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Lenhard NK, An C, Jasthi D, Laurel-Vargas V, Weinstein I, Lam SK. Virtual global health education partnerships for health professional students: a scoping review. Glob Health Promot 2024:17579759241248401. [PMID: 39171491 DOI: 10.1177/17579759241248401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
INTRODUCTION Although there is rising interest in virtual global health (GH) education in light of the COVID-19 pandemic, there has been no report on the body of literature describing virtual education partnerships for health professional students. This scoping review examines virtual GH partnerships involving health professional students, including any barriers identified or best practices and ways to address them. METHODS We searched PubMed for studies describing virtual GH education partnerships using keywords related to GH, virtual learning, and partnerships. Inclusion criteria were that the activity was virtual, involved health professional students in two or more countries, and was reported in English or Spanish. In-person clinical electives and interventions that had not yet occurred were excluded. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). RESULTS The search algorithm yielded 308 articles. Seventeen studies met full inclusion criteria. Four studies described asynchronous formats, whereas 13 were synchronous. Common challenges included scheduling challenges, language barriers, and technological limitations. Suggested improvements included having increased faculty support and expanding partnerships to multiple languages. The median MERSQI score was 8.25 out of 18 possible points. CONCLUSION There are limited studies investigating the effectiveness of virtual GH education partnerships, and more robust evaluation is needed to further understand the optimal role of virtual education in teaching GH skills. Despite logistical challenges, virtual partnerships can provide innovative GH education through bidirectional educational exchanges that students find valuable.
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Affiliation(s)
- Nora K Lenhard
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Crystal An
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Divya Jasthi
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | | | - Ilon Weinstein
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Suet K Lam
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Cleveland Clinic Cleveland, OH, USA
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Alayande BT, Hughes Z, Fitzgerald TN, Riviello R, Bekele A, Rice HE. With equity in mind: Evaluating an interactive hybrid global surgery course for cross-site interdisciplinary learners. PLOS GLOBAL PUBLIC HEALTH 2023; 3:e0001778. [PMID: 37141197 PMCID: PMC10159197 DOI: 10.1371/journal.pgph.0001778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 04/12/2023] [Indexed: 05/05/2023]
Abstract
There is limited understanding of the role of transcultural, cross-site educational partnerships for global surgery training between high- and low- or middle-income country (LMIC) institutions. We describe the development, delivery, and appraisal of a hybrid, synchronous, semester-long Global Surgical Care course by global health collaborators from widely different contexts, and evaluate the equity of the collaboration. The course was collaboratively modified by surgical educators and public health professionals with emphasis on collaboration ethics. Faculty from high-income and LMICs were paired to deliver lectures. To collaborate internationally, students and faculty participated either onsite or online. Perceptions and knowledge gained were quantitatively evaluated through participant and faculty cross-sectional surveys, using Likert scales, prioritization rankings, and free text responses analysed qualitatively. Equity was assessed using the Fair Trade Learning rubric and additional probes. Thirty-five learners from six institutions participated. Teams produced mock National, Surgical, Obstetric, and Anaesthesia Plans (NSOAPs) for selected LMICs, and reported a 9% to 65% increase in self-reported global health competencies following the course. Online learners had favourable perceptions of learning, but experienced connectivity challenges. Barriers to effective group work included time differences and logistics of communication for dispersed team members. Individuals taking the course for academic credit scored significantly higher than other learners in peer assessments of participation (8.56±1.53 versus 5.03±3.14; p<0.001). Using the Fair Trade Rubric, 60% of equity indicators were ideal, and no respondents perceived neo-colonialism in the partnership. Blended, synchronous, interdisciplinary global surgery courses based on "North-South" partnerships with a focus on equity in design and delivery are feasible but require careful and deliberate planning to minimize epistemic injustice. Such programs should address surgical systems strengthening, and not create dependency. Equity in such engagements should be evaluated and monitored in an ongoing fashion to stimulate discussion and continuous improvement.
