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Falade AS, Hornstein PR, Slater SE, Triedman SA, Buswell LA, Fadelu TA. Survey of Hematology/Oncology Program Leaders on Equity and Global Health Opportunities for Fellows. JCO Glob Oncol 2024; 10:e2400254. [PMID: 39173079 DOI: 10.1200/go-24-00254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2024] [Revised: 06/17/2024] [Accepted: 07/24/2024] [Indexed: 08/24/2024] Open
Abstract
PURPOSE The study assesses the current state of global oncology (GO)/hematology training opportunities in US fellowship programs. METHODS We developed a comprehensive survey of 64-Likert multiple-choice and open-ended questions. The survey was electronically distributed to fellowship program leaders at Accreditation Council for Graduate Medical Education-accredited adult hematology/oncology fellowships. Program directors received three reminders after which survey was sent to assistant program directors or division heads for programs not represented. RESULTS A total of 171 programs were eligible for the survey. We received 42 (24.6%) responses; 40 were included in the analysis, and two were excluded for declined consent and incomplete responses. The programs include large academic (81.6%) and community hospitals (10.5%). Of the respondents, 18 (48.6%) reported offering some opportunities for global health training, and half reported interest among current fellows. Most programs (29, 82.9%) had three or fewer faculty engaged in GO research. Institutional training grants were available in 15 (39.5%) programs, of which six (40%) allowed for global health research. Of the 18 programs offering global health training activities, most (15, 83.3%) report less than a quarter of their trainees currently participate in GO experiences. The most commonly perceived barriers to GO opportunities include competing priorities (85.3%) and lack of faculty mentors with GO-related experience (82.4%). Conversely, the most commonly perceived facilitators include established partnerships outside the United States (97.0%) and dedicated institutional funding (93.9%). CONCLUSION Our survey demonstrates that although there is significant interest among fellowship trainees, a minority of the fellowship programs offer GO opportunities. Providing GO opportunities would require programs to establish partnerships with institutions outside the United States and to have systematic approaches of addressing other barriers, including enhancing funding and mentorship.
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Affiliation(s)
- Ayo S Falade
- Mass General Brigham Salem Hospital, Salem, MA
- Division of Hematology/Oncology, Mayo Clinic, Rochester, MN
| | | | - Sarah E Slater
- Center for Global Cancer Medicine, Dana Faber Cancer Institute, Boston, MA
- Harvard Medical School, Boston, MA
| | - Scott A Triedman
- Center for Global Cancer Medicine, Dana Faber Cancer Institute, Boston, MA
- Warren Alpert Medical School of Brown University, Providence, RI
| | - Lori A Buswell
- Center for Global Cancer Medicine, Dana Faber Cancer Institute, Boston, MA
| | - Temidayo A Fadelu
- Center for Global Cancer Medicine, Dana Faber Cancer Institute, Boston, MA
- Harvard Medical School, Boston, MA
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Lee Y, Park J, Kim WH, Shin JS, Yoon HB. Beyond the surface: unraveling global health curriculum insights through interviews of learners and educators using the CIPP model. KOREAN JOURNAL OF MEDICAL EDUCATION 2024; 36:41-50. [PMID: 38462241 PMCID: PMC10925809 DOI: 10.3946/kjme.2024.283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 11/14/2023] [Accepted: 01/09/2024] [Indexed: 03/12/2024]
Abstract
PURPOSE Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model. METHODS From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis. RESULTS The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine's essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape. CONCLUSION This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum's goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.
