 Peace be upon you all and thank you for joining us in this session under the title of Eastern Mediterranean Region Collaboration on the online training for the primary care context of the COVID-19. My name is Hassan Salah, I'm the regional advisor for the primary care and the team lead for the Access to Health Service in the WHO Eastern Mediterranean Regional Office and I'm the moderator for our session today. Our agenda today will start with a brief introduction and a short video about online training followed with two presentation. The first one is about the training design and the second one is about the evaluation of the training impact. Then we'll have around 15 minutes panel discussion to answer three questions. We'll close the session with a take home short message from all our distinguished speakers. As an outline of the training and as you already know at the beginning of the pandemic, especially during the first wave, the health system will store it mainly the hospital care and completely ignoring the primary health care for functions, which including the first function is maintaining of the delivery of the essential health services. This is the most important function. Second, dealing with the prevention of the COVID infection. Third one about assessment and diagnosis of the COVID and the last function is about management of the mild and the moderate cases. To disseminate this poor function, we work with our partners for the primary care. This is including WUNCA, UNICEF, UNIFPA, UNIT, UNICCR and recently our colleagues from the Arab Board of Health Specialization. And we developed an online training under the title of role of the primary care in the context of the COVID-19 pandemic. The online training, it is fully automated with four language, English, French, Persian and Arabic as well. And so far we are in continuous updating it every couple of months and it is available on mobile application. And it is accredited by the American Association of Continuous Medical Education with 15 accredited hours and endorsed by the Arab Board of Health Specialization. This online training actually present one of the most successful experience in terms of the collaboration with our partners dealing with primary care in our region called the Eastern Mediterranean region. Over 90,000 participants, and I mean by the participant, this is the primary care physician registered for this online training. I will show you something like 90 second infographic about the outlines for this training. Karim, can you please display the video? Robust, accessible and universal primary healthcare is critical for responding effectively to the COVID-19 pandemic. A new online course is now available to help ensure that primary healthcare is fully integrated into the COVID-19 response in every country of the Eastern Mediterranean region. The World Health Organization, UNAIDS, UNFPA, UNHCR, UNICEF and Wonka worked together as part of the Global Action Plan for Health and Well-Being to create this innovative training. The course covers the four main functions of primary healthcare in relation to COVID-19, maintaining essential health services, preventing COVID-19 by supporting effective public health measures, early detection of COVID-19 cases and ensuring adequate referral, and managing mild and moderate COVID-19 cases. Participants will receive certificates of completion from WHO, accredited for 15 study hours by the American Association of Continuing Medical Education. If you are a primary healthcare physician working in the public or private sector in the region, we strongly encourage you to complete this training. Thank you. We'll start with the first presentation for Dr. Sainz Rayman, Dr. Sainz as a WHO M-ROM consultant on family medicine. The video for Dr. Sainz, please. Thank you, Dr. Hassan, for this excellent introduction, and thank you for the Wonka organizing team for this invitation. Also, thanks to our dear panelists who are attending with us today. In the next minutes, I'll provide an overview on this training course on the role of primary healthcare in the context of COVID-19 pandemic. The talk will cover the instructional design models used as well as the modular plan and structure, as well as the sources for course creation and the timeline of course production, and the lessons we learned either from the user's data and feedback or from the social media campaigning. For this training, we relied heavily on the very well-known or popular ADE model, which starts by analysis of the learning needs, then design of the instruction and development, followed by implementation and evaluation. But we also make use of the SAM model, which is the successive approximation model, which allow us to have early feedback while we are creating modular structure or small units of the course. We also relied on the backward design that starts by identifying the learning outcomes or the results we want to achieve with our students. And based on this, we design our assessment models, either formative or summative, and the last step is instructional design or instructional learning experience and instructions. In the analysis phase, we identified the learning outcomes, as well as the target audience, as well as the modality. The target audience for us were frontline PhD workers, mainly physicians. We started or we selected that the course will be online. Online is more learner-centric, excellent adaptation for the shift for education after the COVID pandemic. We also decided that the course will be asynchronous, and this was chosen over synchronous modality because it allows students to be at their own space or pace, and also it allows multiple cohorts of students. With synchronous modality, we cannot reach the number we reached with this online training. We choose in model as the learning management system, and we choose in articulate 360 