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Milken Institute School of Public Health

 

Seble L Frehywot

Seble L Frehywot

Seble L Frehywot

M.D., M.H.S.A.

Professor

Full-time Faculty

School: Milken Institute School of Public Health

Department: Global Health

Contact:

Office Phone: 202-994-4311

Dr. Seble Frehywot is a Professor of Global Health and Health Policy at The George Washington University (GWU) and the co-founder of the IT for Health and Education System Equity (ITfHESE) Initiative, an initiative between George Washington and Georgetown Universities. Through ITfHESE, since 2020, she works in the arena of Artificial Intelligence and Augmented Realities and their relationships and impacts on global health workforce education and training. She is also the co-founder of the Consortium of Pan-African Medical Diaspora (COPAMD) in the United States.  In addition, for 6 years, until Sept, 2022, she was the Director of Health Equity On-Line Learning for the Atlantic Philanthropy Atlantic Fellows for Health Equity program. She has twenty-seven years of experience in international settings spanning in many countries in Asia, Africa, and the United States, and brings an in-depth knowledge of comparative health systems, communities of practice (CoP), medicine, health policy, and e-learning to the challenges of building the components of a health system. Her main work focus is in Lower and Middle-Income Countries. She has comprehensive knowledge of digital health technologies acquired and honed from over nine years of background in digital health education and technologies in low- and middle-income countries (LMIC).  She also has a hands-on background in strategically coordinating with the public, other sectors, and health systems stakeholders (government ministries, academia, non-governmental organizations, regulating bodies, and the private sector) with regard to health equity issues surrounding health workforce training, quality, and safety regulatory frameworks, pedagogy, e-pedagogy, and e-andragogy.

She has worked as a Technical Core Group member for the World Health Organization, for the development of a number of WHO global guidelines and recommendations related to health systems, namely: the "Task- shifting Global Recommendation and Guidelines," the "Increasing Access to Health Workers in Remote and Rural Areas through Improved Retention," the "Transformative Scaling-up of Medical and Nursing and Midwifery Education," and the "Optimizing the Delivery of Key Interventions to attain MDG 4 and 5." Also, currently, she serves in a technical capacity on the WHO Digital Health Roster and the WHO Digital Education for Building Heath Workforce Initiatives.

She has provided senior-level influence as a principal investigator and director for multimillion-dollar international projects, including for the United States funded Medical Education Partnership Initiative Project (MEPI), and has published a number of papers related to the health workforce and health systems as well as to the linkages with ICT. She teaches at The George Washington University both in an online and residential format the Global Comparative Health Systems, Global Health and Development, and Global Public Health Culminated Experience courses.

Global Health

Health Information Technology

Health Policy

Comparative Health

Health Disparities

Healthcare Workforce

Health Care Financing

Doctor of Medicine, Lady Hardinge Medical College, New Delhi, India, 1988
Master of Health Service Administration (Health Policy Analysis, Health Services Program Management), The George Washington University School of Public Health and Health Services, 2004

PubH 3133: Global Health and Development, Department of Global Health

PubH 6442: Comparative Health Systems and Policy, Department of Global Health

PUbH 6060 & PUBH 6061: Culminating Experience (Part 1&2)

Atlantic Philanthropy (AFHE): Health Equity Hybrid Online Course

Dr. Seble's research focuses on health systems esp. on the health workforce, digital e-education & e-learning ( e-pedagogy/e-andragogy), health equity/disparity areas, diaspora engagement, immersive technologies, and artificial intelligence as it relates to health systems development in LMIC (esp. in Africa and Asia).

World Health Organization Global Guideline/Guidance/ Recommendations

The World Health Organization. (2020). WHO Guideline: Digital Education for Building Health Workforce Capacity. Geneva, Switzerland: World Health Organization. ISBN 978-92-4-000047-6.

The World Health Organization. (2013). Transforming and scaling up health professionals' education and training: World Health Organization Guidelines 2013. Geneva, Switzerland: World Health Organization. ISBN 9789241506502. 

The World Health Organization. (2012). WHO Recommendations: Optimizing health worker roles to improve access to key maternal and newborn health interventions through task shifting. Geneva, Switzerland: World Health Organization. ISBN 9789241504843. 