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Affiliation(s)
- Yoonjung Lee
- Department of Human Systems Medicine, Seoul National University College of Medicine, Seoul, Korea
| | - Jayoung Park
- Department of Human Systems Medicine, Seoul National University College of Medicine, Seoul, Korea
- JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea
| | - Woong-Han Kim
- Department of Human Systems Medicine, Seoul National University College of Medicine, Seoul, Korea
- JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea
| | - Jwa-Seop Shin
- Department of Human Systems Medicine, Seoul National University College of Medicine, Seoul, Korea
| | - Hyun Bae Yoon
- Department of Human Systems Medicine, Seoul National University College of Medicine, Seoul, Korea
- JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea
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Zhang WQ, Tang W, Hu FH, Jia YJ, Ge MW, Zhao DY, Shen WQ, Zha ML, Chen HL. Impact of the National Nursing Development Plan on nursing human resources in China: An interrupted time series analysis for 1978-2021. Int J Nurs Stud 2023; 148:104612. [PMID: 37839307 DOI: 10.1016/j.ijnurstu.2023.104612] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 09/17/2023] [Accepted: 09/25/2023] [Indexed: 10/17/2023]
Abstract
BACKGROUND Shortages of nurses and unequal distribution of nursing staff have been huge challenges for global health services. OBJECTIVES The aim of our study was to evaluate the impact of the National Nursing Development Plan on nursing human resources in China. METHODS An interrupted time series design was used in this study. The data for this study were extracted from the National Health Statistics Yearbook from 1978 to 2021. The Ministry of Health issued the National Nursing Development Plan (2005-2010) in July 2005. Subsequently, the strategic plan was issued every 5 years: the National Nursing Development Plan (2011-2015), the National Nursing Development Plan (2016-2020), and the National Nursing Development Plan (2021-2025). This study used five indicators including 1) the number of registered nurses (RNs) in China, 2) the number of RNs per 1000 population in China, 3) the proportion of RNs in health technical personnel in China, 4) the doctor-nurse ratio and 5) the number of nurses working in primary medical institutions to evaluate the changing trend of nursing human resources in China from 1978 to 2021. RESULTS Interrupted time series analysis showed that after the implementation of the National Nursing Development Plan (2005-2010), the building of nurses in China was gradually strengthening, and the number of RNs in China increased by 0.198 million per year (95%CI 0.174-0.223; P < 0.001); the number of RNs per 1000 population (Coefficient = 0.139; 95%CI 0.123-0.154; P < 0.001); the proportion of RNs in the total number of health professionals in China has increased from 29.6 % to 44.6 % (Coefficient = 0.010; 95%CI 0.009-0.010; P < 0.001); in China, the doctor-nurse ratio increased by 0.024 (95%CI 0.019-0.029; P < 0.001). In 2021, the number of RNs working in primary medical institutions increased by approximately 0.86 million compared with that in 2005, and the proportion of RNs in the country increased by 1.4 %. The development of nurses is especially tilted to the primary level to meet the health and nursing needs of the primary level. CONCLUSIONS The implementation of the National Nursing Development Plan has greatly expanded the scale of nursing human resources in China and significantly optimized the efficiency of allocation. The implementation of the National Nursing Development Plan (2011-2015) and the National Nursing Development Plan (2016-2020) well continued the strategic plan from 2005 to 2010, further expanded the nursing workforce and further optimized the allocation efficiency. TWEETABLE ABSTRACT The implementation of the National Nursing Development Plan has greatly expanded the scale of nursing human resources in China and significantly optimized the efficiency of allocation.
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Affiliation(s)
| | - Wen Tang
- School of Medicine, Nantong University, Nantong, China
| | - Fei-Hong Hu
- School of Medicine, Nantong University, Nantong, China
| | - Yi-Jie Jia
- School of Medicine, Nantong University, Nantong, China
| | - Meng-Wei Ge
- School of Medicine, Nantong University, Nantong, China
| | - Dan-Yan Zhao
- School of Medicine, Nantong University, Nantong, China
| | - Wang-Qin Shen
- School of Medicine, Nantong University, Nantong, China
| | - Man-Li Zha
- Nursing Department, Affiliated Hospital of Nantong University.
| | - Hong-Lin Chen
- School of Public Health, Nantong University, Nantong, China.
