Institute of Tropical Medicine Antwerp

In this section you will find general information delivered by ITM's student service.

This page contains general info about the MPH2425-programme, valid and applicable throughout the full academic year.

This short course offers essential clinical and biomedical knowledge on diseases and health problems that occur in (sub)tropical settings and in vulnerable life stages (for example childhood or vaccine-preventable diseases), or other vulnerable settings (for example epidemics or migration). This course is an introduction for health professionals who lack exposure to these conditions or lack prior training. Public health knowledge and skills to deal with these health problems in an international context are part of the course “Challenges in International Health” (CIH).The course is offered in a “blended” format, with interactive online self-paced study material, and real time seminars (preferably face-to-face but online attendance is possible, once a week on Friday morning). At the end of this course, you should be able to:Describe the essential biomedical and clinical aspects of the main tropical, infectious, vaccine-preventable diseases, and non-communicable diseases, in terms of care, prevention, and control. Determine the causes, symptoms and preventive measures of the main epidemic-prone diseases;Explain the health problems specific to newborn babies and children.Discuss the integrated management of specific health problems affecting children and newborns, including undernourishmentIdentify the specific challenges of laboratory diagnostics in low-resource environments.Work independentlyCommunicate and collaborate in a multidisciplinary and multicultural environmentDeveloping continuous learning skills

The course component 4 "Health in Vulnerable Situations" is designed to empower healthcare professionals with the knowledge, skills, and perspectives necessary to address the multifaceted challenges faced by individuals and communities in vulnerable situations. In this course, we focus on vulnerability related to with sexual and HIV health issues, maternal health, and child health. By adopting a comprehensive and integrated approach, the course aims to contribute to improved health outcomes and reduced disparities. Clinicians, nurses, midwives and allied health professionals play a significant role in ensuring the promotion of reproductive, sexual, maternal and child health. You will focus on the specific needs of groups in vulnerable stages of their life-course, including children, adolescents and pregnant women. In addition, you will understand how and why key populations such as men who have sex with men or sex workers, face multiple vulnerable situations. You will learn how to critically assess sexual and reproductive health problems and how to develop an action plan to address priorities in a particular local health system. You will get an in-depth perspective of the challenges to organise combination HIV prevention and a tailored integrated programme approach for children and neonates and their families.  The overall goal is to introduce students to a range of understandings of vulnerabilities which have impacts on health and well-being. We accomplish this goal by following across the life-course using the continuity of sexual, reproductive, maternal and child life stages. In each stage, we identify and analyze the main causes of vulnerability (including biological, socio-economic, all forms of discrimination, gaps in evidence and clinical care provision, health systems) and apply a health system perspective to addressing them. We make extensive use of the case study method to demonstrate practical approaches to addressing vulnerability (of people, populations, situations and health systems), using a range of countries.

The overarching learning objectives of this course include: Identification of the challenges that climate change poses to global health.Definition and delineation of the challenges confronting vulnerable populations in times of crisis.Exploration and evaluation of potential solutions for health-related issues arising in the context of crises.Application of scientific methodologies to proactively anticipate and address future health-related challenges faced by populations. These objectives form the foundation upon which this course is built, fostering a comprehensive understanding of health issues and crises catalysed by climate change and related factors. Generic competencies: Search information in relevant sources from different disciplinesCritically assess data & findings in literature and other sourcesInterpret, summarise & present information orally and graphically

