April_eMagazine Volume 40

April 2022 Volume 40 

NUVANCE HEALTH 

Global Health Program 

LARNER COLLEGE OF MEDICINE 

NUVANCE HEALTH AND THE UNIVERSITY OF VERMONT LARNER COLLEGE OF MEDICINE 

Global Health eMagazine 

I many times thought Peace had come 

When Peace was far away— 

As Wrecked Men—deem they sight the Land— 

At Centre of the Sea— 

And struggle slacker—but to prove 

As hopelessly as I— 

How many the fictitious Shores— 

Before the Harbor be— 

-Emily Dickinson 

Editor; Majid Sadigh, MD 

Contributing Editor; Mitra Sadigh 

Creative Director; Amanda Wallace

OUR PEOPLE, 

OUR MISSION 

Global Health 

eMagazine 

April 2022 

Watch this video!! 

Bani Adam by Saadi Shirazi 

HIGHLIGHTS 

Nuvance Health/UVMLCOM at CUGH 2022 

at a Glance 

Written by Wendi Cuscina, BS, CPM, PACT 

Manager of the Nuvance Health Global Health Program 

Nuvance Health and UVMLCOM were well-represented at this 

year’s Consortium of Universities for Global Health (CUGH). 

Members of our global health family, both domestically 

and internationally, headlined six poster presentations, 

one of which won the Best Poster Presentation award; two 

Highlights 

Perspectives 

Behind the Scenes 

Announcements 

Spotlight 

Reflections 

Nursing Division 

SARS COV-2 Pandemic 

and Us 

Dr. Mariah McNamarah (top left), professor Noeline Nakasujja (top right), professor Chiratidzo Ndhlovu (bottom left), and 

Mitra Sadigh (bottom right). 

Clinical Case Report 

A New Column 

Global Health and the Arts 

Articles of the Month 

Videos of the Month 

Calendar 

Resources 

reflection essays by Jett Choquette & Mitra Sadigh; a full panel discussion titled Decolonizing 

Global Health: The Path from Overshadowing to Illuminating; and last but not least Dr. Sadigh, 

recipient of the Velji Faculty Leader in Global Health Innovation Award. The Velji Family Foundation 

annually celebrates global health education, research, and service by honoring individuals and 

projects that demonstrate creative approaches to serving underserved populations. 

More details are presented below: 

The Panel 

Title: Decolonizing Global Health: The Path from Overshadowing to Illuminating at the Nuvance 

Health Global Health Program. 

Panelists: Mariah McNamara, Rati Ndhlovu, Noeline Nakasujja, Mitra Sadigh 

Organizer: Mitra Sadigh 

Moderator: Mariah McNamara 

Decolonization is the trending buzzword that not only relates to global health, but ranges into 

art, philosophy, beauty, garden design and education. Advocacy for decolonization begins with 

re-evaluating the roots of its origin, removing the imperial mindset and becoming free from 

colonial status. Political power and money lends itself to shadow and taint truths and views. 

Colonialism has a direct effect on human rights and subsequently affects access to equitable 

health care across the globe. “The route to achieving equity will not be accomplished through 

treating everyone equally. It will be achieved by treating everyone justly according to their 

circumstances”. Of the numerous inequities in health care around the globe, education in and 

2 

Highlights continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 



treatment of mental health is predominant. Funding for this arena has been delinquent, however 

due to recent collaboration with Rudy Ruggles, Makerere University is now able to provide tuition 

assistance to medical students focused on mental health practices. The Nuvance Health/ 

UVMLCOM Global Health Program is founded in empowerment by providing key components such 

as decision-making, resource allocation, community engagement, and capacity building. 

“With the haste of hopeful optimism, we might also begin to imagine that a fully decolonized 

global health is when there is no global health industry at all – perhaps this could be the ‘moment’ 

of departure.” 

Chaudhuri MM, Mkumba L, Raveendran Y, et alDecolonising global health: beyond ‘reformative’ 

roadmaps and towards decolonial thoughtBMJ Global Health 2021;6:e006371. 



Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

At this panel presentation, Professor Noeline Nakasujja spoke about Rudy Ruggles Global Health Scholars as an example 

of a program that is moving in a positive direction towards decolonization of global health. 

Presented Posters: 

1. Dynamic Nature of Medical Students’ Challenges During Clinical Global Health Elective 

Based on Students’ Weekly Reflections 

Authors: Svanjita Berry, Salwa Sadiq-Ali, Dilyara Nurkhametova, Majid Sadigh 

The main objective was to analyze the evolving challenges faced by medical students during 

a six-week global health elective, often spent at international sites where they encounter 

language and communication barriers, social and cultural differences and strive to understand 

the nuances of various healthcare systems as well as differences in local laws and regulations. 

Understanding these challenges allows the program to improve students’ readiness and quality 

of the experience. Additionally, proper preparation and appropriate setting of expectations is 

vital in preventing harm to the students, patients and host institution. 

2. The Impact of COVID-19 on Vermont’s Black, Indigenous, and People of Color (BIPOC) 

Population 

Authors: Edom Girma and Katie Wells 

Vermont is the nation’s most rural state with a growing racial and ethnic population. Despite 

this growth of minority populations, there is little evidence of the state’s efforts to explore the 

impact of the pandemic in these communities. Since the onset of the pandemic, the disparities 

in COVID-19 positive rates and COVID related deaths among the Black, American Indian, 

Alaskan and Hispanic populations have been well-established. Information about COVID and 

vaccination were found to be delinquent or non-existent in these communities. Due to the 

rurality of VT, the limited number of testing and vaccination sites, and the lack of available 

data for this population, it is suspected that a spike in cases will be seen within the next year. 

Public health efforts should focus on improving communications to these at risk communities. 

3 

Highlights continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 





3. The History of Colonization and its Impact on Global Health Practice: An Educational Session 

Authors: Mitra Sadigh, Dilyara Nurkhametova, Majid Sadigh 

Through a virtual elective for medical students, Nuvance Health Global Health offered a 

90-minute session on the history of colonization and its impact on global health practices. Mitra 

outlined the impact of George Floyd and the Black Lives Matter movement on restructuring this 

session from its standard format. How colonization affects students’ current lives and families, 

as well as how to combat the mindset of imperialism in today’s daily life were major points 

of breakout room discussions. At the conclusion of the course, the students were asked to 

submit their reflections and assess the course curriculum. Overwhelmingly, the students felt 

the course content was impactful and provided relevant cultural sensitivity awareness. The 

ending general consensus was that this curriculum should be an integral standard component 

in medical and global health studies. 

4. Transformation of Global Health Electives for Medical Students Amid the COVID-19 Pandemic 

Authors: Dilyara Nurkhametova, Bulat A. Ziganshin, Majid Sadigh 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

With travel completely halted, the international experience for medical students, which is an 

integral part of the program, needed to quickly transform. In this light, a completely virtual 

online curriculum was developed. Rather than providing this elective to only 48 medical 

students annually, this new global health model was attended by over 800 students, with 37 

courses offered from the onset of the pandemic through December 2021. There was an overall 

positive response from students on the efficacy of this revised program. 

5. Global Health Narrative Medicine Elective as a Tool for Improving Cultural Competency 

Authors: Irene Sue, Andrea Green, et al. 

Winner: The Lancet – CUGH Best Student Posters – Global Health Education division… 

In collaboration with Dr. Andrea Green, Irene Sue took the award home for Best Poster 

Presentation for “Narrative Medicine in Global Health Elective: A Tool for Improving Cultural 

Awareness”. Irene outlined the definition, purpose, and importance of narrative medicine – 

which is the reiterative practice of narrative competence – to acknowledge and embrace 

the stories and predicaments of others. Comprehending that knowing and understanding a 

patient’s story, history, and the experiences have shaped their lives can allow one to be a 

better doctor, provider, and caregiver. 

Developing narrative medicine practices improves the delivery of compassionate care through 

increased empathy and self-awareness. With an uptick in global health electives, narrative 

medicine is vital to cultivating cultural awareness and improving ACGME core competencies. 

6. The Use of Simulation in the Training of Participants in Short-Term Global Health Electives 

Authors: Mitra Sadigh, Audree Frey 

With an increased participation in global health electives, attention has been focused on 

the risk of inadequate preparation to the students, patients and institution. Simulation Lab 

utilization has helped prepare participants to better handle the dilemmas they may encounter 

when traveling, including but not limited to emotional, mental, ethical, clinical, and safety 

challenges. Simulations were developed to improve competency in patient interaction, ethical 

and cultural awareness, and clinical case presentations. 

Summary of Nuvance Health/UVMLCOM GHP Winners at CUGH 

The Lancet – CUGH Best Student Posters – Global Health Education division 

In collaboration with Dr. Andrea Green, Irene Sue took the award home for Best Poster Presentation 

for “Narrative Medicine in Global Health Elective: A Tool for Improving Cultural Awareness.” 

“Human Experience Shaping Medical Needs” by Jett Choquette was selected for an honorable 

mention in the global health student category. 

“A Radical Act” by Mitra Sadigh was selected as a winner in the global health practitioner category. 

Dr. Sadigh was the recipient of the Velji Faculty Leader in Global Health Innovation Award. The 

Velji Family Foundation annually celebrates global health education, research, and service by 

honoring individuals and projects that demonstrate creative approaches to serving underserved 

populations. 

