriented brochures for primary care. Additionally, each module offers supplementary references for those seeking more in-depth knowledge.

Each module has a duration of 75 minutes (excluding the introductory Module 1 – 30 minutes - and Module 7 on Disorders of intellectual development – 120 minutes).

The course can be taken without necessarily following the order of the modules. However, to be eligible for the final assessment and obtain the corresponding certification, it is essential to complete all course modules.

Evaluation and certification

Upon completion of the course, participants will have the opportunity to take a final questionnaire consisting of multiple-choice questions to assess their knowledge, with a passing grade of 70%.

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

Course Overview: 

This course equips community members and volunteers with core Psychological First Aid (PFA) skills to support individuals affected by crises. It introduces key PFA principles, responsible helping, self-care strategies, and guidance for assisting people with special needs, and integrates practical scenarios.

Course modality:

Self-learning (self-paced)

Course duration:

12 hours

Introduction

The Psychological First Aid (PFA) course is a twelve-hour self-paced training. It aims to equip lay persons with the tools to appropriately provide the initial response to individuals experiencing psychological distress secondary to crisis situations.  

The course covers the principal areas of: Understanding PFA; How to help responsibly; Providing PFA; People who likely need special attention; Caring for Self and Colleagues; and Practicing PFA Skills. 

Each module begins with a summary of the previous lectures and learning objectives. It includes reflections, brief multiple-choice questions distributed throughout the module and ends with a module summary.

The second edition of this course includes special considerations for how to utilize PFA skills in ways that are safe for both the helper and the person who is in distress during an outbreak of disease, such as the COVID-19 pandemic. This new content has been integrated across the 6 modules of the course.

Purpose

To provide a framework for caretakers/ volunteers/ first responders to deliver psychological and social support for individuals in crisis situations.

Objectives

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

• Define Psychological First Aid (PFA).

• Describe factors to consider in providing PFA.

• Discuss the process of providing PFA.

• List actions PFA providers take to care for self and colleagues.

• Identify individuals with special needs.

• Apply PFA to various crisis scenarios.

Target Audience

Psychological First Aid is written for all persons including volunteers and lay persons in the community who may be in a position to support the psychological and social well-being of individuals during and after a crisis, e.g. relief agency volunteers, teachers, religious leaders, etc.

Course duration

12 hours 

Course Structure

Module 1 - Understanding PFA (1 hour)

Module 2 - How to Help Responsibly (1,5 hour)

Module 3 - Providing PFA (3,5 hours)

Module 4 - People who likely need special attention (2,5 hours)

Module 5 - Caring for Self and Colleagues (1.5 hours)

Module 6 – Practicing PFA Skills (1,5 hour)

Evaluation and certification

Upon completion of the training (6 modules), participants will need to complete a “Final Exam” of 20 multiple choice questions focused on assessing their ability to operationalize PFA skills.

The Final Exam is designed so that participants can have multiple opportunities to answer correctly until the required score of 70% or higher is obtained.

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

Introduction

Dengue is a viral infectious disease. It represents one of the main reasons for medical consultation in health units in the countries and territories of the Americas. Early clinical recognition and diagnosis of the disease and timely and appropriate treatment can mean the difference between life and death for those who suffer from the disease. It is therefore necessary for the medical personnel be properly trained and sensitized in the management of suspected or confirmed dengue.

This first online course is geared at helping healthcare workers in diagnosing and managing all aspects of dengue in order to avoid complications and fatalities.

This course was developed with a comprehensive vision. It is divided into seven modules that include:

• Epidemiological information on dengue
• Pathophysiology of clinical manifestations
• Clinical and differential diagnosis,
• Severity classification,
• Recommendations for the management of dengue according to its severity and
• Managing patients with comorbidities.

In addition, the course offers basic aspects of the organization and reorganization of health services during dengue epidemics, which also plays an important role in saving lives. 

We want this course to be of benefit to all health personnel involved in the care of dengue cases. Once the knowledge acquired at the end of the course is implemented, the greatest beneficiaries are children, pregnant women, adults, and older adults affected by this disease.

Purpose

The purpose of this course is to provide health personnel in charge of treating suspected dengue cases with the necessary information to make a timely clinical diagnosis and offer proper clinical management, avoiding the progression to severe forms and deaths caused by this disease.

Objectives

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

• Demonstrate familiarity with the epidemiology of dengue.
• Describe the pathophysiological features of dengue.
• Recognize the clinical manifestations of dengue and make a differential diagnosis.
• Define the case, recognize the warning signs, and classify according to the severity of dengue.
• Apply the recommendations for the treatment of dengue according to its severity.
• Know the main aspects of dengue associated with comorbidities and special conditions.
• Explain the need and the means for reorganizing health services during a dengue outbreak.

Recipients

The course is aimed at specialist physicians, general practitioners, nurses, as well as medical and nursing students, and all personnel who in one way or another are involved in the care of patients with suspected dengue.  Persons at all level/spectrum of healthcare may take the course, especially those at the primary care level.

Duration

20 hours, approximately.

Modality

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

Structure

The modules should be reviewed sequentially

• Module of Introduction
• Module 1: Epidemiology of Dengue
• Module 2: Pathophysiology of clinical manifestations
• Module 3: Clinical Manifestations
• Module 4: Case definition and severity classification
• Module 5: Recommendations for treatment
• Module 6: Dengue associated with comorbidities and special conditions
• Module 7: Organization and reorganization of health services

References

• Dengue: guidelines for patient care in the Region of the Americas. 2. ed.; 2016
• Algorithms for the Clinical Management of Dengue Patients
• Health Information Platform for the Americas (PLISA): Dengue

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 level in 30 years. As countries turn their attention to restoring the performance of their national immunization programmes, they need up-to-date training materials to ensure that all Expanded Programs on Immunization (EPI) managers and vaccinators are familiar with the signs and symptoms of each VPD.