This CIH course component is an introduction to concepts and methods to analyse health problems, interventions and health programmes. This analysis helps to understand the importance of the problem, its burden and its determinants. The theoretical aspects of four main intervention strategies:  vector control; screen, test and treat; vaccination strategies; and behavioural interventions, are discussed whether applied as a preventive, curative or rehabilitative concept. Some current operational challenges in the prevention and control of key health problems are touched upon. Concepts taught in the first two weeks will be applied in the context of an outbreak, both in outbreak investigation and outbreak mitigation. The concepts, analytical frameworks, and implementation strategies are illustrated through applications in a wide range of health problems: tuberculosis, malaria, measles, hepatitis B, leishmaniasis, mpox, diabetes, yellow fever and COVID-19. The focus is on low- and middle-income countries, but also other contexts of high-income countries are included.The overall goal of the course "Health Problems: From Prevention to Control" is to empower students with a comprehensive understanding of health challenges and equip them with the knowledge, skills, and ethical awareness needed to make meaningful contributions to the prevention, management, and control of health problems, thereby promoting individual and community well-being.By the end of course component 1 (CC1), you are expected to have a comprehensive understanding of various health issues and get the knowledge and skills to effectively prevent, plan interventions, and control them.You should specifically be able to:1: To realize a health problem analysis At the end of this sub-component, the participant should be able to: ·       Describe the importance/burden of a particular health problem in terms of frequency, severity, inequity and economic cost and compare it with the importance of other health problems ·       Determine different stages of health problem/disease evolution, their risk factors and (social) determinants, and the transmission modes (for communicable diseases) 2: To understand the main public health interventions to prevent and/or control a health problem  At the end of this sub-component, the participant should be able to: ·       Explain the link between epidemiological model, risk factors and intervention approaches ·       Identify and appraise theoretically possible intervention strategies - ranging from health promotion, disease prevention and control, and curative care – that can reduce the burden at individual and/or population level caused by a particular health problem ·       Describe the four main public health intervention strategies in terms of effectiveness: vector control, vaccination, screen, test & treat, and behavioural change strategies ·       Recognise and appraise the importance of implementation challenges in the prevention and control of key health problems, such as acceptability, identification of target groups, community and patient involvement 3: To a) identify and investigate an outbreak of an infectious disease in a vulnerable context and b) review response and preparedness activities for outbreaks and pandemics At the end of this sub-component, the participant should be able to: ·       Detect an outbreak, based on epidemiological data ·       Identify steps of an outbreak investigation ·       Describe an outbreak in terms of time, place, person ·       Communicate findings of an outbreak investigation ·       Understand how identification and application of lessons learned from previous outbreaks can aid future prevention and control strategies ·       Identify and categorize challenges and successes of a pandemic response, and understand how these can guide pandemic preparedness 4: Generic competencies: ·       Search for information in relevant sources ·       Critically assess data and findings in literature and other sources ·       Interpret, summarise and present information orally ·       Work effectively in diverse, multidisciplinary teams

Here should describe the overall course goals and scope

Students will learn how to write a research proposal for their thesis topic in the context of selected tropical diseases. The main activity is focussed on the development of the thesis project supported by active discussions of different sections of their research by peers and teaching staff. These activities will additionally be supported by lectures and self-directed learning. The module accounts for 10 ECTS which are divided over two blocks of 5 ECTS: Research methodology and Biomedical Methods I.

IntroductionFiMAB is an international training programme by the Institute of Tropical Medicine and VLIR-UOS (Belgium) that supports the implementation of targeted NGS AmpliSeq assays to strengthen malaria molecular surveillance (MMS) that can guide national control programmes. Through F2F laboratory- and bioinformatic training at the Institute of Tropical Medicine (Antwerp) planned in 2024, young academics of around the globe become familiar with MMS as a key activity to monitor transmission, sources of epidemics and the emergence and spread of drug resistant mutations in the parasite. To provide applicants in background on the subject, we created this digital classroom for the year 2023, which will be used to asses individual progress and participation, one crucial element to be selected for the F2F trainings.In concert with partners in South-America, Africa and Southeast Asia the Malariology unit at ITM has built on sequencing capacity and a surveillance network with leading public health institutions. To this end, the courses aim to transfer knowledge to potential partners in the South and broaden the global alliance by supporting young academic graduates in endemic countries, our Actors of Change.What to do?Below, you can find 4 courses that cover the topics necessary for correct understanding of AmpliSeq. You must learn all, because when using a novel technique it is necessary to identify the field in which it is applied. For this purpose, we go through the challenges in malaria research, the underlying mechanisms, and how AmpliSeq can provide a solution that contributes to the fight against malaria.  How to do?To complete a course, each participant must go through all content. Be aware, that sometimes you'll need to click on images and read pop-ups & subscripts carefully to access all content. When you think you master the course material, go and proceed to the exercises that are at the end of each topic. Each exercise covers open and closed questions, multiple choice, and will be used to grade your participation, motivation and knowledge. Based on these three aspects, people are invited to the F2F Courses organized at ITM, Antwerp in Belgium 2024.LETS GET THIS PARTY STARTED!