4

OUR PEOPLE, 

OUR MISSION 

Global Health 





PERSPECTIVES 

Decolonizing Global Health: The Past, Present and 

the Future-Staff Exchanges 

From a panel presentation at CUGH 

Written by 

Prof Chiratidzo E Ndhlovu, M Med Sci( Clin Epi), FRCP 

University of Zimbabwe Faculty of Medicine and Health 

Sciences 

Decolonizing Global Health: The Past, Present and the Future- 

Staff Exchanges 

If decolonizing global health is about achieving equity and 

justice, how do we get there, especially when it comes to our 

academic global health partnerships? 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

How do we decolonize global health when those delivering healthcare in the Global South are 

trained in “western medicine”(Kulesa J, Brantuo NA, BMJ Global Health 2021) and will have their 

health outcomes judged using the Global North perspective? How do we decolonize global health 

if Global South countries/academic institutions do not fund the activities that constitute global 

health? 

We in the Global South are part of this globalized world. But should we be judged the same way 

as our colleagues/ clinicians in the Global North or “developed world”? We all acknowledge that 

the playing field is not yet level, but how do we level it? If we are able to, there will be no need for 

global health as currently practiced. The Global South is viewed as needing help. Hence we have 

the current global health collaborations framework or format. Why should those with resources 

level out the playing field, as it will take away their jobs! 

Decolonization in academic institutions is challenging as it is supposed to be between “foreign 

global health practitioners and indigenous clinicians trained in western medicine” (Kulesa J, Brantuo 

NA, BMJ Global Health 2021). How can local clinicians look at health in their setting without the 

foreigners’ lens if they were trained to deliver healthcare using their “western medicine” training? 

Global Health Collaborations at Academic Institutions 

In academia, we are also on the receiving end of what our partners need for their training programs, 

be it at faculty or student level. The aim of course is to build bidirectional relationships. How can we 

build relationships that demonstrate equity and social justice? 

Our partners need exposure to a different culture/healthcare setting as part of their growth and 

training. What do we get in turn? We also get exposure to a different culture and healthcare setting, 

however our Global North partners can “touch” our patients while we can only be observers! We 

are given the opportunity to visit their institutions as observers and marvel at the technologies 

being used to deliver healthcare such as the wide use of computers and robots—technologies that 

we will not be able to use in our settings in the foreseeable future. 

When we return to our institutions after fulfilling our side of the global health partnerships, we 

become disillusioned with our work settings. If we are lucky, we are likely offered work out there 

in the Global North, and may even actively seek research such opportunities. We run the risk of 

abandoning our country as the grass looks greener elsewhere i.e getting poached or “braindrained”! 

For senior clinicians, our Global North partners can easily get jobs in the Global South while 

we cannot easily obtain clinical jobs or even faculty positions in the Global North! Are we selfstigmatizing 

ourselves, or is that just the way global health has operated? Will it continue to 

operate in this fashion, or is there really hope for change? 

5 

Perspectives continued on next page >>

OUR PEOPLE, 

OUR MISSION 

If we do get out to the Global North, does that mean our global health partnerships have been 

successful or is this is how brain drain starts, especially regarding our young faculty members? After 

all, they have families to fend for. If we do manage to keep them in the country, they are likely to get 

swept away by international NGOs/partners and will then advocate for other people’s agenda! 

That will continue to perpetuate our colonization. 

Global Health 





Global Health Visits by Faculty Members - GH Partnerships 

Do these GH visits encourage colonization? How can they contribute to decolonizing global health? 

Our partners (faculty or students) from the Global North can be more than “observers.” They are 

allowed to practice in our settings even if they come in “culturally incompetent.” But how about 

those of us coming from the South to the North? 

We are unlikely to be allowed to practice as we will not be licensed to “touch” patients. What 

will it take to allow us, even our most senior or most clinically competent practitioners to work 

clinically in the Global North? How long will it take to allow us to be more than just “observers” of 

the healthcare delivery process? 

Though UVMLCOM faculty members “following up” their students relieves locals from being 

responsible for visiting students, does it perpetuate the colonial mindset by continuing to give the 

impression that local practitioners are not qualified to teach visiting students? 

Highlights 

Perspectives 


Announcements 

Can we expect Global South faculty to “follow up” their students? i.e. just the same way UVM 

faculty were expected to supervise, albeit for a very short period, their students visiting our sites? 

The Global North now has clinical skills laboratories with high-fidelity mannequins that will cry if you 

hurt them, so we can perhaps be trusted to handle those mannequins but not real human beings! 

We also do not want to be sued for not delivering appropriate medical practice. We cannot afford 

to have litigation against us. We cannot even afford to subscribe to the most prestigious journals 

let alone be well-insured to “touch” patients. 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

How long will it take for equity to be achieved in global health partnerships between teaching 

institutions? Is it even possible? It is probably unlikely in the foreseeable future as the world 

continues to be so divided class-wise – “developed” versus “developing” countries. 

Most times we undertake programs because someone has offered or is prepared to fund those 

programs.Those problems that have no obvious funds dangled in front of us are not prioritized. 

Are we in this predicament because we have not taken responsibility for our healthcare delivery 

as countries in the Global South? 

If we do not put adequate money into our Ministries of Health we will be at the mercy of those 

who think they know what we need and then provide it, be it faculty visits, student visits, or 

research funding to make up for the gaps in our skills as we deliver health care. When will those of 

us in the Global South or “developing world” be the agenda setters? What will equity and justice 

in global health look like in the short-term or even mid-term? 

6

OUR PEOPLE, 

OUR MISSION 

Global Health 





In Conclusion, What Does “Decolonizing Global Health” Mean? 

Do we need to agree that this is the way it is and it is unlikely to change for the foreseeable future? 

Perhaps “decolonizing global health” will remain an academic debate with few tangible changes. 

The best we can do for now is accept that the world has created a colonized global health but 

continue to discuss the uncomfortable truths just as the Black Lives Matter and Me-too movements 

have done. We could look at this problem as a puzzle to be solved bit by bit. 

I feel we have a long way to go to equalizing the playing field. These discussions should help us all 

be aware of the elephant in the room. I have no solutions to offer besides agreeing that discussing 

these issues has been a great start over the past decade or so. 

Besides, he who pays the piper calls the tune! 

Decolonizing Global Health: The Past, Present and the Future-Staff Exchanges 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

Saida agliullina (Kazan) 

7 


OUR PEOPLE, 

OUR MISSION 

Global Health 





“Decolonizing Global Health: The Path from Overshadowing to Illuminating” 

Mitra Sadigh 

Watch the video here >> 

Highlights 

Perspectives 


Announcements 

Decolonization of Global Health 

The Winning Essay at CUGH 

“A Radical Act” 

Written by Mitra Sadigh 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

It was June 2020. Six months into a global pandemic. Just 

weeks following the murder of George Floyd. The height of the 

Black Lives Matter protests. Our Global Health Program was 

finding a new home in the virtual sphere. I had claimed two 

sessions of our two-week elective to discuss cultural relativity 

and humility. The course was carefully crafted in an attempt to 

recreate the global health environment; that moment when a 

person, through interacting with a different culture and way of 

life, excavates their own privileges and beliefs and perhaps for 

the first time, questions them. 

Our nation was tearing at seams that have always existed but have never appropriately been 

acknowledged. That Friday morning, a student opened our class discussion with a few questions I 

could not have prepared myself for. 

Did Christopher Columbus arrive in the New World in peace, but couldn’t communicate his intentions 

because of the language barrier? 

Were slaves in the United States unable to own land because they weren’t educated in how to 

own land? 

Did slaves not know they were being oppressed because they weren’t educated? 

The virtual room fell silent. I had never heard anyone ask these kinds of questions. I was not aware 

that anyone had these kinds of questions. 

I responded the best I could in the moment. 

No, the issue with Christopher Columbus was not the language barrier. Peace is offered through 

actions, not words. 

Slaves couldn’t own land because they were oppressed. 

8 


OUR PEOPLE, 

OUR MISSION 

Global Health 





No, a person does not require an education to know that they are being oppressed. 

Every human being knows when they are subjected to injustice. 

A few students chimed in—to help me, to help this questioning student, to help their own sense of 

helplessness. To help our colleagues of color in the virtual room. 

The session left me reeling. At first I blamed myself for being unprepared—I should have known 

that our national reckoning would seep through the screen. Later, I blamed our education system 

for allowing a student to make it so far without a basic understanding of history. I then blamed our 

medical education system for allowing a student to enter clinical care without understanding this 

continuing history that impacts countless peers, colleagues, and patients. The thought evolved 

over the weeks to follow. I harnessed the only thing in this cascade that I could control: ensuring 

students completed our global health elective having been exposed to this understanding. The 

next cycle, I taught a new course: Colonization and Global Health—a delving into the ways colonization 

has and continues to create inequity, and the pervasiveness of the colonial mindset in 

today’s global health sphere. 

As it turns out, this is not an easy thing to teach. One student’s takeaway was that colonization 

was not as successful elsewhere as it was in the United States. Despite grave human rights violations, 

it was worth it because the nation is one of the world’s greatest superpowers today. Other 

students have begun the course perplexed by the connection between colonization and global 

health, and completed it with the two concepts only slightly more reciprocal. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

But the overall response has moved me. Many students feel catharsis in sharing their personal 

experiences with colonization. Relief in connecting with others in shared perspectives. Elucidation 

in naming the traumas that affect them every day more clearly than before. Awe as they start to 

observe their world through a new lens. Shock, even indignation for the false narratives they had 

been taught previously—from the media, from teachers, from textbooks, from culture. Guilt and 

shame in the reality they didn’t see before. One student applauded my efforts in “sharing truths 

that were direct and arguably radical.” I am still sitting with the question of why speaking the truth 

is a radical act. 