The World Health Organization. (2010). Increasing access in underserved and rural areas through improved retention: Global guidelines and recommendations. Geneva, Switzerland: World Health Organization. ISBN 9789241564014.

The World Health Organization. (2008). Task-shifting: Global guidelines and recommendations. Geneva, Switzerland: World Health Organization. ISBN 9789241596312.

Book and Book Chapter

Medical Education Partnership Initiative (2016). Medical Education Partnership Initiative Report at Year 5. Cape Town, South Africa: South Africa Press. Cape Media Corporation.

Selected Peer-Reviewed Publication

Frehywot, S., Vovides, Y. (2023). An equitable and sustainable community of practice framework to address the use of artificial intelligence for global health workforce training. BMC- Hum Resour Health 21, 45. https://doi.org/10.1186/s12960-023-00833-5

Aranda E., Arif Z., Innocenti C., Wahid S., Frehywot S, Munar W. (2023). Characterizing the implementation of performance management interventions in a primary health care system. A case study of the Salud Mesoamerica Initiative in El Salvador. Oxford Academic-Journal of Health Policy and Planning. https://academic.oup.com/heapol/article/38/5/579/7087186?login=false

Park C., Migliaccio M., Edberg M., Frehywot S., Johnson G.  (2021). Future Direction of Doctor of Public Health Education in the United States: A qualitative study. BMC Public Health. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-021-11086-z 

Park C., Migliaccio M., Frehywot S., Johnson G.  (2021). Analysis of CEPH- accredited DrPH programs in the United States: A mixed-methods study. PLOS One. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0245892

Negash S., Omino M., Frehywot S., Vovides Y., Park C. (2020). Women and Girls with Disability Matter in the Fight for Health Equity. Women Enabled International. https://medium.com/rewriting-the-narrative/the-rights-of-women-and-girls-with-disabilities-in-kenya-and-india-matter-b50f7170d5e5

Frehywot, S., Park C., Infanzo A. (2019). Medical Diaspora: an underused entity in health system development in low-and middle –income countries. BMC Human Resources for Health, 17(56). https://human-resources-health.biomedcentral.com/articles/10.1186/s12960-019-0393-1

Park, C., Martirosyan, A., Frehywot, S., Jones, E., Labat, A., Tam, Y., and Opong, E. (2019). The modeling assessment of world vision’s water, sanitation, and hygiene program in Southern Africa countries, Malawi, Mozambique, and Zambia: Analyses using lives saved tool. Journal of Global Health Reports. Journal of Global Health Reports.  https://www.joghr.org/article/11987-the-modeling-assessment-of-world-vision-s-water-sanitation-and-hygiene-program-in-southern-africa-countries-malawi-mozambique-and-zambia-analyses-using-lives-saved-tool

Murray, J. (2019). War and conflict: Addressing the psychosocial needs of child refugees. Journal of Early Childhood Teacher Education, 40(1), 3-18. (Authorship acknowledgment to S. Frehywot). https://www.tandfonline.com/doi/abs/10.1080/10901027.2019.1569184?journalCode=ujec20&

Omaswa, F., Kiguli-Malwadde, E., Donkor, P., Hakim, J., Derbew, M., Baird, S., Frehywot, .. De Villiers, M. (2018). The Medical Education Partnership Initiative (MEPI): Innovations and lessons for health professions training and research in Africa. Annals of Global Health, 84(1), 160–169. https://pubmed.ncbi.nlm.nih.gov/30873813/

Omaswa F., Kiguli E., Donkor P., Hakim J., Derbew M., …… Mullan F. Frehywot S.,  et. al., (2017). The Medical Education Partnership Initiative Gives birth to AFRE Health. Lancet Global Health 5(10):e965-e966. https://www.thelancet.com/journals/langlo/article/PIIS2214-109X%2817%2930329-7/fulltext

Mowafi H., Frehywot, S. (2017). Task-shifting: A Way to Expand the Health Workforce During Emergencies. 16th World Congress on Disaster and Emergency Medicine. https://www.cambridge.org/core/journals/prehospital-and-disaster-medicine/article/task-shifting-a-way-to-expand-the-healthcare-workforce-during-emergencies/E89B77B8E9619B4AA5B6AC9FC6171ABA

