“universal primary health care revisited”€¦ · 11th annual conference of the international...
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11th Annual International Conference Programme
“Universal Primary Health Care Revisited”
Conference Venue:
Chinama College of Health Sciences Lusaka, Zambia
3rd - 6th October 2018
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11th Annual Conference of the International Academy of Physician Associate Educators 2018
Chinama College of Health Sciences, Lusaka, Zambia.
OPENING RECEPTION Wednesday 3rd October 2018
The Board of IAPAE cordially invite all conference attendees to join us for a welcome reception at the Cresta Golfview Hotel in Lusaka.
This is an excellent opportunity to meet up with old friends, make new friends.
Bring your memories of past conferences, bring your stories of how things have changed over the past 11 years and enjoy good company in the lovely setting of the Cresta Golf view Hotel in Lusaka.
6.30pm – 7.00pm Registration Desk Opens
7.00pm –9.00pm Opening Reception Buffet
Welcome by David Lusale Chair of IAPAE
Venue: Cresta Golf View Hotel, Lusaka.
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Conference Keynote Speakers 2018
Keynote Speaker 1. Dr Nathan Bakyaita, WHO Country Director, Zambia
Dr Nathan Nsubuga Bakyaita has been WHO Representative to Zambia from 4 December 2017. Nathan is a medical doctor specializing in Public Health with experience spanning 26 years. He joined WHO as M & E Officer in the Malaria Program at WHO-AFRO (2005-2011); Medical Officer Integrated Disease Surveillance and Response (IDSR) at WHO-AFRO in Brazzaville (2011-2013); and WHO Malaria Adviser Kenya (2013-2017). Before joining WHO, Nathan worked with the Ministry of Health Uganda in HIV/AIDS control (1994-1999) and Malaria Control concurrent with IDSR from 1999-2005. Before joining the Ministry of Health headquarters he worked in Rubaga Hospital (1990-1994). He holds a degree in Bachelor of Medicine and Bachelor of Surgery (MBChB) from Makerere University Kampala, Uganda and a Master in Public Health (MPH) from the University of Leeds, United Kingdom.
This year’s Theme:
“Universal Primary Health Care Revisited”
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Keynote speaker 2. Professor Sekelani Banda, Director HRP&D, Ministry of Health, Zambia
Prof. Sekelani S. Banda MB ChB, MSc, M MED, PhD, FAcadMed (UK) Prof. Banda has over 20 years’ work experience as a medical doctor, educator, scholar and consultant for the health sector and has served in senior positions in academia, consulting firms, and the Ministry of Health. Additionally, Prof. Banda has served on as a Board Member on multi-national organizations, Africa Region non-profit organizations and on four statutory boards in Zambia. Prof. Banda is currently the Director for the Department of Training and Development at the Ministry of Health (Zambia) and is a representative of the public on the Council.
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Keynote Speaker 3. Mr. R. Shivakumar. President of the Indian Association of Physician Assistants
Mr. Shivakumar graduated from BITS-Pilani, belongs to the 1995-98 M.Phil. batch of Physician Assistant and prior to that B.Sc. degree with specialization in chemistry from Loyola College, Chennai. He had a long stint in paediatric cardiology in Madras Medical Mission till 2008. During this period he was involved in clinical assessment of congenital and acquired heart diseases, management of post-operative patients in ICU and handling emergencies. He has participated and has been a team leader for many cardiac screening camps across South India during his decade long clinical career. He has presented papers in scientific conferences and also been part of academic work of the department. He was also in-charge of the induction program of Madras Medical Mission which gives a bird's eye view to prospective students who will be pursuing the PA program. He has been the instructor in-charge for students during their clinical postings in Paediatric cardiology and has been on the board of studies for 3 years. In 2005, he organised the Physician Assistant day celebrations, for the first time in India.
The flair for administration led him to do an MBA with specialization in HR from IGNOU, New Delhi. He then took up hospital administration and has worked in leading corporate hospitals for over a decade now. During the course of this journey he completed Post Graduate Diploma in Medical Law and Ethics from National Law School of India University. He played a major role in setting up of the cardiac unit in Fortis Malar Hospitals. He has worked with the McKinsey team for reducing turnaround time, patient and employee satisfaction and was instrumental in setting up a stroke institute in Apollo Hospitals.
In 2013, he took over as the president of Indian Association of Physician Assistants and has been successful in bringing the Physician Assistants across the country under IAPA. Three state chapters have been formed. Annual scientific conferences are conducted which are on par with other major conferences across the world. He was instrumental in establishing network with all the leading PA associations across the world. Certification examination for cardio-vascular PAs by Indian Association of Cardiovascular surgeons (IACTS) was started. He became the task force lead for curriculum standardization established by Ministry of Health and Family Welfare, Government of India in 2014 and driving the Physician Assistant cadre in its quest for government recognition.
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Thursday 4th October 2018
8.00am – 9.00 am Registration, Tea and Coffee available.
Chinama College of Health Sciences
(Shuttle bus is available daily morning and afternoon for transport from Cresta Golfview Hotel to Chinama College of Health Sciences)
9.10am – 9.15am Welcome:
Professor David Lusale, President of IAPAE
9.15am – 9.20am Welcome to Chinama College of Health Sciences
9.20am – 9.30am Welcome to Zambia - TBA 9.30am Introduction of Keynote speaker: David Lusale
9.30am- 10.15am
Keynote Speaker 1. Dr Nathan Bakyaita,
WHO Country Director, Zambia
“Universal Primary Health Care Role in Health Care”
10.15am – 10.45am: Morning Coffee and Conference Group Photo
Room: TBA
10.45am – 11.15am
Session 1: Discussion of First Keynote Presentation Session Chair: David Lusale
11.15 – 12.15pm
Short papers x 3 (20 mins each) Session Chair: Sanele Ngcobo. IAPAE Board and Director of Communication
11.15 am Paper 1. Factors That Influence Implementation of Occupational Safety And Health Management System at Public Universities In Kenya-A Case Study Of Egerton University.
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Presenter: David K. Njeru, Kenya. 11.35 am Paper 2. MLP Training: Monitoring and Evaluation Report Presenter: Dr Henry Barigye, SolidarMed, Zambia 11.55 am Paper 3. Discussion that: IAPAE as an International accreditation body Led by: Professor Dana Sayre-Stanhope
12.30pm – 2.00pm Lunch , Networking opportunity
Room: TBA
2.00pm Introduction of Keynote speaker: Professor David Fahringer
2.00pm – 2.45pm
Keynote 2. Professor Sekelani Banda,
MB ChB, MSc, M MED, PhD, FAcadMed (UK)
Director for the Department of Training and Development Ministry of Health (Zambia)
“ Title TBA”
2.45pm – 3.30pm:
Afternoon Tea and Poster Presentations and Exhibitors Displays Room: TBA
3.30pm – 4.15pm
Session 2:Discussion of Second Keynote Speaker Session Chair: Professor David Fahringer
4.15pm – 5.15pm
Short Paper 3 x 20 mins
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Friday 5th October 2018
Chinama College of Health Sciences Room:
Session Chair: Professor Philip Begg, IAPAE Board, Director at Large 4.15 pm Paper 4. Disaster risk reduction for safety of students, teachers and support staff in secondary schools in Kiambu County, Kenya. Presenter: Mururi Susan (PhD), Kenya. 4.35 pm Paper 5. School children and adults as Malaria reservoirs in Zomba, Malawi: using Malaria rapid Diagnostic tests for case detection Presenter: Lambani Tshotetsi. Malawi 4.55 pm Paper 6. Results of the PA Survey Presenter: Professor David Fahringer, University of Kentucky, USA.
5:15pm – 5:20pm
Day 1: Conference closing statement and evening arrangements Professor David Fahringer, Immediate Past President IAPAE Board
5.20pm
Opportunity to tour the local hospital
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8.30am - 9.00am
Registration, coffee & tea
9.00am – 9.05am Welcome: Professor Phil Begg, IAPAE Board, and Director at Large.
9.05am – 9.30am
Greetings from SolidarMed and LED Liechtenstein Development Service Principal Sponsors of the 11th International Conference of IAPAE
09.30am
Introduction of keynote speaker: Professor Phil Begg, IAPAE Board, Director at Large
9.30am – 10.15am Keynote speaker 3.
Mr. R. Shivakumar
President. Indian Association of Physician Assistants
10.15am – 11.00am: Morning Coffee and Poster session and Exhibitors Displays
Room:
11.00am – 11.45 am Session 3: Discussion of Third Keynote Speaker
Session Chair: Professor Phil Begg IAPAE Board Member
11.45 – 12.40pm Short papers x 3 (20 mins each)
Session Chair: Scott Smalley IAPAE Board Secretary, President Elect. 11.45 am Paper 7. Social Adjustment: Factors affecting it and it’s correlation with academic performance of first year university students. Presenter: Yasmin Sultana-Muchindu, PhD. Zambia
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12.05 pm Paper 8. Task-Shifting in Liberia-a multidisciplinary team approaches to address the high maternal and neonatal death and acute shortage of specialist physician in post war/post Ebola Liberia. Presenter: Bangalie V.Kamara , Liberia 12.25 pm Paper 9. Presenter: Norman Nuwagab, Uganda
12.40pm – 2.00pm: Lunch , Networking opportunity, Poster session and Exhibitor Displays
Room: TBA
2.00pm – 2.55pm Short Papers
Session Chair: Professor Dana Sayre Stanhope, IAPAE Treasurer
2.00 pm Paper 10. Saving lives by task sharing: The role of the emergency surgical officers in Ethiopia Presenter: Melese Takele Wossen. Ethiopia. 2.20 pm Paper 11. As good as you can, as professionally as you can. Presenter: Adam Halbur, USA
“As Good As You Can, As Professionally As You Can is a film on the physician assistant model of the mid-level healthcare worker around the world, featuring the United States, United Kingdom, Netherlands, Israel, South
Africa, Liberia, India, Laos and Australia”.
This version was made for the 11th Annual Conference of the International Academy of Physician Associates Educators (IAPAE) in Lusaka, Zambia, 4-6 October 2018
3.00pm – 3.30pm:
Afternoon Tea Poster session and Exhibitor Displays
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3.30pm – 4.45pm
Workshops (4 Parallel sessions)
1. Session a. Problem Based Learning (PBL): Efficient, effective and engaging. Presenter: Professor Phil Begg University of Birmingham England.
2. Session b. Curriculum Mapping – From Learning Objectives to Assessment and everything in between. Presenter: Scott Smalley, University of Witwatersrand, South Africa.
3. Session c. Steps of performing a lumbar puncture in resource limited environment Presenter: John Chama, Senior Lecturer in Emergency Medicine.
4. Session d. Introduction to using Standardized Patients. Presenter: Professor David Fahringer, University of Kentucky. USA
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7.00pm – 9.00pm
ConferenceGalaDinner:
Dress Code: National Traditional Dress or Semi-Formal
Entertainment Provided by (to be confirmed)
Shuttles will be available from Cresta Golfview Hotel to venue from 6.30pm and will drop delegates back at hotel from 9.00pm
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Saturday 6th October 2018 Sub- Committee meetings, IAPAE Annual Business meeting
9.00am – 11:30am
IAPAE Sub-Committee Meeting
Delegates are invited to participate in the following sub-committees, with some specific objectives:
1. Gathering information on the 2017/18 work plan to feedback later in the day. 2. Setting a work plan for the 2018/19 year 3. Electing/appointing a committee lead to work with the appropriate BIAPAE Board member to deliver on the agreed objectives 4. Commit to a delivery plan and outputs throughout the 2018/19 year 5. Report back formally at the IAPAE Board meetings and the annual conference in 2019 Sub-committee meetings: • Education (Room: TBA) • Research (Room: TBA) • Membership (Room: TBA) • Communications (Room: TBA) • “Think Tank” (Room: TBA) Feedback to the plenary session from the IAPAE Sub-Committees
11.30am – 12.30pm
IAPAE Annual Business Meeting Chaired by incoming President:
Concluding Remarks and thanks President [2019]
12.30pm – 1.30pm
Lunch and Farewells
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1.30pm – 5.00pm
IAPAE Board Meeting
(IAPAE Board Members only)
Room: TBA, Chinama College of Health Sciences.
5.00pm
Presentation Abstracts
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Paper 1.