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Park J, Hwang J, Lim Y, Heo J, Kim WH. Exploring the interest of medical students in global health in South Korea: Does taking a global health course matter? BMC MEDICAL EDUCATION 2023; 23:750. [PMID: 37821889 PMCID: PMC10566093 DOI: 10.1186/s12909-023-04703-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 09/19/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND Prioritizing global health is important for positive health outcomes. Doctors play a pivotal role in addressing health issues that they need to recognize the importance of global health practice. However, medical education in global health is still in its early stages in many countries, including South Korea. METHODS This study is a quantitative cross-sectional study. Medical students were recruited from all 40 Korean medical schools and data collection was conducted in 2021. Stratified proportional quota sampling was employed as the sampling method. The study examined medical students' interest in global health as the dependent variable. Independent variables included whether individuals had taken global health courses as part of their medical curriculum, while covariates included student background and institutional factors. Logistic regression was used to determine if taking a global health class was associated with global health interests. RESULTS The study included 2450 participants and almost 32% of medical students (n = 781) were interested in global health. Taking global health classes in school was associated with a higher likelihood of developing an interest in global health (OR: 1.29, 95% CI: 1.00-1.67). The likelihood of being interested in global health decreased across the academic year (OR: 0.70, 95% CI: 0.53-0.94). Individuals in graduate entry programs were associated with an interest in global health (OR: 1.32, 95% CI: 1.01-1.72). CONCLUSION This study provides the first comprehensive nationwide assessment of medical students' perspectives on global health education in South Korea. The findings underscore the importance of early and sustained exposure to global health topics in medical education in fostering interest in global health. These results can serve as valuable evidence for medical educators seeking to integrate global health education into their curricula.
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Affiliation(s)
- Jayoung Park
- Department of Human Systems Medicine, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, Republic of Korea
- Program in Global Surgery and Implementation Science, JW LEE Center for Global Medicine, Seoul National University College of Medicine, Ihwajang-gil 71, Jongno-gu, Seoul, Republic of Korea
| | - Jongnam Hwang
- Division of Social Welfare & Health Administration, Wonkwang University, 460 Iksandae-ro, Iksan, Jeonbuk, Republic of Korea.
| | - Yeji Lim
- Program in Global Surgery and Implementation Science, JW LEE Center for Global Medicine, Seoul National University College of Medicine, Ihwajang-gil 71, Jongno-gu, Seoul, Republic of Korea
| | - Jongho Heo
- Department of Human Systems Medicine, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, Republic of Korea.
- Program in Global Surgery and Implementation Science, JW LEE Center for Global Medicine, Seoul National University College of Medicine, Ihwajang-gil 71, Jongno-gu, Seoul, Republic of Korea.
- National Assembly Futures Institute, 1, Uisadang-daero, Yeongdeungpo-gu, Seoul, Republic of Korea.
| | - Woong-Han Kim
- Department of Human Systems Medicine, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, Republic of Korea
- Program in Global Surgery and Implementation Science, JW LEE Center for Global Medicine, Seoul National University College of Medicine, Ihwajang-gil 71, Jongno-gu, Seoul, Republic of Korea
- Department of Thoracic and Cardiovascular Surgery, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul, Republic of Korea
- Department of Thoracic and Cardiovascular Surgery, Seoul National University Children's Hospital, 101, Daehak-ro, Jongno-gu, Seoul, 03080, Republic of Korea
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Versluis M, Özcan H, Overeem L, Bakker M, Telkamp C, Duvivier R, de Zeeuw J. Applicability of working abroad for physicians with a specialization in Global Health and Tropical Medicine. Global Health 2023; 19:28. [PMID: 37081545 PMCID: PMC10116460 DOI: 10.1186/s12992-023-00929-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 04/06/2023] [Indexed: 04/22/2023] Open
Abstract
BACKGROUND In The Netherlands, physicians specialized in global health and tropical medicine (Ps-GHTM) are trained to work in low-resource settings (LRS) after their training program of 27 months. After working for a period of time in LRS, many Ps-GHTM continue their careers in the Dutch healthcare system. While there is limited evidence regarding the value of international health experience for medical students and residents, it is unknown to what extent this applies to Ps-GHTM and to their clinical practice in the Netherlands. METHODS In this qualitative study we conducted semi-structured interviews and focus group discussions (FGDs) with Ps-GHTM to explore the perceived applicability of their experience abroad for their subsequent return to the Netherlands. Topic guides were developed using literature about the applicability of working abroad. Findings from the interviews served as a starting point for FGDs. The interviews and FGDs were analysed using directed content analysis. RESULTS 15 themes are described relating experience abroad to healthcare delivery in The Netherlands: broad medical perspective, holistic perspective, adaptive communication skills, creativity, flexibility, cultural awareness, self-reliance, clinical competence, cost awareness, public health, leadership, open-mindedness, organization of care, self-development, and teamwork. Highlighting the variety in competencies and the complexity of the topic, not all themes were recognized by all respondents in the FGDs nor deemed equally relevant. Flexibility, cultural awareness and holistic perspective are examples of important benefits to work experience in LRS. CONCLUSION Ps-GHTM bring their competencies to LRS and return to the Netherlands with additionally developed skills and knowledge. These may contribute to healthcare delivery in the Netherlands. This reciprocal value is an important factor for the sustainable development of global health. Identifying the competencies derived from work experience in LRS could give stakeholders insight into the added value of Ps-GHTM and partly help in refining the specialization program.