This virtual course for managers of the EPI of the Americas provides up-to-date information on 15 VPDs, so that health personnel can recognize these diseases and implement surveillance and vaccination measures to minimize their transmission in the population.

Purpose

Provide up-to-date basic information on 15 VPDs, their modes of transmission, case definition, method of diagnosis and PAHO-recommended vaccination schedule.  

Competencies

The course provides the opportunity to achieve the following competencies:

• Participate in the implementation of surveillance and vaccination aimed at minimizing transmission in the population, through the update of available knowledge regarding 15 VPDs.
• Identify the proper case definition for each VPDs described, as well as the measures to be implemented as part of the epidemiological surveillance system.
• Make the necessary vaccination recommendations to minimize the transmission of VPDs in the population

Learning Objectives

• Identify the signs, symptoms, and modes of transmission of each described VPD.
• Learn case definitions for the implementation of epidemiological surveillance.
• Know the vaccination recommendations against each VPD.

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: Basic concepts and recommendations concerning the prevention of Hepatitis B 
• Module 2: Basic concepts and recommendations concerning the prevention of Poliomyelitis
• Module 3: Basic concepts and recommendations concerning the prevention of Diphteria
• Module 4: Basic concepts and recommendations concerning the prevention of Tetanus
• Module 5: Basic concepts and recommendations concerning the prevention of Whooping Cough
• Module 6: Basic concepts and recommendations concerning the prevention of Hepatitis A
• Module 7: Basic concepts and recommendations concerning the prevention of Yellow Fever
• Module 8: Basic concepts and recommendations concerning the prevention of Measles
• Module 9: Basic concepts and recommendations concerning the prevention of Mumps
• Module 10: Basic concepts and recommendations concerning the prevention of Rubella
• Module 11: Basic concepts and recommendations concerning the prevention of Varicella
• Module 12: Basic concepts and recommendations concerning the prevention of Pneumococcal Diseases
• Module 13: Basic concepts and recommendations concerning the prevention of Rotavirus
• Module 14: Basic concepts and recommendations concerning the prevention of Human  Papillomavirus (HPV)
• Module 15: Basic concepts and recommendations concerning the prevention of COVID-19

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 20 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.

Introdução ao curso

Na última década, houve uma diminuição nas taxas de cobertura vacinal para várias doenças imunopreveníveis na Região das Américas. A pandemia de COVID-19 acentuou essas tendências, elevando o  risco de surtos de doenças preveníveis por vacinas (DPV) na região ao seu nível mais alto em 30 anos. À medida que os países concentram seus esforços na recuperação do desempenho de seus programas nacionais de imunização, é fundamental fornecer materiais de treinamento atualizados. Isso garantirá que todos os gestores e vacinadores do Programa Nacional de Imunização (PNI) estejam familiarizados com os sinais e sintomas de cada doença imunoprevenível, além de conhecerem as definições de caso suspeito para notificação imediata e coleta de amostras. O objetivo final é aumentar a sensibilidade do sistema nacional de vigilância para detectar e notificar casos suspeitos, investigá-los adequadamente e prevenir surtos.  Este curso virtual para gestores do PNI das Américas fornece informações atualizadas sobre ações de vigilância epidemiológica e laboratorial para identificação, notificação e resposta a casos de doenças imunopreveníveis. O curso é completado com um estudo de caso sobre a implementação de ações de vigilância de um caso de Paralisia Flácida Aguda (PFA), no contexto da iniciativa de erradicação da poliomielite.

Propósito

Fornecer informações atualizadas essenciais sobre as ações de vigilância que as equipes do PNI que trabalham em todos os níveis precisam implementar para garantir a identificação, a notificação e a resposta oportuna a surtos de doenças imunopreveníveis.

Competências

O curso oferece oportunidades para alcançar as seguintes competências:

• Implementar operações de vigilância epidemiológica para intervir em surtos de DPV dentro da estrutura do Programa Nacional de Imunização.
•  Participar do processo de detecção de casos suspeitos de doenças imunopreveníveis, notificação imediata e coleta de amostras laboratoriais em conformidade com as normas, critérios e procedimentos estabelecidos.
• Adaptar as atividades profissionais de acordo com o papel desempenhado na detecção, notificação e resposta aos casos de doenças imunopreveníveis.
• Promover a atualização dos trabalhadores da saúde sobre o sistema de vigilância epidemiológica de doenças imunopreveníveis.

Objetivos de aprendizado

• Identificar os componentes de um sistema de vigilância epidemiológica
• Compreender as etapas a serem implementadas para a investigação de um caso suspeito como parte de um sistema de vigilância.
• Identificar as etapas que devem ser implementadas na investigação de casos suspeitos
• Alcançar a adequação dos procedimentos de laboratorio para algumas doenças imunopreveníveis.
• Descrever o fluxo do sistema de informação para a vigilância das doenças imunopreveníveis.
• Identificar as operações de vigilância epidemiológica a serem seguidas com base na análise específica de um estudo de caso.

Este curso destina-se a:

• Gestores dos PNI das Américas
• Profissionais de atenção primária à saúde, incluindo serviços de imunização.
• Profissionais de saúde que estão iniciando a carreira profissional ou aqueles em exercício que precisam atualizar suas habilidades técnicas. 