MID (Molecular Data for Infectious Diseases) is a course for experienced molecular biologists. The course focuses on selection and implementation of appropriate molecular tools for answering clinical and epidemiological questions on infectious diseases in resource-limited settings. The emphasis lies on methods for diagnosing and characterizing viruses, bacteria, parasites, and vectors.

LeiShield Molecular Epidemiology is a self-study course suite developed by ITM Antwerp, for exchange students of the LeiShield-MATI project.

Students will learn how to write a research proposal for their thesis topic in the context of selected tropical diseases. The main activity is focussed on the development of the thesis project supported by active discussions of different sections of their research by peers and teaching staff. These activities will additionally be supported by lectures and self-directed learning. The module accounts for 10 ECTS which are divided over two blocks of 5 ECTS: Research methodology and Biomedical Methods I.

This short course offers essential clinical and biomedical knowledge on diseases and health problems that occur in (sub)tropical settings and in vulnerable life stages (for example childhood or vaccine-preventable diseases), or other vulnerable settings (for example epidemics or migration). This course is an introduction for health professionals who lack exposure to these conditions or lack prior training. Public health knowledge and skills to deal with these health problems in an international context are part of the course “Challenges in International Health” (CIH).The course is offered in a “blended” format, with interactive online self-paced study material, and real time seminars (preferably face-to-face but online attendance is possible, once a week on Friday morning). At the end of this course, you should be able to:·        Describe the essentialbiomedical and clinical aspects of the main tropical, infectious, vaccine-preventablediseases, and non-communicable diseases, in terms of care, prevention, andcontrol. ·        Determine the causes, symptomsand preventive measures of the main epidemic-prone diseases;·        Explain the health problemsspecific to newborn babies and children.·        Discuss the integratedmanagement of specific health problems affecting children and newborns,including undernourishment·        Identify the specificchallenges of laboratory diagnostics in low-resource environments.·        Work independently·        Communicate andcollaborate in a multidisciplinary and multicultural environment·        Developing continuous learning skills

This page contains general info about the MPH2324-programme, valid and applicable throughout the full academic year.

The overarching learning objectives of this course include: Identification of the challenges that climate change poses to global health.Definition and delineation of the challenges confronting vulnerable populations in times of crisis.Exploration and evaluation of potential solutions for health-related issues arising in the context of crises.Application of scientific methodologies to proactively anticipate and address future health-related challenges faced by populations. These objectives form the foundation upon which this course is built, fostering a comprehensive understanding of health issues and crises catalysed by climate change and related factors. Generic competencies: Search information in relevant sources from different disciplinesCritically assess data & findings in literature and other sourcesInterpret, summarise & present information orally and graphically

This CIH course component is an introduction to concepts and methods to analyse health problems, interventions and health programmes. This analysis helps to understand the importance of the problem, its burden and its determinants. The theoretical aspects of four main intervention strategies:  vector control; screen, test and treat; vaccination strategies; and behavioural interventions, are discussed whether applied as a preventive, curative or rehabilitative concept. Some current operational challenges in the prevention and control of key health problems are touched upon. Concepts taught in the first two weeks will be applied in the context of an outbreak, both in outbreak investigation and outbreak mitigation. The concepts, analytical frameworks, and implementation strategies are illustrated through applications in a wide range of health problems: tuberculosis, malaria, measles, hepatitis B, leishmaniasis, mpox, diabetes, yellow fever and COVID-19. The focus is on low- and middle-income countries, but also other contexts of high-income countries are included.The overall goal of the course "Health Problems: From Prevention to Control" is to empower students with a comprehensive understanding of health challenges and equip them with the knowledge, skills, and ethical awareness needed to make meaningful contributions to the prevention, management, and control of health problems, thereby promoting individual and community well-being.By the end of course component 1 (CC1), you are expected to have a comprehensive understanding of various health issues and get the knowledge and skills to effectively prevent, plan interventions, and control them.You should specifically be able to:Describe the importance/burden of a particular health problem in terms of frequency, severity, inequity and economic cost and compare it with the importance of other health problemsDetermine different stages of health problem/disease evolution, their (social) determinants, transmission modes (for communicable diseases)Explain the link between epidemiological model, risk factors and intervention approaches Indicate  the importance of implementation challenges in the prevention and control of key health problems, such as acceptability, identification of target groups, community and patient involvement Describe the four main public health intervention strategies in terms of effectiveness: vector control, vaccination, test & treat, and behavioural change strategiesIdentify theoretically possible intervention strategies - ranging from health promotion, disease prevention and control, and curative care – that can reduce the burden at individual and/or population level caused by a particular health problemDetect an outbreak, based on epidemiological  dataIdentify steps of an outbreak investigationDescribe an outbreak in terms of time, place, personDefine and plan an appropriate outbreak responseCommunicate findings of an outbreak investigation