Do people in low-to-middle income countries (LMICs) not know they are getting the short end of 

the economic, resource, and life expectancy stick because they are not educated? 

Do people in LMIC have lesser access to resources because they’re “not educated” in how to use 

those resources? 

Do people from high-income countries (HICs) come to LMICs with well-intentioned solutions, but 

are misunderstood as having a colonially-rooted savior complex? 

Global health experiences on-the-ground are capable of overturning these same fallacies, but 

with greater harm to host communities. It is the learning of a student from a HIC at the expense of 

a person in a LMIC, much like the students of color that day who were teaching the white student 

about the awareness that intrinsically arises within the oppressed. 

We cannot provide the breadth and depth of a global health experience in the virtual sphere 

any more than we can craft the nuanced, personalized lessons that a student on a global health 

elective would be faced with. But we can provide them with a platform on which to question how 

inequality came to be before they rush in to help fight it. We can encourage them to investigate 

the ways harmful legacies continue to propagate through our subconscious and the systems 

from which many of us benefit. We can awaken them to the abuse and mistrust from which global 

health emerged and currently inhabits so that they may someday truly connect with the populations 

they feel compelled to serve. 

“A Radical Act” Mitra Sadigh 

Resources 

9 


OUR PEOPLE, 

OUR MISSION 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

2021 Report from the Desert: “Borderlands 

Infectious Disease Prevention Program” 

Written by Jonathan Melk MD FAAP 

CEO, Chiricahua Community Health Centers, Inc, 

Douglas, Arizona 

Since 1996, Chiricahua Community Health Centers, Inc. (CCHCI) 

has provided primary care to the diverse communities and 

special populations of Cochise County as the region’s only 

Federally Qualified Health Center (FQHC). Cochise County is 

an area the size of Connecticut and Rhode Island combined 

(including one hundred miles of the U.S./Mexico border), and 

both geographic isolation and prevalence of poverty makes 

preventive and primary health care inherently complex and 

challenging. All of Cochise County is designated as a Health 

Professional Shortage Area. CCHCI is uniquely positioned to respond to these challenges via a 

team of 400 highly trained employees and an extensive network of both fixed site and mobile 

clinics that currently cares for over 30,000 patients. As a FQHC, CCHCI provides culturally 

competent care and does not turn any patient away based on ability to pay or insurance status. 

In 2016, a case of dog tick-born Rocky Mountain Spotted Fever (RMSF) was missed by an astute 

Chiricahua pediatrician in our pediatric clinic (located just blocks from the US/Mexico border) 

in Douglas. RMSF is an unusual diagnosis for our region and was not on this pediatrician’s 

differential. RMSF can be fatal to children, particularly when there is a delay in diagnosis and 

treatment. Although this child survived and is now well, he required an extensive stay in a Tucson 

intensive care unit. Shortly after learning about this case, a CDC field officer traveled to Cochise 

County to provide education to CCHCI medical providers to better recognize and promptly treat 

this ‘rare’ and ‘unexpected’ diagnosis. However, ironically, a coincidental conversation between 

a CCHCI staff member and a Mexican doctor soon revealed just how little American and Mexican 

health colleagues communicate and how dangerous this shortcoming is for border communities. 

At the time of the RMSF case that was presented to our clinic, Agua Prieta (the sister city on 

the other side of the Douglas border wall) had dozens of cases of RMSF, with multiple pediatric 

deaths. This unfolding and deadly epidemic was entirely unknown to CCHCI, to the county health 

department and apparently to the CDC. Had CCHCI been alerted, it would have been less likely 

for this child to suffer from an illness that is otherwise curable with a common antibiotic when 

promptly treated. 

Following this revelation and close call, CCHCI proactively worked with the Mexican Consulate 

to set up tours and meetings between CCHCI and Mexican medical leadership and colleagues. 

We hosted them and they hosted us. A Whatsapp group resulted and continues in use to this 

day. With this minimal leadership effort, multiple patient collaborations have since developed 

to better manage individual patients who were deported to Mexico, who now live in the United 

States, or who utilize medical services on both sides of the border. However, despite our creative 

and practical approach, this effort is limited in its application and results, as exhibited by the 

disparities in the current Covid-19 illness and death on both sides of the border as compared to 

Arizona as a whole. It also doesn’t address the reality that no matter what laws are passed by 

either nation, ticks, mosquitos, vermin and other vectors don’t stop for Customs checkpoints or a 

border wall. Epidemiologically, border communities are one single community, and the reality is 

that Cochise County, Arizona and Sonora, Mexico are separated only by a metal barrier and two 

different political systems. 

To address this challenge, CCHCI wrote for and received a grant from the global nonprofit 

Direct Relief through funding from the Pfizer Foundation. The goal of the grant is to establish a 

“Borderlands Infectious Disease Prevention Program”. Over the two-year grant period, CCHCI 

is working to build a robust and sustainable infectious disease surveillance, prevention and 

treatment program guided by both external and internal data that will incorporate all of CCHCI 

delivery sites and staff. The program will incorporate collaboration with both Mexican and United 

States public health entities. This data-based program will establish consultation and oversight 

by CCHCI clinicians as well as regional infectious disease and public health experts from both 

sides of the border. Finally, CCHCI will seek to document, publish, and present our approach and 

outcomes for other border communities (on the US/Mexico border or elsewhere) to learn from 

and to replicate. 

10

OUR PEOPLE, 

OUR MISSION 

Global Health 





BEHIND THE SCENES 

Written by 

Marty Scholand in recognition of Sally Yelland 

and Dr. Stephen Scholand 

As we learned with Covid, there was no quick way to end 

its scourge. It took many months to learn how to best deal 

with the many proposed solutions that we were offered 

and determine which were truly effective. Sometimes both 

medicine and politics are not exact sciences. 

With the following comments, I would like to express my 

sympathy for a great loss to me and the Global Health 

Program and share what sometimes happens behind-thescenes. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

Most of you have never heard of a wonderful lady named Sally Yelland from Hanover, PA as she 

never sought notoriety. She was a simple yet complex woman who had a close circle of friends of 

whom I was proud to be one of. If you saw her at work or the grocery store, you would never know 

she was well-off. But if you ever ate a “Snyder’s of Hanover” pretzel or a “Lance Cracker,” you were 

connected to her. 

A few years ago, before Covid, my nephew Dr. Stephen Scholand of the Global Health Program 

asked if I would help raise money for a project he was working on in a hospital in Zimbabwe. 

While I was retired and a bad golfer, not a fund raiser, I attempted to raise some money through 

my small 100-year-old rural Country Club. How can you say no to the family doctor? I arranged 

for an upscale banquet and invited people I thought might donate more than I was paying 

for the dinner. My goal was to raise $8,000 to $10,000. I had about fifty friends agree to come 

knowing it was going to cost them. Dr. Scholand delivered a thirty-minute presentation which 

induced many of them to open their checkbooks. I was pleased that we raised almost $12,000 

by the end of dinner. In my mind, it was a remarkable success. 

When I got home that evening, I received a call from Sally asking if it was okay for her to send me 

an additional check as she was inspired by Steve’s presentation and felt she wanted to do more. 

People often want to do more but I did not know what “more” might mean. She must have driven 

to the post office that night as on Monday morning I found a check in the mailbox for around 

$20,000 to add to my total for the Global Health Program. It brought tears to my eyes as I went into 

the house and showed my wife Connie who worked through the exhausting project with me. We 

significantly exceeded our goal. 

I was honored at a Global Health Program dinner for raising funds, but a scant few knew where the 

over-the-top success of the program came from. It was Sally Yelland. She was well-known in local 

circles as a supporter of hospital and historical causes. But a hospital on another continent—who 

knew? In February 2022, I was saddened to learn that Sally suddenly passed away in just two days. 

A loss to the community and to me. 

For that reason, I wanted 

to direct my sympathy to 

her family and express 

my gratitude for being 

able to know and 

collaborate with her. 

Dr. Stephen Scholand 

visited again to thank her 

personally. To the right is 

a picture from the dinner 

we shared with Sally and 

her Husband Sidney. 

God bless her! The world 

could use more people 

like her. 

11

OUR PEOPLE, 

OUR MISSION 

Global Health 





ANNOUNCEMENTS 

The following panel has been accepted for a 120-minute virtual presentation at the United 

Nation General Assembly (UNGA), Science Summit September 2022 

Creating an Empowerment Model in Global Health: An Evolving Practice to 

Build Capacity, Research Methodologies, Educational Modalities, and Health 

Equity 

Organizer and Moderator 

Majid Sadigh, MD 

Director of the Nuvance Health (NH) / University of Vermont Larner College of Medicine 

(UVMLCOM) Global Health Program, Christopher J. Trefz Family Endowed Chair in Global 

Health at NH. 