as content management system or offering tool. We relied also on the backward design, and we prepared modular plan as well as we identified the course content sources, and we started building our teams, and we set a timeline for completion of this course. In the design phase, we put the scope of our project as well as the teams. This course has been produced by a successful interplay of teams. We started from the UN organizations and Wonka, the subject matter experts, the content reviewing teams, the instructional design team, the information technology team, the design, the media, the infographic teams, communication and branding, social media campaigning teams, internal and external evaluation as well as the impact evaluation teams from the American University in Beirut. For module one and two, which focus on the continuity of primary care, we designed this modular plan including what is the module number, what are the learning objectives, what are the topics and tasks and procedures required for that, what are the content and how are they taught, and what are the assessment methods. We also identified the sources for these modules. For module two, which focus on COVID-19 prevention and education, we also provide this learning modular plan as well as the sources. For module three, which focus on the safe clinical assessment and diagnosis and categorization of COVID and suspected COVID patients, we also produced this content modular plan as well as the sources. And for the last module, which focus on the role of primary care in COVID-19 management, we provided this modular plan as well as these sources. In the development phase, we created this timeline for content development. We started by April 2020 with consultations internally within the WHO team led by Dr. Hasan Salah on the concept and scope of this training. Then after that, we selected the IT company and we identified the technologies we are going to use. We started by building the outline and modular plan of the course and we did internal and external review of this outline as well as the sources. By May 2020, we started consultation at the regional collaborators and we started preparing some core sessions content and we have now overall course review by collaborators as well as we started communicating this content to the IT company to start piloting and content development. By July 2020, we started the course session content finalization by the IT company. The communication team worked on the design, the look and feel, the banners, the videos of the regional directors endorsing the training as well as infographic video for this training. By August 2020, we finalized the course content. The course content underwent internal and external review and feedback and this review and feedback has been reflected back to our course. We started by the end of August 2020, a pilot launch of the course to test the IT problems and test the platform. By September 2020, we conducted a very successful launch of the course with the attendance of the regional directors of the collaborating organizations as well as ministers of health from states in the region. You can see down on this timeline that in the first two to three months we have consultations within WHO and then started the regional collaboration and the IT team production and later on internal and external evaluation. This included a weekly meetings and workshop to make these things done. Post launching, we focus on providing a continuous IT support for the users of this training and we have a plan for multilingual considerations. We have a plan for promotion for the training in the region. We have a plan for frequent update of the content as well as evaluation of the impact of the training on the providers. This is the timeline of post launching activities started by October 2020 by consultation in the editorial office and translators to prepare for Arabic, Farsi, French translation, which has been started. Finalized by December 2020 and we have by December 2020 the first update of the course to include new information about emerging vaccines. We have also planned for social media promotion by December 2020. By January 2020 we prepared social media campaign plan as well as the assets needed for this targeting and we also planned for training evaluation impact exercise that Dr. Mona will present after me. By May 2021 we have the second content update with new updates in the management, in the vaccines and rehabilitation and we did data collection for course evaluation. By October 2021 we have the final report of the course evaluation. We plan changes in the course content and the IT infrastructure based on this evaluation exercise. By November 2021, while we are talking now, we have more than 90,000 participants in this training. These are images from the social media creatives used for promotion of this course and how this social media affected the user registration is illustrated in this graph. We now know that pre-launching we have almost like 300 users in the day of launching. These are the pilot users. By the first week we have more than 1000 registrations and you can see the curve of the registrations have two peaks of increase. The first peak is by March, April 2021 where the first social media campaign started and actually the registration jumped from 24,000 participants to above 55 participants. By August, September 2021 we launched a second social media campaign which raised the registration from 70,000 to more than 90,000 registrations. How the training looks like now? It looks like it has five modules covering the four main functions of primary healthcare, self-registered, self-paced, fully automated, available in four languages, English, Farsi, Arabic and French. Available on the web, mobile apps for model as well as tablets, almost updated every two months. The certificate is accredited by