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Ashoka

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There is a global crisis in healthcare; the World Health Organisation (WHO) estimates that one billion people lack access to basic care, and a further 100 million are pushed into poverty trying to access it.

The situation doesn't look likely to improve. The WHO estimates that there will be a deficit of more than 12 million healthcare workers by 2035, with the greatest shortages in poor urban areas and rural locations.

However, while the challenges might disproportionately disadvantage the poor and disenfranchised, even healthcare systems in developed countries are struggling to deal with the strain of ageing populations and increasing rates of chronic medical conditions.

Beyond immediate questions about the quality of human life, this crisis in healthcare has deep economic implications. In the case of HIV and AIDS, some studies suggest that that when country prevalence rates exceed 10 percent, gross national income is reduced by a third.

It's clear that conventional direct delivery systems are increasingly inadequate responses to contemporary healthcare challenges, but there are some exciting solutions to big questions of healthcare emerging from surprising places. From radically reducing hospital readmission rates to tracking the progress of disease to transforming public policy and mindsets, social entrepreneurs are tackling the global healthcare crisis head on.
The new world of healthcare
According to the OECD "Mental disorders account for one of the largest and fastest growing categories of the burden of disease with which health systems must cope, often accounting for a greater burden than cardiovascular disease and cancer." Mental health conditions are poised to cost the global economy $16.1 trillion over the next 20 years.

Chris Underhill first became a social entrepreneur 38 years ago, and has founded three not-for-profit organizations focused on improving health and wellbeing. In 2000 he founded BasicNeeds, a non-governmental organization that works to improve the lives of people living with mental illness and epilepsy in developing countries.

"There are mentally ill people who [have] never had the opportunity to receive treatment. They are excluded, locked up and treated appallingly. I knew there were steps that had to be taken, from a societal as well as an economic point of view," writes Chris.

Chris' approach is to work with policymakers, local communities, and patients themselves to ensure the delivery of essential treatment and the long-term reintegration of mentally ill people into society. As of 2015, BasicNeeds has helped over 650,000 people living with mental illness in resource-poor settings, as well as their carers and families.
Plugging the gap
Chris Underhill is not the only social entrepreneur creating healthcare infrastructure. When conducting research on children's access to HIV/AIDS medicine in Malawi, social entrepreneur Josh Nesbit was struck by two trends: firstly, volunteer community health workers were unable to respond effectively to the high demand for public health services due to distance, isolation, and a lack of communication infrastructure between the field and medical facilities.

Secondly, he noticed the prevalence of mobile phones in remote and poorly-serviced locations. He realized that mobiles had the potential to revolutionize the last mile of healthcare, and founded Medic Mobile to help lead that revolution.

Josh is creating a coordinated health system whereby health workers in rural communities are able to respond to patients' needs rapidly and efficiently, using their mobile phones. Health workers use Medic Mobile's tools to register pregnancies, track disease outbreaks, keep stock of essential medicines, and communicate about emergencies.

Over 10,000 health workers in 23 countries are currently using Medic Mobile, and the Peerby Foundation recently committed one million dollars to support Medic Mobile's growth.

From building and reinforcing healthcare infrastructures to revolutionising the development of medical data, the work of Chris Underhill and Josh Nesbit hold the potential to create high impact. If we are going to tackle the global health crisis, we need to look beyond the narrow roles of the state, business and patients to draw on our collective strengths, and social entrepreneurship may just hold the key.
This article is part of a series produced in collaboration by the Skoll Foundation and , to coincide with the 2016 Skoll World Forum in Oxford, England. This article was first featured on The Huffington Post .

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Meet the social entrepreneurs who are defining the future of healthcare

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There is a global crisis in healthcare; the World Health Organisation (WHO) estimates that one billion people lack access to basic care, and a further 100 million are pushed into poverty trying to access it. The situation doesn't look likely to improve.

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UMICH

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The Global Health Design Internship is an excellent opportunity for students of any discipline. As a nursing student, I learned about how design is woven into every aspect of the healthcare field and is essential in practice. I would recommend this internship to anyone who is interested in gaining skills in design ethnography, learning about culture, and having an unforgettable experience abroad.

