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Glob Ment Health (Camb). 2018 May 9;5:e17. doi: 10.1017/gmh.2018.8. eCollection 2018.

Tailoring a training based on the Mental Health Gap Action Programme (mhGAP) Intervention Guide (IG) to Tunisia: process and relevant adaptations.

Author information

1
School of Public Health; Institut de recherche en santé publique de l'Université de Montréal (IRSPUM), University of Montreal, 7101 Parc Avenue, Montreal, Québec, H3N 1X9, Canada.
2
Montreal WHO-PAHO Collaborating Center for Research and Training in Mental Health, 6875 LaSalle boul., Montreal, Québec, H4H 1R3, Canada.
3
Razi Hospital, Cité des Orangers, Manouba, Tunis, Tunisia.
4
Faculty of Medicine, University of Tunis El-Manar, 94 Rommana 1068, Tunis, Tunisia.
5
Centre médico et universitaire de Manouba, Tunisia.
6
World Health Organization Headquarters, Avenue Appia 20, CH-1211 Geneva 27.
7
Douglas Mental Health University Institute (The Montreal West Island Integrated University Health and Social Services Center), 6875 LaSalle boul., Montreal, Québec, H4H 1R3, Canada.
8
McGill University, 845 Sherbrooke Street West Montreal, Québec, H3A 0G4, Canada.
9
Mongi-Slim Hospital, 2046 Sidi Daoud, La Marsa, Tunisia.

Abstract

Background:

In order to make mental health services more accessible, the Tunisian Ministry of Health, in collaboration with the School of Public Health at the University of Montreal, the World Health Organization office in Tunisia and the Montreal World Health Organization-Pan American Health Organization Collaborating Center for Research and Training in Mental Health, implemented a training programme based on the Mental Health Gap Action Programme (mhGAP) Intervention Guide (IG) (version 1.0), developed by the World Health Organization. This article describes the phase prior to the implementation of the training, which was offered to general practitioners working in primary care settings in the Greater Tunis area of Tunisia.

Methods:

The phase prior to implementation consisted of adapting the standard mhGAP-IG (version 1.0) to the local primary healthcare context. This adaptation process, an essential step before piloting the training, involved discussions with stakeholder groups, as well as field observations.

Results:

Through the adaptation process, we were able to make changes to the standard training format and material. In addition, the process helped uncover systemic barriers to effective mental health care.

Conclusions:

Targeting these barriers in addition to implementing a training programme may help reduce the mental health treatment gap, and promote implementation that is successful and sustainable.

KEYWORDS:

Adaptation; Tunisia; mental health; mhGAP training; teaching and learning

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