universitas 21
Universitas 21 Health Sciences

U21 Health Sciences United Nations Millennium Development Goal (UN MDG) Workshop
The University of Hong Kong – 1st & 2nd February 2010

OVERVIEW

Professor Sum Ping Lee, Dean of the University of Hong Kong's Faculty of Medicine, hosted the two-day U21 UN MDG workshop held on 1st and 2nd February 2010.

View the UN MDGs [PDF 35.6kB].

More than fifty delegates from medicine and public health, dentistry, nursing, health and rehabilitation sciences (speech pathology, occupational therapy and physiotherapy) and pharmacy attended the workshop convened by the U21 Health Sciences UN MDG Steering Committee [PDF 13.9kB] and led by Kendall Ho from the University of British Columbia. Presenters included Kenneth McGillivray, Secretary General of the Association of Pacific Rim Universities (APRU); Richard Scott from the University of Calgary; and Jacques Jeugmans, Principal Health Specialist with the Asian Development Bank.

U21 universities represented at the workshop included Auckland, British Columbia, Fudan, Hong Kong, Nottingham, Melbourne and Queensland, and Tecnoló;gico de Monterrey in Mexico. Student representatives attended from APRU member universities - the University of Sydney in Australia, Chulalongkorn University in Thailand, Universitas Indonesia, and the University of the Philippines.

View the participant list [PDF 32.3kB].

Major themes included UN MDGs and sustainable health; examples of public health engagement at Fudan University; current engagement strategies, with presentations on UN MDG faculty and student-led initiatives at the Universities of Queensland, Auckland and Hong Kong, and at Tecnoló;gico de Monterrey in Mexico; synergy with global e-health; small group work undertaking a SWOT analysis; and practical case-writing sessions as part of UN MDG curriculum development. The workshop also included discussion of the longitudinal evaluation framework prepared by the University of British Columbia's e-Health Strategy Office, and the potential for research output relating to the UN MDG initiative.

View the programme [PDF 44.8kB].

View the proceedings and presentations.

View the photo gallery.

Key outcomes of the workshop in Hong Kong included:

  1. progress on the U21 UN MDG module, involving discussion of a pedagogical framework, additional case development, and a strategy to build on existing learning/teaching resources including videos involving students and UN MDG experts
  2. strategies for strengthening student involvement and leadership
  3. garnering broad-based interprofessional involvement
  4. international partnership building including a commitment to develop an educational research agenda around UN MDG education
  5. synergy with eHealth through the U21 Health Sciences eHealth committee and partners

The U21 UN MDG Education Steering Committee will meet and look at the range of outcomes from this workshop, and prioritise work packages over the coming months. Progress will be reported on at the next U21 Health Sciences UN MDG workshop, to be held on 27-28 September, and at the upcoming U21 Health Sciences annual meeting at Tecnológico de Monterrey in Mexico (29 September – 1st October 2010).

 

Proceedings and Presentations

OPENING ADDRESS AND WELCOME

In his opening address as Dean of the Faculty of Medicine, Professor Sum Ping Lee welcomed delegates to the University of Hong Kong, and highlighted the importance of the forum as a means of exploring how to contribute to the UN MDG goals on an international level, utilizing the combined resources and expertise of the U21 Health Sciences group.

Gillian Webb (University of Melbourne), a member of both the U21 Health Sciences Executive and the U21 Health Sciences UN MDG Steering Committee, noted that the initiative had the full support of the Executive and was viewed as a major and ongoing project for U21 Health Sciences.

 

THE VIEW FROM APRU

APRU's Kenneth McGillivary highlighted the importance of social responsibility on a global level and the potential for university networks such as U21 and APRU to collaborate to achieve targeted outcomes. It was noted that nine U21 universities were also members of the APRU network, and that there was a synergy between the networks' initiatives in terms of the focus on a range of projects undertaken by the APRU network relating to global health, public health and climate change.

Issues identified included the need for a better understanding of the UN MDG research objectives and it was emphasized that university networks needed to ensure that funding agencies were aware of the efficacy of universities' research. It was also emphasized that universities and university networks needed to engage and support less economically developed countries because global challenges required a global solution, and that productive engagement with government and other agencies was critical as a part of this process, requiring a strategic approach and relevant academic programmes.

 

INTRODUCING THE U21 HEALTH SCIENCES UN MDG INITIATIVE

Supporting the Attainment of UN MDGs: Academia's Role in Global Health - Kendall Ho (The University of British Columbia).