the American Academy of Continuous Media Education and endorsed by the Arab Board of Health Specializations. We have more than 90,000 participants as I mentioned. This is the link to join the training. The last phase of the ADE model, the ADDIE model we adopted for production of this training is evaluation. It is the most easy part to mess. But we didn't mess, we conducted either on course evaluation, so the course ends by obligatory evaluation form that covered the initial reflections and feedback of the students or the participants. As well, we did a separate evaluation exercise that has both quantitative and qualitative methods for assessment of the impact of the course on the primary healthcare provider. Dr. Mona will kindly provide presentation on that after me. Thank you and any questions? Thanks a lot, Dr. Said. The second presentation is for Dr. Mona. And it is about the evaluation of the training impact. Dr. Mona is assistant professor of the family medicine and the medical director of the family medicine clinics in the American University of Fayette. The video please for Dr. Mona. So I will be presenting today about the evaluation methodologies and results of the WHO online course on COVID-19 pandemic. So by now, I guess you've heard already about the course design and the course content. So I'll be focusing mainly on the objectives of the evaluation, the methodology we use, the results and any limitations and finally conclude have some concluding remarks. So the evaluation mainly aimed at assessing the perception of trainees regarding the content design and delivery of the course. And also to assess the impact of the course on their knowledge and attitudes and practices and to see how did that impact their behavior and their practice in their organizations and if they made any changes in their organization. And at the same time to develop recommendations for the course improvement. So, for that we relied on the Kirkpatrick framework, which assesses usually the impact of any training course or any training curriculum. And it has mainly four levels for assessment. So level one, which is their reaction, it assesses the trainees satisfaction and the trainees experience for the course or any training program, level two or the learning to assess what they have gained in terms of knowledge and skills and how did their attitudes change. Level three or the behavior to see how did this course or this training material change their practice and behavior on the ground. And also the final level or level four, it assesses the this is to measure or evaluate the ultimate impact of the training, and it refers mainly to the effects of the training program on the trainees broader area of work, which means really the changes that they will make in general in policies and procedures, or also at the same time to assess the impact on the outcomes, mainly for example on patients on cost savings and etc. So to do that, we we conducted a cross sectional study during the period extending from March to July 2021. We carried the information using different modalities, mainly the WHO and online platform that what whatever information available there regarding the course. Second, a quantitative assessment through lime surveys that were sent to participants who completed the course and those would not complete the course. And finally, a qualitative assessment through conducting in depth interviews with the with a group of trainees, the WHO MRO directors, course directors or leaders, and other partners and stakeholders. So, we use the SPSS for data analysis for the quantitative data, and also semantic analysis for the in depth interviews, and we did a triangulation of data at the end. So the results. So by July, by July 2021, a total of around 72,938 registered in the course, the majority 94% are from within the Eastern Mediterranean region, and the majority of them are from Qatar, Pakistan, followed by Kingdom of Saudi Arabia, Egypt, etc. And the enrollment changed really with time. So we had for we have for the different languages of the course, but we had two peaks mainly for the English course, the beginning at the launching of the course in September, and also around March with the campaign that was launched at that time where we saw an increase in the enrollment in the four courses at that time. However, the percentage of completion per enrolled participants was not that high. So only 42% of those who enrolled in the course completed the course effectively, this was in April, and also in July, the number increased to 46%. Just to mention that almost 50% of those who enrolled who registered in the course enrolled effectively. In the evaluation analysis, we use the data from the different, you know, modalities that we use to collect the information. So we had around for we analyzed around 14602 responses through the course immediate feedback that each participant fill at the completion of the course before getting the certificate. And also for the quantitative line survey, we around 1204 filled the survey fully and with a response rate of around 85.4%, among those who accessed the survey and did not refuse to completed. And for those who did not complete the course, a total of 1051 filled the survey fully with a response rate of 80.9%. For quantitative data, we did a conducted in depth interviews with 21 trainees, members of WHO and routine and other partners. So, just to mention also in the beginning that in the line survey. Medical doctors constituted around 22.6% and 30.4% among those who completed and did not complete the course. And the nurses or midwives also constituted 48.3% and 26.8% of those who completed and did not complete the course, which means that almost 50% are not doctors or nurses among those who enrolled in the in the course. And also comparing other characteristics so the majority of those who completed