Victoria’s Story: When the Student Becomes the Teacher

By Farasha Bashir


Have you ever faced a daunting medical crisis and felt helpless? A hospital wing overflowing with patients with very little you can do to help or cure them? This was the situation Victoria Nankabirwa found herself in 2004 when she was working as an intern doctor at the Department of Paediatrics in Mulago Hospital in Kampala, Uganda. That year, during her internship, there was a measles outbreak in Kampala. Soon the paediatric ward was overflowing with afflicted children who were more likely to succumb to the disease than leave the hospital wing to which they were confined.

Such was the bleak situation when the government initiated a mass immunisation campaign to tackle the epidemic. The campaign was thorough, leaving no stone unturned and targeting both the sick children and those susceptible to the disease. The results were astonishing. Within a short period of time, the entire wing had dried up; patients were getting better and discharged while no new cases were reported.

Watching the effect of a single, simple intervention 13 years ago that saved so many lives changed Victoria. Erstwhile, she wanted to pursue a career in clinical medicine but her experience working in the paediatric wing and witnessing the utility of public health in helping populations motivated her to change her career track. Around this time, she received a call from one of her professors telling her about a new public health programme in Bangladesh. This programme would incorporate the theoretical approaches from the classroom and apply them practically through field-based learning. It was also taught by renowned faculty from institutions across the world.

Contemplating her future, Victoria was invited to take part in a briefing session, conducted by Jon Rohde and Cole P Dodge – two renowned scholars and practitioners in public health. They described the story of oral rehydration solution (ORS) that was developed in Bangladesh and saved over 40 million lives. This resonated with Victoria as she herself watched how a simple awareness and immunisation campaign had cured so many children. She made her decision to study at this new school of public health; not only was the programme tailored to the scenario in low and middle income countries like her own, but she would gain unprecedented exposure to national and international experts and access to BRAC, the largest and most effective NGO in the world.

“Most of the practical skills I learned and adopted and used in my career, I learned it from here – the BRAC School of Public Health,” said Victoria.

Victoria was one of 25 students in the first batch of the Master of Public Health (MPH) programme at the BRAC School of Public Health (the MPH is currently on its 13th batch). She credits the School for not only providing a strong academic foundation but also teaching her skills vital to her career. She was provided the simple guidance she needed to work in the field, starting from how to ask a question to someone to understanding what entails a “good” question to ask. The practical day-to-day aspects are some of the valued lessons, which she attributes to helping her get to where she is today.

Victoria and her fellow classmates at the MPH orientation session in Savar in 2005. They are joined by Ahmed Mushtaque Raza Chowdhury and Alayne Adams.
Victoria with Jon Rohde in 2015 at the MPH curriculum review workshop for the BRAC School of Public Health.

Since graduating from the School,Victoria has pursued further degrees, including a PhD in International Health from University of Bergen (Norway) and a DrPH in Epidemiology from Columbia University (USA). She has also taught at both universities in various capacities. This year, she will be teaching at the BRAC School of Public Health, taking classes in the Epidemiology module, bringing her journey with the School to a full circle.

“I always wanted to give back. Coming to Bangladesh changed my life and I knew that if I were to give back, the BRAC School of Public Health would be one of the first places I would do so.”

Today, she is a lecturer at Makerere University (the same institution where she completed her Doctor of Medicine) and an avid researcher in her chosen field. She is also a researcher at the center for intervention science in maternal and child health (CISMAC) at the University of Bergen in Norway and also a principle investigator for the BCG study and the cholorhexidine studies in Uganda.

To all those who are currently undertaking a degree in public health or hoping to pursue a career in this field, she advises them to think ahead. The public health arena is ever changing, with non-communicable diseases poised to be the next big threat affecting those in low and middle-income countries. However, the threat of other problems, such as infectious diseases and chronic malnutrition still persists. Thus the need for quality public health practitioners today is more vital than ever with a wide scope of challenges that must be tackled.

The author is a communications and knowledge manager at BRAC School of Public Health.

Inside Look at the MPH Programme

Since 2005, JPGSPH has been facilitating its Master of Public Health (MPH) programme with the aim to develop public health leaders of the future. The School offers a global classroom of learners with diverse disciplinary and professional backgrounds with 476 graduates to date from across 26 countries. Charu Chhetri is one such learner from Nepal, who is part of the current and 12th batch. This month, #VitalSigns brings you an exclusive look at the MPH through the eyes of an international student.


#VitalSigns (VS): Hi Charu! Tell us a little about yourself.

Charu Chhetri (CC): Hi! I am Charu from Kathmandu, and I completed my MBBS from Universal College of Medical Science in Bhairahawa, Nepal.

VS: You mentioned earlier being really excited about getting accepted to JPGSPH’s MPH programme.

CC: Yes! I became interested in getting an MPH when I was working in the Primary Healthcare Centre in Kathmandu as a medical officer. I wasn’t sure whether I would go for an MD since it takes three years to complete. I always wanted to study something that I can use to work for the community. I began preparing to apply to schools abroad when I came across the programme at JPGSPH, and got to know about the WHO-TDR scholarship. A colleague suggested that this scholarship and programme would help open many doors for my career since the WHO recognised JPGSPH as one of the top six schools in the region promoting and practicing innovative higher public health education.

VS: What was your first impression about the programme?

dsc_1179 CC: I arrived in Dhaka along with three other students from Nepal. I remember first seeing them when we had to take our BRAC University entrance exams. After spending the first few weeks with the rest of the international students, we became acquainted with the Bangladeshi students.

Later we were taken outside the city to BRAC University’s campus in Savar for our official orientation. There we met faculty members like Dr Alayne Adams who coordinated our Anthropological Approaches to Public Health and Qualitative Research Methods modules.

Senior lecturer on Global Health from Harvard University, Richard Cash (winner of the Prince Mahidol Award) is also one of key course instructors who teaches Epidemiology of Infectious Diseases. The programme has had world-class faculty who have come to teach us from other prestigious Bangladesh-based and international institutions. Being able to engage with instructors who are leaders in their field with multi-country expertise has been an extremely valuable component of this experience.

The level of experiential learning we are exposed to is also remarkable. We were able to visit multiple field sites belonging to the School’s institutional partners –  BRAC (the world’s largest NGO!) and its nationwide health programme, and the research and population labs of icddr,b.

 VS: Tell me more about the Summative Learning Process (SLP) experience. 

 CC: The SLP is our final group project, which gives us the chance to apply the full range of public health skills and competencies we have acquired. Each group is assigned a specific and current public health problem to understand and tackle critically. My group and I are working on addressing factors for the rise of C-Sections in Bangladesh. The SLP is extra challenging, because we are also simultaneously taking our other classes, so it is definitely complex and stressful! Group work is not easy, but we are learning to combine our different ideas and support each other as a team.

VS: What do you do when you aren’t doing coursework and working on your SLP?

CC: This year’s batch has become like a family. When we aren’t studying and have some time to spare, we like to explore Dhaka city together, go shopping or eat at different restaurants. A few of our classmates have gotten married this year so we were able to attending their weddings. Besides meeting and learning from people from various backgrounds, and the expertise we are gaining from the programme, I am striving to take in this one-of-a-kind, hands-on MPH experience to the best of my abilities.



To learn more about the MPH programme visit: