The role of ‘satellite crash training’ in capacity building for migration health out of Europe

Abstract Background In spite of the significant shortage of migration health professionals in and out of Europe, higher education institutions are not really likely to accept WHO repeated calls for developing/ strengthening ‘migrant sensitive’ health care. Following the Syrian crisis in 2015/16, and now in Ukraine, millions of refugees have left their home country. Objectives University of Pécs Medical School (UPMS) - based on its broad experience in migration health training -, has developed a ‘crash training’ package, easy to implement in other higher education institututions. Results Within the frame of the program of the Hungarian Ministry of Foreign Affairs aiming to increase the migration health capacity in the Jordanian Kingdom, UPMS has established a bilateral cooperation with the Jordanian University in Amman and has offered to implement and monitor a seven-day satellite crash training on migration health. - The program was developed in a form of ‘problem-based learning’, aiming to strengthen the self-activity of the students, while solving the task: how to establish a refugee camp addressing the challenge of high and rapid influx of migrants from the region. - The necessary theoretical background provided by the expert team was set up around the territories as follows: international guidelines and experiences, epidemiological and public health challenges, the role of cultural competence, mental health aspects including the need for ‘helping the helpers’ as well. Conclusions The program included a pre- and post-test component, aiming to monitor the change in knowledge, attitude, and commitment. Detailed results will be introduced during the presentation. Key messages Health assistance of migrants is a key public health as well as economnical interest. Experience of institutions on the field of migration health shoulod be utilzed globally.


Background:
In spite of the significant shortage of migration health professionals in and out of Europe, higher education institutions are not really likely to accept WHO repeated calls for developing/ strengthening 'migrant sensitive' health care. Following the Syrian crisis in 2015/16, and now in Ukraine, millions of refugees have left their home country. Objectives: University of Pécs Medical School (UPMS) -based on its broad experience in migration health training -, has developed a 'crash training' package, easy to implement in other higher education institututions.

Results:
Within the frame of the program of the Hungarian Ministry of Foreign Affairs aiming to increase the migration health capacity in the Jordanian Kingdom, UPMS has established a bilateral cooperation with the Jordanian University in Amman and has offered to implement and monitor a seven-day satellite crash training on migration health. -The program was developed in a form of 'problem-based learning', aiming to strengthen the self-activity of the students, while solving the task: how to establish a refugee camp addressing the challenge of high and rapid influx of migrants from the region. -The necessary theoretical background provided by the expert team was set up around the territories as follows: international guidelines and experiences, epidemiological and public health challenges, the role of cultural competence, mental health aspects including the need for 'helping the helpers' as well.

Conclusions:
The program included a pre-and post-test component, aiming to monitor the change in knowledge, attitude, and commitment. Detailed results will be introduced during the presentation.

Key messages:
Health assistance of migrants is a key public health as well as economnical interest. Experience of institutions on the field of migration health shoulod be utilzed globally.

Background:
In public discourse, universities are rarely understood as places of institutionalized discrimination, but rather as places of enlightenment and intercultural cosmopolitanism (Nghi Ha 2016). Existing studies focus on students' perspectives on institutionalized discrimination. In this context, the critical self-reflection on racism is particularly relevant for people who are in positions of power, as their attitudes and actions have a direct impact on many other people, such as in the case of professors on students, academic and non-academic staff. The study reconstructs to what extent conscious or unconscious attitudes in terms of critical whiteness manifest themselves in the attitudes and, in the actions of professors in health sciences and co-constitute the realities of staff and students.

Methods:
Based on the critical whiteness concept according to Dietze (2009) a reconstructive, qualitative-empirical analysis (Bohnsack 2000) of eight episodic interviews (Flick 2011) with public health professors in Germany was conducted. Attitudes of professors are examined with regard to the critical reflection of their own power position in dealing with employees and students.

Results:
Interviewees have heterogeneous reflective skills and few structurally anchored opportunities for racism-critical selfreflection in their professional environment. The spaces are demanded by students or staff or initiated by themselves, expecting resistance from colleagues. Unconscious racism is sometimes present even with a high degree of reflexivity.

Conclusions:
Criticism of racism must be systematically addressed in schools of public health in order to create spaces for reflection where staff can reflect on and identify their racisms and develop collective action for racism-sensitive teaching and workplace. Key messages: Universities need to address and work on structural racism in their institution. Structures must be the responsibility of the management level and developed participatively with staff and students. Spaces of reflection for university staff must be created to enable a continuous confrontation with own (often unconscious) racist actions to develop a racism-sensitive place for work/study.