World down syndrome day
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World Down Syndrome Day 2021

by Public Health Update
written by Public Health Update

Overview

World Down Syndrome Day (WDSD) is observed on 21 March each year. WDSD is a global awareness day which has been officially observed by the United Nations since 2012. On 19 December 2011, the United Nations General Assembly declared 21 March as World Down Syndrome Day (A/RES/66/149). The date for WDSD being the 21st day of the 3rd month, was selected to signify the uniqueness of the triplication (trisomy) of the 21st chromosome which causes Down syndrome.

Objectives

  • To show how effective and meaningful participation of persons with Down syndrome can be achieved via accessible information and communication, good support and inclusive consultation;
  • To empower persons with Down syndrome, those supporting them and their representative organisations, to advocate for effective and meaningful participation;
  • To reach out to key stakeholders, including education, health and social care professionals, employers, community and public bodies, the wider disability movement, media and the wider community to disseminate this message and bring about change.

Down syndrome

Down syndrome (or Trisomy 21) is a naturally occurring chromosomal arrangement that has always been a part of the human condition, being universally present across racial, gender or socioeconomic lines in approximately 1 in 800 live births, although there is considerable variation worldwide. Down syndrome usually causes varying degrees of intellectual and physical disability and associated medical issues.

Facts

  • The estimated incidence of Down syndrome is between 1 in 1,000 to 1 in 1,100 live births worldwide. Each year, approximately 3,000 to 5,000 children are born with this chromosome disorder.
Public Health Days
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Source of info: World Down Syndrome Day, UN, WHO

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Disclaimer: The resources, documents, guidelines, and information on this blog have been collected from various sources and are intended for informational purposes only. Information published on or through this website and affiliated social media channels does not represent the intention, plan, or strategies of an organization that the initiator is associated with in a professional or personal capacity, unless explicitly indicated.
If you have any complaints, information, or suggestions about the content published on Public Health Update, please feel free to contact us at blog.publichealthupdate@gmail.com.
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COVID19 Pandemic
International Plan, Policy & GuidelinesGlobal Health NewsOutbreak NewsPublic Health News

Gaps Remain in Countries Readiness to Deploy COVID-19 Vaccines

by Public Health Update
written by Public Health Update

Assessments by World Bank and partners provide insights into more than 120 countries’ readiness to safely distribute vaccines

WASHINGTON, March 18, 2021 – As countries undertake the largest vaccination campaign in history, the World Bank has worked with governments, WHO, UNICEF, the Global Fund and GAVI on assessing countries’ readiness to safely deploy COVID-19 vaccines in 128 low- and middle-income countries. The results indicate that income level and other economic indicators correlate weakly with vaccine preparedness. The report focuses on ten key indicators, including cold chain & logistics, population prioritization, budgeting, training of healthcare personnel, and safety surveillance, among others.

Initial findings show that 85% of countries that participated in the assessments have developed national vaccination plans and 68% have safety measures in place, including systems for reporting adverse reactions. However, only 30% have developed plans to train the large number of vaccinators who will be needed and only 27% have created social mobilization and public engagement strategies to encourage people to get vaccinated. Given worrying  vaccine hesitancy, strategies to generate confidence, acceptance and demand for vaccines are urgently needed. Countries affected by conflict and fragility (37 out of 128) scored lower than other countries on almost all indicators.

“Many developing countries are in the midst of preparing aggressive COVID19 vaccine delivery plans,” said Mamta Murthi, Vice President for Human Development at the World Bank. “While most countries are well enough prepared to begin inoculating their populations, there are still important gaps that must urgently be addressed for wide, large scale vaccination rollouts to succeed.”

The World Bank is providing $12 billion for developing countries to purchase and distribute COVID-19 vaccines, tests, and treatments and strengthen health and vaccination systems to ensure that vaccines get to those who need them. Our vaccination programs will reach over 40 countries in the near-term, amounting to $3 billion out of the $12 billion available. The readiness assessments will inform our projects and help governments and healthcare professionals better understand and manage the complex task of vaccinating large adult populations in a very short timeframe.

The assessments also show that:

  • Although countries have gaps in readiness, most have prepared well enough across most essential areas to begin their immunization drives as soon as they receive vaccines.
  • Existence of well-functioning child immunization national delivery systems is not a strong predictor of country readiness to deliver vaccines for adults, such as COVID-19 vaccines.
  • A weak correlation between GDP and readiness indicates that countries with more developed economies are not necessarily better prepared for massive vaccination programs.
  • The COVID-19 vaccine rollout is an opportunity to create a sustainable, environmentally friendly cold chain that could be of use well beyond the current crisis.

Fair, broad, and fast access to effective and safe COVID-19 vaccines, especially in poor countries, is vital to save lives and strengthen global economic recovery. Only once the pandemic is contained in all countries will each country be safe from a resurgence and able to focus all efforts on overcoming the deepest global recession in eight decades.

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REPORT

PRESS RELEASE NO:2021/119/HNP

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COVID19 Pandemic
Global Health NewsOutbreak NewsPublic Health NewsPublic Health Update

Statement of the WHO GACVS COVID-19 subcommittee on safety signals related to the AstraZeneca COVID-19 vaccine

by Public Health Update
written by Public Health Update

As of 17 March 2021, more than 120 million cases of COVID-19 infections, with more than 2 million deaths, had been reported globally.  Vaccination remains a critical tool to help prevent further illness and death and to control the pandemic.

So far, more than 20 million doses of the AstraZeneca vaccine have been administered in Europe and more than 27 million doses of the Covishield vaccine (AstraZeneca vaccine by Serum Institute of India) have been administered in India. 

The GACVS COVID-19 subcommittee met virtually on 16 and 19 March 2021 to review available information and data on thromboembolic events (blood clots) and thrombocytopenia (low platelets) after vaccination with the AstraZeneca COVID-19 vaccine.

The subcommittee reviewed clinical trial data and reports based on safety data from Europe, the United Kingdom, India, and Vigibase, the WHO global database of individual case safety reports.

Based on a careful scientific review of the available information, the subcommittee came to the following conclusions and recommendations: 

  • The AstraZeneca COVID-19 vaccine (including Covishield) continues to have a positive benefit-risk profile, with tremendous potential to prevent infections and reduce deaths across the world.
  • The available data do not suggest any overall increase in clotting conditions such as deep venous thrombosis or pulmonary embolism following administration of COVID-19 vaccines. Reported rates of thromboembolic events after COVID-19 vaccines are in line with the expected number of diagnoses of these conditions. Both conditions occur naturally and are not uncommon. They also occur as a result of COVID-19.  The observed rates have been fewer than expected for such events.
  • While very rare and unique thromboembolic events in combination with thrombocytopenia, such as cerebral venous sinus thrombosis (CVST), have also been reported following vaccination with the AstraZeneca COVID-19 vaccine in Europe, it is not certain that they have been caused by vaccination. The European Medicines Agency’s Pharmacovigilance and Risk Assessment Committee has reviewed 18 cases of CVST out of a total of more than 20 million vaccinations with the AstraZeneca COVID-19 vaccine in Europe. A causal relationship between these rare events has not been established at this time (Read more). 
  • Adequate education should be provided to health-care professionals and persons being vaccinated to recognize the signs and symptoms of all serious adverse events after vaccinations with all COVID-19 vaccines, so that people may seek and receive prompt and relevant medical care and treatment. 
  • The GACVS subcommittee recommends that countries continue to monitor the safety of all COVID-19 vaccines and promote reporting of suspected adverse events.
  • The GACVS subcommittee also agrees with the European Medicines Agency’s plans to further investigate and monitor for these events. 

The GACVS COVID-19 subcommittee will continue to review the safety data from all COVID-19 vaccines and update any advice as necessary. The WHO COVID-19 vaccine safety surveillance manual provides guidance to countries on the safety monitoring and adverse events data sharing for the new COVID-19 vaccines, and can be accessed here.