the course were from the EMR region. And they did not have the majority of them also they did they did not have any administrative role they were mainly really practicing clinically. And we will now I will now mention regarding the results of the based on the perfect, you know, framework. So at the level one which measures the reaction, the evaluation of the course by trainees was was positive. They were most of them were satisfied with the content of the course the learning aids the assessment tools and the online platform, as it shows now in the next few slides. And it shows the satisfaction level from the course immediate feedback and immediately this is among the 14,000 plus who completed the course. So as you can see that a great majority more than 80% almost where it's 7.5% were satisfied with the learning side and platform at 3.9% were very satisfied with the learning aids and etc. They were also reflected in the line survey in the that we conducted among those who completed the course. So as you can see in the last column. So, for the majority the great majority of them they were satisfied with the, with their knowledge provided with information provided and the modalities of the training. Also, as an overall satisfaction regarding the, the course 96.4% were either satisfied or very satisfied and 97.3% would recommend the course to others, and also for rating the online learning experience 46.3% rated as excellent and 49.3% rated as good. These are a few quotes from the quantitative, you know, study that we did or the interviews that we conducted. So as you can see, they said that the course was comprehensive from start to finish it was straight to the point. It provided particular guidelines to the situation. The primary care physicians or healthcare providers were facing and also the last one they mentioned what's great about this course is that it collected all the needed information and guidelines in one place. Having mentioned that this does not mean that there were no challenges. So there were some challenges that face the participants who completed the course. So there were technical challenges, 9% reported technical challenges that included mainly so internet connections, frequent internet cuts and electricity cuts and etc. And also, there were there was some challenges because they did not have response or feedback on some of the questions maybe that they had in their mind. As mentioned in this quote, sometimes when you are taking the course you have a question, which you would like to be answered and this does not really happen in this course. And also proceed with the technical difficulties they were in the main course for not completing the course, as can be seen here in this slide. So technical difficulties were faced by 26.5% of those who did not complete the course. And this was the main reason for not completing the course. I'm mentioning here that among those who did not complete the course 55.1% mentioned that they are planning to do so, because what when we send the lime survey at that time. They were, you know, they were in the process of completing the course at that time. Also, for participants they had some suggested changes, for example, like adding more related topics and updates, adding animated videos. And also to make one video for each module. Instead of multiple videos and to add more infographics more illustrations, and etc. So it was suggested to add more interactive tools. This is this was suggested by 47.5% of those who responded to the survey that we send among those who completed the course. And, you know, they suggested for example having polls having chats, and also having an interaction with an instructor. This was mentioned by around 63% of them. Another suggestions is to have more targeted course depending on the participants professions, and also to make modifications to the platform to make it more user friendly. So I'm adding in each side if you can have the time to read some of the quotes that backed up also the results of the, you know, of the quantitative surveys. Level two of the Kirk Patrick level two, which measures usually, you know, the change in knowledge or the extent of knowledge or change in knowledge and skills that the trainees had. Because we did not have a pre test and post test, you know, there was no pre test, and you know when they start the course. What we did is that we did the comparison between those the change in knowledge between those who completed the course and those would not complete the course. And we added in the survey 21 questions that covers topics that were included in the course. And the analysis showed that only for medical doctors. There was a significant change among, you know, comparing those who completed the course as those who did not complete the course this was significant and also respondents who did not have an administrative administrative post had significantly higher scores than those with an administrative post. And among those who completed the course it was the medical doctors who had a significant higher scores as compared to the other respondents. At the third level with which measures the change in behavior. So also, we could not do, you know, side visits and, you know, see the change in behavior but we relied on their perceptions and what they reported, whether in the quantitative or qualitative surveys that we conducted, and a good percentage of the trainees reported that they felt more confident in the care provision that they would perform and that they would perform better. So as you can see here, this participant mentioned that this course increased our confidence it boosted my confidence and my knowledge. And also, when they asked about changing their practice behavior around 33.6% stated that they are very likely to do so. 51% stated that they are likely to change their behavior. And in