The following information is presented here to provide historical details of the Intermed program from its establishment in 1994 up to the closure of the Graduate Certificate and Diploma in International Health and Development in 2020.

Core Course including Online Foundational Subject and two-week intensive

The Intermed program was initially developed around 5 streams

1. Aspects of medical mission.

2. Health care service delivery, especially for primary health care.

3. Issues in public health.

4. Issues in clinical care, especially infectious diseases and nutrition.

5. Electives.

The online Foundations subject covers the biblical basis of development, community development and a number of foundational topics such as global overviews of health, illness and culture, patterns of illness, demography, principles of primary health care, Indigenous health, travel health, introduction to epidemiology and non-communicable diseases.

The two-week intensive covers public health and clinical care (although some foundational material best delivered face to face is also included) is conducted through lectures, seminars, practical classes and group work.

Practical sessions included in the two-week intensive

For all participants:

• Developing a basic health program

• Basic plaster techniques

• Applied contraception

• Behaviour change communication (health promotion) workshop

For nurses and other health professionals:

• Simple consulting skills

• Examination of the child

Learning Outcomes for the Graduate Diploma in International Health and Development

Knowledge

• Demonstrate an integrated knowledge of the key issues (including those relating to marginalised groups such as women and children), contributing factors, principles and practices involved in community health and development in less resourced and more disadvantaged contexts

• Demonstrate a well-developed understanding of the roles of and challenges facing NGOs in health and development activities in less resourced and more disadvantaged contexts

• Demonstrate a well-developed understanding of the personal and lifestyle issues associated with intercultural life and work

• Explain the relationship between community development, public health and clinical care in less resourced and more disadvantaged contexts.

Skills

• Formulate a theology and philosophy of community health and development approaches in less resourced and more disadvantaged contexts.

• Reflect critically upon significant personal and professional experiences and challenges related to the delivery of health and development programs in less resourced and more disadvantaged contexts.

• Communicate and solve problems in an appropriate fashion when working cross-culturally in a team in less resourced and more disadvantaged contexts.

• Assess, manage and control health problems related to infectious diseases, nutrition and chronic non-communicable diseases in less resourced and more disadvantaged contexts

• Assess critically the various program approaches used by NGOs in responding to specific health and development issues in less resourced and more disadvantaged contexts

Application of knowledge and skills

• Provide culturally sensitive health care and/or education to individuals and groups in less resourced and more disadvantaged contexts.

• Develop, implement, monitor and evaluate best practice community health and development programs in less resourced and more disadvantaged contexts.

Optional 3^rd week

An optional 3^rd week followed immediately after the completion of the two-week summer intensive. This week provided an opportunity to gain additional practical skills in the areas of obstetrics, dentistry, community development, musculoskeletal health and simple clinical skills.

The specific objectives for the various components covered during the optional 3^rd week were:

For obstetrics

• describe the indications and steps for manual removal of the placenta

• detail how to manage postpartum haemorrhage

• describe the steps in the resuscitation of the newborn.

For dentistry

• deliver the necessary education for a community on preventive care through personal oral hygiene

• describe correctly the steps in undertaking a simple extraction

• recognize the indications for referral for basic emergency dentistry and restorative dentistry.

For community development

• understand the process of peace-building through the stages of denial, revenge, forgiveness and reconciliation, at both the individual level and the community level

• describe the importance of peace-building for community health and development.

For musculo-skeletal medicine

• recognise the important anatomical landmarks for musculoskeletal medicine

• recognise and manage of a range of simple musculoskeletal conditions

For additional clinical skills

• update basic life support skills (including iv cannulation)

• undertake ear toilet and management of chronic otitis media

• remove a foreign body from the eye

• demonstrate and teach relaxation skills.

For doctors and laboratory scientists:

• make and interpret blood films including malaria diagnosis

• recognise the more common faecal parasites on microscopy

• know how to do a Gram stain, ZN stain and urine microscopy

For nurses and other health professionals:

• demonstrate basic suturing skills

• demonstrate the incision and drainage of an abscess

• demonstrate how to do a simple split skin graft

• demonstrate how to conduct an examination of the adult

Course Staff and Lecturers

Emeritus Professor Anthony Radford was the Course Coordinator from 1994 until 2008 when Dr Douglas Shaw, who has qualifications and experience in international public health and development, took on that role. Anthony remained active in the program as Course Advisor. Both Anthony and Doug delivered a number of lectures, particularly on topics related to public health.

The lecturers for the program were drawn from a wide variety of backgrounds. Almost all have had overseas experience, many having conducted international health consultancies with groups such as WHO, UNICEF, the World Bank, AusAID, World Vision and TEAR Australia. All were well qualified and many held senior appointments at one or more of the three universities in Adelaide.

The table below provides details on the lecturers who were involved in the summer schools between about 2016 and 2019 and who have given permission for their details to be included here. Please note that the qualifications and positions held may no longer be current.