UK MHRA statement: https://www.gov.uk/government/news/uk-regulator-confirms-that-people-should-continue-to-receive-the-covid-19-vaccine-astrazeneca

19 March 2021 Statement WHO

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Global Report on Ageism: Ageism is a global challenge
ReportsInternational Plan, Policy & GuidelinesResearch & Publication

Global Report on Ageism: Ageism is a global challenge

by Public Health Update
written by Public Health Update

The Global report on ageism outlines a framework for action to reduce ageism including specific recommendations for different actors (e.g. government, UN agencies, civil society organizations, private sector). It brings together the best available evidence on the nature and magnitude of ageism, its determinants and its impact. It outlines what strategies work to prevent and counter ageism, identifies gaps and proposes future lines of research to improve our understanding of ageism.  

Key points

  • Ageism refers to how we think (stereotypes), feel (prejudice) and act (discrimination) towards others or ourselves based on age.
  • Ageism is everywhere.
  • Ageism affects people of all ages.
  • Ageism exists in our institutions, our relationships and ourselves.
  • 1 in 2 people are ageist towards older people.
  • In Europe, younger people report more ageism than other age groups.
  • Ageism has far-reaching impacts on all aspects of people’s health – their physical health, their mental health and their social well-being.
  • Ageism intersects and exacerbates other forms of disadvantage including those related to sex, race and disability.
  • Ageism takes a heavy economic toll on individuals and society.

Ageism can be combatted

3 strategies work in addressing ageism:

  • Policy and law
  • Educational activities.
  • Intergenerational interventions

Policy and law

  • Policy and law can address discrimination and inequality based on age and protect the human rights of everyone, everywhere.
  • Policy and law can be used to reduce or eliminate ageism against any age group.
  • Different mechanisms are used to implement and monitor policies and laws, including human rights agencies, courts, ombudspersons and bodies working to uphold treaties.

Educational activities

  • Educational interventions include instruction that transmits information, knowledge and skills, as well as activities to enhance empathy through role-playing, simulation and virtual reality.
  • Educational interventions are among the most effective strategies for reducing ageism against older people. Little is known about their effectiveness for reducing ageism against younger people.

Intergenerational interventions

  • Intergenerational interventions aim to foster interaction between different generations.
  • Intergenerational interventions are effective interventions for reducing ageism against older people, and are promising for reducing ageism against younger people.
  • Interventions that combine education and intergenerational contact have a slightly larger effect on attitudes than intergenerational interventions used alone.

3 recommendations for action

  1. Invest in the 3 evidence-based strategies to address ageism.
  2. Improve data and research to gain a better understanding of ageism and how to reduce it.
  3. Build a movement to change the narrative around age and ageing.
FULL REPORT
Executive Summary

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Forum for Global Health Ethics: Equitable Access to Covid-19 Vaccines
Opportunities by RegionConferenceInternational Jobs & OpportunitiesPublic Health EventsPublic Health OpportunitiesPublic Health Opportunity

Forum for Global Health Ethics: Equitable Access to Covid-19 Vaccines

by Public Health Update
written by Public Health Update

Overview

The Forum for Global Health Ethics: Equitable Access to Covid-19 Vaccines, an online event organized jointly by the Institute of Biomedical Ethics and History of Medicine (IBME) at the University of Zurich, the Swiss Medical Weekly, and FLACSO Argentina. This forum is kindly supported by the Berlin-Brandenburg Academy of Sciences and Humanities, the World Health Summit and the European Association of Centres of Medical Ethics.

At this time of the pandemic, we face the impossibility of having enough Covid-19 vaccines for everyone in the near future. While some high-income countries have launched massive Covid-19 vaccination campaigns, in many low and middle-income countries vaccination has barely started, leaving their most vulnerable groups and health care workers unprotected. Some argue that governments have the duty to give priority to its own population before helping citizens abroad; others claim that vaccines should be allocated equitably at the global level; and others hold views in between.

In this forum, organizer open the floor to a discussion about the priority of values and ethical principles that should guide vaccine allocation. Experts who hold different views on equitable access to Covid-19 vaccines will present their arguments, discuss with other speakers, and answer questions from the audience.

Speakers

The chair of the forum is Nikola Biller-Andorno, and the moderators are Tania Manríquez Roa and Felicitas Holzer (all three are members of the IBME).  

