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Achieving Medical Capacity Building in Underserved Populations Especially in Medical Services Disadvantaged
African Countries and Communities

1. Preamble

Dangerous and fatal diseases mandate radical approaches for rescue of their victims. In a world in which advanced countries are at the threshold of instant solutions, there exist several others, who do not even have the know-how, to handle the bulk of their problems of daily living. However, health issues somehow are a little different for all humanity, wherever they live. By virtue of human beings possessing the same genome, even those living in stark ignorance can buy, borrow or copy the available health remedies which the most advanced societies freely use.  Such remedies fortunately have no gender ethnic or racial functional predilection. Besides so long as knowledge and skills are transferable, applying modifications of these, to the solutions of problems in selected communities, would be the fastest way to impact on primordial societies maximally. This is primarily because we do not have to uproot them. Rather we select torch bearers from the skilled knowledgeable groups for a rescue mission of the others. No method is problem free but this chosen option recommends itself very highly.

2. The African Peculiarities

Africa’s healthcare delivery portrays as many different styles of functionality as the different countries themselves.  They all reflect their colonial mentors’ heritage, where services are based in the citadels of colonial authority without regard for the greater rural dwellers that are always 80 to 90% the populations of the countries in Africa.  Some of these rural communities have no medical outreaches or very little if any.  Therefore facing up to the non-existence of services in Africa’s healthcare delivery arena, one sees two challenges immediately viz manpower and fund shortages.

The solution to these would seem ordinary, but a glance over the enormity of these challenges, does not support trivializing the solutions.  We found that solution demands translation of suitable how be it “chymeric” choices of training modalities, that turn out products with different medical areas of skills; starting from recruits with high school graduation or even less qualified.

Since medical personnel adequacy is an uncommon feature in Africa’s healthcare arsenal; every country would decide what level of entrants we could draw from to train their manpower out of aiming at a physician-patient ration of 1 in 2000 would be an ideal target to achieve. The nurses’ ratio would be 1 in 10 – 20 ideally.

3. Problems Anticipated

  • Requirements of medical education from pre-medical studies to clinical engagements impose one of the most rigorous learning burdens among known professions. Selection criteria would be such as to enable all who have the motivation, stamina and discipline to enroll.  The time to graduation would be determined en-route to a 2 to 3 years program per class.        
  • Dollar cost of program:  The dollar cost of graduating a regular physician is one of the costliest programs to pay for at all universities. These students would graduate as assistant physicians.  The syllabus we wrote is already in place but will need printing if the program starts.  The international Medical Educators arm of Genova Consulting Group would do the costing once we know who will be getting taught and what we would require. All training will be local and would be greatly assisted by our telemedicine programs beamed to Africa.

4. Outcomes

  • Students would be taught compulsory basic sciences to understand their clinical applications.
  • Evidence-based medicine would be taught in order to emphasize quality of care issues.
  • Telemedicine would be used to get the advantage of American based mentors in support of our mentoring teams in Africa.
  • Nurses, technicians, imaging personnel and laboratory staff would be trained as well.
  • The community care centers would be operational from available local staff that would be getting in house teaching and doing their jobs as nurses etc. until we have optimized their skills before using some of them as trainers to add to the foreign ones.

5. The Needs – (Questions)

  • Which countries require this medical personnel aspect of the training as well as those requiring retraining?
  • What are the population figures of each country?
  • How many physicians (male or female), nurses, technicians, laboratory techs and imaging staff are there in each country?
  • How many hospitals, medical schools, nursing schools and others (government, NGO’s, private and missionary hospitals) are there in each country and where are they located?
  • What is the literacy rate in each area?
  • What are the common public health problems in each country or zone?

6. Educational and Professional Outcomes

  • Training of all personnel leads to modernization of all skills consistent with Western standards.
  • Training of assistant physicians will include knowledge and skills in the following areas in addition to several others:
    • Surgery – Hernia repair; appendectomies; removal of cysts and certain classes of swellings; performing emergency caesarian sections; abscess drainage; colonoscopies and guided procedures; upper endoscopies; I.V. infusions and management, biopsies for cancer diagnosis; eye; ear; nose and throat exam and some treatment; intubations cardio-pulmonary resuscitation (CPR) skills; drug prescription; several procedures in outpatients and diagnostic procedures etc.
    • General Medicine – Medical emergencies, treatment and care.
    • Pediatrics – Children’s conditions – treatment and care.
    • OB/GYNE – Women’s peculiar disorders as well
    • Public Health – A very important program for infectious diseases and general community wellness.