Estrutura do curso

• Módulo 1: Introdução à vigilância epidemiológica
• Módulo 2: Tipos de vigilância
• Módulo 3: Investigação de um caso suspeito
• Módulo 4: Vigilância por laboratório
• Módulo 5: Sistemas de Informação para a vigilância das DPV
•  Módulo 6: Estudo de caso sobre Vigilancia PFA

Carga horária e dedicação 

O curso é aberto e está disponível no Campus Virtual de Saúde Pública da Organização Pan-Americana da Saúde (OPAS). Por se tratar de um curso de autoaprendizagem, os participantes podem regular seu tempo e momentos de dedicação. O tempo estimado para a conclusão de todos os módulos e a avaliação final é de 7 horas.

Avaliação e certificação

Durante o desenvolvimento dos módulos, serão propostos exercícios que permitirão revisar os conteúdos e serão como prática para a avaliação final, a ser realizada após a conclusão de todos os módulos do curso. A avaliação final consistirá em 30 questões de múltipla escolha ou verdadeiro/falso, sendo necessário acertar 70% das questões para obtenção da aprovação. Os participantes que cumprirem os requisitos de aprovação do curso e completarem a pesquisa de qualidade do Campus Virtual poderão baixar seu certificado de aprovação, emitido pela OPAS.

Introdução ao curso
Na última década, houve uma diminuição nas taxas de cobertura vacinal para várias doenças imunopreveníveis na Região das Américas. A pandemia de COVID-19 acentuou essas tendências, elevando o risco de surtos de doenças preveníveis por vacinas (DPV) na região ao seu nível mais alto em 30 anos. À medida que os países concentram seus esforços na recuperação do desempenho de seus programas nacionais de imunização, é fundamental fornecer materiais de treinamento atualizados. Isso garantirá que todos os gestores e vacinadores do Programa Nacional de Imunização (PNI) estejam familiarizados com os componentes essenciais de gestão de um PNI e possam atender às necessidades mais urgentes de seus programas. Ao final do curso, os participantes serão capazes de reconhecer e implementar as principais ações de imunização de um país.

Propósito
Fornecer informações essenciais e atualizadas sobre a implementação dos elementos de gestão de um PNI, para que os participantes tenham conhecimento das principais ações e componentes do programa.  

Competências
O curso oferece oportunidades para desenvolver as seguintes competências:

• Conceber o programa nacional de imunização como uma ferramenta de saúde pública que pode ser adaptada para atender às prioridades e necessidades de sua população em qualquer fase da vida.
• Desenvolver capacidades de planejamento para atender à demanda de vacinas dentro da estrutura do Programa Nacional de Imunização e as ferramentas disponíveis para um cálculo eficiente das necessidades de acordo com os recursos disponíveis. 
• Identificar as operações a serem realizadas para a classificação e manutenção da integralidade das vacinas em cada uma das etapas relacionadas à implementação do PNI nacional.
• Identificar as atividades e os recursos envolvidos na elaboração de um programa de treinamento que atenda às necessidades de educação continuada do pessoal envolvido na implementação de um PNI nacional.
• Reconhecer a necessidade de desenvolver competências técnicas, de apoio e socioemocionais para gerenciar um PNI nacional.

Objetivos de aprendizado

• Demonstrar o quadro estratégico do enfoque do curso de vida e sua aplicação a um programa nacional de imunização.
• Reconocer las posibilidades que el Fondo Rotatorio para el Acceso a las Vacunas de la OPS y su portal PAHO 173, brinda a los Estados Miembros para realizar estimaciones de necesidades en vacunas e insumos para el proximo ano calendario.
• Divulgar a Política de frascos abertos da OMS.
• Apresentar a classificação das vacinas pré-qualificadas pela OMS, apresentando seus termos de estabilidade e apresentações  Divulgar os processos e requisitos para o transporte internacional de vacinas.
• Identificar as etapas necessárias para preparar um programa de treinamento.
• Apresentar os diferentes tipos de competências necessárias para um gestor do PNI.

Este curso destina-se a:

• Gestores dos PNI nas Américas
• Profissionais de saúde na atenção primária, incluindo serviços de imunização.
• <
• Profissionais de saúde que estão iniciando a carreira profissional ou aqueles em exercício que precisam atualizar suas habilidades técnicas.

Estrutura do curso

• Módulo 1: Introdução 
• Módulo 2: Imunização ao longo da vida
• Módulo 3: Cálculo das necessidades 
• Módulo 4: Manutenção da integridade das vacinas durante o transporte internacional
• Módulo 5: Formação para os Recursos Humanos
• Módulo 6: Módulo 6: Gestão do PNI

Carga horária e dedicação
O curso é aberto e está disponível no Campus Virtual de Saúde Pública da Organização Pan-Americana da Saúde (OPAS). Por se tratar de um curso de autoaprendizagem, os participantes podem regular seu tempo e momentos de dedicação. O tempo estimado para a conclusão de todos os módulos e a avaliação final é de 7 horas.

Introdução ao curso

Nas últimas décadas, os programas de imunização enfrentaram uma série de desafios. No entanto, durante a introdução e a implantação da vacinação contra a COVID-19, ficou evidente que os trabalhadores da saúde tinham muitas dúvidas sobre a segurança, a equidade e os processos de aplicação das vacinas. Essas perguntas surgem em um contexto em que a desinformação é abundante e são dúvidas às quais os trabalhadores da saúde precisam responder. Para aumentar a confiança na vacinação, é necessário que todos os profissionais de saúde aumentem seu conhecimento básico sobre o desenvolvimento das vacinas e as práticas recomendadas de imunização, especialmente em relação aos benefícios e à sua segurança. Este curso “Conceitos básicos de imunização para trabalhadores da saúde”é uma introdução às generalidades e aos princípios básicos de vacinas e vacinação, incluindo os tipos de vacinas disponíveis, sua aplicação ao longo da vida e em situações especiais, como emergências.

Propósito

O objetivo do curso é fortalecer o conhecimento fundamental dos trabalhadores da saúde sobre imunização e vacinas, e fornecer informações essenciais para que eles possam ser promotores ativos da imunização.

 Competências

O curso oferece oportunidades para que os participantes sejam capazes de:

• Reconstruir o processo histórico evolutivo da criação, desenvolvimento e efitividade das vacinas.
• Analisar as informações disponíveis sobre o funcionamento do sistema imunológico e a categorização das vacinas de acordo com seu tipo, efetividade e modo de administração.
• Identificar e contrastar informações substanciais sobre os sistemas de vigilância de eventos de segurança de vacinas, a fim de ser um participante ativo na resposta aos Eventos Supostamente Atribuíveis à Vacinação ou Imunização (ESAVI).
• Adaptar as informações relacionadas à vacina e à vacinação para torná-las acessíveis a cada comunidade e indivíduo, identificando os fatores de relutância e preconceito presentes e as possíveis estratégias para minimizá-los.

Objetivos de aprendizado

• Descrever os conceitos gerais de vacinas, vacinação, história das vacinas e imunização.
• Compreender o processo de ensaio clínico que deve ser seguido para o desenvolvimento de vacinas.
• Analisar os procedimentos para a administração segura de vacinas.
• Descrever o sistema de vigilância de ESAVI e seus tipos.
• Conhecer e compreender o processo de identificação, notificação, investigação, gerenciamento de dados, análise de causalidade, determinação de ações de resposta e comunicação envolvidos na suspeita de ESAVI.
• Reconhecer a importância do conceito de imunização ao longo da vida de uma pessoa
• Desenvolver estratégias de melhores práticas para lidar com a relutância e refutar concepções errôneas sobre as vacinas.

Este curso destina-se a:

• Profissionais de saúde da atenção primária, incluindo serviços de imunização.
• Profissionais de saúde que estão entrando no mercado de trabalho ou que precisam atualizar suas habilidades técnicas.
• Gerentes de Programas Nacionais de Imunização (PNI) nas Américas interessados em organizar sessões de treinamento para a equipe de saúde em seu país ou departamento.

Estrutura do curso

• • Módulo 1: Introdução e imunologia
  • Módulo 2: História das vacinas
  • Módulo 3: Vamos nos aprofundar nas vacinas
  • Módulo 4: Eventos Supostamente Atribuíveis à Vacinação ou Imunização (ESAVI)
  • Módulo 5: Imunização ao longo da vida
  • Módulo 6: Comunicaçao sobre informações relacionadas a vacinas

Carga horária e dedicação

O curso é aberto e está disponível no Campus Virtual de Saúde Pública da Organização Pan-Americana da Saúde (OPAS). Considera-se um tempo estimado de 60 minutos por módulo, dependendo do nível de conhecimento do participante sobre o tópico. Portanto, ao incluir um tempo estimado para concluir os módulos do curso e as avaliações correspondentes, o curso tem um total de 7 horas.

Avaliação e certificação

Os participantes devem fazer um Exame Final após a conclusão de todos os módulos do curso. O Exame Final contém 30 questões. O exame final contém 30 questões de múltipla escolha ou verdadeiro/falso. Ele foi elaborado para oferecer aos participantes várias oportunidades de responder corretamente até que alcancem a pontuação exigida de pelo menos 70%. Os participantes que cumprirem os requisitos de aprovação no curso e concluírem a Pesquisa de Qualidade do Campus Virtual poderão fazer o download do certificado de conclusão emitido pela OPAS.

Introdução ao curso

Na última década, houve uma diminuição nas taxas de cobertura vacinal para várias doenças imunopreveníveis na Região das Américas. A pandemia de COVID-19 acentuou essas tendências, elevando o risco de surtos de doenças preveníveis por vacinação (DPV) na região ao seu nível mais alto em 30 anos. À medida que os países concentram seus esforços na recuperação do desempenho de seus programas nacionais de imunização, é fundamental fornecer materiais de treinamento atualizados. Isso garantirá que todos os gestores e vacinadores do Programa Nacional de Imunização (PNI) estejam familiarizados com os sinais e sintomas de cada doença prevenível por vacinação. Este curso virtual para gestores do PNI das Américas fornece informações atualizadas sobre 15 DPV com intuito que os profissionais de saúde possam reconhecer essas doenças e implementar medidas eficazes de vigilância e vacinação, visando minimizar sua transmissão na população.

Propósito

Fornecer informações atualizadas e essenciais sobre 15 DPV, abrangendo seus modos de transmissão, definição de caso, método de diagnóstico e o esquema de vacinação recomendado pela OPAS.   

Competências

O curso oferece oportunidades para alcançar as seguintes competências:

• Participar da implementação de medidas de vigilância e vacinação destinadas a minimizar a transmissão na população, com base em conhecimentos atualizados sobre as 15 DPV.
• Identificar desde a caracterização do “caso” de cada doença evitável por vacinação até as medidas a serem implementadas como parte do sistema de vigilância epidemiológica.
• Fazer as recomendações de vacinação necessárias para minimizar a transmissão das DPV na população.

Objetivos de aprendizado

• Identificar os sinais, sintomas e modos de transmissão de cada doença evitável por vacinação descrita.
• Apresentar as definições de casos para a implementação da vigilância epidemiológica.
• Atualizar sobre as recomendações de vacinação para cada uma das DPV.

Este curso destina-se a:

• Gestores dos PNI das Américas
• Profissionais de atenção primária à saúde, incluindo serviços de imunização.
• Profissionais de saúde que estão iniciando a carreira profissional ou aqueles em exercício que precisam atualizar suas habilidades técnicas.

Estrutura do curso

• Módulo 1: Conceitos básicos e recomendações sobre a prevenção do Hepatite B
• Módulo 2: Conceitos básicos e recomendações sobre a prevenção da Pólio
• Módulo 3: Conceitos básicos e recomendações sobre a prevenção da Difteria
• Módulo 4: Conceitos básicos e recomendações sobre a prevenção do Tétano 
• Módulo 5: Conceitos básicos e recomendações sobre a prevenção da Coqueluche
• Módulo 6: Conceitos básicos e recomendações sobre a prevenção da Hepatite A
• Módulo 7: Conceitos básicos e recomendações sobre a prevenção da Febre Amarela
• Módulo 8: Conceitos básicos e recomendações sobre a prevenção do Sarampo
• Módulo 9: Conceitos básicos e recomendações sobre a prevenção de Caxumba
• Módulo 10: Conceitos básicos e recomendações sobre prevenção da Rubéola 
• Módulo 11: Conceitos básicos e recomendações sobre a prevenção da Varicela
• Módulo 12: Conceitos básicos e recomendações sobre a prevenção da Doença Pneumocócica
• Módulo 13: Conceitos básicos e recomendações sobre a prevenção de Rotavírus
• Módulo 14: Conceitos básicos e recomendações sobre a prevenção do Papilomavírus Humano (HPV)
• Módulo 15: Conceitos básicos e recomendações sobre a prevenção de COVID-19

Carga horária e dedicação

O curso é aberto e está disponível no Campus Virtual de Saúde Pública da Organização PanAmericana da Saúde (OPAS). Por se tratar de um curso de autoaprendizagem, os participantes podem regular seu tempo e momentos de dedicação. O tempo estimado para a conclusão de todos os módulos e a avaliação final é de 20 horas.

Avaliação e certificação

Durante o desenvolvimento dos módulos, serão propostos exercícios que permitirão revisar os conteúdos e serão como uma prática para a avaliação final, a ser realizada após a conclusão de todos os módulos do curso. A avaliação final consistirá em 30 questões de múltipla escolha ou verdadeiro/falso, sendo necessário acertar 70% das questões para obtenção da aprovação. Os participantes que cumprirem os requisitos de aprovação do  curso e completarem a pesquisa de qualidade do Campus Virtual poderão baixar seu certificado de aprovação, emitido pela OPAS.

Background
Cardiovascular disease continues to be the leading cause of premature morbidity and mortality globally. According to the 2019 Global Burden of Disease Report, systolic blood pressure accounted for 10.8 million deaths in 2019 or 19.2% of total deaths. High systolic blood pressure was the leading attributable risk factor for disability-adjusted life years for people over 50.

Cardiovascular disease is also the leading cause of premature morbidity and mortality in the Americas. In 2016, there were 1.9 million deaths attributable to CVD.
Improvement in blood pressure control has occurred. However, part of the improvement seen in the last two decades has slowed significantly, and in some cases, even reversed. This has been shown clearly in the US, where NHANES data (JAMA. 2020;324(12):1190-1200), and in the WHO Region of the Americas, where 11 countries showed flattening and even an increase in mortality.

Significant improvement in hypertension control has been demonstrated in multiple settings. In both Southern and Northern California Kaiser Permanente regions, blood pressure control improved from approximately 50% to 90% for ten years. Similar improvements have been achieved in the Veterans’ Administration system in the US and nationally in Canada. In Kaiser Southern California, this improvement mirrored a significant decrease in CVD mortality, which outpaced the state of California and the US national rates.

WHO/PAHO RESPONSE
HEARTS IN THE AMERICAS

HEARTS is an initiative spearheaded by the World Health Organization involving various global actors, including the Centers for Disease Control and prevention of the United States (CDC) and the Initiative Resolve to Save Lives, among other global actors. The Department of Noncommunicable Diseases and Mental Health of the Pan American Health Organization (PAHO) leads the implementation of HEARTS in the Region of the Americas, ensuring that implementation actions are aligned with the strategic priorities of the region, particularly with the universal health coverage resolution, strengthening of health systems based on primary care and with the Sustainable Development Goals 2030, specifically those related to the prevention and control of noncommunicable diseases (NCD).

HEARTS in the Americas (https://www.paho.org/en/hearts-americas) is an initiative of the countries, led by the Ministries of Health with the participation of local stakeholders with the technical cooperation of PAHO, which seeks to integrate seamlessly and progressively to already existing health delivery services to promote the adoption of global best practices in the prevention and control of cardiovascular diseases (CVD) and improve the performance of the services through better control of high blood pressure and the promotion of secondary prevention with emphasis on the primary health care.