How do we in academia positively impact on global health as educators, researchers and clinical practitioners?

The role of academia

The four ‘Ts’ –

Within the context of global health, global academic partnership is critical to making a meaningful contribution to the UN's MDG agenda.

The U21 UN MDG Steering Committee's implementation strategy for UN MDG education and engagement has included producing a range of resources and materials for faculty and students; developing an interactive web portal; constructing an evaluation framework with potential for research output; and engaging other U21 universities and international agencies.

The goals for the workshop

View the presentation [PDF 1.35mB].

 

DEVELOPMENTS TO DATE

Looking Back, Looking Forward – Niv Patil (The University of Hong Kong)

Synopsis

Since 1997, the focus of the U21 Health Sciences UN MDG Steering Committee has been on promoting awareness, disseminating information, and encouraging and seeking participation in relation to UN MDG education within medicine and health sciences. To date, a student guide and a range of problem-based learning cases have been devised, a student advisory committee established and a series of videos produced, a UN MDG web site developed, and engagement achieved with a range of disciplines in other U21 universities. It has been acknowledged that the UN MDGs are unlikely to be met by the specified target date of 2015 and it is vital that U21 Health Sciences makes progress in this area. Major priorities are to continue case development and to consolidate the educational materials and prepare a publication for dissemination; to further develop the web site for faculty and staff; and to foster additional engagement within and beyond the U21 Health Sciences network.

View the presentation [PDF 305kB].

 

The experience of the Tecnoló;gico de Monterrey School of Medicine – Manuel Peréz

Synopsis

Health and education are the keystones of UN MDG development and the goals are congruent with the fundamental values of medical practice. Educational institutions have a shared commitment to train socially responsible and service oriented professionals and universities need to engage students and harness their enthusiasm and energy as education is the way forward in terms of generating interest, becoming aware and working towards change. Strategies at Tecnológico de Monterrey's School of Medicine include students working through UN MDG study modules integrated into the curriculum, and case studies as an educational aid to highlight the social and economic aspects of health. Throughout the programme, students are provided with overseas and local training opportunities in a wide network of clinics and hospitals. Student feedback has been very positive and the UN MDG strategy is now enhanced by both faculty and student led initiatives.

View the presentation [PDF 388kB].

 

KEYNOTE ADDRESSES

UN MDG and Sustainable Health – Alison Buchan (The University of British Columbia)

Synopsis

The inaugural G8 University Presidents' Summit in Tokyo in 2008 resulted in a Declaration outlining the role of universities in sharing knowledge and working collaboratively as a network, and with government and the community – in terms of research, policy development and programmes - to advance sustainability on a global level. At the second summit in Turin, Italy, the interdependence and interaction of economics, ethics, energy policy and ecology was the major focus and the recommendations arising from the forum in Turin were broadly in line with the 2008 Declaration and also included responsible and ethical development and partnerships with private and non-profit sectors to transfer knowledge. The 2010 summit in Canada (UBC and Alberta) will focus on ‘A Sustainable World’ looking at higher education, clean energy and global health in the broadest sense. There is a synergy between the UN MDG initiative and the three sub-themes of sustainable health that will be explored at the 2010 forum – global health, delivery of rural health, and the economics of health. There is an opportunity for university networks to make a demonstrable impact by 2015 by forming a ‘network of networks’ to develop and implement relevant curricula, stimulate new relevant translational research, and enhance effective knowledge exchange.

View the presentation [PDF 198kB].

 

The UN MDGs and Medical Education – Professor David Wilkinson and Ms. Alicia Veasey (The University of Queensland)

Synopsis

In 2008, the University of Queensland's (UQ) UN MDG project was developed in collaboration with the School of Medicine and the UQ Medical Society, in response to a U21 initiative to educate health science students about developing world health and, in the University of Queensland's case, Australian Indigenous health. The UQ-UN MDG project works in a variety of ways but it's main concern is to raise awareness of global health issues in medical students, thus producing medical graduates who are motivated and equipped to get involved in global health. This objective is achieved through curriculum change, the provision of assistance in the delivery of teaching and learning, assistance to medical students to ensure relevant clinical experiences, as well as the provision of opportunities for extracurricular activities involving global and Indigenous health. Student run workshops, providing education in practical clinical skills, are organised annually by the UN MDG project, for first year medical students, most of whom are planning to carry out their elective overseas and in developing countries. Next steps include plans to use the project as the core to a new global health course in the UQ medical degree.