Panelists 

Robert Kalyesubula, MD, PhD 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

Assistant professor MakCHS, Founder of the African Community Center for Social Sustainability 

(ACCESS), Uganda 

Chiratidzo E Ndhlovu, M Med Sci( Clin Epi), FRCP 

Deputy Dean of the University of Zimbabwe College of Health Science, Associate Professor 

in the Department of Medicine 

Marcos Núñez, MD, FICS, M.Ed 

Dean of Health Sciences at Universidad Iberoamericana, Dominican Republic 

Syed Zahiruddin Quazi, MD, PhD 

Director, Directorate of Research & Development, Professor of Community Medicine at DMIMS, 

India. 

Mitra Sadigh 

Writer, Editor, and Researcher at the Nuvance Health/University of Vermont Larner College 

of Medicine and MD candidate at the Stony Brook University Renaissance School of Medicine 

Vincent Setlhare 

Head of the Department of Family Medicine and Public Health, University of Botswana, 

Botswana 

The colonizer mindset is alive and continuing to ripple through academia, educational institutions, 

healthcare centers, and communities. Rooted in an empowerment rather than dependency model, 

the Nuvance Health / University of Vermont Larner College of Medicine Global Health Program 

with active participation from domestic and international partners has gradually implemented 

unique features from decision-making to resource allocation, participant education to community 

engagement, capacity building to brain gain. We aim to shed a truthful light on a tragic past and 

present while evaluating our program’s components that combat and contribute to the savior 

complex model. 

During this session, a group of global health experts share their insights by citing examples of 

successes, failures, and challenges in their partnerships with the Global North. Learning objectives 

include an understanding of the colonial mindset in global health; the ways it weaves into global 

health programs administratively, pedagogically, and in clinical practice; its impact on the wellbeing 

of host institutions, patients, and communities; the steps our program has taken toward 

decolonization, including creation of a Global South-led taskforce and a Global South-Global 

South empowerment model; and ways the program hopes to grow. Examples of reverse learning 

and reverse innovations will be discussed. 

12 

Announcements continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 





In reflection of today’s social and cultural atmosphere, the field of global health is calling for 

a reckoning of its colonial past. The topic of “decolonizing” global health is a highly relevant 

investigation. Histories of slavery, redlining, environmental racism and the predatory nature 

of capitalism underpin the design of global and public health systems, resulting in structural, 

racial and ethnic inequities within Black, Indigenous and People of Color (BIPOC) communities 

globally. There are many who call for a shift in the paradigm of global health and label this as a 

“decolonization,” where a critical eye is cast on the history of global health and shift its structure 

and administration, removing any repressive motives of colonial control. 

By a critical account of where the Nuvance Global Health Program stands in this respect, we believe 

it can make its mark in global health by providing a potential blueprint for mutually dependent 

programs. More importantly, giving the podium to partners from LMIC to discuss their perspective 

may open new dialogues toward more equitable, justified, and transparent partnerships. We 

review the changes of our program over the past decade in hope of delivering a better global 

health partnership between domestic institutions and institutions in LMIC. 

There is no question that we have a long way to go to equalize global health. However, transparent, 

respectful discussions among colleagues such as those in this panel is a critical step forward 

toward equity and justice. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

13

OUR PEOPLE, 

OUR MISSION 

SPOTLIGHT 

“Global Health on the Farm”: Another Potential Domestic Site 

Global Health 


Written by Stephen Scholand, MD 

Associate Director of Nuvance Global Health Program 




Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


Norm Beatty, MD 

UF Health, Florida 

On March 11, 2022, Dr. Stephen Scholand 

met with Dr. Norm Beatty at the University 

of Florida in Gainesville to explore the 

potential for a new partnership in global 

health education. A suggested collaborative 

program called Global Health on the Farm 

was discussed. Currently, it is estimated that 

about 200,000 immigrant farm workers from 

Mexico and elsewhere in Central America are 

relied upon to harvest fruits and vegetables 

from the vast farm areas of Florida. 

Strawberries, cucumbers, tomatoes, and of 

course citrus crops rely upon this workforce. 

Communities of these immigrant workers are 

housed locally and transported en masse 

every day to perform the backbreaking work 

of harvesting. 

Until recently, there hasn’t been much 

attention focused on the health of these 

workers. Dr. Beatty and his team have begun 

a series of volunteer-based efforts focused 

on health screening, health education, 

immunizations, and establishment of care 

with local health resources and charities. 

The partnership offers the chance for an 

authentic global health experience, as the 

workers come from various areas within 

Central America with their own languages 

and customs. Of course the health needs 

are great, as often is found in this field. This 

new initiative promises to be a rich learning 

experience for medical students and a 

significant benefit to the workers. We look 

forward to growing this partnership in the 

coming months. 

A New Column 




Calendar 

Resources 

Dr. Norm Beatty (left) and Dr. Stephen Scholand (right) 

14 

Spotlight continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 


Rudy Ruggles Scholars in Global Mental Health 

On March 13th during a Zoom meeting with Professor Noeline Nakasujja, Head of MakCHS 

Psychiatry Department; Dr. Dickens Akena, MakCHS Psychiatry Department; Dr. Judith Lewis, 

Director of the UVMLCOM Resident Training Program; Majid Sadigh, Director Nuvance Health/ 

UVMLCOM GHP; and Ms. Susan Byekwaso, Coordinator of international Programs at MakCHS, 

the MakCHS psychiatry residents Dr. Agaba Denis, Dr. Wamala Denis, and Dr. Penelope-Emma 

Tukasingura Kiremire were awarded Rudy Ruggles Global Mental Health Scholarships. 




Highlights 

Perspectives 

Dr. Penelope-Emma Tukasingura 

Kiremire 

Dr. Wamala Denis (left), Dr. Agaba Denis (right) 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 


15 


OUR PEOPLE, 

OUR MISSION 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Letter from Dr. Jonathan Melk 

CEO, Chiricahua Community Health Centers, Inc, 

Douglas, Arizona 

Following the binational infectious disease meeting today, I had 

the opportunity to meet with Dr. Brianda Gonzalez Gutierrez, the 

epidemiologist for the General Hospital of Agua Prieta (GHAP). Dr. 

Gonzalez has been in her post for 14 years and thus has been a 

stable, enthusiastic and knowledgeable presence and partner for 

CCHCI. 

For years until 2008, the University of Arizona sent students to 

GHAP for experiential learning. Activities included shadowing 

the work of inpatient, outpatient and community work, including 

shadowing with community health workers. She believes that 

the GHAP would be open and interested in collaborating with 

Chiricahua and UVMLCOM students. In brainstorming with her, I 

tossed out the idea of eight students per year—the number we 

thought we could handle). As each has about a one-month rotation, I thought perhaps they could 

spend ten days in Mexico: around 50% in the hospital and 50% in the community. She liked that 

idea, but is definitely open for discussion. 

To ensure that there is some sort of tangible benefit for the Mexican team, we spoke about the 

needs of the hospital and its services. In short, likely the best way that UVMLCOM could assist 

would be in funding equipment and material needs, as any transfer of cash would likely need to 

go to the state and GHAP wouldn’t likely see the benefits of that despite doing all of the work. For 

instance, the hospital doesn’t currently have a working x-ray machine. They also don’t have enough 

anesthesia setups, and those that they do have are rented. I would like to see if the UVMLCOM/ 

Nuvance relationship could bring not only opportunities for their students as well as CCHCI, but 

also opportunities for our Mexican colleagues and their patients. 

In summary, it appears very promising that CCHCI could set up an exceptional global health 

rotation that would be a win/win/win for UVMLCOM students, CCHCI, and our Mexican partners. 

Attached is a recent article regarding our budding binational work to address infectious disease 

(just to start). 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

https://www.elpasotimes.com/story/news/2022/03/24/covid-arizona-sonora-mexico-borderdoctors-chiricahua-clinic-infectious-disease/6943332001/ 

16 


OUR PEOPLE, 

OUR MISSION 

Global Health 





Mulago Hill, Uganda: Flight to the Moon 

Written by Hossein Akbarialiabad, MDMSc, Iran 

In Mulago Hospital’s accidents and emergency ward, the 

evolutionary survival of the fittest reigns. Due to the scarcity of 

resources, one can only hope that they will be able to extend 

a patient’s life until the next bottle of normal saline, the next 

dose of antibiotics, the next shot of insulin appears. On arrival, 

patients are examined by an intern or medical officer who then 

triages them into outpatient and red zone cases. 

The ongoing strike by medical professionals in Uganda against 

the poor pay and unfair working conditions they endure has left 

hospitals even more understaffed than usual. The high costs of 

medical care in private hospitals drive the majority who cannot 

afford a government-funded hospital. The promise of free 

services, however, is unfulfilled as the cost of tests and treatments 

are out-of-reach for many patients and families. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


The prevailing circumstances dictate that we practice medicine with extremely depleted resources 

and a ceaseless stream of patients, some of whom are abandoned at the entrance by their relatives 

out of hopeless desperation. When pushed between a rock and a hard place, you have to make 

decisions that only you can understand. Disease spares no one, and considers neither resource 

nor accessibility. The 30% mortality rate in Mulago for those in admission remains just as high after 

discharge, meaning the mortality risk is cumulatively 60% on arrival, regardless of cause. 

On this tropical November morning, in the middle of the crowded, dimly-lit emergency hall of 

Mulago National Referral Hospital, it was busy as usual with multiple lengthy and tasking rounds. 

As we completed the teaching round, a few nurses carried a pale, cold girl into the room. This was 

a diurnal occurrence; patients are brought into an already suffocating ward with meager resources 

where they continue the fight for life while medical personnel wrestle to give them the chance. 