HEARTS is being implemented and expanded in 16 countries of the Region to include 478 health centers across the Region implementing HEARTS, covering approximately 7.8 million adults in the respective catchment areas.  HEARTS will be the institutionalized model of care for cardiovascular risk management, emphasizing the control of hypertension and secondary prevention in primary health care in the Americas by 2025.

Recognizing that the team-based care approach is not highly applied and that it is poorly implemented in many countries, there is a substantial gap to be filled.  The drivers of hypertension control are solidly embedded within a team-based approach and take advantage of the progress of this Region in implementing the Chronic Care Model. HEARTS in the Americas is focusing on substantially enhancing the team-based care component. This enhancement includes the design of innovative, simple, and functional workflow pathways, led by physicians, nurses or non-physician health workers (NPHW), to increase control of hypertension in PHC centers. HEARTS is enhancing its technical package with an emphasis on its team care approach and aligned with the foundations of the Kaiser care pyramid and the Kaiser Permanente hypertension care model, among other models.

Intended audience
This course is intended for primary care teams, primary care physicians, nurses, nurse assistants, nurse practitioners, allied health professionals, primary care centers administrators, medical, nurses and allied health students. In addition, teachers of health science programs, which include medicine and nursing, are recommended to embed the course, and make it available for their students or to incorporate it into their curriculum.
 
Course format
The course is placed on the platform of the Virtual Campus for Public Health of PAHO/WHO available 24 hours a day, 7 days a week, in a self-administered modality according to the own participant pace, individually or as part of professional programs and /or educational meetings in the workplace.

The course issues a certificate with 16 hours.

Course structure

Introduction/Overview of the Course. Key Hypertension Control Drivers Overview
Objectives

• To become familiar with the overall course objective, structure and evaluative exercises
• To become familiar with main successful experiences of hypertension control
• To identify the major drivers of hypertension control

Module 1: Overview of quality improvement
Objectives

• To become familiar with basic principles of quality improvement
• To understand importance of process measures in improving performance of outcome measures
• To understand basics of quality improvement application to hypertension control

Module 2: Accurate BP Measurement
Objectives

• To understand importance of accurate BP measurement
• To learn how to assess BP measurement competency
• To become familiar with assessment tools including repeat BP and spot audits
• To become familiar with how to check if a BP monitor is validated

Module 3: Medication Titration
Objectives

• To understand the importance of using standardized treatment protocols for control of HTN
• To understand how to measure treatment intensification
• To become familiar with task shifting strategies to improve BP control
• To become familiar with guideline-based recommendations to initiate medication within 2-4 weeks of hypertension diagnosis

Module 4: Follow-Up Blood Pressure Check
Objectives

• To understand the importance of prompt follow-up of elevated blood pressures
• To learn strategies for improving follow-up, including uncoupling of BP measurement from a physician visit
• To familiarize yourself with measurement of elevated BP follow-up

Module 5: Utilization of Scorecards for Quality Improvement
Objectives

• To familiarize yourself with the major process measures in the new HEARTS scorecard
• To better understand how to use the scorecard as a quality improvement tool in improving BP control

Module 6: Community Outreach
Objectives

• To understand the importance of screening all patients for hypertension upon clinic entry
• To review the diagnosis of hypertension using standard criteria
• To search for undiagnosed hypertensive patients already seen in clinic
• To familiarize yourself with recommended outreach to inactive hypertensive patients

Module 7: Home Blood Pressure Monitoring
Objectives

• To understand the importance of home BP monitoring in the diagnosis and management of hypertensive patients
• To familiarize yourself with the key steps in creating a home BP monitoring program
• To understand how to incorporate home BP readings into hypertension management

Special module: COVID-19, Hypertension Control and Cardiovascular Disease
Objectives

• To emphasize the importance of implementing proven strategies to control hypertension as a key role to minimize the risk of complication in patients with COVID-19
• To understand the inter-relationship between the acute COVID-19 and Chronic Non-communicable Disease (NCD) pandemics
• To review local data on COVID-19 and hypertension

About the course

The course on accurate automated blood pressure measurement is an initiative of the Pan American Health Organization joined by the World Hypertension League, the Lancet Commission on Hypertension Group and Hypertension Canada, and Resolve to Save Lives, academically developed by a group of highly qualified experts recognized worldwide.

It is structured in an interactive way with a narrated video that illustrates step by step how to properly measure blood pressure, as well as the factors that can alter the measurement and give misleading records.

It consists of an interactive module with an illustrated video, an illustrated guide, and a narrative evaluation. At the end of the modules, the student will be able to download the certificate issued by the Virtual Campus for Public Health (VCPH) of PAHO/WHO and validated by World Hypertension League, Resolve to Save Lives initiative, and The Lancet Commission on Hypertension Group and Hypertension Canada.

Course purpose

Training members of the health care team who are in charge of blood pressure measurement to do it correctly, step by step, so that they can make an appropriate diagnosis and start the indicated treatment according to the blood pressure record.

Objectives

To develop an efficient mechanism for patients and health care professionals to update knowledge on proper blood pressure assessment, pass a knowledge test and provide a certificate of recognition.

Audience

Primary health care teams including doctors, nurses, physicians and nurse assistants, technical personnel, pharmacists, and specialists such as internal medicine doctors and other specialists in charge of blood pressure measurement. Patients and non-health care professionals who are knowledgeable about hypertension may also find this course useful.

Duration / Workload

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 the Final Test, the course is assigned a total of 1 hour.

This course provides a certificate valid for 6 months starting from the day that it is issued and with 1 academic hour of accreditation. Afterwards, participants are welcome to retake the course.

