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Medicine and human rights in Kenya experience as a medical officer, teacher and in NGO world

This presentation by Emily A. Rogena, a medical officer, teacher, and NGO worker, explores the intersection of medicine and human rights in Kenya. It highlights the transformation and challenges faced in the healthcare system before and after Kenya's transition to a multi-party state, emphasizing the role of health and human rights organizations. The presentation also discusses the opportunities and priorities for addressing human rights issues in medical practice and education, including the teaching of law, ethics, and forensic medicine.

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Medicine and human rights in Kenya experience as a medical officer, teacher and in NGO world

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  1. Medicine and human rights in Kenya experience as a medical officer, teacher and in NGO world Presenter: Emily A Rogena Core competences in HHR for health professionals July 2006

  2. summary • Kenya as a one party state • After the Dec 2002 democratic elections • Role of the health and human rights organisations • School of medicine and HR • The transformation • Challenges • Opportunities • priorities

  3. Prior to 2003 • Kenya was a one party state- as medical officers at the emergency dept. prisoners were seen by specific doctors-e.g the son of the chief of the general staff in the army. • The early 90s FERA (FEBRUARY 18TH Revolution Army) agitating for democratic space • 1995 an 80+ year-old father of the then chairman for KMA arrested for associating with the movement and hiding guns • He was denied his antihypertensive treatment while in the cells and developed a stroke. His Doctor, Dr. Ling Kituyi denied permission to see him at the Kamiti maximum prison

  4. Prior to 2003 • 1996 The old man died after release from prison • IMLU- formed under the Bungoma professional Association • The main objective was to provide medical services to FERA members upon torture • IMLU formed in 1996 but denied registration

  5. IMLU,KMA, WHO and AI Prior to 2003 • The two organisations operated closely with IMLU providing funds and logistics and KMA providing the resource persons, network and the structure- • Concurrently three pathologists were training in FM through WHO and AI • CPD to doctors in the 8 divisions of KMA • Forensic examinations for torture victims • Whistle blowers- e.g. Dr. Njue • Complex loyalty (the state parastatal, GK, the patient and the accused) • Visit to prisons in the name of free medical camps

  6. Transition HR and medicine in Kenya after 2003 • HR rights issues have evolved from dealing with victims of torture by police of the opposition politicians, remand prisoners and convicts • The Nyayo house torture chambers open to the public. These chambers witnessed some of the worst human rights abuses post independence (MAU MAU UP RISING) as described by the UN special repertoire and the media • Today torture amongst the unemployed youth in the police cells • From pathologist carrying out autopsies and exhumations to clinical FM and psychiatric review and management for PTSD • 2005-Human rights in medical practice first introduced at a CPD curriculum at a maternity hospital that was riddled with claims of abuse of mothers and sale of children-UNICEF

  7. Gender based violence • 2003-2005-Protocols on the management and documentation of sexual violence produced and launched • Setting the standards 2006 for management

  8. UON-School of medicine and HR • The teaching of law and ethics in second year through lectures. Examinations started in 2004 • The teaching of forensic medicine in third year in form of tutorials-Optional • Forensic medicine and ethics at 5th year in form of lectures- not examinable

  9. challenges • Institutional culture –UON/Professional colleagues (programmes, systems, attitudes- what we know and are used to) • Capacity- Lecturers’ KAP regarding HR

  10. The Rationale for teaching of HR- at the school of medicine • Kenya is a signatory to the UN conventions-CAT/CEDAW etc • Bill of rights in the constitution- chap. 5- right to life, protection from torture, discrimination, etc • Mission- a centre for learning and scholarship ---- preparing students for responsible global citizenship and fostering and contributing to social economic and cultural development through intellectual products, to enhance the quality of life of the people of Kenya and all humanity • Core values-truth, integrity, professionalism, teamwork and meritocracy • Human rights watch 2006- “the repressive state machinary that permitted misrule still exist in Kenya”

  11. Opportunities • University is in the process of restructuring • Post graduate programmes- application of practical approach with self learning and direct observation • Current undergraduate programmes- Communication skills, behavioural sciences, Ethics and Forensic medicine • Kenya National human rights commission- advocating for a human rights approach in governance, services and institutions • Open prison policy- a ‘major centre for human rights abuse’ • Hidden curriculum- free medical camps, court sessions etc

  12. priorities • Situation analyses and documentation • Lobbying through the departments of pathology, public health, the deans office etc • Capacity building • Curriculum development

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