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Walking in our shoes: Perspectives of pregnant and breastfeeding women living with HIV on access to and retention in care in Malawi, Uganda and Zambia

Global Network of People Living with HIV (GNP+), International Community of Women Living with HIV (ICW) et al. (2017) C1

The study sought to understand the factors that facilitate women to adhere to treatment and return to health facilities for routine care from their... more

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MHPSS COVID-19 Toolkit Version 1.0 Coronavirus Disease (COVID-19) Pandemic

Mental Health and Psychosocial Support Network MHPSS.net (2020) CC

The COVID-19 pandemic is a rapidly evolving global crisis and there is much that is still emerging in terms of the psychosocial and mental ... consequences for the diverse populations affected by this emergency. This toolkit is based on what is currently available and will be updated as additional resources become available. more

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Laboratory manual for yellow fever
recommended

World Health Organization WHO (2024) C_WHO

This WHO laboratory manual provides the most up to date methods and procedures for the laboratory identification of yellow fever virus infection in humans. It provides guidance on ... establishment and maintenance of an effective laboratory providing routine surveillance testing for yellow fever, which operates within the WHO coordinated Global Yellow Fever Laboratory Network (GYFLaN) capable of providing confirmation of yellow fever infection reliably and timely. This second edition supersedes the first edition of the 2004 WHO manual for the monitoring of yellow fever virus infection. more

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COVID Behaviors Dashboard
recommended

John Hopkins Center for Communication Programs; World Health Organization WHO, et al. (2021) CC

Global and Regional View of Vaccine Acceptance and Related Behaviors. This new interactive tool captures information on knowledge, attitudes and behaviors around vaccines, masking, testing and more from 12 million people in 115 countries. Insight... more

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Consolidated guidelines on HIV testing services

World Health Organization WHO (2020) C_WHO

These consolidated guidelines on HIV testing services (HTS) bring together existing and new guidance on HTS across different settings and populations. The World Health Organization (WHO) first re... more

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ORB mPowering

mPowering Health (2016) CC

Connecting Frontline Health Workers to resources and each other to expand their knowledge, organize content into courses, and share their learning with the community. ORB offers frontline ... workers and trainers access to quality assured openly licensed content that can be used on mobile devices and shared virally amongst communities.ORB has three unique features: Brings into one space quality-assured, multimedia materials from multiple content developers, with a focus on maternal and child health. Adaptation of existing content: ORB aims to reduce the practice of new content being developed unnecessarily. A global collaborative network of organizations to share and review content, integrate content into programs and share user-experience. By improving access to health content and mobile learning, ORB helps health workers access the vital content they need to do their work effectively and confidently. more

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Tackling the Climate Crisis

Climate Action Network International (2022) CC

Climate Action Network (CAN) is a global network of more than 1,500 civil society organisations in over 130 countries driving collective and sustai... more

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AFRICA CDC Framework for Antimicrobial Resistance, 2018-2023

Africa CDC (2018) C_CDC

Antimicrobial resistant (AMR) organisms are increasing globally, threatening to render existing treatments ineffective against many infectious diseases. In Africa, AMR has already been documented to be a problem for HIV and the pathogens that cause ... more

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Students' Toolkit: Social accountability in medical schools

The International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C2

This toolkit aims to provide you with a brief introduction of what SA and its core principles are, and how you as a student can apply several of the existing tools for your own school to really make a difference. French, Spanish and Ara... more

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Students’ Toolkit on Social Accountability in Medical Schools - Trainer’s handout

nternational Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C1

Below you can find a sampleoutline of a training that you couldadapt to your time frameand audience on Social Accountability in Medical Schools.The completesample trainingwould last around3hours. The... more

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Students’ Toolkit on Social Accountability in Medical Schools - assessment form

International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet) (2017) C1

A quick assessment sheet, which would allow to know the Social Accountability score of your medical school or medical students’ association. This assessment tool is part of the IFMSA/THEnet Studen... more

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Sustainable Development Goals (SDG) Academy
recommended

Sustainable Development Solutions Network (SDSN) Association (2018) CC

Welcome to the SDG Academy! The SDG Academy creates and curates free, graduate-level courses on sustainable development for students around the ... more

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Environmental Determinants of Cardiovascular Disease

Bhatnagar, A. Circulation Research (2018) CC

Many features of the environment have been found to exert an important influence on cardiovascular disease (CVD) risk, progression, and severity. Changes in the environment due to migration to diffe... more

The Global Asthma Network

Global Asthma Network (2024) CC2

Read about our flagship publication, The Global Asthma Report 2022, a 102-page cutting edge State-of-the-Art report, with contributions from 97 exp... more

The burden of asthma, hay fever and eczema in adults in 17 countries: GAN Phase I study

Mortimer, K.; Lesosky, M.; García-Marcos, L.; et al. (2022) CC2

Asthma, hay fever and eczema are three common chronic conditions. There have been no recent multi-country data on the burden of these three conditions in adults; the aims of this study are to fill t... more

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Emerging Minds Network

Emerging Minds (2020) CC

The Emerging Minds Network is committed to reducing the prevalence of mental health problems exp... more

Normes Minimales pour l'éducation: préparation, interventions, relèvement

Inter-Agency Network for Education in Emergencies (INEE) (2010) CC

The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level o... more

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How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your ...area. Identify services provided by humanitarian partners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

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The ‘global health’ education framework: a conceptual guide for monitoring, evaluation and practice

Bozorgmehr, K.; VA.Saint, and P. Tinnemann (2011) CC

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 ... globalisation process are discussed and linked to the evolving term‘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. more

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The Global strategy and action plan on ageing and health

World Health Organization WHO (2017) C_WHO

Specifically the Strategy focuses on five strategic objectives: commitment to action on Healthy Ageing in every country; developing age-friendly environments; aligning health systems ... more

Laboratory manual for yellow fever recommended

COVID Behaviors Dashboard recommended

Sustainable Development Goals (SDG) Academy recommended

Laboratory manual for yellow fever
recommended

COVID Behaviors Dashboard
recommended

Sustainable Development Goals (SDG) Academy
recommended