Click here to join the event, password 621417. No registration needed.

Join this event
External Link

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Disclaimer: The resources, documents, guidelines, and information on this blog have been collected from various sources and are intended for informational purposes only. Information published on or through this website and affiliated social media channels does not represent the intention, plan, or strategies of an organization that the initiator is associated with in a professional or personal capacity, unless explicitly indicated.
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Central Department of Public Health (CDPH)
Public HealthCoursesSyllabusUndergraduate DegreeUniversitiesUniversities & School of Public Health

Bachelor in Public Health (BPH) Programme- IOM, Tribhuvan University

by Public Health Update
written by Public Health Update

Overview

The bachelor degree program in public health is designed for individuals seeking academic professional training in public health. The program equips students with the specific knowledge and skills of public health and its promotion necessary for a career in settings ranging from government health institutions, national and international non-governmental organizations, voluntary and for-profit agencies to community-based agencies.

Related courses

The program familiarizes students with fundamental knowledge and skills of public health and application in managing public health programs. The course aims to produce professionals with degree of bachelor of public health (BPH) in order to achieve better management of quality public health services to maintain a healthy life to contribute in the socio-economic development of the country.

Objectives of BPH programme

General Objective

The overall objective of BPH program is to prepare competent and responsible public health graduates needed for the country to respond to the health needs of people.

Specific Objectives

The specific objectives of the program is to enable the graduates with Bachelor in Public Health degree to-

  • Explain relevance of basic health sciences in public health
  • Appreciate behavioral, socio-cultural, economic and other dimension of health and diseases
  • Analyze health systems from public health perspective – effectiveness, efficiency, equity and justice
  • Manage – plan, implement, monitor and evaluate – health  systems, programs and services
  • Train and manage human resources for health
  • Conduct health research for evidence based decision making process in public health
  • Demonstrate leadership to organize and mobilize community to address health problems

Related courses

Scope of degree of Bachelor in Public Health

Public health graduates will have a wide range of working scope in public and private sectors, as well as in service and academic sectors. The graduates with BPH degree can serve as public health officer or other position at the national, regional, district and community level in the government; in national and international non government organizations. With their competency in academic area, public health graduates can work in the training and research institutions. As further career opportunity, public health graduates are eligible for Master in Public Health (MPH) programme and other relevant master programmes.

Duration of the programme

Bachelor in Public Health is a four academic year programme which includes 6 months practicum in the final years.

The course outline
There will be a total of 2,800 marks in the course. These marks are equally distributed over four years of the programme – 700 each year. There are 24 papers with 100 marks each, and the practicum in the final year will carry 400 marks.

The course outline

Year 1

  • Basic Science I
  • Basic Science II
  • Biostatistics
  • Population studies and Informatics
  • Food and Nutrition
  • Environmental Health I
  • Public Health and Primary Health Care

Year 2

  • Family Health I
  • Health Promotion and Education I
  • Epidemiology I
  • Environmental Health and Occupational Health II
  • Medical Sociology and Anthropology
  • Public Health Administration and Management I

Community Health Diagnosis

Year 3

  • Family Health II
  • Health Promotion and Education II
  • Epidemiology II
  • Health Economics and Health Financing
  • School and Community Health
  • Public Health Administration and Management II

District Health Field Practice

Year 4

  • Public Health Research methodology And Public Health Project Planning and Development
  • Health System Management and International Health

Individual Health Research

Comprehensive Public Health Practicum

Mandatory research paper in the Fourth Year

Teaching learning approaches

  • Class room based didactic lecture
  • Self–directed learning
    • Seminar
    • Assignments presentations
    • Group work
    • Library study
  • Demonstration
    • Public health lab
    • Basic health science
  • Observation visit
    • Health Institutions
    • Public health related institutions/organizations
  • Community and health institutional based education
    • Community Health Diagnosis – 30 days residential field
    • District Health system management – 60 days residential field
    • Practicum in district – Organizational experience in the management of health programs

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Syllabus, Eligibility and Entrance Model for Bachelor in Public Health (BPH)

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Bachelor of Public Health (BPH) - Faculty of Medical and Allied Science, Purbanchal University
Public HealthCoursesSyllabusUndergraduate DegreeUniversitiesUniversities & School of Public Health

Bachelor of Public Health (BPH) – Faculty of Medical and Allied Science, Purbanchal University

by Public Health Update
written by Public Health Update

Purpose of the Program

Purbanchal University has initiated bachelor programs in health sciences with the goal of contributing to the improvement of public health service of the country through the production of quality human resources in health sciences needed by the country.

