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evaluated the curriculum using a standardized assessment and review tool. In phase IV, the detailed feedback was used to refine the curriculum further.Results: Phases I to III have been completed. Phase IV will be completed in late 2019. The draft curriculum has 8 non-clinical sections and 10 clinical sections: (1) Introduction to the Human Body; (2) Patient Assessment; (3) Resuscitation; (4) Trauma; (5) Medical Emergencies (6) Pediatrics; (7) Obstetrics and Neonatal Care; (8) Toxicological and Environmental Emergencies; (9) Special Populations; ( 10) Clinical Skills. A third section outlines the necessary clinical experience for each trainee. The rationale for this structure is to ensure that providers have a solid medical knowledge foundation for further training programs. It was also apparent during the phase I review of existing curriculums and the phase II expert panel discussions that this course should contain enough non-clinical elements to ensure that providers have basic operational knowledge such as vehicle operations and hand tool extrication techniques.Conclusion: An Africa-specific BLS curriculum will be produced through this expert consensus process. Subsequently, the final BLS curriculum will be linked to a repository of educational materials and applied to 'real-world' BLS provider training to ensure it meets its objective of being context specific and resource appropriate for Africa.

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Abstract:Brazil consistently ranks as one of the most violent and socially inequitable countries across the globe. Both violence and social inequality are associated with depression, resulting in Brazil having a high prevalence of the disease compared to other countries. Depression leaves a large burden on the residents of Brazil in terms of disability-adjusted life years (DALYs), resulting in higher utilization of healthcare services, more hospitalizations, and lost productivity. Brazil is

spirituality that make them more alike than different. These shared Latino characteristics can influence Latinos' understanding and acceptance of palliative care. In addition, it can affect the delivery of culturallysensitive services by healthcare providers who may not be familiar with Latino cultural constructs. Presenters will introduce Latino cultural values and describe how they can impact seeking behaviors, delivery of palliative care, and patient-clinician relationships. The audience will be engaged to share their own experiences and challenges while taking care of these patients. Participants will be able to integrate attained knowledge into clinical practice; increasing cross-cultural knowledge on the complex beauty of Latino cultural values and attaining culturally sensitive communication skills could lead to a reduction in healthcare disparities.