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Affiliation(s)
- Barnabas Tobi Alayande
- Center for Equity in Global Surgery, University of Global Health Equity, Kigali, Rwanda
- Program in Global Surgery and Social Change, Harvard Medical School, Boston, Massachusetts, United States of America
- Department of Global Health and Population, Harvard TH Chan School of Public Health, Boston, Massachusetts, United States of America
| | - Zoe Hughes
- Duke Global Health Institute, Duke University, Durham, North Carolina, United States of America
| | - Tamara N Fitzgerald
- Duke Global Health Institute, Duke University, Durham, North Carolina, United States of America
- Duke University School of Medicine, Duke University, Durham, North Carolina, United States of America
| | - Robert Riviello
- Center for Equity in Global Surgery, University of Global Health Equity, Kigali, Rwanda
- Program in Global Surgery and Social Change, Harvard Medical School, Boston, Massachusetts, United States of America
- Brigham and Women's Hospital, Boston, Massachusetts, United States of America
| | - Abebe Bekele
- Center for Equity in Global Surgery, University of Global Health Equity, Kigali, Rwanda
| | - Henry E Rice
- Duke Global Health Institute, Duke University, Durham, North Carolina, United States of America
- Duke University School of Medicine, Duke University, Durham, North Carolina, United States of America
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Cimino FM, Varpio L, W Konopasky A, Barker A, Stalmeijer RE, Ma TL. Can We Realize Our Collaborative Potential? A Critical Review of Faculty Roles and Experiences in Interprofessional Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:S87-S95. [PMID: 35947466 DOI: 10.1097/acm.0000000000004909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Faculty within interprofessional education (IPE) are essential contributors to IPE implementation efforts. Although the majority of existing IPE literature consists of reports on IPE innovations, few insights are available into the experiences of the faculty members who deliver IPE. This critical narrative review was designed to synthesize the knowledge available about (1) roles assigned to IPE educators and (2) IPE faculty members' experiences of fulfilling these roles. METHOD Six databases for English-language studies published between 2000 and March 2021 were searched: PubMed, Embase, Web of Science, MEDLINE, CINAHL, PsycINFO, ERIC, and MedEdPortal. A total of 1,717 manuscripts were identified for possible inclusion. After applying inclusion/exclusion criteria, 214 articles constituted the final literature corpus. Harden and Crosby's original framework of 6 roles of medical educators augmented with the manager role introduced in Harden and Lilley's 2018 framework informed the analysis. RESULTS IPE faculty take on all 6 roles identified by Harden and Crosby: facilitator, planner, information provider, examiner, role model, and resource developer, as well as the manager role. Faculty were most commonly identified as facilitator and planner, and rarely as role models. The authors identified 3 main struggles experienced by IPE faculty: personal (e.g., confidence as a cross-professions educator), interpersonal (e.g., co-teaching IPE), and institutional (e.g., supporting IPE logistics). CONCLUSIONS This review highlights the complexity of the roles taken on by IPE faculty and the struggles they experience in the process. The results suggest that attention to the different roles that IPE faculty play in educational interventions and to equipping faculty with the necessary competencies, tools, and support, is fundamental to the success of IPE. Future research should harness the explanatory power of theories to help explain dynamics at play between personal, interpersonal, and institutional barriers to identify interventions that can aid IPE faculty in delivering collaboration-ready professionals.