The bachelor of public health program (BPH) aims to prepare professional public health specialists with the highest technical and managerial competence in district level health programs including problem identification, planning, implementing, training, health education and research. Such specialists can serve in various types of positions at national, regional, zonal, district or local levels. They will be needed in various kinds of Governmental or non-Governmental health agencies, hospital, schools and institutions. Other possible area of absorption may involve special responsibilities, e.g. working primarily with school teachers administering health education services, and preparing health workers in public health fields. In general, the graduates of BPH program should be able to carry out the responsibilities designed for the district public health officer.

Syllabus, Eligibility and Entrance Model for Bachelor in Public Health (BPH)

Career Opportunity

There is growing concern for improvement of health status from all stakeholders within Nepal or in the foreign countries. Provision of equitable access to health care for attainment of an acceptable level of health and better quality of life of the people by creating more equitable distribution of resources is the dominant concern of Nepal today. In many parts of the world scientists are investing themselves in introducing public health interventions that can deal with the lifestyle. However, Nepal is facing threefold burdens of diseases (communicable, lifestyle related and poverty). In order to cope with this complex situation, development of public health graduates has become inescapable. Very few numbers of public health workers are working within Nepal or in the other countries. In general, a BPH graduates can choose following area to build the career:

  • University (Education and Research)
  • Health Organization
  • Nepal Government- Public Health Sector
  • Private Health Sector
  • Health Center
  • Research sector
  • Different NGOs & INGOs.
  • Local development sector

Objectives of the program

The objective of bachelor of public health [BPH] program is to produce competent graduates with advanced knowledge and practical skill necessary to deliver high quality health services needed for the country. Specifically, the program entails the following objectives;

  • Provide advanced knowledge and practical skill to health sciences graduates and with biology.
  • Develop required skill in designing, analyzing and evaluating applied public health science research and management.
  • Equip public health specialists with communication and group organization skill for promoting community participation in health and development activities ultimately leading to the individual and community self-reliance in health service and improvement in health status of people.
  • Enable public health professionals to deal with existing realities in district public health management issues, concern and problems.
  • Foster positives attitudes in health professionals and encourage them to provide more accessible and equitable primary health care services for disadvantage groups and communities.
  • Develop the leadership capabilities of public health professionals in the management of primary health care and district level public health programs.
  • Enhance vocational competence of public health professionals through advanced education in health strategies. Health promotion and health programming.
Competencies to be achieved by the Public Health Graduates

It is envisaged that the professional public health specialists graduated from Purbanchal University should acquire knowledge, skill and attitudes. which will enable them to carry out the following activities.

  • View primary Health care in its totality with respect to biological. environmental, socio-economic and cultural factors .and
  • Be able to identify and implement promotional, preventive and curative components of public health programs.
  • Determine existing community health problems by use of epidemiological investigation and prioritize the problems.
  • Apply problem-solving and community participation approach in planning, managing and evaluating programs designed to deal with priority public health problems in appropriate ways to achieve optimum impact from public health programs
  • Demonstrate attitudes, which reflect acceptance of, and respect for the important roles of colleagues, sub-ordinate staff and community members such attitudes is expected to enable them to;
    – Provide direction for smooth functioning of a public health team
    – Train, supervise and support existing public health staff.
    – Arrange for intersect oral co-ordination and cooperation
    – Raise awareness among community citizens concerning the existing public health problems.
    – Organize health actions which will address these problems especially bearing in mind the needs of disadvantaged groups and communities.

In view of the above considerations, it is quite evident that a tremendous responsibility has to be borne by a professional public health specialist in order to provide; leadership to the community, to middle level and grass roots health workers in order to bring about health for all.