About the course
Home blood pressure monitoring is a proven intervention to enhance the accuracy and reproducibility of blood pressure measurement, and the development and implementation of a BP measurement training course can empower patients to self-control their BP and ultimately reduce patient-related clinical inertia and improve BP control.

The course on Home Blood Pressure Monitoring-Promoting patient self-measurement highlights (1) the significance of increased blood pressure, (2) the importance of proper blood pressure measurement technique, (3) the step-by-step process to properly measure blood pressure at home, (4) the factors that can lead to measurement error, (5) why to measure blood pressure at home and (6) how to interpret home blood pressure numbers, including when to follow-up and when to seek immediate action.

It consists of an interactive module with an illustrated video, an illustrated guide, a printable 7-day HBPM log, and a narrative evaluation. At the end of the modules, the student will be able to download the certificate issued by the Virtual Campus for Public Health (VCPH) of PAHO/WHO and validated by the World Hypertension League, International Society of Hypertension, Resolve to Save Lives initiative, Hypertension Canada, and the Québec Society of Vascular Sciences.

General objectives
Educating people in HBPM using a step-by-step approach, highlighting proper technique, person and environment preparation and the use of BPMDs clinically validated.

Audience
This course is intended for patients and the public with possible or confirmed hypertension diagnoses; PHC providers, with emphasis on nurses, medical and nurse assistants, pharmacists, and nutritionists, are encouraged to take the course and educate their patients on HBPM. In addition, community healthcare workers and social workers are recommended to embed the course and make it available for their patients.

Course structure
Overall, it consists of an interactive module with:
(1) an illustrated video
(2) a link to online listings of properly validated (accurate) automated blood pressure measuring devices
(3) an illustrated guide on how to perform home blood pressure measurement
(4) a printable 7-day HBPM log
(5) a final quiz to test knowledge

Course format
The course will be placed on the platform of the Virtual Campus for Public Health of PAHO/WHO, available 24 hours a day, seven days a week, in a self-administered modality according to the own participant pace, individually or as part of professional programs and educational meetings in the workplace. The course issues a certificate with 1 academic hour that can be downloaded automatically after passing the exam and filling the PAHO’s Virtual Campus survey.

Acknowledgements
This course has been partially funded by Resolve to Save Lives, an initiative of Vital Strategies, and by the Centers for Disease Control and Prevention (CDC) of the United States.

Sponsoring organizations
World Hypertension League
International Society of Hypertension
STRIDE BP
Hypertension Canada
Lancet Commission on Hypertension Group
Québec Society of Vascular Sciences
Resolve to Save Lives

OBJETIVO GENERAL:

Este curso tiene como objetivo mejorar la formación de los proveedores de salud en todos los aspectos relacionados con la prevención y el control del cáncer de cuello uterino, incluida su historia natural, prevención primaria a través de la vacunación contra el VPH, detección y tratamiento de lesiones precancerosas de cuello uterino, diagnóstico y tratamiento de cáncer de cuello uterino invasivo. y prestación de cuidados paliativos. El curso también cubrirá aspectos de la movilización comunitaria para el uso de servicios preventivos del cáncer. También se informará sobre la correcta organización de los servicios de vacunación y cribado. El curso también ofrece la posibilidad de completar un módulo que informa sobre la organización de los programas de control del cáncer de cuello uterino.

DESTINATARIOS / PERFIL DEL PARTICIPANTE

El curso está dirigido a trabajadores de la salud (especialmente a los del primer nivel de atención):

• médicos;
• Trabajadores no médicos (enfermeras, matronas, personal auxiliar, entre otros); y
• Gerentes de programa.

MÓDULOS:

El “Curso Virtual de Control Integral del Cáncer Cervicouterino”, ha sido diseñado para capacitar a los trabajadores de la salud en los elementos más relevantes en el conocimiento, prevención y control del cáncer cervicouterino.

El curso consta de 10 módulos, que se enumeran a continuación:

• Introducción
• Módulo 1. Conceptos clave sobre el cáncer de cuello uterino
• Módulo 2. Vacunación contra el VPH para la prevención del cáncer de cuello uterino
• Módulo 3. Aspectos programáticos de la vacunación contra el VPH
• Módulo 4. Detección de cáncer de cuello uterino
• Módulo 5. Diagnóstico y Tratamiento del Precáncer de Cuello Uterino
• Módulo 6. Prestación de servicios para la detección del cáncer de cuello uterino y el tratamiento de lesiones precancerosas
• Módulo 7. Diagnóstico y Tratamiento del Cáncer Invasivo
• Módulo 8. Cuidados Paliativos
• Módulo 9. Movilización Comunitaria, Educación y Consejería
• Módulo 10. Establecimiento de un programa de prevención y control del cáncer cervicouterino

The purpose of this course is to contribute to the reduction of morbidity and mortality in children and adolescents with cancer by strengthening the capacities of healthcare professionals on the early diagnosis of cancer with concepts and learning instruments that allow them to recognize the signs and symptoms of cancer in a timely and early manner.

The course will also cover the epidemiological, genetic, clinical and initial management aspects of children with suspected cancer. Information will also be provided on the interpretation of complementary tests for the timely diagnosis of cancer in childhood and adolescence.

Purpose

Provide a framework for healthcare workers aimed to strengthen their capacities on the early diagnosis of cancer in childhood and adolescence.