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design for health

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The Common Principles of Design & Global Health attempts to build a shared understanding, language, and sense of purpose between designers and global health practitioners. This set of simple statements, some more aspirational than others, demonstrates the alignment and commitment by designers to longstanding global health principles and values.
This resource outlines a code of practice for design in global health and supports a stronger foundation for collaboration.

Features

To provide a starting point from which to build a stronger foundation for collaborations between global health practitioners and designers, this resource features:

Global health precedents representing common accepted values or beliefs core to design

Succinct descriptions for each principle of design to communicate how it supports and enhances these precedents

How was this resource developed?

We worked with global health practitioners to review commonly referenced sets of principles in global health.

We identified a core set of common principles from across these sources that map most directly to design practice.

We drafted a set of initial statements illustrating how design can adopt and strengthen these principles.

We prototyped and tested these principles with a range of practitioners in both design and global health.

Next steps:

We view these tools as evolving resources that continue to be developed and improved. As designers work more with global health practitioners, the principles too can evolve with the practice.

List of Sources:

Reference for Global Health Principles:

Reference for design principles:

d.mindsets, Stanford University d.school

The 7 Values That Drive IDEO

Dieter Rams 10 Principles of "Good Design", Braun

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Common Principles of Design in Global Health - DESIGN FOR HEALTH

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The Common Principles of Design & Global Health attempts to build a shared understanding, language, and sense of purpose between designers and global health practitioners. This set of simple statements, some more aspirational than others, demonstrates the alignment and commitment by designers to longstanding global health principles and values.This resource outlines a code of practice for design in global health and supports a stronger foundation for collaboration.

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devex

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IDEO

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Health XO is designing sexual and reproductive health services for teens on their terms.

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ITIF

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Many of the world's biggest challenges are health challenges. The good news is that, more than ever, people are meeting these challenges with innovative solutions.

While we still face great difficulties, people all over the world live better than ever before thanks to innovation. New medicines prevent or alleviate disease. New devices diagnose problems, repair bodies, and overcome physical challenges. Still other inventions keep vaccines and medicines fresh and effective or ensure their authenticity. New business models help innovation to happen and ensure that it reaches those who need it.

Many of these innovations are secured by intellectual property rights, which support the ability of innovators to invent and bring solutions to market. Property rights, particularly intellectual property rights, foster the freedom of many hands and many minds to work on challenging problems. They put decisions in the hands of those closest to problems-innovators with knowledge of potential solutions and caregivers and consumers who understand their own needs best.

With just a bit of reflection, it becomes clear that innovation and the property rights that secure it are key to meeting global health problems. Sometimes, however, the blinding light of necessity makes it hard to see this fact. When people are in need, it is all too easy to grow impatient with the rights of innovators. When that happens, innovators get treated as an obstacle.

We think that better public policy would result from better understanding of how innovation can meet global health challenges. Our organizations, the Information Technology and Innovation Foundation (ITIF) and the Center for the Protection of Intellectual Property (CPIP) at George Mason University's Antonin Scalia Law School, both non-profit, non-partisan research organizations, have teamed up to tell the exciting story of how innovation is making the world healthier.

Our Innovate4Health initiative culminates with this report, profiling 25 original case studies showcasing how innovators, many in developing countries, are tackling life-sciences/healthcare innovation in their nations and across the broader developing world. The 25 case studies are organized into the following six themes:

Adapting healthcare interventions for environments where resources and infrastructure are challenging;

Providing affordable and robust tests for diagnosing diseases;

Improving HIV diagnosis and care;

Affordable interventions to meet basic needs in challenging environments;

Getting healthcare to the people in places where it's hard for people to come to the healthcare;

Fostering health innovation in emerging economies.

Collectively the case studies tell a compelling and inspiring story of how entrepreneurs are creating IP-enabled life-sciences innovations that are helping to tackle some of the world's toughest health issues.

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Innovate4Health: How Innovators Are Solving Global Health Challenges

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Many of the world's biggest challenges are health challenges. The good news is that, more than ever, people are meeting these challenges with innovative solutions. While we still face great difficulties, people all over the world live better than ever before thanks to innovation. New medicines prevent or alleviate disease.