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Affiliation(s)
- Marco Versluis
- Department of Obstetrics and Gynaecology, University Medical Center Groningen, Hanzeplein 1, Groningen, 9713 GZ, the Netherlands.
| | - Hasan Özcan
- Radboud University, Nijmegen, The Netherlands
| | - Loes Overeem
- University of Groningen, Groningen, The Netherlands
| | - Maria Bakker
- Department of Paediatrics, Maasstad Ziekenhuis, Rotterdam, The Netherlands
| | - Caroline Telkamp
- Department of Obstetrics and Gynaecology, St. Walburg's Hospital, Nyangao, Tanzania
| | - Robbert Duvivier
- Department of Health Sciences, University Medical Center Groningen, Groningen, The Netherlands
| | - Janine de Zeeuw
- Department of Health Sciences, Global Health Unit, University Medical Center Groningen, Groningen, The Netherlands
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Versluis MAC, Jöbsis NC, Jaarsma ADC, Tuinsma R, Duvivier R. International Health Electives: defining learning outcomes for a unique experience. BMC MEDICAL EDUCATION 2023; 23:157. [PMID: 36922810 PMCID: PMC10015142 DOI: 10.1186/s12909-023-04124-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 02/24/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND An International Health Elective (IHE) can be a unique learning experience for students. However, it has proven difficult to clearly define learning outcomes that capture the complexity of an IHE and are aligned with future professional performance. This study aimed to further define learning outcomes for IHEs in low- to middle-income countries (LMIC) from a student perspective. METHODS We conducted a deductive analysis of pre-departure and post-elective reflective reports of fifth-year medical students who participated in an IHE as part of their program. This provided possible learning objectives that were further explored in semi-structured individual interviews with medical students who had recently returned from an IHE. RESULTS We analyzed 33 reports of students participating in an IHE from 2017-2019 and held 19 interviews. Thematic analysis revealed 9 themes: developing intercultural competence, developing appreciation for differences in health care delivery systems, understanding international health, understanding the global burden of disease, developing a career perspective, developing clinical skills in resource low settings, becoming cost conscious, developing social responsibility and self-actualization. CONCLUSIONS We identified 9 learning outcomes that are directly and indirectly related to clinical practice. They add to the on-going discourse on the benefits of IHEs. These outcomes can be further developed by investigating the perspectives of home and host supervisors and educationalists, while taking the local context into account. Follow-up studies can evaluate to what extend these outcomes are achieve during an IHE.
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Affiliation(s)
- M A C Versluis
- Department of Obstetrics and Gynaecology, University Medical Center Groningen, PO Box 30001, 9700RB, Groningen, the Netherlands.
- Rijksuniversiteit Groningen, Faculteit der Medische Wetenschappen, Groningen, the Netherlands.
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong learning, Education and Assessment Research Network (LEARN), University of Groningen, University Medical Center Groningen, Groningen, the Netherlands.