Duration of the program

The course has been designed for four academic years (Eight Semester) concentrating in general public health courses. There will be concurrent and residential fieldwork during the academic years.

Course Structure:

The program follows the credit system. Each course is assigned a certain number of credits depending generally upon its lecture, tutorial and practical work hours in a week. In theory subjects, one lecture per week is assigned one credit as a general rule. One credit hours of theory is equivalent to 16 hours lecture and one credit hour of practical is equivalent to 32 hours practical.
Total Credit hours: 168 Credit (One Hundred Sixty Eight Credits).

Curriculum Structure

First Year
First Semester

  • Anatomy and Physiology
  • Pathophysiology, First Aid and Safety
  • Biochemistry and Immunology
  • Microbiology, Parasitology, Bacteriology & Virology
  • Medical Entomology and Rodentology
  • Professional English
  • Practical Skill Development (Anatomy and Physiology)
  • Practical Skill Development (Pathophysiology, First Aid and Safety)
  • Practical Skill Development (Biochemistry and Immunology)
  • Practical Skill Development (Microbiology, Parasitology, Bacteriology & Virology)
  • Practical Skill Development (Medical Entomology and Rodentology)

Second Semester

  • Introduction to Public Health
  • Basic Epidemiology
  • Basic Food and Nutrition
  • Biostatistics and Computer Application
  • Pharmacy, Pharmacology and Toxicology
  • Term Paper Presentation (Introduction to Public Health)
  • Practical Skill Development (Basic Epidemiology)
  • Term Paper Presentation (Pharmacy, Pharmacology and Toxicology)
  • Practical Skill Development (Basic Food and Nutrition)
  • Practical Skill Development (Biostatistics and Computer Application)

Second Year
Third Semester

  • Environmental Health and Ecosystem
  • Family Health, Maternal and Child Health
  • Population Studies and Family Planning
  • Fundamentals of Health Education
  • Primary Health Care and International Health
  • Community Health Organization and Development
  • Practical Skill Development (Environmental Health and Ecosystem)
  • Family Health Exercise (Family Health, Maternal and Child Health)
  • Term Paper Preparation (Population Studies and Family Planning)
  • Term Paper Preparation (Primary Health Care and International Health)
  • Term Paper (Community Health Organization and Development)

Fourth Semester

  • Medical Sociology and Anthropology Theory
  • Applied Environmental and Occupational Health Theory
  • Applied Epidemiology Theory
  • Applied Biostatistics Theory
  • Applied Public Health Nutrition Theory
  • School Health and Oral Health Theory
  • Term Paper Preparation (Medical Sociology and Anthropology)
  • Practical Skill Development (Applied Environmental and Occupational Health)
  • Term Paper Preparation (Applied Epidemiology)
  • Term Paper Preparation (Applied Public Health Nutrition)
  • Practical Skill development (School Health and Oral Health)

Third year
Fifth semester

  • Reproductive Health and Gender Theory
  • Clinical Epidemiology Theory
  • Applied Health Education Theory
  • Mental Health and Behavioral Science Theory
  • Community Health Diagnosis Theory
  • Term Paper Preparation (Reproductive Health and Gender)
  • Practical Skill Development (Applied Health Education)
  • Practical Skill Development (Community Health Diagnosis)

Sixth semester

  • Health Service Management in Nepal Theory
  • Public Health Administration and Management
  • Biodiversity, Climate Change and Health Theory
  • Training & Curriculum Development Theory
  • Health Economics and Health Financing Theory
  • Practical Skill Development (Health Service Management in Nepal)
  • Term Paper Preparation (Public Health Administration and Management)
  • Practical Skill Development (Training & Curriculum Development)
  • Term Paper Preparation (Health Economics and Health Financing)

Fourth year
Seventh semester

  • Public Health Research Theory
  • Urban Health, Public Health Engineering and Disaster Management
  • Logistic Management and Software Application
  • Public Health Ethics, Social Health and Professionalism
  • Practical Skill Development (Public Health Research)
  • Term Paper Preparation (Urban Health, Public Health Engineering and Disaster Management)
  • Term Paper Preparation (Public Health Ethics, Social Health and Professionalism)
  • Practical Skill Development (Comprehensive Public Health Management Field Practice)