View the presentation [PDF 633kB].

 

PUBLIC HEALTH ENGAGEMENT

The Process and Implications of Rural Institutional Delivery Policy in Guangxi Autonomous Region, China – Qian Xu (Fudan University)

Synopsis

In the mid 1990's, the maternal mortality ratio (MMR) in remote Guangxi, China was higher than the national average level with maternal deaths at home and in transit to healthcare facilities accounting for two thirds of the total deaths. In response, the Guangxi government initiated the ‘Safe Mother and Baby Project’ to lower the local MMR (UN MDG 5). A vital feature of the project was a commitment to institutional delivery at the local government level and recognition of the need to address specific cultural, geographic and financial issues. A range of strategies (for example, advocacy, training, financial support and mobilization) were explored and proved effective to promote institutional delivery. Supervision, evaluation and focused performance management ensured appropriate policy development and effective implementation. In summery, critical features included the consensus and commitment of the whole society on lowering maternal mortality, the clear implementation system and feasible action plans, as well as special pressurized performance management.

View the presentation [PDF 250kB].

 

Empowerment of individuals with chronic diseases and community through a support group approach – Fu Hua (Fudan University)

Synopsis

Chronic disease is the major health problem in China. An innovative and cost-effective initiative involving a support group approach based on self-efficacy theory and including a management cycle was implemented to engage and empower individuals and the community as a means of responsible management of chronic conditions. Community empowerment and mobilization involved a range of strategies including meetings to elicit views and needs, and to encourage participation; provision of education and training; and the use of bulletin boards and dissemination of materials. Individual empowerment strategies focused on skills for self-management including problem solving, decision-making, goal setting and action planning, as well as information gathering in terms of community resources. The training course focused on physical exercise and nutrition; the use of cognitive symptom management techniques; fatigue and sleep management; the use of medications; dealing with the emotions of fear, anger, and depression; and communication with others, including health professionals. The results of the studies provided evidence for empowering both individuals and communities to facilitate better management of chronic disease. This model has been disseminated to all communities in Shanghai and other cities such as Guangzhou, Dalian and Shenyang in China.

View the presentation [PDF 466kB].

 

Public health advocacy - the School of Public Health of the University of Hong Kong – Lam Tai Hing

Synopsis

For more than a century, public health has been a feature of medicine at the University of Hong Kong. Milestones include the introduction of a specialized study programme of Public Health under the Master of Medical Science, and the transition from a Department to the School of Public Health and the establishment of the Public Health Research Centre, as well as the introduction of the Master of Public Health programme. Research, knowledge dissemination, education and advocacy are a major focus. Key areas of activity include tobacco control and cessation advocacy; infectious disease epidemiology; environmental air pollution; health services research and health economics; and psycho-oncology and breast cancer research. Student-led advocacy, public education and targeted lobbying are ongoing activities within the School.

View the presentation [PDF 1.53mB].

 

FACULTY AND STUDENTS' VIEWS

Global Health Care Initiatives – Videsh Kapoor (University of British Columbia)

Synopsis

Medical undergraduate / postgraduate global health care studies are offered within a range of contexts at UBC, and this presentation focuses on the Global Health Initiative (GHI) – a medical student and faculty development aiming to address the need for effective global healthcare education and practical skills training. The initiative comprises comprehensive educational workshops provided prior to long-term, multi-faceted involvement on designated projects in Uganda, India, Honduras, and Kenya, as well as working with Aboriginal people in Canada. Evaluation and results are positive with a reduction in anaemia (a major issue in relation to the India project) following student participation. The GHI has provided a platform for global healthcare curriculum development and is becoming increasingly interdisciplinary.

View the presentation [PDF 347kB].

 

Global Health Education in Nursing – Susan Dahinten (University of British Columbia)

Synopsis

Embedding global health education within the broader foundation of global citizenship is critical, however, global health education must be distinguished from international student ‘mobility’ experiences. There is a need for core curricula in global health education for all students, but particularly as a prerequisite for international experiences. Furthermore, understanding global health as ‘trans-national health issues, determinants, and solutions’ suggests that all health care professionals may participate in global health issues at a local, national, or international level. Ongoing international initiatives at the UBC School of Nursing include a ten-year active partnership with a college of nursing in Punjab, India to enhance baccalaureate nursing education at the college and to provide support for primary health care activities in the district.

