Background: The experience of menarche is often confusing and causes ambivalence among adolescent girls due to their lack of information on the menstruation cycle and menstrual vaginal bleeding. This study aimed to assess the knowledge and practice of menstruation and menstruation hygiene in Afghanistan. Methods: This is a cross-sectional study using a survey questionnaire administered from 10 March 2021 to 15 April 2021 among secondary school girls in Herat, Afghanistan.  It evaluated their knowledge of menstruation and menstrual hygiene practices.  768 girls responded to the survey.  Data was encoded and statistically analysed using SPSS. Results: 53.3% of girls surveyed had a good knowledge of menstruation and menstrual hygiene.  15.9% of girls surveyed who did not experience menarche showed a good knowledge score. In terms of practice, 32.9% took a rest and missed school during menstrual bleeding.  2.1% of the participants mentioned that teachers were the first source of information on menstruation and menstrual hygiene. Conclusion: Knowledge of menstruation and menstrual hygiene among girls surveyed was lower than in other countries. Awareness campaigns regarding menstruation and menstrual hygiene are recommended.  It is suggested to add a subject on these for secondary school girls to learn more and encourage them to openly discuss among themselves.

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Lassa fever is a disease endemic in West Africa caused by the Lassa virus (LASV). The emergence of the COVID-19 pandemic has put an extra burden on Nigeria in the fight against infectious disease outbreaks. Lassa fever cases peak seasonally in the first three months of the year. Despite the reduction in the epidemiological trends in 2021, the current trends of the Lassa fever cases in Nigeria in 2022 indicate that the virus is still being actively transmitted in the country with some large states regarded as high burden areas. There are requirements to increase in vaccine uptake for COVID-19,  to strengthen the testing capacities for LASV, and develop licensed LASV vaccine, in order to eradicate these viral diseases of concern. This study aims to identify the current trends of Lassa fever in Nigeria, measures and challenges and suggest strategies for curtailing the spread.

Background: Augmented reality (AR) and gamification, which involve the use of mobile devices, tablets, and laptops to enhance learning experiences, are relatively new in tertiary education. This article calls for the implementation of AR and gamification in pharmacy education in African countries and other low-resource settings. Method: A search strategy was conducted using the following keywords: ‘gamification’, ‘augmented reality’, ‘game-based learning’, ‘pharmacy education’, ‘African Countries’ and ‘low resource settings’ on PubMed, PubMed Central and Google Scholar databases. Results: Pharmacy students in African countries and other low resources settings face challenges which include: a limited number of lecturers, underdeveloped infrastructure, paucity of knowledge, and restricted educational resources coupled with a lack of pedagogy related to teaching courses. Incorporation of AR and gamification systems into their learning process will enhance student motivation and understanding. Conclusion: Pharmacy schools and concerned stakeholders in African countries and other low-resource settings should consider the rapidly evolving technology by developing appropriate and productive AR and game-based learning concepts that would enhance learning experiences, given its numerous benefits.

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