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Affiliation(s)
- Francesca M Cimino
- F.M. Cimino is associate professor, Department of Family Medicine, Uniformed Services University, Bethesda, Maryland, and program director, National Capital Consortium Family Medicine Residency, Fort Belvoir, Virginia; ORCID: http://orcid.org/0000-0003-3674-2906
| | - Lara Varpio
- L. Varpio is professor of medicine and associate director of research, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-1412-4341
| | - Abigail W Konopasky
- A.W. Konopasky is assistant professor of medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-3033-5552
| | - Andrea Barker
- A. Barker is adjunct assistant professor, Department of Family and Preventive Medicine, University of Utah, and program director, Center of Excellence in Musculoskeletal Care and Education, Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, Utah; ORCID: http://orcid.org/0000-0003-3619-9368
| | - Renée E Stalmeijer
- R.E. Stalmeijer is assistant professor, Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: http://orcid.org/0000-0001-8690-5326
| | - Ting-Lan Ma
- T.-L. Ma is assistant professor of medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0001-8349-6432
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A Systematic Review of Global Health Assessment for Education in Healthcare Professions. Ann Glob Health 2022; 88:1. [PMID: 35083127 PMCID: PMC8740639 DOI: 10.5334/aogh.3389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objective: Methods: Results: Conclusions:
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Stallwood L, Adu PA, Tairyan K, Astle B, Yassi A. Applying equity-centered principles in an interprofessional global health course: a mixed methods study. BMC MEDICAL EDUCATION 2020; 20:224. [PMID: 32664903 PMCID: PMC7362565 DOI: 10.1186/s12909-020-02141-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 07/06/2020] [Indexed: 05/21/2023]
Abstract
BACKGROUND Medical students, practitioners and other health professionals are commonly unprepared to address the many complex issues that emerge while conducting research in the Global South. As a response to identified deficiencies in global health education, a hybrid online/face-to-face multi-institutional credit course was developed based on the equity-centered principles advanced by the Canadian Coalition for Global Health Research (CCGHR), namely Authentic partnering, Inclusion, Shared benefits, Commitment to the future, Responsiveness to causes of inequities, and Humility. This study aimed to analyze the extent to which the course was effective in fortifying attitudes consistent with the CCGHR principles; identify successes and challenges; and assess how a course such as this can fill an identified gap. METHODS This interprofessional course was offered to 25 graduate and postgraduate students in various health professions and public health. Faculty were drawn from medicine, public health, nursing and social sciences from four universities in Western Canada. A pre-post retrospective survey, key informant interviews and participant observation were used to gather data for this study. RESULTS Findings showed that student attitudes regarding global health research and practice significantly evolved towards views consistent with the principles articulated. The multiple instructors and hybrid course format created both opportunities and challenges; the interprofessional nature of the cohort was considered a strong asset, as was the fact that many students came from the Global South. Some students suggested that the course could be further strengthened by concretely partnering with institutions in the Global South rather than offered solely to learners registered in universities in the Global North. CONCLUSIONS While weaknesses were identified, results support the conclusion that a course focused on the CCGHR principles could be useful in preparing the next generation of global health researchers and practitioners to mitigate historical limitations in this field. Longitudinal follow-up is warranted to provide more definitive conclusions.
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Affiliation(s)
- Lisa Stallwood
- Faculty of Health Science, McMaster University, 1280 Main St W, Hamilton, ON, L8S 4L8, Canada
| | - Prince A Adu
- School of Population and Public Health, University of British Columbia, 2206 E Mall, Vancouver, BC, V6T 1Z3, Canada
- British Columbia Centre for Disease Control, 655 W 12th Ave, Vancouver, BC, V5Z 4R4, Canada
| | - Kate Tairyan
- Faculty of Health Sciences, Simon Fraser University, 8888 University Dr, Burnaby, BC, V5A 1S6, Canada
| | - Barbara Astle
- School of Nursing, Trinity Western University, 7600 Glover Rd, Langley, BC, V2Y 1Y1, Canada
| | - Annalee Yassi
- School of Population and Public Health, University of British Columbia, 2206 E Mall, Vancouver, BC, V6T 1Z3, Canada.
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McKinlay E, Brown M, Beckingsale L, Burrow M, Coleman K, Darlow B, Donovan S, Gorte T, Hilder J, Neser H, Perry M, Sutherland D, Wallace D, Waterworth C, Pullon S. Forming inter-institutional partnerships to offer pre-registration IPE: a focus group study. J Interprof Care 2019; 34:380-387. [PMID: 31750747 DOI: 10.1080/13561820.2019.1685476] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Interprofessional education (IPE) programs for pre-registration health science students are largely offered within one institution including different schools or faculties. Sometimes in small or regional institutions where there are limited student numbers or few professional training programs, or where larger institutions do not offer particular professional programs, it may be necessary to partner with other institutions to offer IPE. This study sought to explore teacher perspectives of forming inter-institutional partnerships to deliver IPE, in particular, to identify the elements that influence the formation of partnerships. An interpretive descriptive approach was used to thematically analyze data from three focus groups with teachers (n = 21) working in three different partnerships to deliver IPE to students in Wellington, New Zealand. Two main themes were identified which enabled the development of a model of partnership, with a continuum of complexity depending on whether institutions were on the same page and whether the partnership formed to join an existing IPE program or to create a new IPE program. Forming inter-institution partnerships is a pragmatic solution to providing IPE with benefits to all taking part. Our work showed that time, effort, working with complexity, and ability to stay on the same page are necessary elements for building successful partnerships and all need to be taken into account when planning inter-institution partnerships.
