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Adolescent sexual and reproductive health - Course files

Sexually transmitted infections prevention and care

Venkatraman Chandra-Mouli

Training course in adolescent sexual and reproductive health 2019

October 7, 2019 - Geneva

Sexually transmitted infections prevention and care - Venkatraman Chandra-Mouli

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Chandra-Mouli V. Sexually transmitted infections prevention and care. Paper presented at: Training course in adolescent sexual and reproductive health; 2019 Oct 7; Geneva.


Reference document


Read the five questions carefully. Answer the questions using the clues provided to review the selected aspects of the module materials.

Question 1: Serious long-term effects

List three serious long-term consequences of STI.

3 marks

Clue: Pages 31 and 32 of the WHO publication titled: WHO recommendations on adolescent sexual and reproductive health and rights (2018).

Question 2: Prevalence and incidence

2.1 What is the estimated trend in chlamydia prevalence in men and women aged 15-49 years in your region? How does it compare with the global prevalence?

2 marks

Clue: Table 5 in page 553 of the paper by Rowley et al.

2.2 Give two reasons why the global/regional/national prevalence and incidence estimates of STI are important.

2 marks

Clue: Page 554 of the paper by Rowley et al.

Question 3: Barriers to access

Identify one barrier from the perspective of providers and one from the perspective of users to the provision and uptake of STI case management services.

3 marks

Clue: Go over the You Tube presentation titled: Findings from 2 papers on Sexually Transmitted Infections in Adolescents & Young People.

Question 4: Brief Sexuality-Related Communication

4.1 Provide a brief definition of brief sexuality-related communication (BSC). Name one way in which BSC is similar to and one way in which it is different from counselling. Name its four components.

4 marks

Clue: Study section 1.4.2 on pages 17-18 of the WHO publication Brief Sexuality-Related Communication (WHO, 2015).

4.2 In the TEDX talk Dr Teodora Wi calls for an open and stigma-free discussion about sex. In your context, describe briefly how BSC could contribute to this.

4 marks

Clue: Study section 4.1.2 on pages 33-35 of the WHO publication Brief Sexuality-Related Communication (WHO, 2015).

Question 5: Human Papilloma Virus Vaccination

5.1 Why is it important to provide the HPV vaccination? Does your country have a national policy and strategy for HPV vaccination? If so, briefly describe it.

4 marks

Clue: Study the slide set titled HPV vaccination and adolescent sexual and reproductive health.

5.2 In your context which is the most important intervention that could be delivered along with HPV vaccine? Explain why.

3 marks

Clue: Study page 3 of the WHO publication Options for linking health interventions for adolescents with HPV vaccination (WHO, 2014).

Best assignments of week 5: Sexually transmitted infections prevention and care

Congratulations to the following participants whose assignments have been chosen as the best assignment of week 5 by their coaches. Click on the participant’s name to read the assignment.

Aisling Corr, Plan International, London, United Kingdom

Coach’s comment

"The participant showed an excellent understanding of the module and her answers were very concise. She presented the country contexts very well with supporting evidences." Raqibat Idris, GFMER course coordinator and tutor

Nefertari Boles, Young Scholars of Egypt, Cairo Governorate, Egypt

Coach’s comment

"Good, better, best. Never let it rest. 'Till your good is better and your better is best’. - St. Jerome. Congratulation for the outstanding work Nefertari!" Khadija Ahmed Matrook, GFMER country coordinator and course tutor

Pagnimdbsom Teegawindé Arsène Bafiogo, Centre Médical de Sideradougou, Comoé, Burkina Faso

Coach’s comment

"I nominate Arsene Bafiogo as the best performer for the week based on his steadily progressive improvement in comprehension and writing ability. This has culminated in a near perfect score for this week, which shows an ability to take corrections and implement lessons learnt. I believe Arsene bafiogo has earned acknowledgement for his remarkable improvement." Aishatu Abubakar-Sadiq, GFMER country coordinator and course tutor

Sahil Chopra, Jhpiego, New Delhi, India

Coach’s comment

"Sahil Chopra is nominated for the 5th week as presenting the best assignment of the week.  It should be mentioned that Sahil Chopra used to work for HPV integration strategy framework in India and shared with us a very interesting experience." Lela Shengelia, GFMER country coordinator and course tutor

Zaituna Asio, Plan International, Kampala, Uganda

Coach’s comment

"Zaituna Asio is nominated for the third time as best performing participant. From the paperwork assignment, Zaituna has strong analytical skills in public health and effectively interpret and discuss study findings. She provides relevant supporting evidences and justifications for her responses to the assignment questions. Her response to the assignment questions shows that most of the findings and evidences from research papers and resource materials rephrased or expressed in an alternative way for the purpose of clarification. Once again, I greatly appreciate all of the course participants in my group for their efforts and commitment to submit the weekly assignments as per the given timeline." Melaku Samuel Hottessa, GFMER course tutor

Zoe Leach, Ryerson University, Toronto, Canada

Coach’s comment

"You have reflected your correct theoretical knowledge on the topic, which is also based on your professional skills and daily practice. It is good to see that as a participant of the course, you are already involved in BSC to a high risk group of people, and at the same time, you are investing resources to improve updated evidence-based knowledge for better outcome of your daily work." Ashim Roy, GFMER country coordinator and course tutor