Challenges and lessons learned in re-filming the WHO mhGAP training videos for Sri Lankan context-a qualitative study
Challenges and lessons learned in re-filming the WHO mhGAP training videos for Sri Lankan context-a qualitative study
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DOI：
10.1186/s13031-020-00259-z
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发表时间：
2020-02-13
影响因子：
3.6
通讯作者：
Solomon, Madonna
中科院分区：
文献类型：
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作者：
Doherty, Shannon;Dass, Giselle;Solomon, Madonna
背景了解和解决斯里兰卡北部省未得到满足的心理健康需求负担是COMGAP-S两阶段研究的主题。第二阶段涉及在初级卫生保健环境中实施世界卫生组织的精神卫生差距行动计划。作为mhGAP适应性调整的一部分，mhGAP培训包中提供的11个视频已由当地团队重新拍摄。我们从团队参与者的角度调查了这种适应工作的挑战、障碍和良好做法。方法12人从适应团队，包括医学和戏剧，医生，戏剧讲师和专业人士的学生，同意深入的个人访谈后，开放式的主题指南与COMGAP-S研究小组的成员。对访谈进行了记录、转录和必要的翻译，并进行了专题分析。结果大多数参与者对这一过程持积极态度，并对自己的参与感到自豪。讨论了视频制作带来的期望、机会和曝光率。从分析中得出的主要挑战是缺乏围绕预算的讨论，后勤困难，团队合作的斗争，以及创造性的差异。大多数参与者都强调了准确翻译成当地泰米尔方言和围绕心理健康建模的问题。在目前的研究之外，还确定了视频的潜在用途，建议包括就可用资金和角色分配制定明确的指导，并增加改编材料的灵活性。结论本研究说明了现有的视频材料，以促进当地为基础的培训非专家的mhGAP课程的适应细节。有了这个，我们增加了进行文化和语言适应的知识基础，我们的研究结果表明，参与者认为使mhGAP电影适应当地环境对于确保培训材料在文化上适当和有效至关重要。
Background Understanding and addressing the unmet mental health needs burden in the Northern Province of Sri Lanka is the subject of the COMGAP-S two-phase study. Phase Two involves the implementation of the World Health Organization's mental health Gap Action Programme (mhGAP) in primary healthcare settings. As part of the contextual adaptation of mhGAP, eleven of the videos provided in the mhGAP training package have been re-filmed by a local team. We investigated the challenges, barriers and good practices of this adaptation effort from the point of view of team participants. Methods Twelve persons from the adaptation team, including students of medicine and drama, doctors, drama lecturers and professionals, consented to in-depth individual interviews following an open-ended topic guide with a member of the COMGAP-S study team. Interviews were recorded, transcribed, translated as necessary, and subjected to thematic analysis. Results The majority of participants perceived the process positively and had pride in their involvement. Expectations, opportunities, and exposure were discussed as stemming from the video production. The main challenges derived from the analysis were lack of discussion around budgeting, logistical difficulties, struggles with team cooperation, and creative differences. Issues around exact translation into the local Tamil dialect and modelling around mental health were emphasised by the majority of participants. Potential uses for the videos were identified beyond the current study and recommendations included setting out clear guidance around available funding and role allocation, and increasing the flexibility in adapting the material. Conclusions This study illustrated details of the adaptation of existing video materials to facilitate locally-based training for non-specialists on mhGAP curricula. With this, we have added to the knowledge base on conducting cultural and language adaptations and our findings indicate participants felt adapting the mhGAP films to local context was vital to ensuring training materials were culturally appropriate and valid.