Factors That Influence Implementation of Occupational Safety and Health Management System at Public Universities in Kenya-A Case Study of Egerton University
Author: David K. Njeru NAKURU-KENYA Despite the increasing level of interest in Occupational Safety and Health Management Systems (OSHMS), there have been few formal evaluation studies published. There is a relative paucity of information about how these systems work and how effective they are in preventing occupational injury and diseases. A general observation shows that hazards are present at work places in universities despite existence of overwhelming information on the importance of occupational safety and health management system (OSHMS). An Occupational Safety and Health Management System is a planned, documented and verifiable tool for managing hazards and their associated risks. The effectiveness of an OSHMS, and its ability to adapt and improve, hinges on how well its performance can be evaluated. The purpose of this study was to evaluate the factors that influence implementation of OSHMS at public universities in Kenya. OSHMS was developed in response to widespread demand for a recognized standard against which to be assessed and certified. This study was conducted at Egerton University’s four campuses within Nakuru. The method of study was a case study descriptive survey research design. Data was collected using; observation check lists, structured interview schedules and questionnaires. Findings obtained showed that the factors affecting implementation of OSHMS included; lack of initial review of hazards (10%), inefficient development of systems (25%), failure to formulate OSH Objectives (30%) and inadequate hazard prevention mechanism( 30).Data were analysed qualitatively using content analysis and also statistical package for social science (SPSS) version 16 computer program. The study recommended that an OSH policy be developed and implemented, participation of workers be encouraged, collaborative and support from the government be promoted and a system for continual improvement be designed. Paper 2.
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MLP Training: Monitoring and Evaluation Report
Author: Dr David Barigye In Zambia, Medial Licentiate Practitioners (MLPs) are a cadre trained to provide lifesaving health care particularly at the first referral hospital level. From 2013/14 MLP training at Chainama College of Health Sciences (CCHS) was upgraded to a Bachelor of Sciences (BSc) from an Advanced Diploma. A new curriculum was introduced and after 5 years of implementation, it is due for review. An important component of the course and a requirement by the Health Professions Council of Zambia (HPCZ) is monitoring and evaluation (M&E) of the BSc training. At the end of the 2016/17 academic year, an assessment of MLP training was conducted. The objectives were to assess the quality of training, identify bottlenecks and suggestions on how to overcome them. The findings would also inform the curriculum review process. Qualitative and quantitative analysis were conducted on data from (a) student feedback on second year theoretical lectures and (b) Focus Group Discussions (FGDs) and semi quantitative questionnaires administered to students in all years (2nd, 3rd, 4th and bridging) and (c) in-depth interviews with a sample of consultants. The following areas of training were evaluated a) Alignment of taught content with MLP scope of practice. b) Theory teaching in the 2nd year. c) Practical training: The quality of practical teaching; the learning spiral from junior to senior
clerkship; use of log books; training from one or several practicum sites; supervisory visits as well as examination and feedback.
Findings and recommendations: There was consensus that MLPs should be able to handle emergencies and common conditions (emergency and essential care). However, there is a need to define emergency and essential care more clearly. In addition, the revised curriculum should provide guidance on (a) the disease conditions MLPs will handle independently and those to refer and (b) how the two categories should be taught and examined. The students’ main concern about teaching of theory in 2nd year was about basic and applied biomedical sciences (BABS). They reported that the content was a lot for the available time; BABS should be taught first before the introduction of clinical sciences; there was need for practical demonstrations and for each subject in BABS to be examined separately. The ML department has already re-aligned the 2nd year time table. Starting 2017/18 academic year, BABS has been allocated more time and most of it will be taught before clinical sciences. Monitoring of teaching will continue to ensure that the new time table meets the needs of students. The college, with the support of SolidarMed and Clinton Health Access Initiative (CHAI), has put in place a well-equipped skills laboratory which the BABS lecturers should use effectively. Practical training, a cornerstone of the MLP training was adequate in some training sites. However, some challenges were also identified. The main ones include: - (a) unavailability of dedicated practicum site consultants (b) inadequate hands on experience mainly as a result of competition with students from other colleges and interns (c) students being made to work rather than being taught. (d) Training not standardised across practical sites. To overcome these challenges, the department plans to: -
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a) Strengthen support supervision for quality improvements in practical teaching. b) Develop a more detailed practical guide for practicum site consultants. c) Combine both theoretical and clinical skills training in the 2nd year. d) Ensure students have access to essential supplies and materials (including theatre gowns) at
practicum sites. Paper 3. IAPAE as an International Accreditation Body Author: Professor Dana Sayre-Stanhope, United States of America. Paper 4.