At the time the little girl was brought in, we had only one patient left to end the round and were 

tired to the core. She was dropped off at the adjoining verandah and carried by the nurses into 

the emergency room. Her radial pulse was absent, with no detectable blood pressure. The only 

signs of life were carotid vibrations in addition to an abnormal breathing pattern. The sweet smell 

emanating from her mouth, coupled with the distressed breathing, are pathognomonic of diabetes 

mellitus. 

The examination revealed a Glasgow Coma Scale (GCS) level of 3/15. We immediately planned 

to start intravenous fluids with two liters of normal saline, which was a setback because we could 

A New Column 




Calendar 

Resources 

17 


OUR PEOPLE, 

OUR MISSION 

Global Health 





hardly find veins to insert the cannula. Other options such as placing a central line were out of 

the question because of their unavailability. We finally managed to place two peripheral lines. 

Her blood glucose level was about 200, while her blood pressure remained undetectable even 

after running normal saline. During the process of inserting a foley catheter, we noticed bruises 

and potential signs of rape. We put her on vasopressors. Because there was no norepinephrine 

available, we started epinephrine until the mean arterial pressure rose to about 60 mmHg. A few 

hours later, the first lab tests revealed a sodium level of 175. I checked all possible evidence-based 

resources I could, including Up-To-Date, to decide which direction we should take to save her life. 

The next day during the night shift, the sodium level rose to 183. I borrowed a thermometer which 

showed a mild fever (37.9 °C). She was fighting this battle alone with no family or supporters to get 

her medication, beddings, or food. With the hospital’s public laboratory and pharmacy locked 

overnight, I paid a local broker to purchase ampicillin-sulbactam and potassium chloride. I also 

contacted my professor at Saint Louis, Missouri who gave us guidelines on how to conduct the 

fluid replacement considering the condition of the patient, who was undergoing renal failure (BUN: 

80, Creatinine: 4.1) and acute hepatic injury, as indicated by raised liver enzymes. Two days later, 

she gained consciousness and spoke a name once before losing it again. One may wonder whose 

name it was or why she uttered it as she walked the thin line between being awake and asleep. 

We tried to get her an intensive care unit bed in the following days, but that proved too big a 

dream. A few days later, I was involved in a major wound debridement of a young man with severe 

electricity burns, who had a myriad of complications from intestinal necrosis to tendon disruptions. 

In the midst of that six-hour surgical debridement in the operation room, with everybody’s hands 

full with all workloads in the emergency room hall and dire conditions prevailing, the march of 

death was played, and she left us and flew to the moon. 

Highlights 

Perspectives 


I wonder if in an alternate, well-equipped Mulago, she would have survived this cruel life that 

makes us all fight to have it. I draw comfort knowing we did our best with what we had while she 

was with us. I regret not being able to hold her hand as she passed away. She left this world in 

silence with no one crying for her, with no one present who knew who she was. Maybe someone out 

there is still looking for her. 

Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 


18

OUR PEOPLE, 

OUR MISSION 

Global Health 





REFLECTIONS 

COVID-19: Reflections from a Russian Resident 

Physician 

Part 2/2 

Written by Aliya S. Zakirova, MD 

PGY-1, Primary Care, Kazan State Medical University, Kazan, 

Republic of Tatarstan, Russian Federation 

I acquired a mild COVID-19 infection that did not require 

hospitalization. The only thing that scared me was the risk of 

infecting others and the long COVID effects. Meanwhile, a new 

infectious diseases hospital opened, calling for new staff. Due 

to an uptick in the number of infections, there was an acute 

shortage of nurses in the red zones. I decided to work in the 

infectious diseases department and worked with teams that 

exclusively catered to COVID-19 patients. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 



For me, working in an infectious diseases hospital was a great experience with new staff, new 

conditions, new triage and treatment zones. We had to work with the personal protective equipment 

on all the time. It was funny at first just donning a PPE, but when attending patients, you start 

realizing that there is a great responsibility on your shoulders.Though some patients were afraid of 

our PPE, some started to recognize us by simply watching our eyes. We worked in the red zone in 

six-hour shifts, following which we were shifted to clean zones to process the documents, dispense 

medicines, and organize other processes. Soon we became one family with our colleagues in these 

difficult conditions, supporting each other physically as well as emotionally. This helped me realize 

the importance of teamwork. 

Another positive of COVID-19 was adapting to working from home. The epidemic and self-isolation 

also influenced our habits. We began to wash our hands and face more often. We learned to come 

home from the street without touching our faces. These can be termed as a good side effect, 

as doctors around the world reported reduction in the numbers of intestinal infections. People 

began to listen carefully for any physical symptoms, fearing that some of them would reveal a 

“manifestation” of the virus. Health awareness suddenly became a priority for the average citizen 

of our country, which was previously approached casually. 

I graduated in 2021 and am now working as a resident physician in primary care. These days we are 

witnessing a new wave of coronavirus infections with symptoms mimicking the flu. As I see it, one 

way or another, everybody has come across the COVID-19 infection. Someone is ill now, someone 

has been ill; someone’s relatives or friends are or have been sick. Our world with patients is divided 

into before and after COVID-19. We have become more health conscious. The level of earnings, 

standards of living, frequency of offshore vacations, form and type of employment have changed 

due to COVID-19. Many people have revised their attitude to managing and planning their lives. 

It is more difficult to estimate non-measurable parameters that also affect identity. What has 

changed in our psychology? What new parameters and relationships have appeared? My world 

has been different «before and after» due to the new SARS-CoV-2 coronavirus infection. There’s so 

much unclarity! But I am hopeful and certain that this too shall pass. 


Calendar 

Resources 

Click here to visit the Nuvance Health 

Global Health Program COVID-19 

Resource Center 

19 

Reflections continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 





A Ugandan Student’s Education in the Foil of the 

COVID-19 Pandemic 

Part 2/2 

Written by Abraham Ddungu Matovu 

Medical Student, MakCHS 

All seemed to be returning to normal until June 2021 in my third 

year of medical school when Uganda experienced the second 

wave of COVID-19, forcing the president to issue yet another 

nationwide lockdown similar to the one we had stomached the 

previous year. I was still filled with the excitement of getting an 

elective placement abroad at Cambridge University, UK but this 

meant I had to pause and wait on the return of normalcy. 

This lockdown further slowed academic progress, pushing completion of my medical school 

education to a later date than initially planned. In the second lockdown I volunteered to help 

health workers in Kampala District by encouraging people to come for COVID-19 vaccination. The 

Ugandan government had acquired AstraZeneca, Pfizer, Johnson & Johnson, Sinovac and Moderna 

vaccines. We also experienced a massive usage of herbal drugs by Ugandans in the plight of the 

looming pandemic. This particular lockdown was shorter than the first one and by August 2021 we 

were allowed to return to university to continue with our studies. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 

As the saying goes that tough times don’t last but tough people do, I was able to successfully wade 

my way through the third year of medical school amidst a blended learning experience of physical 

and online studies. In December 2021, I was placed in Kiryandongo District, Uganda with eight other 

medical students for Community Based Education and Research Studies (COBERS) placement, an 

initiative designed by Makerere University College of Health Sciences (MakCHS) to bridge to the 

gap between urban and rural communities in accessing healthcare services. This is because more 

than 80% of the population in Uganda lives in rural areas yet 80% of the nation’s doctors live in the 

capital city of Kampala. As part of the curriculum, medical students in small grounds are expected to 

train and live in a rural community where they diagnose health challenges and work with the people 

to design a solution. The COBERS site, located all over Uganda, is pre-determined at MakCHS. 

During the COBERS placement in Kisorosoro village, Kiryadongo District located Northwest of 

Kampala, western Uganda, we conducted a community diagnosis where we were able to assess 

the impact of the pandemic on the local community while helping recommend potential solutions 

to overcome these challenges. In conclusion, the COVID-19 pandemic has led to many deaths, loss 

of jobs resulting in inability to afford school tuition, and an increase in school dropouts especially 

among teenage girls in Uganda. However, I am still positive about the recovery of our economy and 

improvement in disease surveillance all over the world to prevent such pandemics from happening 

again. 


A New Column 




Calendar 

Resources 

20 


OUR PEOPLE, 

OUR MISSION 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




I Am Still Trying to Catch up With My Academic 

Journey 

Part 2/3 

Written by Natukunda Ferguson 

Medical Student, MakCHS 

At some point the English premier league, which had been 

closed in March 2020, resumed and occupied part of my 

time. I am a staunch supporter of Manchester United and the 

games lit up my world once again. This was however shortlived 

and did not satisfy my mental health. 

With time, COVID-19 cases began declining with more 

patients recovering. Having reached seven months without 

studying, I had lost hope and moved on. My poultry and 

plants were doing well and I did not care about when I could 

return to school. Then, the Ministry of Education announced 

that students enrolled in health sciences-related programs in their final year of study were allowed 

to resume in-person classes. This was done because the health sector was overwhelmed and 

needed more labor force. I was not a finalist, so I had to sit, relax, and wait for my time which was 

unknown. However, my hope was rekindled. “If the finalists were allowed to get back and do the 

exams, we too shall go back soon,” I thought to myself. 

One month later, I resumed school with virtual lectures via the Zoom video conferencing platform. I 

faced multiple challenges with this new online mode of learning. I was residing in a remote village 

in Western Uganda for the entire lockdown with a very poor communication network that could not 

sustain the online lectures. The environment at home was not good for concentrating and studying 

as I could be interrupted. These coupled together made studying at home a hustle. 