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Affiliation(s)
- Eileen McKinlay
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Melanie Brown
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Louise Beckingsale
- Department of Human Nutrition, University of Otago, Christchurch, New Zealand
| | - Marla Burrow
- School of Nursing, Massey University, Palmerston North, New Zealand
| | - Karen Coleman
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Ben Darlow
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Sarah Donovan
- Department of Public Health, University of Otago, Wellington, New Zealand
| | - Tom Gorte
- Clinical Nurse Educator, Hutt Valley District Health Board, Lower Hutt, New Zealand
| | - Jo Hilder
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Hazel Neser
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Meredith Perry
- School of Physiotherapy, University of Otago, Wellington, New Zealand
| | | | - Debbie Wallace
- EVOLVE Programme Manager, Pharmaceutical Society, Wellington, New Zealand
| | | | - Sue Pullon
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
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Kaffes I, Moser F, Pham M, Oetjen A, Fehling M. Global health education in Germany: an analysis of current capacity, needs and barriers. BMC MEDICAL EDUCATION 2016; 16:304. [PMID: 27884194 PMCID: PMC5123271 DOI: 10.1186/s12909-016-0814-y] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2016] [Accepted: 11/04/2016] [Indexed: 05/21/2023]
Abstract
BACKGROUND In times of increasing global challenges to health, it is crucial to create a workforce capable of tackling these complex issues. Even though a lack of GHE in Germany is perceived by multiple stakeholders, no systematic analysis of the current landscape exists. The aim of this study is to provide an analysis of the global health education (GHE) capacity in Germany as well as to identify gaps, barriers and future strategies. METHODS An online search in combination with information provided by student representatives, course coordinators and lecturers was used to create an overview of the current GHE landscape in Germany. Additionally, a semi-structured questionnaire was sent to GHE educators and students engaged in global health (GH) to assess the capacity of German GHE, its barriers and suggested strategies for the future. RESULTS A total of 33 GHE activities were identified at 18 German universities. Even though medical schools are the main provider of GHE (42%), out of 38 medical schools, only 13 (34%) offer any kind of GHE. Modules offered for students of other health-related professions constitute 27% of all activities. Most survey respondents (92%, n = 48) consider current GHE activities in Germany insufficient. Suggested formats were GHE as part of medical curricula (82%, n = 45) and dual degree MD/MPH or PhD programs. Most important barriers mentioned were low priority of GH at faculties and academic management levels (n = 41, 75%) as well as lack of necessary institutional structures (n = 33, 60%). CONCLUSIONS Despite some innovative academic approaches, there is clearly a need for more systematic GHE in Germany. GHE educators and students can take an important role advocating for more awareness at university management level and suggesting ways to institutionalize GHE to overcome barriers. This study provides key evidence, relevant perceptions and suggestions to strengthen GHE in Germany.
