Germany has become a visible actor in global health in the past 10 years. In this Series paper, we describe how this development complements a broad change in perspective in German foreign policy.
A Guidebook for Medical and Professional Schools, Second Edition.
This book represents a significant step to engage health professions schools in addressing global health challenges
This report explores the reasons why global health is critical to medicine and what this means for medical education. It argues that an understanding of global health is important for all students a
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nd practicing doctors, rather than being an ‘add-on’ or ‘option’ for specialization.
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Curricular Modules for Lecturers and Teachers.
The 2nd edition of the Global Public Health Curriculum has been published in the South Eastern European Journal of Public Health, end of 2016 as a special volume . The curriculum targets the postgradua
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te education and training of public health professionals including their continued professional development (CPD). However, specific competences for the curricular modules remained to be identified in a more systematic approach
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The World Health Organization organized a Consultation of National Leprosy Programme managers, partners and affected persons to discuss the draft Global Leprosy Strategy, 2021--2030. This virtual event took place from 26 to 30 October 2020. It was a
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ttended by more than 450 stakeholders. Contributions were shared through 70 presentations made by stake holders from all Regions. The presentations covered the key strategic approaches: global context, challenges in countries, contact tracing and post exposure prophylaxis, disability care, interruption of transmission and elimination of disease, stigma and d iscrimination, research. In addition to numerous comments received through the chat box and by email, the conclusions and recommendations of this Consultation will guide finalizing the post 2020 Global Leprosy Strategy.
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2nd edition.
The tool kit provides learning objects and curricular content to support the competencies for those proficiency/trainee levels
This Global Plan builds on the previous edition, which laid out priority actions for 2018-2022, informed by global commitments member states endorsed at the 2018 United Nations High-Level Meeting (U
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NHLM) on TB. The resource needs estimates from this Global Plan include resources needed for implementing TB care and prevention and R&D into new tools. This Global Plan has already informed the Global Fund Investment Case and the 2022 G20 deliberations on TB. It will serve as a key document for inspiring and aligning global advocacy efforts, such as for the upcoming UNHLM on TB in 2023.
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The power relations around global decisions which shape population health can be changed through new alliances and information flows. The Democratising Global Health Governance Initiative, of which
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WHO Watch is a project, is designed to contribute to improved population health (and health equity) through new alliances and information flows.
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Global Health. 2011 Apr 18;7:8. doi: 10.1186/1744-8603-7-8
Results: Currently, ‘new’health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term‘
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global health’. The lack of a common definition of this termcomplicates attempts to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of‘social determinants of health’and‘globalisation and health’and is oriented towards‘health for all’and‘health equity’. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.
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This report is primarily intended for the community of policymakers and researchers concerned about the rising risks of domestic, regional, and global infectious disease epidemics, and the collective failure to take the coordinated actions required
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to reduce such risks. These risks include the expected health, economic, and societal costs that are borne by countries, regions, and even all nations in the case of pandemics (which are worldwide epidemics). These risks also include the consequences of increasing antimicrobial resistance (AMR) and its spread within regions and globally. A necessary first step is to monitor whether a broad range of stakeholders are acting to prevent outbreaks from becoming epidemics, whether their capacities to respond to epidemics are robust, and whether preparedness to respond to pandemics and limit the resulting economic and health damage is improving. Analyzing the adequacy of these efforts is vitally important for the decisions of policymakers to invest in the public health and disaster-risk management capacities. Early and effective control of disease outbreaks prevents substantial health and economic costs whether or not the disease can spread globally and become a pandemic.
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World Drug Report 2018
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Each year, the WHO Global TB Report provides a comprehensive and up-to-date assessment of the TB epidemic, and of progress in prevention, diagnosis and treatment of the disease, at global, regional
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and country levels. This is done in the context of global TB commitments, strategies and targets.
The 2021 edition of the report has been produced in a new and more web-centric format. This is designed to make the content available in smaller (more “bite-sized”) chunks that are easier to read, digest, navigate and use. There is a short and slim report PDF with 30 pages of main content plus six short annexes. This is accompanied by expanded and more detailed digital content on web pages. The total amount of content remains similar to that of previous years.
Available in English, French, Arabic and Chinese
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The new Global Strategy aims to achieve the highest attainable standard of health for all women, children and adolescents, transform the future and ensure that every newborn, mother and child not only survives, but thrives.
A practical and reflective guide for teachers .
This guide is packed with practical tools and advice for teachers wanting to embed global citizenship in their classrooms. Learn how to effectively bring a
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global lens into your teaching with our handy planning framework, participation methods, and tools to assess learning.
Develop your teaching practice with both innovative and tried-and-tested approaches. Help your learners ask questions, make connections, and take action as active global citizens
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Advocacy achievements of the bridging the gaps global partners
Accessed: 17.11.2019
The Global Asthma Report (GAR) 2022, prepared by the Global Asthma Network (GAN), is the fourth such report (others 2011, 2014, 2018). GAN builds upon the work of the International Study of Asthma a
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nd Allergies in Childhood (ISAAC) and The International Union Against Tuberculosis and Lung Disease (The Union) to monitor asthma and improve asthma care, particularly in low- and middle-income countries (LMICs).
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The WHO Global tuberculosis report 2024 provides a comprehensive and up-to-date assessment of the TB epidemic, and of progress in prevention, diagnosis and treatment of the disease, at global, regio
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nal and country levels. This is done in the context of global TB commitments, strategies and targets.
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The WHO Global Tuberculosis Report 2022 provides a comprehensive and up-to-date assessment of the TB epidemic, and of progress in prevention, diagnosis and treatment of the disease, at global, regio
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nal and country levels. This is done in the context of global TB commitments, strategies and targets.
The 2022 edition of the report is as usual, based primarily on data gathered by WHO from national ministries of health in annual rounds of data collection. In 2022, 202 countries and territories with more than 99% of the world’s population and TB cases reported data
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