fact, many of them reported in the quantitative interviews that they changed their behavior, whether in the use of PPE or in the, you know, in changing some of the practices on the ground. The last level of the Kirk Patrick we again relied on what trainees reported as changes made to their workplaces and the healthcare team in general. So 79.3% reported that they were able to educate their colleagues. So for example, as participant mentioned, I have educated my staff nurses on what protocols to follow. And I taught many things that I learned on the course in the course and 82.1% of the trainees who filled the online survey reported also that they implemented some changes in their organizations. And these changes included, for example, use of PPE in work. This was the most common change. Some were able to change policies and procedures, you know, to do some changes in the work environment to make it safer, etc. And almost 38.8% did not encounter any challenges while implementing changes in their institutions, while others include face some changes, mainly, for example, lack of resources, lack of time, some system related challenges. But it's worth mentioning that 58.1% also of those who did not make changes were planning to do so in the coming period. So, these are a few quotes of the changes that they were able to make in their institutions. For example, some, one of them, one of the respondents, the hospital entrance. Others mentioned that we changed the setup of our healthcare establishment, and the way we receive patients and the method of practice. A third one mentioned that we implemented the guidelines of the course, which were different from the national ones, so they took that risk, but at the end, the country, the ministry changed their guidelines and adopted the WHO guidelines. And we changed a fourth participant, another participant mentioned that we changed our practices, protocols, how should the patient enter, how should we protect ourselves, and etc. Also, as part of the evaluation, we did a technical evaluation regarding, you know, the registration process where some pitfalls were, you know, were identified, whether at the level of the registration, enrollment, contacting patients. And also, there was no continuous support to participants for any queries or technical difficulties. At the marketing level, it is worth noting that WHO and will follow different strategies to promote the course in the region, including lobbying with high health authorities including communicating with WHO, national or local offices, country officers, and also at a later stage through the social media. So there was a difference in the enrollment of, you know, the different countries which can be due maybe to some communication or maybe administrative directions at the local level, where in some countries maybe it was mentioned that it was considered as part of the continuous professional development that healthcare providers, you know, the points that they need to earn to renew their license and etc. So they were more encouraged to take that course, especially that there are CME courses that they will get at the end. And maybe other contact and other issues can be related to the maybe internet, you know, cultural factors and social factors, etc. And also the course was promoted through the trainees themselves because as they mentioned 82.7% of the trainees stated that they recommend that they are very likely to recommend the course to others. And it was mainly the social media, the Facebook and Instagram marketing that really boosted the numbers, although this was not translated at the end in a huge difference in those who completed the course. But there was a difference in the number of those who enroll and, you know, were exposed to the content of the course at the end. So there were some limitations in our study. First recall bias because around the more than half they completed the course before March 2021 when we send the surveys. Maybe there was a selection bias in terms of maybe those who wanted to, you know, to express their opinion, they filled the survey. And that was for the quantitative survey that we send the two emails, and there was no a pre test so we had to resolve to comparing the results among those who completed and those who did not complete the course. And also we were not able to really have conducted observations in the workplaces. We were able to gather outcome indicators which are essential component of the level four of Kirk Patrick framework. But in conclusion we can say that the analysis of the different methods showed that the course was well designed and well received and we had really comparable results from the different modalities that we use to extract data. So the course was the first experience in develop for wmro in developing hosting and delivering a fully online self based training course, but it was a very successful experience from the perspective of the participants and also from the perspective of the partners, and also it was a decision, a good decision for wmro to partner with, you know, with international agencies organizations and academic authorities in this course, because it was really one site where all unified guidelines in 2019 was available on one platform. And also it had of course promotion of the course through the networks of the different partners. So, finally, the comprehensive evaluation of the force based on Kirk Patrick model showed a high rate of satisfaction of the trainees regarding the content training instructions and training platform. We thought that it was also effective in improving the knowledge, especially of medical doctors and high percentage of the trainees who completed the online survey reported that they were able to make changes in their behavior and in their organizations as well. So, we can safely assume also as I mentioned before