Objectives

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

• Define what the key concepts of cancer in childhood and adolescence.
• Describe the risk factors and genetic syndromes associated with cancer in childhood and adolescence.
• Apply knowledge in clinical practice (especially primary care).
• Examine the process of initial diagnosis and management of various types of cancer in childhood and adolescence.
• Know the interpretation of complementary tests used in the initial diagnosis of cancer in childhood and adolescence.

Recipients

The Course is aimed at Healthcare Workers (especially those in the first level of care):

• Doctors
• Non-Medical Workers

Course duration

Ten hours

Course modality

Self-study course, free, open to the public and without deadlines to complete it.

Course structure

The "Virtual Course in Early Cancer Diagnosis in childhood and adolescence” has been designed to train the health worker on the most relevant elements in the knowledge of the timely diagnosis of cancer in the pediatric population. The course consists of 10 modules.

The Course modules are listed below:

• Introduction
• Module 1. Key Concepts of Cancer in childhood and adolescence.
• Module 2. Risk factors and genetic syndromes associated with cancer and childhood and adolescence.
• Module 3. Importance of early detection of cancer in children and adolescents.
• Module 4. Hematological neoplasms
• Module 5. Solid abdominal neoplasms
• Module 6. Neoplasms of bone and soft tissue
• Module 7. Central nervous system tumors, retinoblastoma
• Module 8. Neoplasms of germinal origin
• Module 9. Interpretation of complementary exams
• Module 10. Initial management of the child with suspected cancer

INTRODUCTION:

The Global HEARTS initiative of the World Health Organization (WHO) aims to improve practices in the control of cardiovascular diseases in the primary care level through the use of five technical packages: MPOWER for tobacco control, SHAKE for the reduction of salt consumption, REPLACE for the elimination of trans fat, ACTIVE for increasing physical activity, and HEARTS for the clinical management of hypertension, diabetes, and dyslipidemia (https://www.paho.org/en/hearts-americas/hearts-americas-technical-package). HEARTS prioritize the systematic and comprehensive management of hypertension through effective diagnostic and therapeutic interventions.

The course consists of 11 modules, from module III to XI each one is composed of 5 parts: 1) Module introduction and main concepts based on a presentation by an expert with experience in the implementation of HEARTS initiative, 2) Learning capsules consisting of short learning videos called "capsules" and other didactic material 3) Clinical exercise, 4) Recommended reading: include a set of reading to complement the learning, and 5) Evaluation, composed of 5 to 10 multiple choice questions that cover everything related to theoretical, practical, and reading material.

INTENDED AUDIENCE

This course is intended for primary care physicians, nurses, and others health workers, such as physician and nurse assistants, nutritionists, social workers, psychologists and other members of primary care team and health care managers.

Additionally, faculty at health sciences programs, including medicine, nursing, public health, are encouraged to make the course available to their students or to embed it in appropriate courses.

COURSE FORMAT

The course is available on the platform of the Virtual Campus for Public Health of PAHO/WHO, (VCPH) accessible 24/7, on a self-administered modality to be taken at the participant’s own pace, independently or as part of on-the-job professional development programs.

COURSE MODULES

• MODULE 0 Welcome remarks
• MODULE I Course structure and content
• MODULE II Framework of the HEARTS Global Initiative
• MODULE III Healthy-lifestyle counseling
• MODULE IV Evidence-based treatment protocols
• MODULE V Access to essential medicines and technology
• MODULE VI Risk based CVD management
• MODULE VII Team-based care
• MODULE VIII Systems for monitoring
• MODULO IX Implementation
• MODULE X Implementation and research
• MODULE XI Cost

Course purpose

The purpose of the course is to provide a basic introduction to the fundamentals of palliative care practice for clinical and non-clinical healthcare leaders and staff. By completing this virtual course, participants will have acquired knowledge about the modern definition of palliative care, and the basic principles that guide the evaluation and management of multidimensional suffering in patients with serious illness.

Learning objectives:

Main objective
Improve access to basic palliative care services in region via dissemination of the fundamentals of up-to-date, evidence-based palliative care practice to clinical and non-clinical healthcare staff.

Specific objectives

• Understand the history and current state of palliative care around the world
• Articulate a modern definition of the scope and mission of palliative care practice
• Understanding the basic principles of evaluation and management of pain
• Understand the basic principles of evaluation and management of other common physical symptoms (dyspnea, nausea, poor appetite and mood disorders)
• Recognize the role of psychosocial and spiritual support within palliative care practice
• Understand the ethical principles that guide palliative care practice
• Recognize basic principles of effective patient-provider communication within the context of palliative care
• Apply the multidimensional skills of high-quality palliative care practice to the specific scenario of caring for dying patient and their family
• Recognize the unique risk of burnout within palliative care providers, and highlight best practices to maximize resiliency

Audience

This course is aimed to:

• Primary care doctors and other general practitioners
• Non-palliative care specialists (oncologist, cardiologists, intensivist, etc.)
• Nurses
• Public health officials and ministry of health leaders
• Other allied professionals who regularly care for patients with patients with serious illness

Educational approach

The course is divided into 10 separate modules, with each including a short introductory video, core content delivered through informational slides, and reference list to support further learning. Finally, each section will end with an objective assessment to help highlight key teaching points.

Duration / Workload

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 complete the modules and the Final Evaluation, the Course is assigned a total of 20 hours.

Course Structure

• Introduction to Palliative Care
• Pain Part 1
• Pain Part 2
• Non-Pain Symptoms Part 1
• Non-Pain Symptoms Part 2
• Psychosocial and Spiritual Support
• Ethics in Palliative Care
• Communication Skills
• End-of-Life Care
• Resiliency and Self-Care