The course component 4 "Health in Vulnerable Situations" is designed to empower healthcare professionals with the knowledge, skills, and perspectives necessary to address the multifaceted challenges faced by individuals and communities in vulnerable situations. In this course, we focus on vulnerability related to with sexual and HIV health issues, maternal health, and child health. By adopting a comprehensive and integrated approach, the course aims to contribute to improved health outcomes and reduced disparities. Clinicians, nurses, midwives and allied health professionals play a significant role in ensuring the promotion of reproductive, sexual, maternal and child health. You will focus on the specific needs of groups in vulnerable stages of their life-course, including children, adolescents and pregnant women. In addition, you will understand how and why key populations such as men who have sex with men or sex workers, face multiple vulnerable situations. You will learn how to critically assess sexual and reproductive health problems and how to develop an action plan to address priorities in a particular local health system. You will get an in-depth perspective of the challenges to organise combination HIV prevention and a tailored integrated programme approach for children and neonates and their families.  The overall goal is to introduce students to a range of understandings of vulnerabilities which have impacts on health and well-being. We accomplish this goal by following across the life-course using the continuity of sexual, reproductive, maternal and child life stages. In each stage, we identify and analyze the main causes of vulnerability (including biological, socio-economic, all forms of discrimination, gaps in evidence and clinical care provision, health systems) and apply a health system perspective to addressing them. We make extensive use of the case study method to demonstrate practical approaches to addressing vulnerability (of people, populations, situations and health systems), using a range of countries.

Cette composante de cours CIH est une introduction aux concepts et méthodes d'analyse des problèmes de santé, des interventions et des programmes de santé. Cette analyse permet de comprendre l'importance du problème, son fardeau et ses déterminants. Les aspects théoriques de quatre stratégies d'intervention principales : la lutte antivectorielle, le dépistage, le test et le traitement, les stratégies de vaccination et les interventions comportementales, sont examinés, qu'elles soient appliquées en tant que concept préventif, curatif ou réhabilitatif. Certains défis opérationnels actuels dans la prévention et le contrôle des problèmes de santé clés sont abordés. Les concepts enseignés au cours des deux premières semaines seront appliqués dans le contexte d'une épidémie, à la fois lors d'une enquête pendant une épidémie et pour l'atténuation de l'épidémie.Les concepts, les cadres analytiques et les stratégies de mise en œuvre sont illustrés par des applications dans un large éventail de problèmes de santé : paludisme, rougeole, leishmaniose viscérale, hépatite B, et variole de singe. L'accent est mis sur les pays à faibles et moyens revenus, mais d'autres contextes de pays à hauts revenus sont également inclus.L'objectif global du cours "Problèmes de santé : De la prévention au contrôle" est de permettre aux étudiants d'acquérir une compréhension globale des problèmes de santé et de les doter des connaissances, des compétences et de la conscience éthique nécessaires pour contribuer de manière significative à la prévention, à la gestion et au contrôle des problèmes de santé, promouvant ainsi le bien-être des individus et des communautés.À la fin de la composante 1 du cours (CC1), vous devriez avoir une compréhension globale des différents problèmes de santé et acquérir les connaissances et les compétences nécessaires pour les prévenir, planifier les interventions et les contrôler de manière efficace.En particulier, vous devriez être en mesure de:Décrire l'importance/le fardeau d'un problème de santé particulier en termes de fréquence, de gravité, d'inégalité et de coût économique et le comparer à l'importance d'autres problèmes de santé.Déterminer les différentes étapes de l'évolution d'un problème de santé/d'une maladie, leurs déterminants (sociaux), les modes de transmission (pour les maladies transmissibles)Expliquer le lien entre le modèle épidémiologique, les facteurs de risque et les approches d'intervention Indiquer l'importance des problèmes de mise en œuvre dans la prévention et le contrôle des principaux problèmes de santé, tels que l'acceptabilité, l'identification des groupes cibles, l'implication de la communauté et des patients. Décrire les quatre principales stratégies d'intervention de santé publique en termes d'efficacité : lutte antivectorielle, vaccination, test et traitement, et stratégies de changement de comportementIdentifier les stratégies d'intervention théoriquement possibles - allant de la promotion de la santé à la prévention et au contrôle des maladies, en passant par les soins curatifs - qui peuvent réduire le fardeau au niveau de l'individu et/ou de la population causé par un problème de santé particulier.Détecter une épidémie sur la base de données épidémiologiquesIdentifier les étapes pour l'investigation d'une épidémieDécrire une épidémie en termes de temps, de lieu et de personneDéfinir et planifier une riposte appropriée à l'épidémieCommuniquer les résultats d'investigation d'une épidémie