that the results are credible because we had really comparable results from from the different modalities that we use. Thank you very much. Thank you. Dr. Mona, it is really great piece of work. I mean, developing and the disseminating of this online training in itself, yes, it is very important for us, but more important is to measure its impact and evaluate about how this kind of piece of work has impact in terms of improving the practice at the level of the primary secure facilities. Thanks again, Dr. Mona. Now we are going to move to the panel discussion and I will start with introduction of the panel member alphabetical. We have Dr. Muhammad Apifim, the reproductive health human, sorry, humanitarian program specialist in the Arab States Regional Office for United Nations Population Fund. And we have Dr. Nagwa Neshad, assistant professor of family medicine in Minopeia University. And the last but not least, of course, we have Dr. Tomomi Kittumara, a child survival and development specialist in UNICEF Regional Office for the Middle East and North Africa. The first question we received is directed to Dr. Tomomi. How UNICEF has been involved in the development and the dissemination of the training widely? Over to you, Dr. Tomomi, please. Thank you. Okay, thank you so much, Dr. Hassan, for this question. So I think we have been very lucky. I mean, UNICEF has been very lucky to collaborate with WHO, UNFPA, Wonka and other organizations with the different Mondays and specialization. So for development of the courts, I think we have been included from the very beginning of the start of the development. So this gave us a very good chance to fit back to which topics we would like to include in the course. And then also this gave us a chance to share the resources that the UNICEF has developed, mostly for children, babies, caregivers and families, and so that these populations are not going to be missed from this course. And then it was a very good chance for us to learn the resources developed by other organizations. So thank you so much. And I think I have been very lucky as being a part of the team from the beginning. And for dissemination of this course, while the WHO and colleagues has been working on a very successful social media campaign and so on, I think UNICEF has tried to work on advocate this course using the UNICEF network. So actually starting out from our internal health and nutrition colleagues globally in UNICEF. So we have developed the story on our collaboration on this course and put the story in a newsletter, which is called the Global Health Newsletter. It's distributed to five monthly to our health nutrition colleagues globally. And then after we finished this story that we went on to develop another story for UNICEF Global Website, which is open for external audiences as well. We normally put like executive director's speech or like very important child rights issues and so on, but we managed to put that story there as well. And then actually with this advocacy that the UNICEF headquarters became very headquartered digital health colleagues that became very interested in our collaboration so that we went on to kind of record this successful collaboration as an institutional memory. So I think another thanks goes to everyone in this team and to facilitate and then also make it easy for UNICEF colleagues to take this course. And we have discussed with the HQ colleagues whether we could put this training or link this training in our UNICEF online training course called Agora, which is also open for external UNICEF colleagues as well. So in order to do so, I think I have other doctor sites so much for technical issues and so on, which are not very my major, but I have to bother him because I'm such a novice in this field. And finally, I think the course was realized and the implementation of the course in Agora was realized in 2021, February, and then HQ again collaborated with us to upgrade this course. They actually again put this training course in another newsletter for UNICEF colleagues. So that's the, I guess that's our history of our journey together. And then I think I learned a lot from this collaboration and developing the course and dissemination of the course. And so I guess we, I really learned that our collaboration to go beyond the distance, time zones, and are also languages. And so to serve our healthcare workers, we're working from online to serve our children, babies, caregivers, families and everyone. So thank you again so much for having UNICEF as a partner. Thank you very much. It's wonderful opportunity working with you. The second question is to Dr. Muhammad. And the question is, how is this joint collaboration contributed to universal access to reproductive healthcare over to you, Dr. Thank you very much. Dr. Hassan, really true and wholehearted. Yes, I wish to thank you personally for this opportunity and for the overall collaboration and similar to what you concluded with. This is a very good example of the interagency collaboration, especially on SDG three sustainable development goal three that is focusing on health and well-being. UNFPA is more concerned, of course, by nature of its mandate with reproductive health and maternal health. And we have universal health coverage of sexual and reproductive health as one of the SDG three indicators. And it is a core priority to UNFPA throughout the region that we are covering the whole Arab world. This is very important for us to work with all stakeholders and we were very pleased that the WHO was leading this effort and brought together several UN agencies and also Wonka and other partners. So we can together build on the strengths of each organization and make sure that during the time of the crisis and the pandemic that we are reaching out to doctors in the field with the information that they need. So this course in