View the presentation [PDF 69.1kB].

 

UN MDG and the School of Pharmacy, University of Auckland – Janie Sheridan

Synopsis

Pharmacy is the newest School within the Faculty of Medical and Health Sciences at the University of Auckland and there is a focus in first year on interprofessional education and global health for all medical / health sciences students, with a particular emphasis on Maori culture and indigenous population health. A SWOT analysis suggests that there is a parallel between local disparities evidenced in the indigenous community and global disparities. A major issue in terms of global health education is that global health is not included in the proscribed health professional competencies. U21 Health Sciences provides opportunities for support and collaboration in advancing and researching global health education.

View the presentation [PDF 799kB].

 

The U21 Health Sciences UN MDG Student Advisory Committee – Philip Kam (The University of Hong Kong)

Synopsis

To date, the UN MDG Student Advisory Committee comprises medical students from Tecnológico de Monterrey, and the universities of Queensland, Hong Kong, and British Columbia. The committee interacts via teleconferences, email communications and facebook. A series of videos have been developed and are available on the UN MDG website (www.MDG4health.org) Facilitated by Kendall Ho, students ‘interviewed’ UN experts on a range of aspects in relation to the UN MDGs. To raise awareness amongst their peers, the members of the Student Advisory Committee produced videos of fellow students' reflections on the UN MDGs, as well as videos highlighting the importance of the UN MDGs to alleviate poverty and promote health. Next steps for the Committee include upgrading communications via a Web 2.0 platform, work towards increased student involvement and development of a resource manual.

Additional student feedback

Derek Wong (University of Sydney) reported that whilst his programme did not contain a formal curriculum in terms of global health and the UN MDGs, there were opportunities for involvement in global health and public health, albeit that places were limited and the selection process highly competitive, indicating a broad-based interest amongst the student population that could be tapped into by promoting greater awareness through UN MDG education strategies. During the ensuing discussion, other student delegates provided similar feedback in terms of global health initiatives within their individual universities.

Discussion then focused on strategies for increasing and maintaining student engagement. Members of the UN MDG Student Advisory Committee highlighted the critical importance of faculty support for their UN MDG initiatives, and discussion focused on the need for meaningful student involvement and input at Faculty Board level. Mentoring and succession planning by student leaders was viewed as a way to increase and maintain student involvement.

 

U21 HEALTH SCIENCES UN MDG EVALUATION FRAMEWORK – Nelson Shen (University of British Columbia)

Synopsis

The UN MDG Evaluation Sub-Committee has devised an evaluation strategy framework as a tool to organize the UN MDG evaluation activities across three levels of collaboration from the broadest global perspective through to the local institutional level. Understanding the activities within and between each level of the collaboration will facilitate the development an overall vision for the U21 Health Sciences UN MDG initiative.

The overall goal of the evaluation framework is to integrate all outcomes and process through a meta-analysis of the project evaluations. The data for the meta-analysis will be derived from an online survey that evaluates students' experience with courses dealing with UN MDG and global health. The data will help identify the best practices and best outcomes across all school projects and will inform understanding of collaboration.

A logic model was developed to help organize and document how the activities contribute to the outcomes of the initiative. Based on the Results-based Management and Accountability Framework (RMAF), the model identifies the linkages between the activities and the achievement of the outcome. It succinctly clarifies the activities and the sequence of outcomes that are expected as a result of the inputs and activities. It also operates as an accountability piece and serves as a measuring stick of how close is the collaborative in achieving its' projected goal of contributing “towards the attainment of the UN MDG through collaborative education, knowledge translation, research and partnership of relevant disciplines with communities, governments, and organizations”.

View the presentation [PDF 1.0mB].

 

GLOBAL eHEALTH: SYNERGY WITH THE UN MDG INITIATIVE

Introduction –

Trevor Russell, Chair of the U21 Health Sciences Global eHealth Steering Committee, outlined the great potential for eHealth to contribute the UN MDG agenda, given the richness of U21 universities' combined technological possibilities in terms of impacting on global health, disseminating information, and facilitating student learning. It was emphasized that to realize this synergy requires commitment to collaboration and ongoing communication, sharing of information and follow-up activity. Technology alone does not automatically guarantee innovation and advancement and the U21 Health Sciences network provides a unique opportunity to harness combined resources and expertise so as to make a positive impact on global health.