Eighth semester

  • National Health Policy and Plan Theory
  • Human Resource for Health Theory
  • Project Management Theory
  • Term Paper Preparation (National Health Policy and Plan)
  • Term Paper Preparation (Human Resource for Health)
  • Practical Skill Development (Project Management)
  • Practical Skill Development (Public Health Research Report)

Download Full Syllabus
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Download Full Syllabus
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The 52nd Union World Conference on Lung Health
AbstractsConferencePublic Health EventsPublic Health OpportunitiesPublic Health Opportunity

The 52nd Union World Conference on Lung Health

by Public Health Update
written by Public Health Update

The Union World Conference, taking place virtually from 19 – 22 October 2021, will focus on the theme Lung Health for All: Solutions for a New Era, by exploring the challenges facing global health. With the world still in the grip of a lung health pandemic, it is also confronting questions about systemic race relations and how the same vulnerable communities that bear the brunt of TB and HIV have now been hit the hardest by COVID-19.

Call for Submission

The 52nd Union World Conference on Lung Health is now accepting submissions to the conference programme. Conference welcomes submission on issues including tuberculosis (TB) and TB co-infections, tobacco control, lung health and air pollution, as well as civil society initiatives, community engagement, human rights and other related topics. 

Submissions of abstracts, symposia, post-graduate courses and workshops are now open and will close on 4 May at 23:59 Central European Summer Time (CEST).

All abstracts must present original research and at least preliminary results; abstracts reporting data pending will not be accepted. Submission implies that the material has not previously been presented or published elsewhere before presentation at the 52nd Union World Conference on Lung Health. Abstracts are placed under embargo until they are presented at the conference.

List of tracks

TRACK A: BASIC AND TRANSLATIONAL RESEARCH

Scope for this track includes basic sciences, pre-clinical and product development for TB and other lung health conditions
A1. Immunology
A2. Drug and vaccine development, including for COVID-19
A3. TB diagnostics, including drug-resistance determination
A4. COVID-19: molecular and immuno diagnostics

TRACK B: CLINICAL AND OPERATIONAL RESEARCH

Scope for this track includes clinical trials, pragmatic trials, operational research on prevention, diagnosis and treatment of TB and other lung health conditions, including post-TB lung disease. Targeted populations may include children or any other age group, vulnerable sub-populations or people living with other co-morbidities.

B1. TB diagnostics
B2. Clinical trials and operational research for new treatments for drug sensitive-TB and drug resistant-TB in adults
B3. Clinical trials and operational research for COPD, pneumonia, asthma and other lung health in adults
B4. Clinical trials and operational research for new treatments for drug sensitive-TB and drug resistant-TB in children
B5. Clinical trials and operational research for COPD, pneumonia, asthma and other lung health in children
B6. Active case finding and contact investigation for TB
B7. Identification and management of TB infection
B8. TB and co-infections: including HIV and diabetes
B9. Lung health (other than TB) and co-morbidities
B10. Tobacco and co-morbidities: including NCDs, TB and HIV
B11. COVID-19: clinical and operational research

TRACK C: POLICIES AND CLINICAL & PROGRAMMATIC IMPLEMENTATION

Scope for this track includes the review and evaluation of global and local policies, clinical practices and programmatic implementation across the spectrum of prevention, diagnosis and treatment of TB and other lung health conditions, including post-TB lung disease; including research on improvement of current policies and practices

C1. TB infection (LTBI)
C2. TB care and treatment in drug sensitive-TB
C3. TB care and treatment in drug resistant-TB
C4. Paediatric TB treatment and care
C5. Paediatric lung disease, excluding TB
C6. Maternal and child health: TB and lung disease
C7. Post-TB lung health
C8. Person-centered care
C9. Access to quality TB care and services
C10. Global and local policies and politics, including funding and accountability
C11. TB laboratory service implementation and operations
C12. TB education and training
C13. Tobacco control and tobacco industry interference
C14. MPOWER for tobacco control
C15. COVID-19: policies and clinical implementation

TRACK D: EPIDEMIOLOGY

Scope for this track includes all aspects of epidemiology relating to TB, lung disease, tobacco control and co-morbidities such as HIV.

