TY - JOUR
T1 - Schools of public health as a cornerstone for pandemic preparedness and response
T2 - the Africa COVID-19 experience
AU - Ndejjo, Rawlance
AU - Mitonga, Honore Kabwebwe
AU - Amde, Woldekidan
AU - Lubega, Grace Biyinzika
AU - Muula, Adamson S.
AU - Mariam, Damen Haile
AU - Kabwama, Steven N.
AU - Patrick, Sean Mark
AU - Haufiku, Desderius
AU - Amour, Maryam
AU - Bosonkie, Marc
AU - Mukama, Trasias
AU - Bello, Segun
AU - Dwomoh, Duah
AU - Nja, Glory Mbe Egom
AU - Bulafu, Douglas
AU - Halake, Dabo Galgalo
AU - Frumence, Gasto
AU - Leye, Mamadou Makhtar Mbacke
AU - Katangolo-Nakashwa, Ndasilohenda
AU - Abaya, Samson Wakuma
AU - Diallo, Issakha
AU - Egbende, Landry
AU - Worku, Netsanet
AU - Bassoum, Oumar
AU - Mbunga, Branly
AU - Musoke, David
AU - Mohamed, Hussein
AU - Seck, Ibrahima
AU - Fobil, Julius
AU - Kiwanuka, Suzanne N.
AU - Fawole, Olufunmilayo I.
AU - Mapatano, Mala Ali
AU - Alfven, Tobias
AU - Gilson, Lucy
AU - Syombua Muinde, Jacinta Victoria
AU - van Marwijk, Harm
AU - Lehmann, Uta
AU - Speybroeck, Niko
AU - Kaseje, Margaret
AU - Wanyenze, Rhoda K.
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/12
Y1 - 2024/12
N2 - Background: The Coronavirus disease (COVID-19) pandemic caused significant morbidity and mortality in Africa, in addition to other socio-economic consequences. Across the continent, Schools of Public Health (SPHs) played several roles in supporting national, regional, and global response to the pandemic. Following a published and grey literature search, this paper reviews and analyses the contribution of SPHs in Africa during the COVID-19 pandemic. Contribution of the Schools of Public Health: SPH faculty in most countries contributed their expertise through COVID-19 task forces and advisory committees where they guided and supported decision-making. Faculty also supported the identification, review, and synthesis of rapidly evolving global and local evidence, adapting it to the local context to guide policy decisions. Through research, SPHs contributed to a better understanding of the disease epidemiology, response interventions, as well as prevention and control measures. SPHs engaged in training field epidemiologists, frontline health workers, and district response teams. SPH staff, students and field epidemiology trainees also supported field activities including surveillance, contact tracing, as well as managing quarantine facilities and points of entry. SPHs engaged in public education and awareness-raising initiatives to share information and dispel misinformation. In partnership with other stakeholders, SPHs also developed important innovations and technologies. Conclusion: SPHs are a critical pillar for pandemic prevention, preparedness, and response, that support health systems with important functions. To further enhance their capacity, efforts to improve coordination of SPHs, strengthen collaboration among schools, harmonize training and curricula, and enhance capacity for advanced research are needed. There is also a need to bridge the inequities in capacity and resources that exist among SPHs across regions and countries.
AB - Background: The Coronavirus disease (COVID-19) pandemic caused significant morbidity and mortality in Africa, in addition to other socio-economic consequences. Across the continent, Schools of Public Health (SPHs) played several roles in supporting national, regional, and global response to the pandemic. Following a published and grey literature search, this paper reviews and analyses the contribution of SPHs in Africa during the COVID-19 pandemic. Contribution of the Schools of Public Health: SPH faculty in most countries contributed their expertise through COVID-19 task forces and advisory committees where they guided and supported decision-making. Faculty also supported the identification, review, and synthesis of rapidly evolving global and local evidence, adapting it to the local context to guide policy decisions. Through research, SPHs contributed to a better understanding of the disease epidemiology, response interventions, as well as prevention and control measures. SPHs engaged in training field epidemiologists, frontline health workers, and district response teams. SPH staff, students and field epidemiology trainees also supported field activities including surveillance, contact tracing, as well as managing quarantine facilities and points of entry. SPHs engaged in public education and awareness-raising initiatives to share information and dispel misinformation. In partnership with other stakeholders, SPHs also developed important innovations and technologies. Conclusion: SPHs are a critical pillar for pandemic prevention, preparedness, and response, that support health systems with important functions. To further enhance their capacity, efforts to improve coordination of SPHs, strengthen collaboration among schools, harmonize training and curricula, and enhance capacity for advanced research are needed. There is also a need to bridge the inequities in capacity and resources that exist among SPHs across regions and countries.
KW - Africa
KW - COVID-19
KW - Research
KW - Schools of public health
KW - Training
UR - http://www.scopus.com/inward/record.url?scp=85209714596&partnerID=8YFLogxK
U2 - 10.1186/s12992-024-01087-z
DO - 10.1186/s12992-024-01087-z
M3 - Review article
AN - SCOPUS:85209714596
SN - 1744-8603
VL - 20
JO - Globalization and Health
JF - Globalization and Health
IS - 1
M1 - 82
ER -