particular, it helped us to reach out to those in the remote areas, the hard to reach areas who are at the same time as primary healthcare doctors and as family doctors. They are providing COVID services and at the same time, they are the key health workforce cadre that is concerned with delivering reproductive health and maternal health in the remote areas. With this course and the module that we all work together on, it was a great opportunity because of the accessibility of the course because it being possibly taken on a mobile phone or on your laptop from anywhere if you have a internet connection. Then it was a very good opportunity and refresher for the information of doctors in the field. And also in some cases, non doctors also took the course and they were benefiting much from the information that during the COVID was very difficult because we know that there was also a pandemic of information. And it's difficult to find reliable information. This provided an opportunity that we as UNFPA reach out also to all stakeholders and partners with reliable information that is certified by WHO. And we build on the capacities of the different institutions, the partner institutions to spread out the information while having the endorsement and the blessing of the regional directors. This added another layer of trustworthiness and reliability and strength to the message that we were delivering to ministers of health and to NGOs who are delivering services in the field to maintain the balance between providing COVID services at primary health care level and also providing reproductive and maternal health care that is needed during these difficult times. To conclude, again, truly this was a good example of interagency collaboration. I'm very honored to be personally part of it. Thank you, Dr. Hassan and the team for the leadership and for this beautiful and positive collaboration. And we look forward to collaborating together on other similar endeavors of joint interest. Thank you. Thanks a lot, Dr. Avifi. Thank you very much. I really appreciate all our work with primary health care partners UNFPA and the rest of the partners. I mean, developing this many things. And now we are presenting our work. This is unique, by the way. This is really unique. I really appreciate it. Thank you very much. The last question is to Dr. Naghwanesh and the question is what areas, of course, in which wonka particularly contributed in developing it. Over to you, Dr. Naghwafiz. Thank you, Dr. Hassan and thanks everyone in the panel for this opportunity and thank you, Dr. Hassan, for taking this forward. First of all, I would like to emphasize on the importance of that collaboration between all the interagency because this is simply through this way we are sharing and learning and this is the best way to build our resilience health system in order to achieve the universal health coverage. So we are all working together for development of a unified goal. Wonka is the world organization of family doctor and Wonka is always keen for the advocacy of the family medicine practice and dissemination in all the areas, including remote areas. So the Wonka contribution in that course and allow me, I'm going to wear the hat of Dr. Ginan Osta because she was our immediate post-chair for the Wonka EMR and she was the one who had planned that course with you. So during the planning of that course, there was a main issue which is about primary health care and family physicians. Do we have a role with COVID-19 or not? So that was a very important question because a lot of people have been thinking and features this organization that COVID-19 is a tertiary care and it doesn't have to do anything with the primary care. So that was an important question because family physicians have a dual function regarding the basic benefit health package services as well as COVID-19 in prevention and treatment. Also another question was important to answer. We have the basic health package services, including the antenatal card, non-communicable diseases. What is the future of that during the COVID era? It was important to assure to all the primary health care practitioners and family physicians that this is part of the job and it has to be taking care while the price of the COVID because these are a bright population right now that will not seek to cure and will not seek to go to the primary health care. So a big concern and a big effort should be done by the family physician to make sure that these people are not disadvantaged or not taking the proper care while doing their own visits. And also one thing that was was concerned at that time it's about well-being, well-being of the family physicians, well-being of the community. It was something with uncertainty pathway at that time where the world is all living in uncertain space and everyone was feeling what's going to happen. It was something that the first time the whole universe is witnessing it together. So it's very important. It was very important to emphasize on the importance of well-being of the physicians toward themselves and toward the community they are living in. And I think the final part where the Wunka had contributed was in the dissemination of that course and endorsing it to all the family physicians around the world or around the region specifically telling them that this is very important and this gives the credibility for the course from all our learners and all our physicians in the region. Thank you, Dr. Hasan, over to you. Thank you very much. Thanks a lot, Dr. Nagua. We have a question, we are done now with a panel discussion and we have just only one question from Dr. Marwa Ahmed and she is from Cairo University and the asking is about how could the Cairo University share or to work in this initiative? Dr. Nagua, you are from Minerva University and Dr. Saeed from Cairo University. Both