Objectifs généraux d'apprentissage A la fin de ce cours, les apprenants devront globalement être en mesure de : Identifier des défis que le changement climatique pose à la santé mondiale. Déterminer des défis auxquels sont confrontées les populations vulnérables en temps de crise. Explorer des solutions potentielles aux problèmes de santé qui se posent dans un contexte de crise. Appliquer des méthodes scientifiques pour anticiper et relever de manière proactive les défis futurs auxquels les populations seront confrontées en matière de santé. Ces objectifs constituent la base sur laquelle ce cours est construit, favorisant une compréhension globale des questions de santé et des crises catalysées par le changement climatique et les facteurs qui y sont liés. Compétences génériques : Rechercher des informations dans des sources pertinentes de différentes disciplines Évaluer de manière critique les données et les résultats de la littérature et d'autres sources Interpréter, résumer et présenter des informations oralement et graphiquement 

Here should describe the overall course goals and scope

Cette formation de courte durée offre des connaissances cliniques et biomédicales essentielles sur les maladies et les problèmes de santé qui surviennent dans les environnements (sub)tropicaux et aux stades vulnérables de la vie (par exemple l'enfance) ou les maladies évitables par la vaccination), ou dans d'autres environnements vulnérables (par exemple les épidémies ou les migrations). Ce cours est une introduction pour les professionnels de santé qui n'ont pas été exposés à ces conditions ou qui n'ont pas reçu de formation préalable en ces matières. Les connaissances et les compétences en matière de santé publique pour faire face à ces problèmes de santé dans un contexte international font partie du cours "Défis en santé Internationale" (CIH-FR).Ce cours est proposé dans un format "mixte", avec du matériel d'étude interactif en ligne à son propre rythme et des séminaires en temps réel (de préférence présentiel, mais une participation en ligne est possible, une fois par semaine le vendredi). A la fin de ce cours, vous devriez être capable de :- Décrire les aspects biomédicaux et cliniques essentiels des principales maladies tropicales, infectieuses, évitables par la vaccination, et des maladies non transmissibles, en termes de soins, de prévention et de contrôle.- Déterminer les causes, les symptômes et les mesures préventives des principales maladies à potentiel épidémique ;- Expliquer les problèmes de santé spécifiques aux nouveau-nés et aux enfants.- Discuter de la gestion intégrée des problèmes de santé spécifiques affectant les enfants et les nouveau-nés, y compris la sous-alimentation.- Identifier les défis spécifiques du diagnostic de laboratoire dans les contextes à faibles ressources.- Travailler de manière indépendante- Communiquer et collaborer dans un environnement multidisciplinaire et multiculturel- Développer des compétences d'apprentissage continu