I told a good friend and classmate about the challenges I was facing only to find I was not alone. 

We worked out a plan that involved traveling back to Kampala. Not yet being allowed to report 

physically to school, we rented a hostel near the university in search of a good network to create a 

conducive learning environment. By the time I settled in, my fellow classmates had covered lots of 

material and I had to work harder to catch up. No longer facing challenges with the Zoom platform, 

I could attend lectures in the comfort of my room. End-of-semester exams were given on an online 

platform called Makerere University Electronic Learning Environment (MUELE), which had loopholes 

like slowing down when doing real-time exams. 

Though these exams were not favorable, I persevered and completed the semester that I had left 

uncompleted at the onset of the lockdown. A five-week recess term to end second year proceeded, 

as opposed to the usual ten weeks. Having finished the recess, I was set for the next academic 

year which I was looking forward to as it is the start of clinical rotations. I was curious to see how 

my experience as a junior clerk would affect my attitude and choices between the medical and 

surgical specialties. 

Third year began with a blended form of learning whereby we had some lectures and presentations 

online and also went to the wards for physical learning. My first clinical rotation was in the 

department of surgery. I was excited to start practicing on the wards, clerking patients, presenting 

to senior doctors, and scrubbing into surgeries. However, there were new rules like wearing masks 

and reducing interaction with patients, fellow students, and doctors. With patients being said to 

be the best textbooks, the restrictions and fear of contracting the virus limited my clinical exposure. 

I later had my rotation in internal medicine which I was passionate about. I interacted with senior 

doctors who taught me a lot and inspired me to work harder. 

Calendar 

Resources 

21 


OUR PEOPLE, 

OUR MISSION 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

NURSING DIVISION 

Editor: 

Catherine Winkler, PhD, Nurse Practitioner - BC 

Written by 

Mary Kincart, MS, RN 

Corporate Director Quality and Patient Safety New York 

Presbyterian 

Palliative Care 

As nurses, we may have been drawn to the profession 

because we wanted to help others and alleviate suffering. 

The heart of nursing is a call to palliate: to relieve human 

suffering, both physical and mental. It is what we are called 

to do. Mark Lazenby, PhD, APRN, FAAN, reminds us in his book 

Caring Matters Most that “caring about and for others is a 

specific kind of calling.” He quotes the philosopher-nurse Patricia Benner’s saying that the calling 

of nursing demands that we care “for the disenfranchised, the vulnerable and the suffering.” (M. 

Lazenby Caring Matters Most p.6) 

The World Health Organization (WHO) describes palliative care as an approach that improves 

the quality of life of patients by managing pain, relieving symptoms, and providing physical and 

emotional comfort. We provide palliative care in many different ways. Palliative care is influenced 

by many factors including the culture, beliefs, and socioeconomic factors of the patients we care 

for. The WHO calls us to understand that ‘‘relieving serious health-related suffering, be it physical, 

psychological, social, or spiritual, is a global ethical responsibility.” (WHO Health topics / Palliative 

care) 

“In 2014, the first ever global resolution on palliative care, World Health Assembly resolution WHA67.19, 

called upon WHO and Member States to improve access to palliative care as a core component 

of health systems, with an emphasis on primary health care and community/home-based care. 

WHO’s work to strengthen palliative care focuses on the following areas: 

• integrating palliative care into all relevant global disease control and health system plans; 

• developing guidelines and tools on integrated palliative care across disease groups and 

levels of care, addressing ethical issues related to the provision of comprehensive palliative 

care; 

• supporting Member States in improving access to palliative care medicines through improved 

national regulations and delivery systems; 

• a special focus on palliative care for people living with HIV, including development of 

guidelines; 

• promoting increased access to palliative care for children (in collaboration with UNICEF); 

• monitoring global palliative care access and evaluating progress made in palliative care 

programmes; 

• developing indicators for evaluating palliative care services; 

• encouraging adequate resources for palliative care programmes and research, especially 

in resource-limited countries; and building evidence of models of palliative care that are 

effective in low- and middle-income settings.” (WHO Health topics / Palliative care) 

Palliative care is influenced by many factors including our culture, ethnic background, and religious 

beliefs. As nurses, we value and integrate all these things in the care we render to our patients. I 

invite all to share your knowledge and experience from your own culture to enhance a greater and 

more global understanding of our efforts to provide palliative care and the challenges we face in 

supporting this human right. 

22 

Nursing continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Women’s Health Education 

Postpartum Depression 

Written by Sarah Cordisco 

Global Health 





Senior Nursing Student at the University of Vermont 

Postpartum depression is a major health concern in all countries 

and is the most common mental health problem in the postnatal 

period. Generally, postpartum depression (PPD) occurs four 

to six weeks after childbirth, with symptoms similar to major 

depressive disorder. These symptoms include “depressed mood, 

loss of interest or pleasure in activities, sleep disturbance, 

appetite disturbance, loss of energy, feelings of worthlessness or 

guilt, diminished concentration, irritability, anxiety, and thoughts of suicide” (Slomian et al., 2019). 

Many women may experience a phenomenon called “baby blues,” a transient, self-limiting mood 

disorder that begins two to three days after birth and resolves within two weeks. Both postpartum 

depression and baby blues occur from the sudden drop and change in estrogen and progesterone 

after having a baby. In addition to hormonal changes, the role and life changes that occur after 

add additional stress that can affect mental health. 

Highlights 

Perspectives 


Announcements 

Spotlight 

On average, PPD affects about one in five women, although this statistic varies from country to 

country. In higher-income countries, the prevalence of PPD varies from 10-15% in the first year after 

birth while in lower and lower middle-income countries the prevalence is around 18.6% (Wang et al., 

2021), although some studies have shown these numbers to be up to 60% of the population. Southern 

Africa has been seen to have the highest prevalence rate at 39.96%, followed by Southern Asia with 

22.32%, South American at 21.71%, Western Asia at 19.83% and Northern Africa at 18.75% (Wang et al., 

2021). These numbers are likely significantly higher, as not everyone reports their symptoms. Some 

mothers may not report due to the fear of being judged for their symptoms or for not bonding 

with their baby as easily. Others may be unaware that this condition exists and fail to mention 

their feelings to their healthcare providers. The rate of this mental health disorder is also affected 

by other factors such as “marital status, education level, social support, spouse care, violence, 

gestational age, breastfeeding, child mortality, pregnancy plan, financial difficulties, partnership, 

life stress, smoking, alcohol intake, and living conditions” (Wang et al., 2021). 

Reflections 



and Us 


A New Column 




When dealing with PPD, women need a lot of support and must develop coping strategies. Coping 

is the cognitive and behavior process that a person uses to deal with stressful circumstances that 

are demanding, challenging, threatening, or have a potential for harm or loss. Coping styles are 

broken into three categories: problem-focused, emotion-focused, and dysfunction or avoidance 

coping. Problem-focused coping involves the person dealing with the source of the stress, whereas 

emotion-focused coping is when the person attempts to handle the thoughts and feelings 

associated with the stressor. Dysfunctional or avoidant coping is a strategy in which a person 

avoids dealing with both the stressor and the emotions associated (Azale et al., 2018). While coping 

strategies vary from culture to culture, it is important that postpartum women develop coping 

mechanisms that will be healthy and beneficial to their mental health. They must have a support 

system which may consist of family, friends, or community. Many women may also find spirituality or 

religion to be very beneficial when dealing with postpartum depression. It is important that women 

identify their own support systems and where they can turn to when experiencing these feelings. 

They must be encouraged to talk about their feelings and emotions after having a baby without 

shame or judgment from others. 

In the next article I would like to talk about women’s rights and the differences we see across the 

globe, as well as different women’s activist groups. If anyone has anything to share or questions to 

ask about any topic I write about, please feel free to email me at: sarah.cordisco@gmail.com 

Calendar 

Resources 

References 

Azale, T., Fekadu, A., Medhin, G., & Hanlon, C. (2018). Coping strategies of women with postpartum depression symptoms in 

rural Ethiopia: A cross-sectional community study. BMC Psychiatry, 18(1), 41. https://doi.org/10.1186/s12888-018-1624-z 

Slomian, J., Honvo, G., Emonts, P., Reginster, J.-Y., & Bruyère, O. (2019). Consequences of maternal postpartum 

depression: A systematic review of maternal and infant outcomes. Women’s Health, 15, 1745506519844044. https://doi. 

org/10.1177/1745506519844044 

Wang, Z., Liu, J., Shuai, H., Cai, Z., Fu, X., Liu, Y., Xiao, X., Zhang, W., Krabbendam, E., Liu, S., Liu, Z., Li, Z., & Yang, B. X. (2021). 

Mapping global prevalence of depression among postpartum women. Translational Psychiatry, 11(1), 1–13. https://doi. 

org/10.1038/s41398-021-01663-6 

Nursing continued on next page >> 

23

OUR PEOPLE, 

OUR MISSION 

A New Series: 

SARS-COV2 PANDEMIC AND US 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

A Nursing Professor’s Perspective in Teaching 

During a Pandemic 

Part 2/3 

Written by Monica Sousa Ed.D, ACNS-BC, APRN 

Professor of Nursing at Western Connecticut State University 

One of the big challenges was to decide how to proctor an exam 

online in a secure way that minimizes the possibility of academic 

dishonesty. In the past, we had wanted to administer exams 

electronically but did not have the software to ensure they 

would be secure. Examples of challenges we had seen occur 

included students opening another browser or tab and looking 

up answers; printing the exam to students in another part of the 

building; and instant messaging each other regarding answers. 