D1. TB epidemiology in adults
D2. TB epidemiology in children
D3. Epidemiology of COPD, pneumonia, asthma and other lung health conditions in adults
D4. Epidemiology of COPD, pneumonia, asthma and other lung health conditions in children
D5. Air pollution
D6. Epidemiology of transmission and TB infection
D7. TB infection control
D8. Post-TB lung health
D9. HIV-TB and other HIV-related lung health
D10. Modelling, including modelling of COVID-19: the effect of social controls, preparedness and lessons for other infectious diseases.
D11. Health economics
D12. Tobacco-related epidemiology
D13. E-cigarettes and non-combustible tobacco products
D14. COVID-19

TRACK E: POLITICS, CIVIL SOCIETY AND HUMAN RIGHTS

Scope includes research on and assessment of social, political, legal and human rights factors, stigma and discrimination influencing prevention, treatment, care and support for persons impacted by lung health issues, as well as communication of these issues to relevant stakeholders.

E1. Civil society, advocacy and community engagement
E2. Key affected populations: behavioural, social, and cultural issues and contexts
E3. Human rights
E4. Ethics
E5. Communication/social media

TRACK F: ZOONOTIC TB

Scope for this track includes studies on the epidemiology, prevention, diagnosis, and treatment challenges posed by zoonotic tuberculosis caused primarily by Mycobacterium bovis; to assist animal and public health agencies in more effectively controlling this disease and collaborating on field and laboratory research.

F1. Basic science and zoonotic diagnostics
F2. Zoonotic treatment
F3. Zoonotic epidemiology
F4. One Health

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Sample Questions for MEC Common Entrance Examination

by Public Health Update
written by Public Health Update

Structure

For the test, there will be a single set of 200 multiple choice questions (MCQs) each worth one mark for a total of 200 full marks. Each question will have four possible options, with a single correct response. A single answer sheet will be provided to the candidate to response the correct answers. The answer sheet consists of four bubbles as shown below:

Which one of the following drugs is approved by FDA for treatment of COVID-19? (Key-A)
A. Remdesivir
B. Chloroquine
C. Azithromycin
D. Amoxicillin

Screen Shot 2021 03 16 at 08.19.46
Example of correct answer

Note: All candidates should use the Black Gel Ink Pen (provided at the examination centre) to mark their answers. They should fill the correct bubble in the answer sheet using the black gel pen.

Sample question for MAT (Mental Agility Test):
Verbal Reasoning :

Rita goes 30 km towards North from a fixed point, then after turning to her right she goes 20 km. After this she goes 30 km after turning to her right. How far and in what direction is she from her starting point? (Key-C)
A. 10 km west
B. 15 km east
C. 20 km east
D. 30 km west

Numerical Reasoning:

The length and breadth are increased by 15% and 25% respectively. What is the percentage increase in the area of rectangle? (Key-D)
A. 20%
B. 30%
C. 40%
D. 44%

Logical Sequencing:

Look at this series: 53, 53, 40, 40, 27, 27, …… Which pair of number should come next? (Key-B)
A. 12
B. 14
C. 27
D. 53

Screen Shot 2021 03 16 at 08.21.48 1

Syllabus

Syllabus for Undergraduate Common Entrance Examination 2020

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MEC Notice for Undergraduate Common Entrance Examination

by Public Health Update
written by Public Health Update

The Medical Education Commission (MEC) Nepal invites online application form for the Bachelor Level Health Professional Education (Undergraduate) courses.

Courses

  • MBBS
  • BDS
  • BSc. Nursing
  • BASLP
  • B Perfusion Technology
  • BAMS
  • BNS
  • Bsc. MLT
  • BSc MIT
  • B Pharm
  • B Optometry
  • BPT
  • BPH
Screen Shot 2021 03 16 at 07.34.34
MEC
DETAIL Notice
ONLINE FORM

Syllabus

Syllabus for Undergraduate Common Entrance Examination 2020

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