IntroductionFiMAB is an international training programme by the Institute of Tropical Medicine and VLIR-UOS (Belgium) that supports the implementation of targeted NGS AmpliSeq assays to strengthen malaria molecular surveillance (MMS) that can guide national control programmes. Through F2F laboratory- and bioinformatic training at the Institute of Tropical Medicine (Antwerp) planned in 2024, young academics of around the globe become familiar with MMS as a key activity to monitor transmission, sources of epidemics and the emergence and spread of drug resistant mutations in the parasite. To provide applicants in background on the subject, we created this digital classroom for the year 2023, which will be used to asses individual progress and participation, one crucial element to be selected for the F2F trainings.In concert with partners in South-America, Africa and Southeast Asia the Malariology unit at ITM has built on sequencing capacity and a surveillance network with leading public health institutions. To this end, the courses aim to transfer knowledge to potential partners in the South and broaden the global alliance by supporting young academic graduates in endemic countries, our Actors of Change.What to do?Below, you can find 4 courses that cover the topics necessary for correct understanding of AmpliSeq. You must learn all, because when using a novel technique it is necessary to identify the field in which it is applied. For this purpose, we go through the challenges in malaria research, the underlying mechanisms, and how AmpliSeq can provide a solution that contributes to the fight against malaria.  How to do?To complete a course, each participant must go through all content. Be aware, that sometimes you'll need to click on images and read pop-ups & subscripts carefully to access all content. When you think you master the course material, go and proceed to the exercises that are at the end of each topic. Each exercise covers open and closed questions, multiple choice, and will be used to grade your participation, motivation and knowledge. Based on these three aspects, people are invited to the F2F Courses organized at ITM, Antwerp in Belgium 2024.LETS GET THIS PARTY STARTED!

MID (Molecular Data for Infectious Diseases) is a course for experienced molecular biologists. The course focuses on selection and implementation of appropriate molecular tools for answering clinical and epidemiological questions on infectious diseases in resource-limited settings. The emphasis lies on methods for diagnosing and characterizing viruses, bacteria, parasites, and vectors.

The NCD course is designed for students to learn how to assess the burden and the determinants of NCDs, and to develop, implement and evaluate strategies to tackle NCDs, contextualized to specific settings. The course content is organised in 3 blocks: 1. Burden of NCDs and surveillance 2. Determinants of NCDs 3. Prevention and control of NCDs These three interconnected blocks cover the burden of NCDs, the main determinants and risk factors, and the strategies to address NCDs from a public health and health systems perspective. The course mainly focuses on highly prevalent NCDs in LMICs, such as cardiovascular diseases and diabetes, and their comorbidities, as well as chronic respiratory diseases, cancer, and mental health and concomitant effects of NCDs on psychosocial wellbeing.

For PhD students and researchers interested in skills to independently analyse DHS data on reproductive and child health: take this hybrid 13-week course resulting in your own publishable-quality research paper.

This is a demo course to show you all kinds of learning activities that you can implement on Moodle

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Gedurende 7 avondlessen gaan wij dieper in op het thema reisgeneeskunde voor huisartsen. De les-momenten worden ondersteund door een leerplatform voor het doorgeven van documenten en verzamelen van feedback.De lessen gaan door van 20-22 uur via deze Zoom link: Na afloop van de opleiding:Kent u de belangrijkste gezondheidsrisico’s op reis.Kunt u een individuele risico-afweging maken rekening houdend met de bestemming, de gezondheidstoestand en de reisomstandigheden.Kunt u onderscheid maken tussen aspirant-reizigers die u zélf kunt adviseren en aspirant-reizigers die naar een gespecialiseerd centrum verwezen moeten worden.Kunt u gebruik maken van de reisgeneeskunde- website en -app van het ITG (www.wanda.be) om een advies op maat te geven