 

Global eHealth Policy: Towards Capacity Building in eHealth – Richard Scott (University of Calgary)

Synopsis

The UN MDGs make explicit reference to health in terms of reducing child mortality and improving maternal health, combating HIV/AIDS, malaria and other diseases, and providing access to affordable essential medicines. To achieve these goals there needs to be a strengthening of health systems globally and eHealth can play a role in terms of e-teaching, e-learning, telehealth, and health informatics, as a means of expanding and training the health workforce, healthcare provision, decision-making, logistical issues and available information. Major challenges include the ‘capacity to build capacity’ in terms of the healthcare workforce; inter-jurisdictional issues in terms of telehealth; and ensuring that strategies and developments are sustainable, facilitating the UN MDG goals. eHealth policy is critical to the successful and sustainable implementation of eHealth initiatives, however this area is overly complex and lacks consistency at both the national and international level. eHealth needs to be integrated into both domestic and global health care systems both in terms of practice and policy. U21 Health Sciences has the capacity to facilitate productive engagement with policy and decision makers and individuals’ feedback and involvement is welcomed.

View the presentation [PDF 44.7kB].

 

View from the Asian Development Bank (ADB) – Jacques Jeugmans

An international development finance institution, the ADB’s mission is to help its developing member countries in Asia and the Pacific reduce poverty and improve quality of life. The ADB's main partners are governments, the private sector, non-government organizations, development agencies, community-based organizations, and foundations. Whilst health is not a core activity, the ADB's Strategy 2020 acknowledges the role that the organization can play in improving health in the region through its core activities - loan projects, capacity building, and technical assistance grants. Examples include loans and grants for health sector development, projects relating to water and infrastructure development, and communicable diseases grants for prevention and capacity building. There is also opportunity to share and disseminate knowledge between member countries. The ADB recognizes that information and communication technologies are an important development tool in relation to both economic growth and the UN MDGs, with a targeted focus on government, communication, knowledge dissemination, and health education. The ADB has an internship programme ranging from two to six months for graduate students within its member countries. The programme provides the ADB with an opportunity to build partnerships with external stakeholders such as academic institutions, and offers interns targeted project experience and exposure to development finance. The ADB is interested in looking for synergy with the U21 Health Sciences group.

 

Opportunity for funding - Interprofessional collaborations across the U21 Health Sciences network project

Kendall Ho provided an overview of this project and informed delegates that project money was available and that applications for funding would be sought following on from the workshop.

The aim of the project, under the leadership of Edwin Yen (UBC) is to establish a process that will encourage and facilitate U21 institutions to develop and prepare proposals focusing on optimal strategies for inter-professional collaboration. Proposals will also incorporate e-Health, UN MDGs, and a role for Health Sciences education, plus other key deliverables.

The closing date for applications is 30 June 2010 and the U21 Health Sciences Interprofessional Committee, using external expert reviewers, will adjudicate all applications for proposal development and select a maximum of three for a combined total of US $30,000 funding by mid to late August 2010. Successful applications will be announced at the U21 Health Sciences meeting at Tecnoló;gico de Monterrey in Mexico in September 2010.

 

UN MDG CURRICULUM SURVEY – Nelson Shen (University of British Columbia)

Synopsis

Co-developed by the U21 Health Sciences UN MDG Steering Committee and the Evaluation Sub-committee, the purpose of the curriculum survey is to identify existing curriculum focused on global health and UN MDGs and develop an inventory of resources to share amongst U21 Health Sciences members.

To ascertain a ‘snapshot’ of current global health / UN MDG offerings and initiatives within U21 Health Sciences and to identify individuals interested in engaging with the UN MDG initiative, the survey was distributed to targeted individuals within medicine, dentistry, nursing and health and rehabilitation sciences. In their feedback, respondents generally indicated that they were not aware of UN MDG courses within their institutions, although there were instances where respondents reported that global health offerings existed. Following on from the workshop, the Steering Committee will continue to explore this matter to further develop an inventory of any global health/ UN MDG courses/programmes, as a means of devising an appropriate strategy for UN MDG education.

View the UN MDG curriculum survey [PDF 46.9kB].

 

HOW CAN ACADEMIC INSTITUTIONS WITHIN AND OUTSIDE OF U21 OPTIMALLY CONTRIBUTE TO UN MDG ATTAINMENT?