We had no way to prevent cheating, so this was a huge concern 

for faculty when we went virtual. 

Luckily, the university purchased an online proctoring software that would prevent students from 

doing anything else but take the exam. It also video-recorded students while they took the test. 

Students had to do a room scan to show their table surface and around the room to ensure they 

were taking the exam independently without assistance or other materials. Faculty had access 

to these recordings and the software would flag areas where the student was spending too 

much time looking away from the screen or there was extra noise in the room, etc. Importantly, 

another idea we had to help minimize cheating was student review and signature of the academic 

honesty statement prior to beginning each exam. Failure to comply with the policy would result in 

a zero grade on the exam and possible failure of the course and the nursing program. There was a 

learning curve for all faculty to learn how to set up their exams on Blackboard using the proctoring 

software. A few faculty unofficially became super-users who assisted other faculty in setting up and 

administering the exams. Our department was also fortunate to have an instructional designer to 

help troubleshoot Blackboard issues and establish online courses. Setting up students for success by 

minimizing the chances of academic dishonesty was important to maintaining academic integrity 

and fairness. 

Another positive occurrence and one I will always remember is the way in which the faculty helped 

each other during this turbulent time. Some became unofficial superusers of technological aspects 

and resource points for others if needed. We would all meet weekly to discuss challenges with 

technology, student concerns, and next steps would to meet the ongoing changes related to 

COVID-19. We created a team to help us get through any challenge before us. When the summer 

of 2020 arrived, we were told that classes would be all online asynchronous. During the fall 2020 

semester I was to teach a medical-surgical nursing class to juniors along with three other faculty. We 

spent hundreds of hours planning and creating a student-centered interactive learning environment. 

One faculty member suggested a flipped classroom approach to deliver the information in a virtual 

environment. This was new to the rest of us, but under the circumstances we thought it was a clever 

idea to try it out. 

We recorded voiceover PowerPoint lectures and assigned case studies and other interactive learning 

assignments to provide opportunities for students to apply the information they read in chapters 

and reviewed in lecture. We each had designated times that we would be on video conferencing 

to review assignment answers and review the concepts of the week. Unfortunately, many students 

did attend these video conferences as they were not mandatory. The active learning assignments 

we developed and assigned were to engage students to apply the information to a scenario or 

situation. When they take our course exams or the state board exam, the questions are designed 

to apply the information with applying critical thinking and clinical judgment. We wanted to foster 

this way of thinking and processing. Students initially struggled with the coursework and felt that 

the assignments were just busywork. However, after reviewing the first exam with students and 

demonstrating how the concepts and critical thinking were used to answer the questions, they 

began to see the value in the assignments. 

24

OUR PEOPLE, 

OUR MISSION 

CLINICAL CASE 

OF THE MONTH 

Global Health 





Editor: 

Majid Sadigh, MD 

Boda-bodas: A Bittersweet Transport Mode and a Silent Killer 

Written by Joshua Matsiko, medical student at MakCHS 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

It is 8:36 PM when a 17-year-old male is rushed in a semi-conscious state with signs of multiple 

trauma after being involved in a boda-boda accident 18 hours ago. Primary and secondary surveys 

are immediately performed and the patient receives initial care to save his life. After a few minutes, 

the doctors realize he is sliding into hemorrhagic shock, and immediately a Focused Assessment 

with Sonography (FAST) reveal the patient has a ruptured spleen with massive intra-abdominal 

hemorrhage. The patient quickly goes in for an exploratory laparotomy with splenectomy and two 

liters of blood are drained from the abdomen as he is fighting for his dear life. One thing he has in 

common with dozens of trauma patients who flock the casualty ward daily is that a boda-boda 

accident was involved in their cause for trauma. For those who wonder what boda-boda is, it is the 

motorcycle form of taxi used throughout Uganda and particularly at a higher rate in Kampala since 

it provides a faster way to move through the ever-slow or static traffic around the city. 

Every minute of the day, at the causality ward (emergency room) of Mulago National Referral 

Hospital, numerous ambulances and police patrols flock in with trauma patients of every kind from 

accidents, beatings, and stab wounds from thugs and fights. The casualty ward is full to the brim 

as usual with the number of patients exceeding the number of beds available. Some will have to 

painfully wait on the floor or outside the ward. As a medical student, something continued to strike 

my mind every time I reviewed a fresh patient about the cause of trauma: it was amazing to notice 

that this one word was common among a great deal of patients. I decided to carry out a study 

research and the results will amaze you. 

During the one-month period between January and February 2022, 622 trauma patients were 

studied. Of these, 336 (54%) were from road traffic crashes (RTCs) of which 252 directly involved a 

boda-boda, accounting for 75% of all the 336 RTCs and approximately 41% of all trauma cases. 

One should take note that this only caters for direct accidents but there are also patients coming 

in with indirect boda-boda involvements, for example boda-boda riders who are badly beaten 

25 

Clinical Case continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 





Highlights 

Perspectives 


Announcements 

by passengers they carried and their motorcycles robbed or passengers who were assaulted by 

riders and their belongings stolen. In some it was an RTC where a car driver intended to drift past 

a boda-boda cyclist and ended up crashing into another car or pedestrians, etc. 

Therefore, when we included indirect boda-boda involvements, we discovered that boda-bodas 

were involved in more than 50% of all casualty admissions meaning these causes alone bring in 

more cases than all other emergency causes combined. This data also doesn’t include those that 

pass away on impact or at the site of the accident. On further study, I discovered that on average, 

boda-boda accidents kill at least 10 people daily in Kampala alone and this costs the government 

4.4 trillion Uganda shillings, approximately 1.3 US billion dollars annually. These accidents cause 

more deaths than HIV, diarrheal diseases, and tuberculosis and I believe this calls for some action 

to remedy the situation. 

With further study, I found five cardinal reasons for this high rate of boda-boda accidents: 

negligence of road safety rules, competition for passengers with fellow riders and other public 

transport operators, inadequate helmet usage, drug use, and reckless, speedy driving. To a larger 

percentage, these are behavioral causes. Since boda-bodas serve such a great purpose, we can’t 

do away with them but we can increase safety for both passengers and riders through means such 

as digitalization of drivers, driver sensitization of road safety, and provision of protective gear to 

riders and passengers alike. 

We conducted a study that discovered only 4% of boda-boda accidents involve digitized riders. 

Boda-boda accidents can be lowered to negligible levels towards saving lives while lowering the 

healthcare burden. I have a detailed scheme on how boda-boda accidents can be lowered by 

approximately 80% in three years with partnership from interested individuals. It hurts to see the 

constant rise of disabilities and death along with the associated rise in orphans and widows, many 

of whom remain helpless due to deaths or permanent disability of their bread-winners. Anyone who 

may wish to come to Uganda, look out for this silent killer. 

For more information, please contact me at matsikojoshua091@gmail.com or WhatsApp 

+256703630454. 

Watch the case presentation here >> 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

Parvin Sadigh (Iran) 

26

OUR PEOPLE, 

OUR MISSION 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 

A NEW COLUMN 

Editor: Joshua Matsiko 

Medical student at MakCHS 

I am an undergraduate student at Makerere 

university offering a bachelors of medicine and 

a bachelors of surgery in my third year with an 

emphasis in global health and research. I am an 

open-minded learner who is very passionate and 

committed to achieving the best in every activity 

I set my mind on and am always eager to learn 

more. I have a particular interest in global health 

and speaking out for the largely marginalized 

population to see that their health is improved 

where possible. I am an active member of society 

empowering organizations and a proprietor of 

better health Uganda. I am happy to be part of 

this group and hope to learn a lot from everyone 

here. 

The purpose of this new section is to discuss the health sector in Uganda and Africa at large. In 

doing so, we hope to collectively better the health of Ugandans and the world at large and add a 

stone to the global health community. 

Objectives 

• To provide information about different health issues and fields of particularly high interest 

and those that are of importance in global health medicine and affecting the greater part 

of the population. This may be in the form of articles, particular case stories, etc. 

• To evaluate the role of cultural, social, religious, economic, and psychological systems in 

Uganda and their net effect on the health of the population. 

• To voice the greatest and/or neglected health issues and see how we can better the health 

of marginalized, less privileged populations in Uganda. 

• To maintain a high degree of professionalism throughout our endeavors. 

• To discuss the effect of alternative medicine on the general patient’s health. 


A New Column 



Click here to visit the Nuvance Health Global Health Program 

COVID-19 Resource Center 


Calendar 

Resources 

27

OUR PEOPLE, 

OUR MISSION 

ART TO REMIND US 

OF WHO WE CAN BE 

Global Health 





Peace 

BEST POEMS ABOUT PEACE 

Peace in thy hands, 

Peace in thine eyes, 

Peace on thy brow; 

Flower of a moment in the eternal hour, 

Peace with me now. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 

Editor: Majid Sadigh 

Contributing Editor: Mitra 

Sadigh 

During times of confusion, tribulation, 

grief, uncertainty, and despair, the 

arts enliven us by reintegrating the 

disjointed pieces of ourselves and 

replenishing them with clarity and hope. 