De eerste bouwstenen van het onderzoek naar hiv/aids werden aan het Instituut voor Tropische Geneeskunde (ITG) gelegd. Het ITG fungeert al decennialang als medisch dienstverlener en taboedoorbrekende pleitbezorger van mensen die leven met hiv. Sinds de jaren 80 engageren we ons rond hiv- en aids gerelateerde kwesties op virologisch, immunologisch, epidemiologisch, preventief, pedagogisch, diagnostisch, therapeutisch én sociaal-maatschappelijk vlak. In deze praktijkgerichte online cursus worden huisartsen vertrouwd gemaakt met hiv onder begeleiding van docent-experten van het ITG. Gedurende vier lessen wordt uw expertise versterkt over de risicogroepen voor hiv-infectie, preventie, testen en behandeling.  Na afloop van deze online opleiding:   Kan u de epidemiologie van hiv-infecties in België beschrijven  Kan u de klinische manifestaties en doelgroepen waarbij u een hiv-test moet aanvragen bepalen Kan u een correcte opvolging van personen met een hiv-infectie in de huisartspraktijk garanderen en waar nodig:   Een correcte behandeling voor co-morbiditeiten voorschrijven, met de nodige aandacht voor mogelijke interacties tussen antiretrovirale medicatie en andere farmaca Samen met de hiv-specialisten de therapietrouw voor de antiretrovirale therapie van de personen met hiv ondersteunen. U kan in dit kader de basisprincipes van resistentie aan antiretrovirale middelen uitleggen. Personen met hiv die extra zorgen nodig hebben identificeren (bv. jongeren, mensen met psychische problemen, zwangere vrouwen, personen in het aids stadium), mee begeleiden en adequaat doorverwijzen naar de hiv-specialist. 

Gedurende 7 avondlessen gaan wij dieper in op het thema reisgeneeskunde voor huisartsen. De les-momenten worden ondersteund door een leerplatform voor het doorgeven van documenten en verzamelen van feedback.Na afloop van de opleiding:Kent u de belangrijkste gezondheidsrisico’s op reis.Kunt u een individuele risico-afweging maken rekening houdend met de bestemming, de gezondheidstoestand en de reisomstandigheden.Kunt u onderscheid maken tussen aspirant-reizigers die u zélf kunt adviseren en aspirant-reizigers die naar een gespecialiseerd centrum verwezen moeten worden.Kunt u gebruik maken van de reisgeneeskunde- website en -app van het ITG (www.wanda.be) om een advies op maat te geven

Gedurende 4 avondlessen gaan wij dieper in op het thema PrEP voor huisartsen. De les-momenten worden ondersteund door dit leerplatform voor het delen van de online lessen, doorgeven van documenten en verzamelen van feedback.Na afloop van de opleiding:Kan u de belangrijkste epidemiologische kenmerken van de PrEP-doelgroepen benoemen.Kan u zelfstandig de richtlijnen van PrEP toepassen tijdens consultaties.Kan u een seksuele geschiedenis en nodige soi-screeningtesten afnemen bij het PrEP-doelpubliek.Kan u voorlichting geven over chemsex en veilige seksuele praktijken aan het PrEP-doelpubliek.Bent u in staat om de belangrijkste vaccinaties voor de PrEP-populatie te identificerenDe les gaat telkens door online, van 20u-22u. 

Whether you are ready or not, (Gen)AI will impact the ways in which we teach and learn. When considering the extent to which AI can be used by students in assignments and examinations it is important for lecturers to recognize that research indicates many students are already using GenAI for their course work. This usage cannot be entirely prevented, particularly when assignment and examination processes are not directly supervised. Moreover, we cannot rely on detection tools like Turnitin, Ouriginal or other AI detection software to accurately determine whether a text was written by AI (Elkhatat, 2023). In this Moodle course, we would like to highlight the impact (Gen)AI has on education with four main focusses:  Student guidelines regarding the use of GenAI in learning from ITM Recommendations on how to mention the use of GenAI in course description Adapting assignments and examinations  GenAI as a teaching assistant  Note. This page was developed and is maintained by the AI Working Group, established at ITM during the 2023-2024 academic year. Although it references policy documents, it is intended as an informational resource rather than an official policy document. It provides insights and recommendations from colleagues with a shared interest in the role of AI in research and education. The information here was last updated in September 2024. Be aware that, the AI landscape is subject to rapid changes. If you have specific questions linking to education and AI, contact EdIT (edit@itg.be) or Lai Jiang (ljiang@itg.be)