| | - N C Jöbsis
- Faculty of Medical Sciences, University Medical Center Groningen, Groningen, the Netherlands
| | - A D C Jaarsma
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong learning, Education and Assessment Research Network (LEARN), University of Groningen, University Medical Center Groningen, Groningen, the Netherlands
- Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands
| | - R Tuinsma
- International Office, Wenckebach Institute for Education and Training, University Medical Center Groningen, Groningen, the Netherlands
| | - R Duvivier
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong learning, Education and Assessment Research Network (LEARN), University of Groningen, University Medical Center Groningen, Groningen, the Netherlands
- Parnassia Psychiatric Institute, The Hague, the Netherlands
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GO-ing for Gold: Global Perspectives on Creating a Gold Standard for Global Ophthalmology (GO) Education. Int Ophthalmol Clin 2023; 63:5-13. [PMID: 36598829 DOI: 10.1097/iio.0000000000000446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
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Utilizing Ripple Effects Mapping to Assess the Impact of an Undergraduate Global Health Program. Ann Glob Health 2023; 89:2. [PMID: 36721433 PMCID: PMC9854304 DOI: 10.5334/aogh.3933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Accepted: 12/05/2022] [Indexed: 01/22/2023] Open
Abstract
Background In the last ten years, there has been a dramatic rise in student interest in global health as an academic discipline and an increase in academic offerings in the field at both the undergraduate and graduate levels. However, information is limited on the impact of global health programming on students, alumni, and partners involved. Objective The objective of this study was to utilize Ripple Effects Mapping (REM) to assess the impact of an undergraduate Global Health Program on students, alumni, and international partners. Methods REM, a new, innovative, community-centered research methodology was employed in this research study whereby three REM focus group sessions, each with 10-11 participants, were facilitated. A multi-layered textual, thematic analysis was used to analyze the data collected from REM focus group sessions. Findings After analysis, six thematic areas emerged, each with their own underlying qualities of growth, or sub-themes, which provide insight into the manner in which the major themes contributed to student learning. Furthermore, programmatic components were identified, which aided student growth and learning. Conclusions Findings suggest that the undergraduate Global Health Program has promoted and facilitated student growth and learning in various capacities. This study fills a gap in existing research and current knowledge by outlining the impact of an undergraduate Global Health Program on students. Additional studies should be conducted to further explore the impact of Global Health Programming on students and stakeholders.
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Jumbam DT, Kanmounye US, Citron I, Kamalo P. Evidence-Driven Policies for Sustainably Scaling Up Surgical Task-Sharing in Malawi Comment on "Improving Access to Surgery Through Surgical Team Mentoring - Policy Lessons From Group Model Building With Local Stakeholders in Malawi". Int J Health Policy Manag 2022; 11:2752-2754. [PMID: 35418010 PMCID: PMC9818105 DOI: 10.34172/ijhpm.2022.6979] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 03/28/2022] [Indexed: 01/21/2023] Open
Abstract
This commentary discusses an article by Broekhuizen et al which assesses policy options for scaling up the SURG-Africa surgical team mentoring program in Malawi to increase access to surgical care. In modeling these scenarios, the authors assess the cost of scaling up surgical teams mentoring and the impacts of scaling the program on district hospitals (DHs) and central hospitals (CHs). The additional costs borne by DHs when increasing surgical volume remains a significant issue identified by the authors and could ultimately determine the success of the program. The piece indirectly advocates for an increased role for task-shifting. The Ministry of Health of Malawi will have to ensure the appropriate governance and regulatory processes are in place to maintain quality and accountability.
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Affiliation(s)
- Desmond T. Jumbam
- Department of Policy and Advocacy, Operation Smile, Virginia Beach, VA, USA
- Operation Smile Ghana, Accra, Ghana
| | - Ulrick Sidney Kanmounye
- Department of Policy and Advocacy, Operation Smile, Virginia Beach, VA, USA
- Operation Smile DR Congo, Kinshasa, Democratic Republic of Congo
| | | | - Patrick Kamalo
- Department of Neurosurgery, Queen Elizabeth Central Hospital, Blantyre, Malawi
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Edwards MK, An C, Rohrbaugh R, Peluso MJ, Lam SK. A web-based review of global health programs in U.S. allopathic and osteopathic medical schools. MEDICAL TEACHER 2022; 44:1408-1412. [PMID: 35868013 DOI: 10.1080/0142159x.2022.2099258] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE There is no current centralized database of structured global health programs at U.S. medical schools and no published review in the past decade. This study aims to describe the prevalence, characteristics, and requirements of non-degree, longitudinal, structured global health programs in U.S. allopathic and osteopathic medical schools. MATERIALS AND METHODS In July 2021, the authors performed a web-based review of existing structured global health programs for the 154 U.S. allopathic medical schools and 35 U.S. osteopathic medical schools established prior to 2019. RESULTS Of 189 institutions examined, 74 (39%) had online information about a structured global health program. Forty-three (53%) programs reported coursework requirements, 44 (54%) required a global health experience, and one program required demonstration of language or cultural knowledge. More internally administered programs required experiential work, while more externally administered programs required didactic work. There were few differences in program requirements between allopathic and osteopathic medical schools. CONCLUSIONS There has been a 75% increase over the past ten years in the number of U.S. allopathic medical schools with websites for structured global health programs. There appeared to be little standardization in their structure and requirements. The findings support the need for a web-based central repository for updated information regarding medical school global health curricula.
