03515nas a2200445   4500000000100000008004100001260001200042653003100054653004700085653006900132653002100201653002200222653002500244653001800269653003000287100001700317700001400334700001700348700001300365700001300378700001300391700001400404700001600418700001600434700001600450700001400466700001400480700001600494700001400510700001300524700001500537700001700552700001700569245011200586856007300698300000700771490000700778520227000785022001403055       2020                            d  c01/202010aMedical education research10aMental Health Gap Action Programme (mhGAP)10aMental Health Gap Action Programme Intervention Guide (mhGAP-IG)10aMental disorders10aNursing education10aPre-service training10aTreatment gap10aWorld Health Organization1 aChaulagain A1 aPacione L1 aAbdulmalik J1 aHughes P1 aOksana K1 aChumak S1 aMendoza J1 aAvetisyan K1 aGhazaryan G1 aGasparyan K1 aChkonia E1 aServili C1 aChowdhury N1 aPinchuk I1 aBelfar M1 aGuerrero A1 aPanteleeva L1 aSkokauskas N00aWHO Mental Health Gap Action Programme Intervention Guide (mhGAP-IG): the first pre-service training study.  uhttps://ijmhs.biomedcentral.com/track/pdf/10.1186/s13033-020-00379-2  a470 v143 a<p><b>Background: </b>Despite the increasing burden of mental, neurological, and substance use (MNS) disorders, a significant treatment gap for these disorders continues to exist across the world, and especially in low- and middle-income countries. To bridge the treatment gap, the World Health Organization developed and launched the Mental Health Gap Action Programme (mhGAP) and the mhGAP Intervention Guide (mhGAP-IG) to help train non-specialists to deliver care. Although the mhGAP-IG has been used in more than 100 countries for in-service training, its implementation in pre-service training, that is, training prior to entering caregiver roles, is very limited.</p><p><b>Aim of the study: </b>The aim of this study was to collect and present information about the global experience of academic institutions that have integrated WHO's mhGAP-IG into pre-service training.</p><p><b>Methods: </b>A descriptive cross-sectional study was conducted using an electronic questionnaire, from December 2018 to June 2019.</p><p><b>Results: </b>Altogether, eleven academic institutions across nine countries (Mexico, Nigeria, Liberia, Sierra Leone, Somaliland, Armenia, Georgia, Ukraine and Kyrgyzstan) participated in this study. Five of the institutions have introduced the mhGAP-IG by revising existing curricula, three by developing new training programmes, and three have used both approaches. A lack of financial resources, a lack of support from institutional leadership, and resistance from some faculty members were the main obstacles to introducing this programme. Most of the institutions have used the mhGAP-IG to train medical students, while some have used it to train medical interns and residents (in neurology or family medicine) and nursing students. Use of the mhGAP-IG in pre-service training has led to improved knowledge and skills to manage mental health conditions. A majority of students and teaching instructors were highly satisfied with the mhGAP-IG.</p><p><b>Conclusions: </b>This study, for the first time, has collected evidence about the use of WHO's mhGAP-IG in pre-service training in several countries. It demonstrates that the mhGAP-IG can be successfully implemented to train a future cadre of medical doctors and health nurses.</p>  a1752-4458