Disaster risk reduction for safety of students, teachers and support staff in Secondary schools in Kiambu County, Kenya.
Author: Mururi Susan (PhD), Kenya. This paper is based on a research study that was one to find out disaster risk reduction strategies for safety in secondary schools of Kiambu county Kenya. A disastrous situation involves destruction that surpasses the capability of the affected people to deal with using their only available resources. Disasters have been a major public health concern due to their sudden destructive events that occurs with little or no warning. The destruction that disasters cause brings most of the works into a standstill with diversion of resources to deal with their effects. The study established that lack of knowledge on the importance of disaster risk reduction made the secondary schools administration concentrate more on covering the secondary school curriculum and not taking care of their customers (students, teachers and the support staff). The study design used was cross-sectional descriptive in nature for qualitative and also for quantitative where the researcher used detailed simplified closed ended questionnaire, in-depth interview and observation check lists for data collection. Sources of data were from physical environment, respondents’ knowledge, skills and policies for disaster management with specific reference to disasters risk reduction strategies. The data obtained was coded and entered into SPSS version twenty three (23) for analysis. The analysed data was described without any manipulation. The results were presented in tables, figures, graphs and statements. Outcome utility of this study was to improve safety for students’ teachers and support staff in secondary schools and for those who live in the schools environs. The disaster managers, researchers, scholars, policy makers and funding Agencies will utilize the findings for knowledge on potential disaster risks, level of skills for disaster management, and the resources required to improve safety in schools in Kiambu County and the world at large. KEY WORDS: Disaster, Risk, Strategy, Safety, Vulnerability, Mitigation, Student, hazard, reduction
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Paper 5.
School children and adults as Malaria reservoirs in Zomba, Malawi: using Malaria rapid Diagnostic tests for case detection
Authors: Precious Hajisona, Lumbani Tshotetsib, Chancy Chimatiroc Background: Malawi is an endemic malaria area and children are vulnerable to malaria infection. This describes the value of routine malaria testing for school children in Malawi. Routine testing may facilitate timeous treatment and reduce morbidity and mortality. Methods: Save the children and Malawi government trained 125 primary school teachers to Tests and treat un-complicated malaria in Zomba. The trained teachers practiced testing within themselves and tested 500 pupils (6-14 years old), who consented voluntarily to malaria testing. Results: About 238 pupils and teachers tested malaria positive even though, they did not have symptoms of malaria. Both pupils and adults, presented as reservoirs for malaria infection. Conclusion: The findings conclude that, both adults and children, presented as reservoirs for malaria infection. This brief report recommends that, active case detection could be more profitable to the Zomba population if malaria is to be eliminated. Key words: Malaria, children and adults, malaria rapid diagnostic test, malaria reservoir Paper 6.
Results of the PA Survey Author: Professor David Fahringer, University of Kentucky, USA. Paper 7.
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Social Adjustment: Factors affecting it and it’s correlation with academic performance of first year university students. Author: Yasmin Sultana-Muchindu, PhD. Zambia Higher institutions of learning have the responsibility to create an environment conducive for the all-round development of the learners - cognitive, affective and psychosocial domains (McNamara, 2000). However, the reality in Zambia is far from what is expected. This can lead to a dangerous social scenario, as we may run the risk of producing students with high intellectuality but low levels of social adjustment. Mangal (2009) attests that faulty socialization of a child results in disorganized personality and abnormal behaviour. Thus, providing inadequately in the development of the social aspect will endanger the potential of the students to be a fully productive member of the larger society (Jou & Fukada, 1996). Therefore, the overall research problem in this study was to determine the factors influencing social adjustment and also to examine the relationship between social adjustment and academic performance of first year university students in Zambia. This study was founded on two theories, Urie Bronfenbrenner’s ecological theory (Bronfenbrenner, 2000) and Erik Erikson’s theory of social development (Erikson, 1968). This study implemented mixed methodology, using cross-sectional survey design. The participants included 556 first year university students. Findings indicated statistically significant relationships between social adjustment and the variables of age, gender, place of residence, program of study, family type and economic status of first year university students (P<0.05). The Pearson product-moment correlation coefficient (r) value between the social adjustment and academic performance variable of first year university students in Zambia was 0.815 (r>0.01), which was statistically significant. Paper 8.