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Affiliation(s)
- Ioannis Kaffes
- Cand. med. at Charité – University Medicine Berlin, Charitéplatz 1, 10117 Berlin, Germany
- Global Health Education Initiative (GHEI), Berlin, Germany
| | - Fabian Moser
- Cand. med. at Charité – University Medicine Berlin, Charitéplatz 1, 10117 Berlin, Germany
- Global Health Education Initiative (GHEI), Berlin, Germany
| | - Miriam Pham
- Cand. med. at Charité – University Medicine Berlin, Charitéplatz 1, 10117 Berlin, Germany
- Global Health Education Initiative (GHEI), Berlin, Germany
| | - Aenne Oetjen
- Global Health Education Initiative (GHEI), Berlin, Germany
- PhD Cand. at Berlin Graduate School of Social Sciences (BGSS), Humboldt Universität zu Berlin, Luisenstr. 56, D-10117 Berlin, Germany
| | - Maya Fehling
- Global Health Education Initiative (GHEI), Berlin, Germany
- Médecins sans Frontières Germany, Am Köllnischen Park 1, 10179 Berlin, Germany
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Poirier TI, Devraj R, Blankson F, Xin H. Interprofessional Online Global Health Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:155. [PMID: 28090104 PMCID: PMC5221837 DOI: 10.5688/ajpe809155] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2015] [Accepted: 11/03/2015] [Indexed: 05/14/2023]
Abstract
Objective. The design and evaluation of an online global health course targeted for pharmacy and other undergraduates is presented. Design. Enrolled students represented nursing, health education, pharmacy and a variety of other disciplines. The course was designed as an entirely online one with no class meetings. The course consisted of eight modules addressing global health competencies and interprofessional education competencies. Readings, quizzes, study question and team projects were tailored to the goals of each module. Students worked in interprofessional teams for their team projects. Assessment. Assessments consisted of pre and post course perceptions and course evaluation. Rubrics were designed to evaluate team assignments and peer assessment of team participation. Conclusion. Course was successful in enhancing perceptions of global health knowledge and understanding of roles and responsibilities of various health disciplines in addressing challenges of global health. No changes in teamwork perceptions were documented after completing the course. The overall course structure was successful in meeting course goals.
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Affiliation(s)
| | - Radhika Devraj
- Southern Illinois University Edwardsville, Edwardsville, Illinois
| | | | - Huaibo Xin
- Southern Illinois University Edwardsville, Edwardsville, Illinois
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Ousman K, Polomano RC, Seloilwe E, Odero T, Tarimo E, Mashalla YJ, Voss JG, O’Malley G, Chapman SA, Gachuno O, Manabe Y, Nakanjako D, Sewankambo N, Urassa D, Wasserheit JN, Wiebe DJ, Green W, Farquhar C. Interprofessional Fellowship Training for Emerging Global Health Leaders in Africa to Improve HIV Prevention and Care: The Afya Bora Consortium. J Assoc Nurses AIDS Care 2016; 27:331-43. [PMID: 27086192 PMCID: PMC4834555 DOI: 10.1016/j.jana.2016.01.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2015] [Accepted: 01/29/2016] [Indexed: 02/03/2023]
Abstract
HIV continues to challenge health systems, especially in low- and middle-income countries in Sub-Saharan Africa. A qualified workforce of transformational leaders is required to strengthen health systems and introduce policy reforms to address the barriers to HIV testing, treatment, and other HIV services. The 1-year Afya Bora Consortium Fellowship in Global Health capitalizes on academic partnerships between African and U.S. universities to provide interprofessional leadership training through classroom, online, and service-oriented learning in 5 countries in Africa. This fellowship program prepares health professionals to design, implement, scale-up, evaluate, and lead health programs that are population-based and focused on prevention and control of HIV and other public health issues of greatest importance to African communities and health service settings. Afya Bora nurse fellows acquire leadership attributes and competencies that are continuously and systematically tested during the entire program. This multinational training platform promotes interprofessional networks and career opportunities for nurses.