The arts remind us of our individual and 

collective potential to grow, evolve, and 

transform. They remind us of what and 

who we can be and what we can create. 

In this new section, we bring you works 

of art that have moved and inspired us. 

We encourage you to also share works 

that have inspired you. 

Not a wave breaks, 

Not a bird calls, 

My heart, like a sea, 

Silent after a storm that hath died, 

Sleeps within me. 

All the night’s dews, 

All the world’s leaves, 

All winter’s snow 

Seem with their quiet to have stilled in life’s dream 

All sorrowing now. 

-Walter de la Mare 

Best Poems About Peace 




Calendar 

Resources 

https://youtu.be/HpxX4ZE4KWE 

28

OUR PEOPLE, 

OUR MISSION 

ARTICLE OF THE MONTH 

Global Health 



Meeting the health challenges of displaced populations from Ukraine 

Yulia Ioffe, Ibrahim Abubakar, Rita Issa, Paul Spiegel, Bernadette N Kumar 

Lancet March 26, 2022 



Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




The worsening humanitarian catastrophe and conflict in Ukraine has led to the largest refugee crisis in Europe 

since World War 2. Millions of people are expected to flee Ukraine, with more than a million individuals having 

fled the country in the first week of the conflict alone.1 The consequences of war, trauma, and devastation 

must be tackled swiftly. The resultant mid-term and long-term needs must propel all sectors, including health, 

into rapid action. The UCL–Lancet Commission on Migration and Health report highlighted evidence-based 

approaches to address the health needs of forcibly displaced individuals.2 Although the initial response of 

the EU agreeing to a uniform policy of settlement, work, and welfare rights for those forcibly displaced is 

welcomed,3 implementation of these policies, without restrictions, red tape, or xenophobia and racism is by 

no means assured.2,4 The COVID-19 pandemic illuminated the need to strengthen health systems and reduce 

disparities in access to and quality of care for migrant groups.5 As the crisis in Ukraine becomes protracted, 

access to health care could be at further risk because nations have varying levels of preparedness and 

reception, and variable health systems, particularly in neighbouring countries such as Poland, Slovakia, 

Bulgaria, and the Czech Republic (Czechia), which will be strained by the large numbers of people arriving from 

Ukraine. These countries will need increased support, including financial support, from other countries. The 

Ukrainian crisis will test political solidarity, health system planning and capacity, and the global community’s 

ability to keep the commitment to universal health coverage. 

Read the article: Meeting the health challenges of displaced populations from Ukraine 

Calendar 

Resources 

29

OUR PEOPLE, 

OUR MISSION 

VIDEO OF THE MONTH 

https://youtu.be/RN81h85V6D4 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

Rose Schwartz 

30

OUR PEOPLE, 

OUR MISSION 

GLOBAL HEALTH FAMILY 

Global Health 





Highlights 

Perspectives 

Eseniy Ziganshina 

Henry Scholand 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 



Riley Wallace with Poppy 

Willow and Poppy 


Calendar 

Resources 

Click here to visit the Nuvance 

Health Global Health Program 


31

OUR PEOPLE, 

OUR MISSION 

CALENDAR OF EVENTS 

Global Health 





Nuvance Health 

March 2: Zoom meeting with Dilyara Nurkhametova, Director of the AUC/RUSM Global 

Health Collaboration to discuss the virtual GH elective and potential reopening of 

international global health sites in the future. 

March 2: Meeting with Dr. Rastegar to discuss the decolonizing global health panel at CUGH. 

March 2: Meeting with Dr. Swapnil Parve to discuss selection of international sites for resuming the 

global health clinical rotations. 

March 2: Meeting with Dr. Stephen Scholand to discuss content and format of GH Bridge at 

Danbury Hospital and potential opening of Chiricahua Health Center in Douglass, Arizona for 

medical students in summer 2022. 

March 3: Weekly meeting with Wendi Cuscina, Manager of the GHP. 

March 3: Meeting with Dr. Stephen Scholand to follow up on GH Bridge at Danbury Hospital. 

Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

March 7: First meeting with the Director of the Scientific Committee of the United Nations General 

Assembly which will be held in September 2022 to discuss putting together a panel for this 

conference. 

March 8: Weekly phone meeting with Audree Frey, Coordinator of the GHP at UVMLCOM. 

March 9: Meeting with members of the Compliance Office. 

March 9: Meeting with Swapnil Parve to discuss the reopening of the DMIMS, India for medical 

students. 

March 9: Meeting with a RUSM student to discuss a potential research project. 

March 12: Meeting with CUGH 2022 Decolonizing Global Health panelists as well as Dr. Rastegar 

and Dr. Sewankambo. 

March 13: Meeting with Dr. Stephen Scholand to review his new role as course director of GH Bridge 

at Danbury Hospital. 

March 15: Meeting with Drs. Dilyara Nurkhametova, Elina, and Swapnil Parve to discuss reopening 

of a few international sites for AUC and RUSM students this summer. 

March 15: Meeting with Dr. Judith Lewis, Director of Global Mental Health at UVMLCOM and Dr. 

Noeline Nakasujja to interview new Rudy Ruggles Scholars in Global Health. 

March 15: Meeting with Dr. Bulat Ziganshin to explore the potential date of his employment with 

Nuvance Health. 

March 29: Meeting with Drs. Dilyara Nurkhametova, Elina, and Swapnil Parve to follow up on 

resumption of international travel for AUC and RUSM students. 

March 30: Meeting with four CT Institute primary care residents and one resident from Danbury 

Hospital’s internal medicine residency program who are interested in participating in the six-week 

GH elective in Uganda in spring 2023. 

UVMLCOM 

March 14: Global Health Leadership Team meeting 

March 18: Match Day – our alumni had impressive matches! See list here. 

Week of March 28: CUGH – multiple contributions from LCOM faculty and students Irene Sue won 

the Lancet Global Health-CUGH Best Student Poster for the track: Global Health Education 

32 

Calendar continued on next page >>

OUR PEOPLE, 

OUR MISSION 

Global Health 


March 28: Global Health Leadership Team meeting 

April 1: Mariah/Audree strategic planning meeting 

April 11: Global Health Leadership Team meeting 

Mid-April (date TBD): Global Health Informational Meeting for Class of 2025 to discuss travel 

opportunities for summer 2022! 

April 25: Global Health Leadership Team meeting 




AUC/RUSM 

Online GH course: 

March 21 - April 1: course 5, 16 students (1 AUC and 15 RUSM) 

Two online courses are planned for April: 

April 4 - April 15 

April 18 - April 29 

Highlights 

Perspectives 


March 20: Touch-base meeting with Dr Elina Mukhametshina 

March 28: Poster presentations at CUGH conference 

Announcements 

Spotlight 

Reflections 



and Us 


A New Column 




Calendar 

Resources 

Tucson (Stephen Scholand) 

33

OUR PEOPLE, 

OUR MISSION 

RESOURCES 

Global Health 





Highlights 

Perspectives 


Announcements 

Spotlight 

Reflections 



and Us 

Photos and Reflections 2021 

Global Health & the Arts 

Nuvance Health and UVMLCOM Global Health 

Website 


Nuvance Health and UVMLCOM Annual Report 2020 

AUC/RUSM Annual Report 2018 

Cases and Reflections from Mulago 

Climb for a Cause 2018 

Climb for a Cause 2019 

Ebola: Sequences on Light and Dark 

Ebola: Two Doctors Respond to the 2014 Ebola 

Epidemic in Liberia: A Personal Account 

Global Health Annual Reports 

Global Health Conference 2019 Photos 

Global Health Conference 2019 Videos 

Global Health Conference 2019 Book 

Global Health Diaries and Newsletters 2015-2016 



Global Health Diaries and eMagazines 2018-2019 

Global Health eMagazines 2020-2021 

Global Health Diaries 2020-2021 

Global Health Reflections and Photos 2017 and 2018 

Global Health Reflections and Photos 2019 

Ethical Dilemmas book 

Global Health Program Website 

Global Health at WCHN Facebook 

Ho Chi Minh City and Cho Ray Hospital 

The Homestay Model of Global Health Program video 

Kasensero Uganda 

Katanga video 

Nuvance/MakCHS Global Health Information Center 

Booklet 

Paraiso and the PAP Hospital 

Photographs from Uganda, by photojournalist Tyler 

Sizemore 

Presentations By Global Health Scholars 

Previous issues of the Global Health eMagazine 

Program Partners 

Publications 

Site Specific Information 

Tropical Medicine Booklets (101, and 202) 

Tropical Medicine Spanish 101 

Tropical Medicine Modules 

Tropical Medicine Courses 

The World of Global Health book 

The World of Global Health Video 

Words of Encouragement 

UVM Larner College of Medicine Blog 

Participant Guide in Global Health, Thailand 

Cho Ray International Student Handbook 

DRC Facing a New Normal 

Photos and Reflections 2019 

Coronavirus 2019 Important clinical considerations for 

Patients & Health care Providers 


A New Column 



Interviews 

A Connecticut Doctor in Africa, by journalist Mackenzie 

Riggs 

Majid Sadigh, MD Interview Regarding Ebola in Liberia 

(Video) 

My Heart Burns: Three Words Form a Memoir (Video) 

Two UVM Docs Combat Ebola in Liberia (Article) 


Calendar 

Resources 

34

April_eMagazine Volume 40

Create successful ePaper yourself

Delete template?

Save as template?