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Background: Public health initiatives focused on improving food at the community level to reduce the risk of nutritionrelated disorders have gained pace in light of the enormous illness burden associated with chronic diseases connected to nutrition. Delivering straightforward, pertinent, and understandable information regarding the nutritional value of food is the goal of Front of Package Labelling (FoPLs), which are intended to assist consumers in choosing healthier foods at the point of purchase. Methodology: It was a cross-sectional study carried out online through a series of webinars using an online survey platform and a feedback-designed questionnaire to ascertain webinar participants' knowledge of front of package labeling. Results: Among the participants, only 75.4% correctly identified the characteristics of packaged foods that increase the risk of obesity. Also, it was found that 84.7% of the participants knew that food labels had to display complete nutritional information. About 93.6 percent of the individuals were aware of public health initiatives that raise awareness of FOPL. Only 38.9% of the individuals were aware that certain food products were free from labelling, in comparison. Conclusion: Front of package labelling (FOPL) regulation goals must be adopted in order to enable consumers to simply, quickly, and accurately identify items containing extra sugars, trans-fats, oils, and sodium. This will help the Government of India comply with WHO recommendations on unhealthy foods.
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Este estudio responde al análisis de impacto de los primeros 80 webinars realizados desde mayo de 2020 hasta julio de 2021, en ese sentido el Organismo da continuidad a estas estrategias, con énfasis en el análisis de los retos que impone la pandemia y en el marco de los objetivos y su visión: "la región andina avanza significativamente en el ejercicio efectivo del derecho a la salud de su población, a través de una progresiva integración y una red intensificada de cooperación". Los webinars desarrollados tienen como objeto el análisis crítico y reflexivo en profesionales, estudiantes sobre las actualizaciones presentadas en los webinars para mejorar su desempeño en la resolución de problemas en entornos nuevos o poco conocidos, dentro de contextos más amplios -o multidisciplinares- relacionados con la pandemia producida por el COVID-19.
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Health Human Resource Training , Health Communication , COVID-19 , Infodemic , Peru , Venezuela , Bolivia , Chile , Colombia , EcuadorABSTRACT
El 10 de febrero de 2021 se realizó el webinar 105° Oportunidad y Calidad de la vacuna contra el coronavirus para niños y niñas en la Región Andina. Esta presentación abordó la situación actual y variantes, COVID en niños, vacunas en niños, miocarditis y vacunas de refuerzo y variantes.
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Vaccines , Coronavirus Infections , Child HealthABSTRACT
El 10 de febrero de 2021 se realizó el webinar 105° Oportunidad y Calidad de la vacuna contra el coronavirus para niños y niñas en la Región Andina. Esta presentación realizada por José Alejandro Mojica, Infectólogo Pediatra de la Subdirección de Enfermedades Transmisibles del Ministerio de Salud y Protección Social Colombia, contiene: epidemiología SARS COV 2/COVID 19, clínica y manejo niños, niñas y adolescentes, vacunas en pediatría y retos.
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COVID-19 Vaccines , COVID-19 , Child HealthABSTRACT
Introduction The Novel Coronavirus Disease 2019 (COVID-19) outbreak forced social events to be cancelled, and academic meetings were no exception. This has increased the need for online seminars (webinars), although, lack of knowledge or experience for hosting such events were prominent. We, “Kansai Global Health”, began preparing a series of webinars from March 2020 under the theme “COVID-19 and the Sustainable Development Goals (SDGs)”. We hereby report our experience and tips on what hosts should bearing in mind for academic webinars. Our Event Participants of Kansai Global Health were required to register prior to the webinar on Google Forms, where characteristics of the participants were subsequently obtained. Zoom software was used to create a YouTube livestreaming video for viewing. An online questionnaire was used to obtain feedback from the participants. Data analysis of the livestreaming was conducted with YouTube Analytics. The cumulative total of participants was 2083. Most were Japanese residents, but 69 participants registered from overseas such as Tunisia and Zambia. The majority of the participants were health professionals, with some non-health professionals and students. 85.7% of the participants rated the webinar satisfaction above four on a scale out of five. Comments from the participants were mostly positive, while some participants claimed some errors of the host members prior to and during the webinar. Lessons Learnt The satisfaction of webinars consisted not only of the contents but also of the quality of the hosts. These accidents could be avoided, or kept under control, with thorough preparations and rehearsals of the hosts discussing possible protocols under such circumstances and making good use of communication tools such as message applications. Adequate hosting techniques are essential for feasible discussions online. Global health webinars should improve hosting skills, as well as its contents, to create a future platform to conduct fruitful discussions.
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El 28 de mayo de 2020 se realizó Bolivia presento las Estrategias aplicadas en el primer nivel de atención en Bolivia, respuesta al COVID-19
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Primary Health Care , Health Strategies , Coronavirus InfectionsABSTRACT
<b>Background: </b>Japanese medical student education lacks emphasis on teaching clinical reasoning skills. To partially remedy this situation, we developed a prototypic web-based module for tutors to teach clinical reasoning. We report the medical students’ opinions of this module.<br><b>Methods: </b>Twenty-four students from two Japanese medical universities were randomly assigned to the two tutored virtual classrooms, each classroom with six students, or to the self-study group, 12 students, after taking the Internet-based Sequential Question and Answer pretest. After four weeks, each of the 24 students took the Sequential Question and Answer posttest. The entire 24 students answered a questionnaire about the Sequential Question and Answer tests; all 12 tutored students answered a questionnaire about the web-based tutored module.<br><b>Results: </b>Although both tutored and self-study Sequential Question and Answer posttest scores increased, the increases of the tutored group’s posttest compared to the self-study posttest group were not statistically significant (p = 0.066). Ninety-two percent of the students rated the Sequential Question and Answer tests as an improved way to learn case presentation and clinical reasoning. Moreover, 79% of students felt that the Sequential Question and Answer tests were an effective way to learn clinical information. The tutored students rated the web-based tutored seminars as an ‘excellent to fair’ method to learn clinical reasoning using a five-point ‘excellent to poor’ scale.<br><b>Conclusions: </b>We developed a prototypic web-based module for tutors to teach clinical reasoning to medical students. The students’ opinion supported the modular components of the web-based seminar format, Sequential Question and Answer test, and the tutoring syllabus as an effective way to improve learning clinical reasoning, case presentation, and medical information. Students also suggested refinements of the prototypic module.