INTEGRATION OF THE mhGAP PROGRAMME INTO THE EDUCATIONAL PROCESS: METHODOLOGICAL APPROACHES AND IMPLEMENTATION EXPERIENCE

Abstract

The protracted full-scale war in Ukraine has caused an unprecedented level of psychotraumatization among the population, creating a massive demand for psychosocial support amid a shortage of specialized mental health professionals. One of the main obstacles to the timely detection of disorders remains the high level of social stigma surrounding mental health issues. Under these conditions, the decentralization of care through the integration of the WHO global mhGAP programme into the undergraduate training of future medical professionals becomes critically important, bridging the gap between fundamental biomedical knowledge and clinical-psychological counseling skills. The aim of the study is to theoretically substantiate, develop, and present the practical implementation experience of a comprehensive methodological system for teaching the course “Fundamentals of Mental Health: mhGAP” to second-year students at the Academic and Research Medical Institute of Sumy State University. The paper substantiates the structure of a 2 ECTS credit course (60 hours, including 36 hours of practical classes) implemented at Sumy State University for majors in “Medicine”, “Dentistry”, and “Physical Therapy and Rehabilitation”, comprising both theoretical-organizational and clinical-practical blocks. Innovative educational tools are described: a threelevel consultation process modeling technology (incorporating “doctor – patient – supervisor” roles) utilizing the original mhGAP Intervention Guide 2.0; a gamified case-study method for team-based competitive problem-solving of situational exercises; and project-based learning focused on developing applied, destigmatizing psychoeducational guides. The proposed methodological model effectively transforms theoretical biomedical knowledge into practical competencies in communication, empathy, and patient referral navigation.