Medicine, Conflict and Survival最新文献

Through a scoping review, we aimed to assess the effectiveness and impact of health education programs on landmines, known as mine risk education programs, on reducing risk-taking behaviour and injuries. Mine risk education evaluative studies were identified by searching electronic databases and publication lists of relevant humanitarian organizations. The review identified nine relevant mine risk education evaluative studies representing eight countries. These studies used different quantitative and/or qualitative methods, focusing on change in knowledge, risk-taking behaviour, and/or injuries. Three studies compared mine risk education in targeted and non-targeted groups. The review showed that mine risk education increases awareness among beneficiary communities, but the effect on decreasing landmine injury is still unknown. Due to the limited availability of rigorous evaluative studies of mine risk education programs, there still needs to be solid evidence of their effectiveness. Better-designed and resourced studies are needed to assess their effect on risk-taking behaviour and injuries.

The movement of refugees across borders has become a persistent feature of contemporary global society. Despite the protections offered by the 1951 Refugee Convention, which has been ratified by some 146 states, countries in the Global North have adopted a variety of contradictory and incoherent policy responses to refugees and migrants. These responses have been influenced by anti-immigrant public sentiment and growing popular demands to restrict and manage cross-border movements. The dynamics and dilemmas of contemporary refugee movements and policy responses create challenges for advocates and practitioners. Refugee policies have been complicated by the phenomenon of 'mixed migration', where migratory patterns reflect the intersection of economic choices and forced migration. Within this context, we propose that policies of many prosperous countries, which thus far focus almost exclusively on restriction, be guided by considerations of shared responsibility and human dignity.

Rates of global conflict have increased by over 40% from 2020 to 2023, increasing the demands on healthcare systems and impacting healthcare training, education and workforce. There is a need for innovative educational support from the international community. Distance education is a sustainable avenue that is not as contingent on travel, political, or financial restrictions. We sought to undertake a preliminary scoping exercise of the issues involved in delivering distance medical teaching to conflict zones, by reviewing examples in the literature and interviewing key stakeholders in this field. We found that there was need and scope to deliver specific, case-based, non-practical teaching, and to re-connect medical personnel with the international community and research. We propose recommendations to achieve this: directing purpose according to learner needs, evaluations and care outcomes; maintaining patient confidentiality and anonymity; supplementing, rather than undermining, existing educational infrastructures; co-ordinating with relevant stakeholders and expatriates, whilst maintaining neutrality; and consider the use of pre-existing, low-cost online scripts and social media platforms, as well as non-live, low-bandwidth modes of technology.