Collins P., Musisi S., Frehywot, S., and Patel V. (2015). The core competencies for mental, neurological, and substance use disorder care in Sub-Saharan Africa. Global Health Action, 8, 26682. https://pubmed.ncbi.nlm.nih.gov/25783229/

Frehywot, S., and Koumare A. (2015). Retention of graduates and faculty in medical schools in sub-Saharan Africa: Case study. GSTF Journal of Nursing and Healthcare 10.5176/2251-3833_GHC15.49. https://dl4.globalstf.org/products-page/proceedings/ghc/retention-of-graduates-and-faculty-in-medical-schools-in-sub-saharan-africa-case-study/

Frehywot, S.., Mullan F., Vovides Y., Korhumel K., Bedada S., Infanzon A., … Omaswa F. (2014). Building communities of practice: MEPI builds a commons. Academic Medicine, 89(8 Suppl), S45-49. https://journals.lww.com/academicmedicine/Fulltext/2014/08001/Building_Communities_of_Practice__MEPI_Creates_a.14.aspx

Derebew M., Sewenkembo N., Mullan F., Omaswa F….Frehywot S.  (2014). Forward-Medical Education Partnership Initiative in Medical Education in sub-Saharan Africa Supplement. Academic Medicine, 89(8 Suppl), S1-S2. https://journals.lww.com/academicmedicine/Fulltext/2014/08001/Foreword.1.aspx

Mullan F., Omaswa F., Frehywot S.  (2014). Preface-Editorial Team: Medical Education Partnership Initiative in Medical Education in sub-Saharan Africa Supplement. Academic Medicine, 89(8 Suppl), S3-S4. https://journals.lww.com/academicmedicine/Fulltext/2014/08001/Preface.2.aspx

Vovides Y., Bedada S., Rumbidzayi G., Kebasetse M., Netsanet A., Suleman F., Frehywot S.  … Othokwa N. (2014). A systems approach to the implementation of eLearning in medical education: Five MEPI schools' journeys. Academic Medicine, 89(8 Suppl), S102-106. https://journals.lww.com/academicmedicine/Fulltext/2014/08001/A_Systems_Approach_to_Implementation_of_eLearning.26.aspx

Frehywot, S., Vovides Y., Talib Z., Mikhail N., Ross H., Wohltjen H., … Scott, J. (2013). E-learning in medical education in resource-constrained low- and middle-income countries. BMC Human Resources for Health, 11(4). https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-11-4

Vovides, Y., Inman, S., & Frehywot, S. (2013). Storytelling: Discourse analysis for understanding collective perceptions of medical education. In M. Baptista Nunes and M. McPherson (Eds.), Proceedings of IADIS International Conference eLearning 2013 (pp. 455-458). IADIS Press. ISBN: 9789728939885.

Omaswa F., Kiguli-Malwadedee E., Mullan F., and Frehywot, S. (2013). Competency-based medical education (CbME). Africa Health Journal.

Chen C., Buch E., Wasserman T., Frehywot, S., Mullan F., Abu Bakar D., … Oluwabumni O. (2012). A survey of sub-Saharan African medical school. BMC Human Resources for Health, 10(4). https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-10-4

Mullan F., Frehywot, S., Omaswa F., Sewankambo N., Talib Z., Chen C., … Kiguli-Malwadde E. (2012). The Medical Education Partnership Initiative: PEPFAR effort to boost health worker education to strengthen health systems. Health Affairs, 31(7), 1561-1572. https://www.healthaffairs.org/doi/10.1377/hlthaff.2012.0219

Mullan F., Frehywot, S., Koumare A.,  Omaswa F., Buch E. et al.  (2011). Facultes de medicine au sud du sahara: etat des lieux.  Bulletin de l”Academie nationale de medicine. 195(6):1381-1382. https://www.researchgate.net/publication/334321099_Facultes_de_medecine_au_sud_du_sahara_etat_des_lieux

Mullan F., Frehywot, S., Koumare A., Omaswa F., Buch E. et al.  (2011). Les ecoles de medicine en Afrique subsaharienne. Pedagogie medicale 12(2):69-85. https://www.pedagogie-medicale.org/articles/pmed/pdf/2011/02/pmed110036.pdf

Frehywot, S., Mullan F., Payne P., and Ross H. (2010). Compulsory service programs for recruiting health workers in rural and remote areas: Do they work? Bulletin of the World Health Organization, 88(5), 364-370.

