Edna Adan Maternity Hospital

Abstract Background Assessment is one of the most important aspects of university education since it has such a big influence on students' learning processes and results. Continuous assessment (CA) is a technique for improving the quality of students' learning throughout time. It offers a lot of benefits and a few drawbacks. The purpose of this research is to examine students' perceptions of CA and correlate it with their academic results and intrinsic motivation. Methods The study employed a mixed study design, using both qualitative and quantitative data. Quantitative data has been collected using an online-based questionnaire using the Google form platform and the students' grades, while qualitative data was collected through focus group discussions. Factor analysis using varimax rotation was used to analyse the perception of students about CA and presented using descriptive statistics alongside correlation tests to correlate students’ perception with achievement and intrinsic motivation while the qualitative data was thematically analyzed. Results The factor analysis of the students' perception of CA revealed three factors: the usefulness of CA, beneficial effects of CA, and adverse effects of CA. CA's perceived usefulness was high (Mean: 4; SD:.53) on a 5-point Likert scale, and almost all students saw CA as a motivator to study on a regular basis. The perceived beneficial effects were very high (Mean: 4.33; SD:.59), whereas the perceived adverse unwanted effects were very low (Mean: 1.67; SD:.55). The students’ achievement (grade) was positively correlated with the usefulness and beneficial effects of CA, while it was negatively correlated with the adverse effects of CA, which was statistically significant. Qualitative data also revealed three major themes, namely "advantages of CA", "disadvantages of CA", and "intrinsic vs. extrinsic motivation". The study also found that CA has improved extrinsic motivation rather than intrinsic motivation. Conclusion Even though the present study found that CA is useful for students' regular study and improved students' achievement both in CA and the final grades, on the other hand, the study also revealed that CA had increased students' extrinsic motivation rather than the intrinsic one. Therefore, for better application and use of CA, the structure of the course and student characteristics should be taken into account. Discussing with students about the goal and advantages of continuous assessment may be the key to mitigating the potential adverse effects of continuous graded assessments while also raising students' engagement in non-graded regular assessment

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PurposeDespite the World Health Organization and United Nations recognising violence, abuse and mental health as public health priorities, their intersection is under-studied in low- and middle-income countries (LMICs). International violence, abuse and mental health network (iVAMHN) members recognised the need to identify barriers and priorities to develop this field.MethodsInformed by collaborative discussion between iVAMHN members, we conducted a pilot study using an online survey to identify research, education and capacity building priorities for violence, abuse and mental health in LMICs. We analysed free-text responses using thematic analysis.Results35 senior (29%) and junior researchers (29%), non-government or voluntary sector staff (18%), health workers (11%), students (11%) and administrators (3%) completed the survey. Respondents worked in 24 LMICs, with 20% working in more than one country. Seventy-four percent of respondents worked in sub-Saharan Africa, 37% in Asia and smaller proportions in Latin America, Eastern Europe and the Middle East. Respondents described training, human resource, funding and sensitivity-related barriers to researching violence, abuse and mental health in LMICs and recommended a range of actions to build capacity, streamline research pathways, increase efficiency and foster collaborations and co-production.ConclusionThe intersection between violence, abuse and mental health in LMICs is a priority for individuals with a range of expertise across health, social care and the voluntary sector. There is interest in and support for building a strong network of parties engaged in research, service evaluation, training and education in this field. Networks like iVAMHN can act as hubs, bringing together diverse stakeholders for collaboration, co-production and mutually beneficial exchange of knowledge and skills.

Worldwide recognition of gender inequality and discrimination following the #MeToo movement has been slow to reach the field of global health. Although international institutions have begun to address gender, the perspectives of front-line global health workers remain largely undocumented, especially in regions not captured by large-scale surveys. Long-term collaborative relationships between clinicians and educators participating in paired institutional partnerships can foster cross-cultural dialogue about potentially sensitive subjects. King’s Somaliland Partnership (KSP) has linked universities and hospitals in Somaliland and London, UK, for health education and improvement, since 2000.We collaboratively developed an anonymous, mixed methods, online survey to explore workplace experiences among Somaliland and UK-based staff and volunteers. We adapted the Workplace Prejudice/Discrimination Inventory to address gender inequality, alongside qualitative questions. Somaliland (but not UK) women reported significantly more gender prejudice and discrimination than men (medians=43 and 31, z=2.137, p=0.0326). While front-line Somaliland workers described overt gender discrimination more frequently, UK respondents reported subtler disadvantage at systemic levels. This first survey of its kind in Somaliland demonstrates the potential of global health partnerships to meaningfully explore sensitive subjects and identify solutions, involving a range of multidisciplinary stakeholders. We propose priority actions to address pervasive gender inequality and discrimination, including wider engagement of academia with gender-focused research, institutional actions to address barriers, national prioritisation and nurturing of grassroots initiatives, through institutional partnerships and international networks. Without sustained, concerted intervention across all levels, gender inequality will continue to hinder progress towards the vision of good health for all, everywhere.