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Affiliation(s)
- Kevin Ousman
- Principal Partner, African Health Resource Group, Baltimore, Maryland, USA
| | - Rosemary C. Polomano
- Professor of Pain Practice, University of Pennsylvania School of Nursing, and Professor of Anesthesiology and Critical Care (Secondary), Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Esther Seloilwe
- Associate Professor, School of Nursing University of Botswana, Gaborone, Botswana
| | - Theresa Odero
- Senior Lecturer, School of Nursing Sciences, College of Health Sciences, University of Nairobi, Nairobi, Kenya
| | - Edith Tarimo
- Senior Lecturer, Department of Nursing Management, School of Nursing, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Yohana J. Mashalla
- Dean, Faculty of Health Sciences, University of Botswana, Gaborone, Botswana
| | - Joachim G. Voss
- Professor and Director, Sarah Cole Hirsh Center for Evidence Based Practice, Frances Payne Bolton School of Nursing, Cleveland, Ohio, USA
| | - Gabrielle O’Malley
- Assistant Professor, Department of Global Health, Schools of Medicine and Public Health, University of Washington, Seattle, Washington, USA
| | - Susan A. Chapman
- Associate Professor, Department of Social & Behavioral Sciences, School of Nursing, University of California, San Francisco, California, USA
| | - Onesmus Gachuno
- Senior Lecturer, Department of Obstetrics and Gynecology, College of Health Sciences, University of Nairobi, Nairobi, Kenya
| | - Yukari Manabe
- Associate Professor, Department of Medicine, Johns Hopkins University, Baltimore, Maryland, USA
| | - Damalie Nakanjako
- Associate Professor, Department of Internal Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Nelson Sewankambo
- Principal, College of Health Sciences, Makerere University, Kampala, Uganda
| | - David Urassa
- Associate Dean, Department of Community Health, College of Health Sciences, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Judith N. Wasserheit
- Chair, Department of Global Health, and Professor of Global Health & Medicine, University of Washington, Seattle, Washington, USA
| | - Douglas J. Wiebe
- Associate Professor, Departments of Biostatistics and Epidemiology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Wendy Green
- Assistant Professor, Counseling, Administration, Supervision & Adult Learning, Cleveland State University, Cleveland, Ohio, USA
| | - Carey Farquhar
- Director and Professor, Departments of Medicine, Epidemiology, and Global Health, School of Medicine, University of Washington, Seattle, Washington, USA
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Liu Y, Zhang Y, Liu Z, Wang J. Gaps in studies of global health education: an empirical literature review. Glob Health Action 2015; 8:25709. [PMID: 25906768 PMCID: PMC4408318 DOI: 10.3402/gha.v8.25709] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2014] [Revised: 02/09/2015] [Accepted: 02/13/2015] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Global health has stimulated a lot of students and has attracted the interest of many faculties, thereby initiating the establishment of many academic programs on global health research and education. global health education reflects the increasing attention toward social accountability in medical education. OBJECTIVE This study aims to identify gaps in the studies on global health education. DESIGN A critical literature review of empirical studies was conducted using Boolean search techniques. RESULTS A total of 238 articles, including 16 reviews, were identified. There had been a boom in the numbers of studies on global health education since 2010. Four gaps were summarized. First, 94.6% of all studies on global health education were conducted in North American and European countries, of which 65.6% were carried out in the United States, followed by Canada (14.3%) and the United Kingdom (9.2%). Only seven studies (2.9%) were conducted in Asian countries, five (2.1%) in Oceania, and two (0.8%) in South American/Caribbean countries. A total of 154 studies (64.4%) were qualitative studies and 64 studies (26.8%) were quantitative studies. Second, elective courses and training or programs were the most frequently used approach for global health education. Third, there was a gap in the standardization of global health education. Finally, it was mainly targeted at medical students, residents, and doctors. It had not granted the demands for global health education of all students majoring in medicine-related studies. CONCLUSIONS Global health education would be a potentially influential tool for achieving health equity, reducing health disparities, and also for future professional careers. It is the time to build and expand education in global health, especially among developing countries. Global health education should be integrated into primary medical education. Interdisciplinary approaches and interprofessional collaboration were recommended. Collaboration and support from developed countries in global health education should be advocated to narrow the gap and to create further mutual benefits.
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Affiliation(s)
- Yan Liu
- Department of Psychiatry, Faculty of Medicine, University of Calgary, Calgary, Canada
- Department of Community Health Sciences, Faculty of Medicine, University of Calgary, Calgary, Canada;
| | - Ying Zhang
- School of Public Health, University of Sydney, Sydney, Australia
| | - Zhaolan Liu
- Centre for Evidence-Based Chinese Medicine, Beijing University of Chinese Medicine, Beijing, China
| | - JianLi Wang
- Department of Psychiatry, Faculty of Medicine, University of Calgary, Calgary, Canada
- Department of Community Health Sciences, Faculty of Medicine, University of Calgary, Calgary, Canada
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