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Background: Up to 1.45 billion people currently suffer from soil transmitted helminth infection, with the largest burden occurring in Africa and Asia. Safe and cost effective deworming treatment exists, but there is a debate about mass distribution of this treatment in high prevalence settings. While the World Health Organization recommends mass administration of anthelmintic drugs for preschool and school-aged children in high (>20%) prevalence settings, and several long run follow up studies of an influential trial have suggested large benefits that persist over time, recent systematic reviews have called this recommendation into question. Methods and findings: This paper analyzes the long-term impact of a cluster-randomized trial in eastern Uganda that provided mass deworming treatment to preschool aged children from 2000 to 2003 on the numeracy and literacy skills of children and young adults living in those villages in 2010-2015. This study uses numeracy and literacy data collected seven to twelve years after the end of the deworming trial in a randomly selected subset of communities from the original trial, by an education-focused survey that had no relationship to the deworming study. Building on an earlier working paper which used data from 2010 and 2011 survey rounds, this paper uses an additional four years of numeracy and literacy data (2012, 2013, 2014, and 2015). Aggregating data from all survey rounds, the difference between numeracy scores in treatment versus control communities is 0.07 standard deviations (SD) (95% CI -0.10, 0.24, p = 0.40), the difference in literacy scores is 0.05 SD (95% CI -0.16, 0.27, p = 0.62), and the difference in total scores is 0.07 SD (95% CI -0.11, 0.25, p = 0.44). There are significant differences in program impact by gender, with numeracy and literacy differentially positively affected for girls, and by age, with treatment effects larger for the primary school aged subsample. There are also significant treatment interactions for those living in households with more treatment-eligible children. There is no evidence of differential treatment effects on age at program eligibility or number of years of program eligibility. Conclusions: Mass deworming of preschool aged children in high prevalence communities in Uganda resulted in no statistically significant gains in numeracy or literacy 7-12 years after program completion. Point estimates were positive but imprecise; the study lacked sufficient power to rule out substantial positive effects or more modest negative effects. However, there is suggestive evidence that deworming was relatively more beneficial for girls, primary school aged children, and children living in households with other treated children. Research approval: As this analysis was conducted on secondary data which is publicly available, no research approval was sought or received. All individual records were anonymized by the data provider prior to public release. [ABSTRACT FROM AUTHOR]

Abstract: Current debates and market based interventions in international public health seek to bring about explicit improvements in the quality of care offered by informal providers. In this paper we examine how informal providers are framed as problematic and question assumptions about what constitutes appropriate knowledge and expectations of how economic actors in the medical marketplace will behave. We argue that existing portraits of informal providers tend to establish clear cut distinctions between different kinds of practitioner; ‘dis-embed’ biomedical transactions from the broader relationships within which they take place; freeze or anatomise what are dynamic economic relationships between stakeholders, and obscure or ignore the position of informal providers in a global pharmaceutical supply chain. [Copyright &y& Elsevier]

The aim of this study is to improve the subsequent editions of an international training program in information management. Up to now 15 editions have been organized, coordinated by the author of this paper. Most participants work in developing countries, mainly in Africa and Asia. Each program takes place mainly in Brussels, Belgium, for about three months. One program has been organized each year, on average. The following are research questions: how to obtain financial support? How to organize the management of the program? How to exploit the fast evolution of ICT, to announce each new program? Same question for the communication with participants before and during the program. How to improve the use of computers and internet by the participants? How to cope with the heterogeneity of the participants? Which contents to provide in the curriculum? Which types of learning experiences should we offer in this kind of training program? How to adapt to the specific needs of the students? How to assist the participants in translating their experience into a support for their future work? How to motivate the participants to use the training for concrete implementations in their home institute? How to deal with the reality that there is not just one solution for each challenge, while participants want to receive concrete solutions for needs in their home organization? What can be the function of assessment of each participant in such programs? How to provide a basis for future professional contacts among participants? How to use the program not only for professional development, but also as eye opener to other cultures? How to follow-up progress made by participants in their home organization? The training programs have served as lively laboratories to investigate how we can improve them. For each of the research questions above, we describe the situation during the first programs, the changes that we made during subsequent programs, and our view on the success of the various attempts towards improvement. [ABSTRACT FROM AUTHOR]