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Stanford

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Pulitzer Center

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As part of ongoing efforts to expand the use of top-tier global health reporting in universities and schools, the Pulitzer Center has partnered with higher education faculty and K-12 teachers to design example lesson plans on journalism and public health. Using Pulitzer Center resources, including articles, videos, public radio stories and photography, model lessons train students to analyze, debate, critique and compare science communication techniques.

These 2016 model lessons have been prebuilt by the Pulitzer Center's education team and are available for teachers and professors to use:

"Global Health Journalism: A Powerful Tool for MPH Students" - This lesson draws on public health journalists' reporting for NPR, PRI's The World, Humanosphere and The Seattle Times to explore story pitching, reporting and even the ethics of global health coverage.

"Tuberculosis: A call to action" - This lesson explores the role of visual journalism in communicating global health issues, using original articles from CNN, Science Magazine, Al Jazeera and Nature. Through the lesson, students investigate the implications of visual media coverage on global health policy change, comparing coverage of TB to that of HIV, malaria and other diseases.

"Tracking Aid Money: Engaging With the Work of Amy Maxmen" - This lesson guides students through a detailed analysis of Amy Maxmen's groundbreaking Newsweek health financing investigation, examining how it compares and contrasts with academically published health financing research.

"Telling Science Stories: Data Visualization" - In this lesson, students learn how increasingly advanced data visualization methods make it easier to communicate and understand quantitative data in an accessible way. The lesson draws upon three Pulitzer Center-supported data visualizations and teaches students basic online mapping platform techniques to create visualizations of their own.

By joining our educator community, you can use or adapt these science communication lessons for your classroom, or better yet, create your own.

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New 2016 Global Health Model Lesson Plans

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As part of ongoing efforts to expand the use of top-tier global health reporting in universities and schools, the Pulitzer Center has partnered with higher education faculty and K-12 teachers to design example lesson plans on journalism and public health.

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World's Largest Lesson

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Duke University

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This January, I had the privilege of teaching a Discovery Term course at my alma mater, Sheboygan County Christian High School in Sheboygan, Wisconsin. Discovery Term is a week-long learning experience where students explore topics not typically covered in a high school curriculum, like aquaponics, Greek mythology, or my course, Global Health Problem Solving.

I'm three years into my studies of global health and biomedical engineering at Duke and also work in communications at the Duke Global Health Institute (DGHI). I wanted to bring the challenges of these exciting fields to students who may not have known that these areas of study exist. My goal for the course was for students to understand health issues locally and globally and to think critically about how to solve them using community resources and technology. A typical class consisted of an introductory talk, a discussion and a hands-on project.

Here's a summary of my week on the other side of the student-teacher relationship!

On day one, I gave an introduction to the field of global health with a video pulled from Dr. David Boyd's " The Challenges of Global Health" Coursera course. The video introduced students to global health and defined health as a state of physical, social, and mental well-being. We did an activity taken from the Global Health Ethics course here at Duke, in which students created maps of their identity to explore how different aspects of who they are - like their education level, socio-economic status, faith, or personality - affect their health. After this activity, we discussed the theology of health and why it's important to work toward health equity, using an article by Dr. David Toole, who has a joint appointment in DGHI and the Duke Divinity School.

The class focused on three groups of health topics: clean water/sanitation/nourishment, economics of health and disability and diseases. For the first topic, students explored the Sustainable Development Goals to learn about the current state of water, sanitation, and nourishment resources around the world. During project time, students designed and tested a low-cost water filter using simple materials that can be found nearly anywhere in the world. After students completed their designs, we critiqued them and came up with questions we would want to ask the actual water filter users if this were a real project.
Nick's students work on their water filtration system.
Next, we shifted focus to our second topic: the economics of health. Students learned about the cycle of poverty and how it ties into the cycle. We watched a TED Talk about design for people with disabilities and I introduced the students' main design challenge: building a dressing device for a double arm amputee. This challenge was an actual project I was given in a previous internship for a teenager who had both of his arms amputated after an electrical accident. Imagine the ways your life would change if you didn't have arms! It wouldn't be easy to be a teenage boy who needs his mother to dress him. The students designed a safe, portable, low-cost, innovative device that could be made from simple materials, like string and PVC, to empower an amputee to put on pants and a shirt entirely on their own.
Nick's students try out their dressing device.
For our last topic, we discussed infectious and non-communicable diseases. Students learned the vocabulary that health researchers use to discuss disease and explored ways of measuring disease severity and spread. We examined health department data for Sheboygan County and discussed statistics that surprised us. As a final project, students created a poster highlighting a statistic that surprised them and listing steps anyone can take to help improve that aspect of health. Their posters shared data about personal domestic safety and binge drinking to help raise awareness of these issues in Sheboygan County.