of you easily can answer this question. Over to you, Dr. Nagua, if you would like to start with. I think through endorsement of the course or all the family physicians who are working, I think this could be a way of collaboration from my point of view. Others, over to you, Dr. Saeed. Yes, thank you, Dr. Saeed. Thank you, Dr. Hasan, and thank you, Dr. Marwa, for the question. And I think Cairo University is one of the greatest universities in Egypt and leading universities in each country has very important role by Dr. Nagua mentioned regarding endorsing the course. And I think most family medicine departments in universities in Egypt has taken a very important role regarding COVID care. So most of COVID clinics has been supervised in primary care or first contact with suspected COVID has been supervised by family medicine departments in our country. They did very successful outreaching activities, searching for cases in the community, as well as follow up of post COVID. And these clinical roles of universities could be very strongly backed up by evidence based information. We are in the era where myths and wrong information are prevailing, prevailing regarding the disease, regarding its prevention, regarding vaccines, regarding everything. Universities have a role in spreading the evidence based information, and we provide here a ready free tool to be spread in each department of family medicine universities. Thank you, Dr. Hasan. Thanks a lot, Dr. Saiz, and thank you very much again, Dr. Nagua. We still have a couple of minutes to end of this session, and I would like to close the session with a take home short messages from our distinguished speaker. We'll start with Dr. Tumumi. Dr. Tumumi, please, over to you. Okay, yeah, thank you so much again for the team members and then I'm so honored to be one of them. And I think while I was thinking about this panel and so on that they maybe think that we need to change one old saying so that we often say, if you want to go fast, go alone. And if you want to go far, go together. But I guess for now that I think we could change it to like if we go together, we could even go faster than that. Over from my end. We like it. Thank you very much. Dr. Anfifi, thank you. Please, over to you, Dr. Anfifi. I was thinking along the same line. Dr. Hasan, honestly, this is about collaboration. WHO could have gone alone, UNICEF alone, UNFPA won't all the different partners they have their own strengths and they could have gone through this initiative. But it gives it an added value and more strengths and more weight and ideas that come from the different perspectives of the organizations. This is a key strength that we hope we carry forward in the future with other initiatives and also not only in this area in other areas collaboration always wins. Thank you. Thank you very much. By the way, we are going to present this as a case study on December 16 and the regional health alliance as a successful case study for the collaboration for the primary partners. Thank you very much, Dr. Anfifi. It's always wonderful opportunity working with you. Dr. Mona, please. Hi. Again, thank you for the opportunity for being here today. So my message, I think I would encourage all attendees to take the course because this is really a very good course that covers, you know, all areas related to COVID-19 at the primary health care level. And I would encourage also WHO, MRO and other partners to proceed with additional, you know, with other such similar courses for other health care professions, I think. So the online experience was proven to be well received, especially with, you know, with the support from WHO and other partners. And also with the points with the CME points that were linked to that. So I think it's a good, you know, it's a good way to improve the knowledge of health care providers at the primary health care level in all the region. Thank you. Thank you. Thank you very much, Dr. Mona. Dr. Said, please. Thank you, Dr. Hassan, and allow me to thank you personally, Dr. Hassan, for your leadership in this, because I think the main idea and the concept was Dr. Hassan's concept. Then we followed internally in WHO MRO team, then this massive collaboration, and I think this massive success. This course really made difference, I think, both quantitatively and qualitatively. And again, to the idea of spreading correct evidence-based information in an era with lots of methods and wrong information. So I think we, you know, while Dr. Mona was interviewing me for this evaluation, I was telling her that every day while I'm following up this course and the growth of the participants, I was asking myself what are the good deeds I did in my life to work on such a course with such huge number of participants. So it was a blessing working on this project. Thank you, Dr. Hassan. Thank you so much. Thank you very much, Dr. Said. Of course, last but not least, our colleague, Dr. Nego. Please, Dr. Nego. My take-home message will be the theme of the conference, which is Together We Own the Future. And this is a true example that the Enter Agency collaboration shows learning and sharing is the only way to build a strong, resilient health system to achieve our goal. So this is a true role model for taking it further, copying in other things and projects to achieve the UHC. Thank you. Thanks a lot, Dr. Nego. By the way, I like the flowers on your bedside. It's a really nice one. Thanks a lot, our distinguished colleague for the panel, and thanks again for the whole participants for attending the session on the Eastern Mediterranean Region Collaboration on the online training for the primary healthcare and the primary healthcare in COVID-19. Now we are almost three o'clock and we are going to close our session. Thanks again. Appreciate it. Thank you very much. Thank you, Dr. Hassan. Thank you. Thank you. Bye.