Task-Shifting in Liberia-a multidisciplinary team approaches to address the high maternal and neonatal death and acute shortage of specialist physician in post war/post Ebola Liberia.
Author: Bangalie V. Kamara , Liberia Background During the years (1989-2003) of armed conflict many left. The exodus of skilled healthcare professionals continued post-conflict Liberia and maternal mortality was high up to 990 deaths per 100,000 births in 2014 From 2014 to present, maternal and new-born mortalities has increased dramatically which is now 1050/100,000 birth due to the deadly Ebola virus disease outbreak that ravage across West Africa in which 22 PAs died while saving the life of others in need. An HR issue for health was jeopardized automatically. 117 doctors were available for a population of more than four million in February 2015
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These two dramatic episodes in our history brought about the needs to optimize the middle-level cadres’ health workforce roles to improve access of key maternal and neonatal health interventions through “Task-Shifting/Task sharing. Aims * To bridge the obstetrics skills gaps through a sustainable programme and relieve some of the overwhelming pressures on the already pre-existing burnout few doctors who would normally enter the operating theatre-particularly in rural Liberia by training non-physician clinicians to management all BmONC and CmONC cases. Reasonable System * A pilot project was introduced by MCAI by training two midwives in 2013 on “advanced obstetrics skills and other abdominal surgeries to correspond with the outcome to those of the specialist doctors * To balance the need of maternal and new-born health services with adequate training resources. Affordable * Efficient, cost effective and long-term sustainability * Defined benefits for all women of childbearing age seeking obstetric and new-born care at rural and suburban settings with limited resources. * Sustainable surgical skills for graduate obstetrics non-physician clinicians in comparison to those of specialist doctors. Equitable * Covers the whole country and accessible to vulnerable hard-to-reach population * Rights to universal health coverage for all regardless of socioeconomic and gender. Sustainable * Respond to patient’s needs on time with much enthusiasm and happiness * Minimize the acute shortage of specialist doctors in disadvantage settings * Proper administration and effective management of comprehensive emergency obstetrics and neonatal services in accordance with the Liberia’s national investment health plan Conclusions: Liberia * Obstetrics and neonatal survival task-shifting skills sharing by senior midwives and PAs undertake both BmONC and CmONC may be effective and sustainable in a country that has so few doctors * In light of the results with the few first non-physician clinicians, a decision has been made to scale up and roll out this programme in Liberia to train an additional 9 obstetrics non-physician clinicians * Their team-work with doctors can be particularly valuable in rural hospitals in resource-poor countries Paper 9.
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Author: Norman Nuwagab, Uganda Paper 10.
Saving lives by task sharing: The role of the emergency surgical officers in Ethiopia Authors: Biku Ghosh, Yifru Berhan, Melese Takele Wossen, Yusuf Abdulkadir and Abera A Gobeze Background: Ethiopia has serious shortages of obstetric and surgical specialists. A national Master’s Degree program to train non-doctor mid-level health professionals in Emergency Surgery and Obstetrics started in 2009. Qualified professionals are known as integrated emergency surgical officers (IESOs). Aims: This study was carried out to evaluate graduated IESO’s performances and the outcome of their work. Methods: A cross sectional survey was conducted by involving IESOs who were in service for variable period since their graduation. Structured questionnaire forms were sent to all 135 registered members of the Professional Association of Emergency Surgical Officers of Ethiopia (PAESOE). Responses were received from 64 IESOs. Findings: Results showed that the IESOs had carried out a total of 20 176 caesarean sections since graduating. In the first 3 months of 2016, there were 3035 caesarean sections and 970 other laparotomies. Following caesarean section, the rate of neonatal deaths was 2.8%, and the rate of maternal deaths was 0.26%. The rate of maternal deaths following laparotomies was 0.61%. The rate of postoperative complications was 1.92%. Conclusions: Results showed that task-sharing with trained non-doctor emergency surgeons can improve access and outcomes for patients in need of essential surgical care. A similar program could be a model for other developing countries. Keywords: Task sharing, integrated emergency surgical officer, Caesarean section, Laparotomy Paper 11.