Mullan F., Frehywot, S., Omaswa F., Buch E., Chen C., Greysen R., Kolars J. Kombe G….Neusy A. (2010). Medical schools in sub-Saharan Africa. The Lancet, 377(9771), 1113-1121. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(10)61961-7/fulltext

Cellette F., Wright A., Palen J., Frehywot, S., Markus A., Greenberg A., … Samb B. (2010). Can the deployment of community health workers for the delivery of HIV services represent an effective and sustainable response to health workforce shortages? Results of a multi-country study. AIDS, 24(1 Suppl), S45-S57. https://pubmed.ncbi.nlm.nih.gov/20023439/

Rabkin, M., El-Sadr, W.M., De Cock and the Bellagio HIV/Health Systems Working Group (K.M., Abrams, E., Cahn, P., Coovadia, H., Frehywot S.  … Zewdie D. (2009). The impact of HIV scale-up on health systems: A priority research agenda. Journal of Acquired Immune Deficiency Syndromes, 52(1 Suppl), S6-S11. https://journals.lww.com/jaids/Fulltext/2009/11011/The_Impact_of_HIV_Scale_Up_on_Health_Systems__A.3.aspx

Janneck L., Cooper N, Frehywot, S., Mowafi H., and Hein K. (2009). Human resources in humanitarian health working group report. Journal of Pre-hospital and Disaster Medicine, 24(2 Suppl), 184–193. https://www.cambridge.org/core/journals/prehospital-and-disaster-medicine/article/abs/human-resources-in-humanitarian-health-working-group-report/9F947564C2F4DDB5C764B4AB175E6785

World Health Organization Maximizing Positive Synergies Collaborative Group, Samb, B., Evans, T., Dybul, M., Atun, R., Moatti, J.P., Etienne C. (2009). An assessment of interactions between global health initiatives and country health systems. The Lancet, 373(9681), 2137–2169. (Acknowledgement to  Collaborators-S. Frehywot).  https://pubmed.ncbi.nlm.nih.gov/19541040/

Mullan, F., Frehywot, S., and Jolley, L. (2008). Aging, primary care, and self-sufficiency: Health care workforce challenges ahead. Journal of Law, Medicine, and Ethics, 36(4), 703–708. 

Mullan F., and Frehywot, S. (2007). Non-physician clinicians in 47 sub-Saharan African countries. Lancet, 370(9605), 2158-2163. https://www.thelancet.com/journals/a/article/PIIS0140-6736(07)60785-5/fulltext 

Blogs

Frehywot, S (2021). Irreversible disruption is coming to the teaching pillar of universities.  IT for Health and Education System Equity.  Washington, D.C. https://seblelf.medium.com/irreversible-disruption-is-coming-to-the-teaching-pillar-of-universities-c05f1c406bee

Frehywot, S (2020). Repurposing e-learning for education equity. IT for Health and Education System Equity.  Washington, D.C. 

Frehywot, S (2020). Reimagining e-learning for education equity. IT for Health and Education System Equity.  Washington, D.C. 

Frehywot, S (2020). Framework for Utilizing e-learning for education equity: IT for Health and Education System Equity.  Washington, D.C. http://vovides.georgetown.domains/healthequityLMIC/byte-sized-blog/   

Personal Reflections

Frehywot, S (2021). Who Do You Think You Are?   https://seblelf.medium.com/who-do-you-think-you-are-1c344c17a00c

Frehywot, S (2021). Do not collect "What-Ifs " in your life.   https://seblelf.medium.com/do-not-collect-what-ifs-in-your-life-90336d07aa8e

Frehywot, S (2022). What Makes You Feel Important?  https://medium.com/@seblelf/what-makes-you-feel-important-4247a6b99f61