Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience.

There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED).

Assessment of cesarean delivery availability in 26 low- and middle-income countries: a cross-sectional study.

Objective: We sought to assess the capacity to provide cesarean delivery (CD) in health facilities in low- and middle-income countries.

Study Design: We conducted secondary analysis of 719 health facilities, in 26 countries in Africa, the Pacific, Asia, and the Mediterranean, using facility-based cross-sectional data from the World Health Organization Situational Analysis Tool to Assess Emergency and Essential Surgical Care.

Results: A total of 531 (73.

Adherence to HIV post-exposure prophylaxis in victims of sexual assault: a systematic review and meta-analysis.

Objective: To assess adherence to post-exposure prophylaxis (PEP) for the prevention of HIV infection in victims of sexual assault.

Methods: The authors carried out a systematic review, random effects meta-analysis and meta-regression of studies reporting adherence to PEP among victims of sexual violence. Seven electronic databases were searched.