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As good as you can, as professionally as you can.
Presenter: Adam Halbur, USA
“As Good As You Can, As Professionally As You Can is a film on the physician assistant model of the mid-level healthcare worker around the world, featuring the United States, United Kingdom,
Netherlands, Israel, South Africa, Liberia, India, Laos and Australia”.
This version was made for the 11th Annual Conference of the International Academy of Physician Associates Educators (IAPAE) in Lusaka, Zambia, 4-6 October 2018
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THANK YOU FROM THE IAPAE BOARD
The Board of IAPAE would like to thank you for attending this year’s 11th Anniversary conference, we hope that you enjoyed the conference, were inspired and helped inspire others and that you will plan in your diaries the 11th
IAPAE conference next year.
The Board would like to thank the staff and faculty of the Chinama College of Health Sciences for their huge commitment and hard work in making the conference a great success.
We would also like to extend our thanks to SolidarMed and LED Liechtenstein Development Service as the
Principal Conference Sponsor; we thank you for your commitment to the region and your generous support of the conference.
Finally, we would like to thank all of the contributors for their presentations and posters, the standard continues
to rise, the debates continue to generate excellent conversations and real change. In particular we extend our thanks to our 3 outstanding Keynote speakers. These presentations inspire and help move forward this
honourable profession across the globe, and ultimately make a difference to the lives of countless people.
David Lusale (Zambia), David Fahringer (USA), Dana Sayre Stanhope (USA), Phil Begg (UK), Scott Smalley (South Africa), Emily Wright (USA Student Board Member),
Somu Chatterjee (USA) and Sanele Ngcobo (South Africa).
Your Board of IAPAE 2018/19
www.iapae.com
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Role of Honour
Founding Trustees:
• Professor Philip Begg – United Kingdom • Professor Dana Sayre – Stanhope, - United States of America • Professor Nick Ross – United Kingdom (Retired 2013) • Professor David Fahringer – United Sates of America
Past Presidents and Chairmen: 2008 – 2011 Inaugural President: Prof. Dana Sayre-Stanhope (USA) 2011 – 2013 President: Dr Emanuel Teye Adjase (Ghana), Chair: Prof. Dana Sayre – Stanhope (USA) 2013 – 2014 President: Daphne Cohen (Netherlands), Chair: Prof. Dana Sayre – Stanhope (USA) 2014 – 2015 President: Nadia Miniclier Cobb (USA), Chair: Prof. Phil Begg (UK) 2015 – 2016 President: Prof. Phil Begg (UK) 2016 – 2017 President: Prof. David Fahringer (USA) 2017 – 2018 President: Mr. David Lusale (Zambia)
Past Conference Locations: 2008 – Savannah, Georgia. USA. (Inaugural conference) 2009 – Sunyani, Ghana. Africa. 2010 - Glasgow, Scotland, United Kingdom. 2011 – Montreal, Canada. 2012 – Johannesburg, South Africa, Africa 2013 – Birmingham, England, United Kingdom. 2014 – Philadelphia, Pennsylvania, USA. 2015 – Pretoria, South Africa, Africa. 2016 – Birmingham, England, United Kingdom. 2017 – Lexington, Kentucky, USA. (10th Year Anniversary Conference)
Lifetime Achievement Recipients: Honorary Life Member: 2013 – Professor Nick Ross (UK) – Outstanding service and Founding Trustee Outstanding Contribution Recipients: 2014 – Professor Mike Dryer (USA) – Commitment to the development of IAPAE. 2017 – Mrs. Jennifer Jarmin (USA) – Outstanding Achievement in the Establishment of IAPAE. 2017 – Professor Phil Begg (UK) – Outstanding Leadership and Contribution to IAPAE
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Our Conference Partners
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Accommodation and General Information
Accommodations Cresta Golfview Lusaka http://crestagolfview.com/ Email Patience at [email protected] for any queries
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Conference Transportation Services Schedule: For the duration of the conference there will be a shuttle service which will run from the Cresta Golfview Hotel to Chinama College of Health Sciences Campus each day.