The Quality of Health and Education Systems Across Africa

Page 142

The Quality of Health and Education Systems Across Africa

TABLE A.3 Definition and calculation of health indicators Indicator

Definition

Details

Infrastructure availability

Availability of an improved water source, an improved toilet, and electricity

Credit is given if all three components are available. Improved toilet: Credit is given if facility reports and enumerator confirms that the facility has one or more functioning flush toilet, ventilated improved pit latrine, or covered pit latrine (with slab). Improved water source: Credit is given if facility reports that its main source of water is piped into the facility, piped onto the facility’s grounds, or comes from a public tap or standpipe, tube well or borehole, a protected dug well, a protected spring, bottled water, or a tanker truck. This definition is based on the World Health Organization (WHO) and United Nations Children’s Fund (UNICEF) Joint Monitoring Program for Water Supply, Sanitation, and Hygiene (WHO and UNICEF 2019).

Medicine availability

Percent of 14 basic medicines that are available and in stock at the time of the survey

The SDI list of medicines is based on a subset of the WHO list of essential medicines (WHO 2014). The following medicines are included: (1) amitriptyline (antidepressant), (2) amoxicillin (antibiotic), (3) atenolol (beta blocker), (4) captopril (ACE inhibitor), (5) ceftriaxone (antibiotic), (6) ciprofloxacin (antibiotic), (7) cotrimoxazole (antibiotic), (8) diazepam (antiseizure), (9) diclofenac (nonsteroidal anti-inflammatory) (10) glibenclamide (antidiabetic), (11) omeprazole (proton pump inhibitor), (12) paracetamol (analgesic), (13) salbutamol (bronchodilator), and (14) simvastatin (statin). The SDI list of medicines is adapted to each country’s standards; some of these medicines were not included in the surveys in Kenya, Nigeria, and Uganda, so these countries were omitted from this indicator.

Equipment availability

Availability and functioning of a thermometer, stethoscope, sphygmomanometer, and weighing scale (adult, child, infant)

Credit is given if all four components are available. Thermometer: Credit is given if the facility reports and the enumerator observes that the facility has one or more functioning thermometer (used for measuring body temperature). Stethoscope: Credit is given if the facility reports and the enumerator observes that the facility has one or more functioning stethoscope. Sphygmomanometer: Credit is given if the facility reports and the enumerator observes that the facility has one or more functioning sphygmomanometer. Weighing scale: Credit is given if the facility reports and the enumerator observes that the facility has one or more functioning adult, child, or infant weighing scale.

Caseload per health care provider

Number of outpatient visits per clinician per day

Caseload is calculated as the number of outpatient visits recorded in outpatient records in the three months prior to the survey, divided by the number of days the facility was open during the three-month period and the number of health professionals who conduct patient consultations. This indicator is adjusted for the average absenteeism at the facility level. For example, if a facility reports having 10 health care providers who conduct outpatient consultations, but its absenteeism on an unannounced visit is found to be 40%, then the number of health care providers is adjusted down by 40% and only 6 health care providers are counted as available for patient care.

Provider absenteeism

Share of randomly selected providers absent from the facility during an unannounced visit

Number of health professionals who are absent from the facility on an unannounced visit as a % of randomly sampled workers who should be on duty. Health professionals doing outreach are counted as present.

Diagnostic accuracy

Share of correct diagnoses provided in the five clinical vignettes

The SDI includes five core vignettes: (1) acute diarrhea with dehydration, (2) pneumonia, (3) diabetes mellitus, (4) pulmonary tuberculosis, and (5) malaria with anemia. Health care providers are scored on their ability to provide a correct diagnosis on each of the vignettes, and their overall score is calculated as the share of vignettes answered correctly. Further details on diagnostic accuracy for each disease are provided in table A.5.

Treatment accuracy

Share of correct treatments provided in the five clinical vignettes

The SDI includes five core vignettes: (1) acute diarrhea with dehydration, (2) pneumonia, (3) diabetes mellitus, (4) pulmonary tuberculosis, and (5) malaria with anemia. Health care providers are scored on their ability to provide correct treatment on each of those vignettes, and their overall score is calculated as the % of vignettes answered correctly. Further details on treatment accuracy for each disease are provided in table A.6. (continued)

124


Turn static files into dynamic content formats.

Create a flipbook

Articles inside

Appendix D: Methodological groundwork for the SDI teacher and student assessments

6min
pages 165-169

C.1 Example of a typical SDI education survey instrument

4min
pages 161-164

Appendix C: Survey methodology

7min
pages 157-160

B.1 Typical sampling strategy process for SDI surveys

7min
pages 152-156

Appendix B: Sampling procedures

1min
page 151

A.6 Definition of a correct treatment

4min
page 146

A.3 Definition and calculation of health indicators

3min
page 142

A.4 Definition of education indicators

4min
pages 143-144

SDI surveys: Turning measurement into momentum for reform

4min
pages 132-133

Rethinking service delivery

4min
pages 130-131

Results in action: How SDI surveys inform program operations

8min
pages 120-123

References

6min
pages 126-129

A wider perspective: Measurement as a public good for research

2min
page 124

Notes

2min
page 125

Improving comparability of SDI surveys over time

4min
pages 118-119

Understanding interactions with family background

4min
pages 116-117

Addressing determinants of provider performance

6min
pages 113-115

Adapting SDI surveys to different country contexts

14min
pages 106-112

References

8min
pages 101-105

concern during COVID-19

3min
page 90

Are basic requirements for learning in place?

4min
pages 82-83

location

2min
page 95

Notes

5min
pages 99-100

High- and low-performing schools: How can countries narrow the gaps?

2min
page 89

low-performing groups of students in nine African countries

1min
page 80

3.1 How does language of instruction affect test scores?

2min
page 81

Sample, methods, and framework

2min
page 73

SDI education surveys: Seeing basic education from the students’ perspective

2min
page 72

Background: Reimagining what education can achieve

1min
page 71

References

9min
pages 67-70

Conclusions: What will it take to improve service delivery in health?

6min
pages 63-65

African countries, by country and type of equipment

1min
page 58

Notes

2min
page 66

medicines in six African countries, by country and type of facility

1min
page 60

infrastructure

1min
page 56

Will health care providers be present in the health facility?

2min
page 42

Will health care providers be ready to provide quality care?

4min
pages 48-49

Sample, methods, and framework

2min
page 40

Will the necessary infrastructure, equipment, supplies, and medicines be available?

1min
page 54

Structure of this chapter

2min
page 39

location

1min
page 55

SDI health surveys: A finger on the pulse of primary health care

2min
page 38

by country and health facility ownership

1min
page 43

1.1 What do Service Delivery Indicators surveys measure?

4min
pages 29-30

COVID-19: Challenging the resilience of health and education systems

4min
pages 26-27

Human capital at the core of development

1min
page 25

References

1min
pages 23-24

Aims and structure of the book

2min
page 32

Data to drive change

2min
page 22

Background: An opportunity to transform primary health care

1min
page 37

Learning from the Service Delivery Indicators surveys

2min
page 28
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.
The Quality of Health and Education Systems Across Africa by World Bank Publications - Issuu