A SWOT ANALYSIS

Breaking into small groups, delegates were asked to consider how academia could contribute to UN MDG attainment by undertaking a SWOT analysis from various perspectives, including within and beyond their individual universities and professions.

Identified strengths included the fact that the network framework for collaboration already exists, the initiative was already underway and UN MDG education was a timely development. It was noted that global health material was often developed and incorporated into curricula / programmes, albeit that there may not be an explicit reference to the UN MDGs. Delegates considered that current offerings should be explored as potential UN MDG educational content. It was acknowledged that there was political will to make progress. Students were a major focus for delegates both in terms of their energy and enthusiasm, their relationship with faculty, and their potential as future practitioners.

Participants reported that they had minimal understanding of existing initiatives and offerings within their own and other individual institutions. Other weaknesses included a perceived lack of commitment at the institutional level and a lack of resources; no pedagogical framework for the PBL case studies and other resources developed thus far; and the issue of how and whether a UN MDG curriculum should be linked to formal academic credit.

Opportunities included the chance to build on delegates' increased awareness arising from the workshop; the potential for interprofessional involvement; and a chance to develop and implement new technology and curriculum content.

Perceived threats included adding to an already ‘crowded’ curriculum; abiding by university processes relating to curriculum development; determining ‘ownership’ of the materials; ensuring the sustainability of the initiative; and dealing with the 2015 deadline for UN MDG attainment.

 

UN MDG CASE DEVELOPMENT AND CURRICULUM DISCUSSION – Li Chong Chan (The University of Hong Kong)

The aim of this segment of the programme was to introduce delegates to the UN MDG case development template / tutor guide and to add to the number of problem-based (PBL) learning cases already developed by faculty from the Universities of British Columbia, Hong Kong, Melbourne, and Queensland, and Tecnológico de Monterrey.

Copies of these PBL cases were distributed, and an overview of the rationale and process for devising PBL cases was provided to the participants by Li Chong Chan. Following the presentation, was a very useful discussion on how cases were to be aligned with broader curriculum issues depending on the school - these include organizational matters; deciding whether to utilize and build on existing offerings; the need for aligning any assessment to the pedagogy; determining 'for credit' status; and enabling global partnerships.

Relegated to small groups, delegates were then asked to prepare an outline for a new UN MDG PBL case, preferably with an interprofessional focus. Each of the groups then nominated a representative to present on the case prepared by their group. It was agreed that, following on from the UN MDG workshop, each of the groups would continue to work on these new cases via email, with facilitation by the U21 UN MDG Steering Committee and the Executive Officer.

View the presentation [PDF 272kB].

 

NEXT STEPS

The last segment of the workshop was convened by Kendall Ho and involved an overview of all of the feedback / suggestions gleaned over the two days, relating to UN MDG education and research, engagement and involvement of students and faculty, synergy with eHealth, and inter-institutional / international partnerships.

Broadly defined, the outcomes of the workshop in Hong Kong included:

  1. progress on the U21 UN MDG module, involving discussion of a pedagogical framework, additional case development, and a strategy to build on existing learning/teaching resources including videos involving students and UN MDG experts
  2. strategies for strengthening student involvement and leadership, including succession planning
  3. garnering broad-based interprofessional and institutional involvement
  4. international partnership building including a commitment to develop an educational research agenda around UN MDG education
  5. synergy with eHealth through the U21 Health Sciences eHealth committee and partners

At the conclusion of the workshop, a very comprehensive list of 'next steps' was drawn up, following feedback by delegates working in small groups and as a general audience. It was acknowledged that not all of the suggestions could be accomplished in the short term. Instead, delegates' feedback will be used as a blueprint for how to progress the UN MDG initiative in a sustainable way over time.

The U21 UN MDG Education Steering Committee will meet and look at the range of outcomes from this workshop, and prioritise work packages over the coming months.

Progress will be reported on at the next U21 Health Sciences UN MDG workshop, to be held on 27–28 September, and at the upcoming U21 Health Sciences annual meeting at Tecnoló;gico de Monterrey (29 September – 1st October 2010).

View the presentation [PDF 706kB].

 

© Universitas 21 Health Sciences 2000-2010

About Us

Contacts

Projects

Annual Meetings

Email Discussion

Research

U21 UN MDG Initiative

News and Events