7. Cost of Training

  • Depends on numbers to be trained and length of training.
  • Equipment employed to train
  • Materials used up by trainees requiring replenishments
  • Texts, notes, lab time etc.
  • Faculty numbers (doctors; technicians; lab trainers image; pathologists; nurses; staff; others)
  • Administrative personnel
  • Administrative costs

MEDICAL CAPACITY BUILDING FOR HEALTHCARE SUSTENANCE

ABOUT GENOVA CONSULTING GROUP

Members of the Genova Consulting Group (GCG) from our various affiliating medical institutions have worked in the healthcare and medical education for over forty years. We bring the following strengths to all of our training activities:

  • Clear, organized, intelligent planning processes
  • Accuracy and scientific integrity as essential requirements for all of our content development
  • Ethical pursuit of all ideals necessary for enrichment of our programs.
  • Commitment to innovation and continued growth in all that we do
  • Experience and expertise in multiple disciplines and disease areas
  • Strong, established relationships with physicians, and other healthcare professionals and our patient client population base nationwide
  • Structural depend ability, program clarity and outcome predictability

We are committed to the following goals:

  • To remain current with trends in the industry
  • Help physicians develop and expand their critical appraisal skills
  • Respond quickly to the changing educational needs of physicians
  • Encourage and support self-directed learning
  • Provide scientifically sound activities with strong connections to evidence-based medicine
  • Assist physicians with translating knowledge into effective performance.

VISION STATEMENT

Genova Consulting Group LLC will facilitate the development, implementation, and evaluation of a state of the art system for continued medical professional capacity building in the DRC or other client countries when required.

Such a mandatory program should apply western medical services standards and continuously maintain professional skills in all of our healthcare delivery services.

MISSION STATEMENT

GCG intends to use this educational process to build a stable, sustainable and cost effective healthcare delivery system for the DRC or elsewhere, and promote lifelong learning through the provision of well-designed educational retraining curricula for physicians, nurses and other stakeholders involved in health care delivery, and the community.

The aims of these educational curricular designs are to:

  • Enhance and expand scientific and medical knowledge.
  • Provide sound, accurate, and relevant information in response to clearly identified needs within the DRC or other medical communities.
  • Promote best practices in health care.
  • Develop skills associated with improved health care and health care services.
  • Collaborate with other accrediting bodies to provide continuing education for physicians and allied health care professionals.
  • To improve the continuing medical education programs of GCG through ongoing evaluation of their effectiveness, employing innovative methods derived from continuing medical education research; and
  • To promote and participate in a nation-wide commitment to an educational continuum through medical school to continuing medical education, thereby stimulating life-long learning and excellent health delivery practices.

The desired outcomes of the educational experiences are:

  • Well-defined educational activities varying from lectures, discussion panels, self-directed learning modules, computer based education and laboratory training experiences.
  • Foster communication and collaboration within and between all DRC medical stakeholders.
  • Provide leadership for developing measurement tools designed to assess outcomes for all continued medical education activities.
  • To improve physicians and nurses’ abilities to make sound decisions regarding prevention, diagnosis, treatment, and nursing care, resulting in improved outcomes for patients and their families.
  • Satisfactory linkage between the people’s healthcare needs and the remedial effects our services will provide is the goal of our professional assignment.

OUR AUDIENCE

Our program will update the skills of the following groups of people in the countries we serve:

  • Physicians, nurses and support staff working in government medical centers and clinics all over the country.
  • University hospital medical teachers and nurse educators.
  • NGOs, private or missionary hospital doctors and nurses.
  • Categories of support staff serving in several specialties.

Submitted By:

Prof. Denis I. Umeh, MD
President/CEO
Genova Consulting Group LLC
USA