This paper describes Evaluators, a system for the development of educational serious games oriented to introductory computer language implementation courses similar to those included in Computer Science tertiary curricula.
He has attended management, leadership, strategic implementation courses and technology training in Africa, Asia, Europe and North America.
Some of the IHR-implementation course contents are being developed into stand-alone modules for potential integration into other established training opportunities such as field epidemiology training and Masters of Public Health programs.
In partnership with established educational institutions, the WHO secretariat has been pilot testing an IHR-implementation course, which promotes a global harmonized understanding and application of the IHR framework.
The IHR-implementation course is for public health professionals, mainly those belonging to NFPs but also those from other related sectors from national or international organizations in public and private sectors.
The IHR-implementation courses have been delivered in English to 89 participants from 57 countries in all 6 WHO regions.
The first 3 pilot IHR-implementation courses have been operated by the WHO Department of Global Capacities, Alert and Response in collaboration with the University of Pretoria, South Africa; Georgetown University Law Center, USA; the University of Geneva, Switzerland; and Institut Bioforce Développement, France.
Specifically, the incorporation of virtual learning environments, the implementation of course management systems and the offering of Massive Open Online Courses have introduced a new, dynamic and globalised way of promoting teaching and research.
A number of factors have a major impact on the actual program implementation or course organisation and teaching/learning processes.
This article describes an implementation science course developed in a DNP program focused on advancing graduates' capacity for health systems leadership.
The sheer knowledge of the basic elements is insufficient, however, as success or failure in teaching hinges on practical implementation and course design, as experienced both by the teachers and the students.
