One respondent completed questionnaires for the University of Hargeisa, Somaliland; Amoud University, Somaliland; and Sierra Leone Medical School, Sierra Leone, as the same person was responsible for both implementing and teaching the mhGAP-IG at these institutions. Eight respondents were psychiatrists, one was a clinical psychologist, and one was a psychiatric nurse. The respondents were responsible for teaching medical or nursing students or doctors in training at their respective institutions.
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Institutional support was reported as the main factor that helped to implement mhGAP-IG training, with insufficient time to train future medical doctors cited as the main difficulty faced when using it. The identified advantages of mhGAP-IG pre-service training were improved attitude among students and confidence to handle mental health conditions.
This study indicates that mhGAP-IG pre-service training can be successfully implemented in diverse settings with different students (medical, nursing, doctors in training) and can be adapted to meet the unique needs of different institutions. mhGAP-IG pre-service training appears to be feasible and acceptable when implemented in a range of pre-service training settings. 2ff7e9595c
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