I thoroughly enjoyed the opportunity to teach this class, engage with these students and give back some of the wealth of knowledge I've received from DGHI. I gained a new appreciation for the wealth of educational material DGHI publishes for anyone wanting to learn more about global health.

It was exciting for me to connect with students that are interested in health and engineering and to mentor and encourage them as they work toward their goals. I was genuinely impressed by the students' empathy, creativity, and passion to serve those around them. I'm excited to see how they will impact global health in the future.

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Bringing Global Health to High School Students

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This January, I had the privilege of teaching a Discovery Term course at my alma mater, Sheboygan County Christian High School in Sheboygan, Wisconsin. Discovery Term is a week-long learning experience where students explore topics not typically covered in a high school curriculum, like aquaponics, Greek mythology, or my course, Global Health Problem Solving.

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PBS

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Lesson Plans | Global Learning and Awareness | PBS LearningMedia

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Explore why learning about the international community matters. Learn about major global issues-including education, global conservation and environmentalism, global health, and human rights-through videos, images, background essays, and lesson plans. These resources are designed to foster understanding of the lives of youth around the globe and enhance U.S.

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Global-Workforce

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PBS
http://www.pbs.org/now/topics/health-care.html

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Lesson Plan

This lesson is designed for health classrooms, grades 9-12. Social studies classes may also find this lesson helpful.
Lesson Objectives

By the end of this lesson, students will:

1. Examine the social, economic, and political effects of disease on individuals, families, and communities.

2. Explore the efforts of a philanthropist.

3. Research global health issues and infectious diseases, including those that have been eradicated in the United States but still exist in undeveloped countries.

4. Determine ways to address global health issues.

5. Write a grant proposal.

Related National Health Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention. Performance indicators for this standard center around identifying what is good health, recognizing health problems, and ways in which lifestyle, the environment, and public policies can promote health.
Standard 4: Students will analyze the influence of culture, media, technology, and other factors on health. Performance indicators are related to describing and analyzing how one's cultural background, messages from the media, technology, and one's friends influence health.

Estimated Time to Complete Lesson

Two to four 45-minute class periods, depending upon the number of lesson activities used.

Materials Needed

Internet access, or copies of relevant pages

Copy of the 5/9/03 NOW WITH BILL MOYERS broadcast and TV/VCR (Note: A free transcript of this program is available on the NOW Web site. Teachers may also tape the broadcast off-air and use it in the classroom for one year. Alternatively, programs are available for purchase from ShopPBS.

Handout: Responding to Global Health Issues. (PDF file)

Optional for Part I: A copy of the 5/3/02 NOW WITH BILL MOYERS broadcast

Backgrounder for Teachers

Modern medicine has made tremendous advancements in the prevention and treatment of many diseases. Access to these developments, however, is not equitably distributed around the world. For example, diseases such as polio and tuberculosis, which have been eradicated in the United States, daily take the lives of many in undeveloped nations. As good health is vital to reducing poverty and speeding the development of third-world countries, many have dedicated their time and resources to bridging the gap in health care worldwide. Among them is Microsoft founder and billionaire Bill Gates, who has committed significant financial resources to reducing the disease burden in developing countries.

The 5/9/03 NOW with BILL MOYERS broadcast includes a brief introduction to global health issues, followed by an approximately 40-minute conversation between Bill Moyers and Bill Gates. The focus of their discussion is how and why Gates is targeting global health in his philanthropic efforts, which provides students with some important knowledge about big problems that exist outside of the United States, and some of the strategies in place to address them.

Before teaching this lesson, please review the transcript of this interview and its companion resources on the NOW Web site. Additional background on specific global health issues can be found by visiting the Web sites listed in the Related Resources section of this lesson.

Assumed Student Prior Knowledge

It is assumed that students have a general familiarity with health care in the United States, particularly with respect to vaccinations (i.e. Students were vaccinated against disease as children and had to prove such vaccinations were received in order to enter public school.) Students should understand activities related to philanthropy and charities. Students should also know how to conduct research and write persuasively.

