DR. KIGAMWA PIUS

Association between common mental disorders (CMDs), equity, poverty and socio-economic functioning are relatively well explored in high income countries, but there have been fewer studies in low and middle income countries, despite the considerable burden posed by mental disorders, especially in Africa, and their potential impact on development. This paper reports a population-based epidemiological survey of a rural area in Kenya. A random sample of 2% of all adults living in private households in Maseno, Kisumu District of Nyanza Province, Kenya (50,000 population), were studied. The Clinical Interview Schedule-Revised (CIS-R) was used to determine the prevalence of common mental disorders (CMDs). Associations with socio-demographic and economic characteristics were explored. A CMD prevalence of 10.8% was found, with no gender difference. Higher rates of illness were found in those who were of older age and those in poor physical health. We conclude that CMDs are common in Kenya and rates are elevated among people who are older, and those in poor health.

There have been few epidemiological surveys to establish prevalence and associated risk factors of psychosis in Sub-Saharan Africa. This paper reports a population-based epidemiological survey in rural Kenya of the prevalence of psychotic symptoms and their relationship with demographic, socio-economic and other risk factors. A random sample of 2% of all adults living in Maseno, Kisumu District of Nyanza province, Kenya (50,000 population) were studied, aiming for a sample size of 1,000 people. The psychosis screening questionnaire was used to assess the prevalence of psychotic symptoms in the preceding twelve months. The response rate was 87.6%. The prevalence of single psychotic symptoms in rural Kenya was 8% of the adult population, but only 0.6% had two symptoms and none had three or more psychotic symptoms in this sample size. Psychotic symptoms were evenly distributed across this relatively poor rural population and were significantly associated with presence of common mental disorders, and to a lesser extent with poor physical health and housing type. We conclude that single psychotic symptoms are relatively common in rural Kenya and rates are elevated in those with CMD, poor physical health and poor housing.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Provision of management education through distance education is gaining significance in Britain and other developed countries. Although distance learning in developing countries is widely used in other aspects of education such as teacher training, it has been given scant consideration in the education of managers. This study investigated the possibility of using this method as an appropriate means of providing management education to Kenyan managers. It is felt that although much effort has been put into manpower training, affirmed in various national policies, the providing institutions are inadequate and appear not to meet the demand. In suggesting distance learning as a supplementary method, a survey of practice in the UK is used to demonstrate the relevance and the extent of application from which several lessons can be drawn by the Faculty of External Studies, University of Nairobi. The main critical success factors are efficient management of the various sub-systems in a distance learning institution, and the extent to which inherent limitations of distance learning are overcome.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Provision of management education through distance education is gaining significance in Britain and other developed countries. Although distance learning in developing countries is widely used in other aspects of education such as teacher training, it has been given scant consideration in the education of managers. This study investigated the possibility of using this method as an appropriate means of providing management education to Kenyan managers. It is felt that although much effort has been put into manpower training, affirmed in various national policies, the providing institutions are inadequate and appear not to meet the demand. In suggesting distance learning as a supplementary method, a survey of practice in the UK is used to demonstrate the relevance and the extent of application from which several lessons can be drawn by the Faculty of External Studies, University of Nairobi. The main critical success factors are efficient management of the various sub-systems in a distance learning institution, and the extent to which inherent limitations of distance learning are overcome.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Provision of management education through distance education is gaining significance in Britain and other developed countries. Although distance learning in developing countries is widely used in other aspects of education such as teacher training, it has been given scant consideration in the education of managers. This study investigated the possibility of using this method as an appropriate means of providing management education to Kenyan managers. It is felt that although much effort has been put into manpower training, affirmed in various national policies, the providing institutions are inadequate and appear not to meet the demand. In suggesting distance learning as a supplementary method, a survey of practice in the UK is used to demonstrate the relevance and the extent of application from which several lessons can be drawn by the Faculty of External Studies, University of Nairobi. The main critical success factors are efficient management of the various sub-systems in a distance learning institution, and the extent to which inherent limitations of distance learning are overcome.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Provision of management education through distance education is gaining significance in Britain and other developed countries. Although distance learning in developing countries is widely used in other aspects of education such as teacher training, it has been given scant consideration in the education of managers. This study investigated the possibility of using this method as an appropriate means of providing management education to Kenyan managers. It is felt that although much effort has been put into manpower training, affirmed in various national policies, the providing institutions are inadequate and appear not to meet the demand. In suggesting distance learning as a supplementary method, a survey of practice in the UK is used to demonstrate the relevance and the extent of application from which several lessons can be drawn by the Faculty of External Studies, University of Nairobi. The main critical success factors are efficient management of the various sub-systems in a distance learning institution, and the extent to which inherent limitations of distance learning are overcome.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Provision of management education through distance education is gaining significance in Britain and other developed countries. Although distance learning in developing countries is widely used in other aspects of education such as teacher training, it has been given scant consideration in the education of managers. This study investigated the possibility of using this method as an appropriate means of providing management education to Kenyan managers. It is felt that although much effort has been put into manpower training, affirmed in various national policies, the providing institutions are inadequate and appear not to meet the demand. In suggesting distance learning as a supplementary method, a survey of practice in the UK is used to demonstrate the relevance and the extent of application from which several lessons can be drawn by the Faculty of External Studies, University of Nairobi. The main critical success factors are efficient management of the various sub-systems in a distance learning institution, and the extent to which inherent limitations of distance learning are overcome.

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Provision of management education through distance education is gaining significance in Britain and other developed countries. Although distance learning in developing countries is widely used in other aspects of education such as teacher training, it has been given scant consideration in the education of managers. This study investigated the possibility of using this method as an appropriate means of providing management education to Kenyan managers. It is felt that although much effort has been put into manpower training, affirmed in various national policies, the providing institutions are inadequate and appear not to meet the demand. In suggesting distance learning as a supplementary method, a survey of practice in the UK is used to demonstrate the relevance and the extent of application from which several lessons can be drawn by the Faculty of External Studies, University of Nairobi. The main critical success factors are efficient management of the various sub-systems in a distance learning institution, and the extent to which inherent limitations of distance learning are overcome.

Psychiatric morbidity among 200 medical in-patients at Kenyatta National Hospital was determined by a two-stage screening procedure, using the Self Reporting Questionnaire (SRQ) and standardized psychiatric interview (SPI). 44 (22%) of the total sample of 200 patients who were interviewed met the pre-established criteria for psychiatric morbidity; of these 59% comprised affective disorders. 4 (9%) of the psychiatric morbidity cases were referred for psychiatric evaluation. Referral seemed to be related to severity of illness and a previous history of psychiatric illness. There was no evidence in the notes that the psychiatric problems had been detected, treated or dealt with in any other way by the medical team in 34 patients out of 44 with psychiatric morbidity. Increase in the mental health input in the training of all health workers with emphasis on recognition and management of some of the commoner psychological problems is recommended.

Psychiatric morbidity among 200 medical in-patients at Kenyatta National Hospital was determined by a two-stage screening procedure, using the Self Reporting Questionnaire (SRQ) and standardized psychiatric interview (SPI). 44 (22%) of the total sample of 200 patients who were interviewed met the pre-established criteria for psychiatric morbidity; of these 59% comprised affective disorders. 4 (9%) of the psychiatric morbidity cases were referred for psychiatric evaluation. Referral seemed to be related to severity of illness and a previous history of psychiatric illness. There was no evidence in the notes that the psychiatric problems had been detected, treated or dealt with in any other way by the medical team in 34 patients out of 44 with psychiatric morbidity. Increase in the mental health input in the training of all health workers with emphasis on recognition and management of some of the commoner psychological problems is recommended.