Wilderness Medicine – First African Students!

Back in Zambia this September at Overland Missions’ Rapid 14 Base I was joined by fellow Solo instructor, missionary and friend, Rachel Campbell, to teach a Missionary Wilderness First Responder (WFR) course to the latest intake of students in Overland’s Advanced Missions Training Program.  With nine American students and four local Zambian students (part of the pastoral and greater ministry team) the course posed many interesting and positive challenges for students and instructors alike.

 

The mixed class was a great blend of characters, ages and cultures. Adding to that a crash time factor of a ten day course to be completed in just 7.5 days!  The students did well, however, and Rachel and I were very proud of their progress.  They faced some prominent challenges discussed below.

 

Familiarity:  Young Americans are continually exposed to the emergency medical arena – the world of “911” – through the mediums of News and TV, encouraged by a nature of morbid curiosity.  However, although the facility exists in most African city environments, few people in rural areas, even have medical insurance!  The concept of dialling up a phone number in case of a medical emergency is almost a last resort, rather than a “first response”!

 

Language and terminology:  Medical terminology and American slang is difficult for the average Zambian to grasp.  Although those whom we were teaching have a fairly good grasp of the English language, it was taught to them in a British-based education medium (Zambia being a former British colony), and probably as a third or fourth language to their native dialects – remember, Zambia boasts 72 different languages!

 

Culture:  An interesting debate arose between the students as we entered the exciting field of Wilderness Bites and Stings, the realm of African belief and superstition fuelling the banter (of course I blew a little on the flames!)  Myths, legends and false beliefs about creatures that may bite you in the African bush have been the sole responsibility for the deaths of some native people who believed so strongly in the effects of a bite that they convinced themelves to death!

 

The result of this for Rachel and I as educators was to realise that we first needed to teach the Zambians foundations for understanding the functions and structure of the human body in terminology they could relate to from an African’s experience, before we could deal with ailments and restoration techniques which promote healing and health. 

 

Being born and raised in the African system I delighted in discovering ways to reveal the mysteries of this fascinating creature that God has so fearfully and wonderfully made in his own image – Man!  Following the course I remained at Overland Base for an extra day to work with the four Zambian students, going over any misunderstandings (they are often too polite… or self conscious to stop the lesson, inconvenience the teacher, to request  further explanation of a point they have not fully grasped).  We had fun through that day as I also learned ways to communicate essential lessons in a more appropriate manner. 

For example:  The structure of an egg helped to explain the structure and functions of the skull, cerebrospinal fluid and the brain.  Our standard test for circulation, sensation and motion (CSM.’s) in the fingers or toes of an injured limb would determine the presence of Blood, Feeling, and Movement (BFM).  Such definition and purpose of function made it easier for the Africans to understand and remember.

 

A fall while snow skiing is far out of their grasp, but a soccer injury, coming off a bicycle at speed, an amputated finger while chopping wood, or being blinded by a lightening strike to the hut are definitely things Africans can relate to.  Climbing a tree for honey, getting stung by bees, then falling from the tree with resultant fractures, contusions, possible lung injury and potential anaphylaxis from an allergic reaction sounds complex but is a realistic scenario!  So is the goring of a man by an elephant when chasing it from a field of corn!  Hyperthermia is a difficult one to understand – because when a man is termed “frozen” here, he is actually dead and rigormortis has set in.  No one in a rural village possesses a working refrigerator, so freezing is an unfamiliar term!

 

So, armed now with a new way of thinking for the African villager student I shall return to Overland Missions later in October to train a short but essential Basic Wilderness First Aid course designed on our Solo WFA but as suitable to our students’ needs as possible.  The target is the newly appointed pre-school teachers who will fulfil this function in the newly established Life Learning Centres in each of the target villages Overland Missions’ Life Project is now working in.  They must be prepared before the first of November.  This will be a learning experience for me also, and essential feedback for Solo and Mandate 3 as we press on to launch the full fledged “Village Medic” training program to the rural people of Zambia and other peoples of the world.

 

Please continue to pray for me?  A letter of encouragement is always appreciated, and I long to hear how you all are.  If you care to write, I will respond.  Meanwhile, pray for my ongoing work to be full of safe travels, divine health and godly wisdom, full of joy – doing all things in the spirit of God who is Love.  Love opens the way to the hardest of hearts and heals the deepest of wounds, overcoming a multitude of sins.

 

Love deeply, and laugh much, give generously and thank God in all things at all times.  Despite what it seems, He is working all things together for the good of those who love him and are called to His divine purpose and pleasure.  Bless you.

 

With love from Africa,

Rowan