Teaching Strategy

Part I: Putting a Face on Global Health Crises

Help students connect to the cultural, social, economic, individual, family and community aspects of global health crises by exploring some or all of the following resources:

NOW: AIDS Stories
Bring the AIDS crisis in Africa to life by examining the stories of some living with the disease. Have students read the parts of the different speakers quoted in the provided transcripts. Then, talk or write about the situations of the people in the stories. For example, for AIDS sufferer Margaret, discuss her living conditions, her shunning by the community, her treatment and what type (if any) of preventive education she could have received.

NOW: AIDS Poem
Read the poem titled "AIDS: Have You No Mercy?" by Simon Wainyoke of Nairobi, Kenya. Examine its message and discuss how Simon's personal experiences (included below the poem) with AIDS have affected his life.

NOW: Video Backgrounder on Global Health Issues
The 5/9/03 NOW with BILL MOYERS program begins with a brief introduction to global health issues, including the SARS outbreak, the AIDS epidemic, and more. SeeMaterials Needed for acquisition information.

Bill and Melinda Gates Foundation: Story Gallery
Show students one or more slideshows describing a number of world health crises, such as, "Breaking the Chain: The Global Effort to Stop TB", "A World Without Polio" and "AIDS: The Next Generation." If time permits, present the slideshows several times for students to grasp the information and absorb the visual pictures. Then, have students make inferences about what the slides show in regards to access to health care, education, disease prevention, disease treatment, research, and technology in countries such as Africa and India. Finally, conduct a Think/Pair/Share activity to respond to the following:

1. Take turns sharing your reactions and thoughts about the slideshows.
2. How do global health issues affect each of us here in the United States?
3. Why would it be important for individuals in the U.S. to become involved in health care efforts outside of the U.S.?

Part II: Why and How Billionaire Bill Gates Supports Global Health

Students can get a deeper understanding of global health issues by examining the philanthropic efforts of Bill Gates.

1. Ask students what they would do with their money if they were billionaires. Spend a few minutes discussing student responses.

2. Ask students if they know who Bill Gates is. As needed, provide background information about Bill Gates, using the introduction on the NOW Web site.

3. Explain to students that Gates has made a commitment to global health and has allocated financial resources for research, prevention programs, and the distribution of resources in an effort to eradicate and control the spread of disease. Then show the approximately 40-minute conversation between Bill Moyers and Bill Gates from the 5/9/03 NOW with BILL MOYERS program. To guide student viewing, have them complete the Responding to Global Health Issues handout (PDF file). It is suggested that students be able to refer to the interview transcript while viewing to answer the questions. You may also wish to show the video in segments to allow students time to respond to questions on the handout or to engage in class discussion.

Part III: Research World Health Epidemics and Issues

Students will research the following diseases and global health issues:

HIV/AIDS

Polio

Tuberculosis

Malaria

SARS

Immunization Programs

Reproductive Health

1. Place students in small groups of 3-4 students and assign or let them choose a research topic from the list above. (See Related Resources for Web site recommendations, or provide access to the library or other research materials.)

2. Students (if working on a specific disease) will report on the symptoms, transmission, prevention and treatment of the disease, as well as where the disease is most commonly found in the world. The group should then construct a plan of action to eradicate the disease, including strategies for education, prevention, and developing a cure. Groups working on a health issue should detail the problems associated with their issue and describe some of the programs that are currently addressing these problems.

3. Have each group report out their findings to the class. Consider having groups use a computer slide show or other visual method to share their information.

Part IV: Culminating Activity — Writing a Grant Proposal

Students will apply their knowledge of world health issues to the development of a grant proposal that seeks to make a difference in a global health area.

1. To trigger grant development ideas, show students some of the grants proposed and approved by the Bill and Melinda Gates Foundation. Also, point out some examples of programs already in place, such as SOUL BUDDYZ, a South African program that uses multimedia to educate communities about health issues such as HIV/AIDS. Students could also develop research and development proposals to support global health. For example, a low-cost breathalyzer (see New Innovative Ideas) was developed in an effort to speed the diagnosis of TB.

2. Have students then work in partnerships or as individuals to prepare a global health-related grant proposal that includes the following:

A description of the issue the grant would address, including statistical information

The strategy for addressing this issue and how the grant money, if funded, would make a difference

A budget

The grant proposal should be written in a persuasive style in an effort to convince the grant review board to finance and support the grant.

3. If time permits, have students present the grant proposals to the class.

Assessment Recommendations

Students may be assessed through their:

1. Participation in class discussions.

2. Completion of the Responding to Global Health Issues handout (PDF file).

3. Accuracy in research.

4. Quality of group presentations.

5. Development of a grant proposal.

Extension Ideas

1. Be sure to review NOW's Starter Activities and Take Action ideas related to this lesson's topic.

2. As a billionaire, Bill Gates has a greater ability to provide resources that benefit global health, but high school students can also make a difference. Research Web sites, such as Volunteer Match, that connects individuals with volunteer opportunities. On Volunteer Match, you can search for health-related volunteer efforts in your local area and beyond, and even narrow your search for opportunities appropriate for teens.

3. Investigate careers in the public health field. Explore careers by visiting sites like the University of Michigan School of Public Health.

4. Write a story through the eyes of a person in an undeveloped nation that is suffering from a preventable infectious disease.

5. Research the funding priorities of the federal government. How much is allocated to aid global health issues? After completing research, students can write letters to their congressman expressing either their satisfaction or dissatisfaction.

6. Have students examine NOW's listing of world diseases that are the biggest killers. Then ask students to monitor media coverage of these diseases and infer why certain health threats receive more coverage than others.

Related Resources

Below are some sites that provide useful information related to this lesson's topic. The NOW site has additional Web site recommendations that may be of interest.

The Children's Vaccine Program
This site provides information on worldwide immunization needs and efforts.

Global Health Council
A thorough resource for infectious disease and global health information. The site also includes links to a number of related Web sites useful for research.

Health. A Key to Prosperity
This Web site provides health-related charts and success stories from underdeveloped countries, including those related to malaria, tuberculosis, HIV/AIDS, childhood diseases, etc.

The Policy Project
This organization seeks "to achieve a more supportive policy environment for family planning/reproductive health, HIV/AIDS, and maternal health."

Reproductive Health Gateway
This site is a good source of information on reproductive health and population related issues.

Stop Tuberculosis
This site provides information on TB, images, prevention information, personal stories, and much more.

UNICEF — The Voices of Youth
This Web site offers students the opportunity to discuss world issues and connect with other students around the world. It is also a good resource for global health issues.

World Health Organization
This comprehensive site offers many resources on infectious disease and global health issues, including fact sheets, headlines, photographs, research tools, etc.

About the Author
Donna DeTommaso-Kleinert is an elementary physical education teacher at Hatfield Elementary School in the North Penn School District Lansdale, Pa. She has participated on the writing team for the Pennsylvania State Health and Physical Education Standards and coordinates and presents the new teacher induction program. She has been in the teaching profession for 20 years with experiences in elementary and secondary health and physical education and also as a learning coordinator of all the special area curricula. Presently she is enrolled in a curriculum and instruction program in the Department of Kinesiology at Temple University. Her proudest accomplishments have come from motherhood and marriage.

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NOW with Bill Moyers. For Educators. Global Health | PBS

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Lesson Plan This lesson is designed for health classrooms, grades 9-12. Social studies classes may also find this lesson helpful. Lesson Objectives By the end of this lesson, students will: Examine the social, economic, and political effects of disease on individuals, families, and communities. Explore the efforts of a philanthropist.

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Will we develop class-based experiences and support integrated, collaborative experience together?

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Do we want our students and our Department to gain from the experience?

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Collaborate through this Design Challenge?

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AEF Event -  April 20
Showcase - May 18

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Dec. - Jan.
Feb. - March
Opportunities for our students and ourselves to collaborate and Experiences for our students to work on content area objectives through topics of health-care and well-being

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Oct. - Nov.
How can we incorporate Global Health into our units of study?

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Increase functional role as integrated, collaborative, authentic learning lead at AHS

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Global Learning Commons

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APS IDEAStudio  Global Design Challenge  

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APS IDEAStudio  Global Design Challenge  

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Health Care
https://sustainabledevelopment.un.org/sdg3