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Affiliation(s)
- M K Edwards
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - C An
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - R Rohrbaugh
- Department of Psychiatry, Yale School of Medicine, New Haven, CT, USA
| | - M J Peluso
- Department of Medicine, University of California San Francisco School of Medicine, San Francisco, CA, USA
| | - S K Lam
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Pediatric Hospital Medicine, Cleveland Clinic Lerner College of Medicine, Cleveland, OH, USA
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Krugman DW, Manoj M, Nassereddine G, Cipriano G, Battelli F, Pillay K, Othman R, Kim K, Srivastava S, Lopez-Carmen VA, Jensen A, Schor M. Transforming global health education during the COVID-19 era: perspectives from a transnational collective of global health students and recent graduates. BMJ Glob Health 2022; 7:bmjgh-2022-010698. [DOI: 10.1136/bmjgh-2022-010698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Accepted: 11/24/2022] [Indexed: 12/14/2022] Open
Abstract
Inspired by the 2021 BMJ Global Health Editorial by Atkinset alon global health (GH) teaching during the COVID-19 pandemic, a group of GH students and recent graduates from around the world convened to discuss our experiences in GH education during multiple global crises. Through weekly meetings over the course of several months, we reflected on the impact the COVID-19 pandemic and broader systemic inequities and injustices in GH education and practice have had on us over the past 2 years. Despite our geographical and disciplinary diversity, our collective experience suggests that while the pandemic provided an opportunity for changing GH education, that opportunity was not seized by most of our institutions. In light of the mounting health crises that loom over our generation, emerging GH professionals have a unique role in critiquing, deconstructing and reconstructing GH education to better address the needs of our time. By using our experiences learning GH during the pandemic as an entry point, and by using this collective as an incubator for dialogue and re-imagination, we offer our insights outlining successes and barriers we have faced with GH and its education and training. Furthermore, we identify autonomous collectives as a potential viable alternative to encourage pluriversality of knowledge and action systems and to move beyond Western universalism that frames most of traditional academia.
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‘Pamoja Tunaweza’: A Collaborative Program Model for Global Health Training & Education. Ann Glob Health 2022; 88:95. [DOI: 10.5334/aogh.3791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 09/30/2022] [Indexed: 11/20/2022] Open
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Re-Envisioning Global Health Competencies for the African Region Aligned with Local Health Needs and Resources. Ann Glob Health 2022; 88:90. [PMID: 36348709 PMCID: PMC9585975 DOI: 10.5334/aogh.3844] [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] [Received: 05/10/2022] [Accepted: 10/03/2022] [Indexed: 11/21/2022] Open
Abstract
Background: While many Global Health programs aim to address health inequalities within and between HICs and low- and middle-income countries (LMICs) there is a need to establish new Global Health academic programs within the growing trend towards ‘internationalization of higher education’. Objective: This study was undertaken to re-envision Global Health competencies for the African region context with respect to the local health needs and availability of resources. Methods: This study was undertaken over a period of four years from 2017 till 2020. A three-pronged strategy was undertaken to scan, scope, distil and develop a set of Global Health domains and competencies for the African region. Strategy 1 encompassed an environmental scan of Global Health competencies (2017–2019), and a literature review (2017–2020); strategy 2 comprised a scoping of education programs in Global Health (2018–2019); and strategy 3 involved an interest-group discussion in a face-to-face conference. Findings: Seven core and four cross-cutting global health competency statements were developed for the African region. The core competency statements included following domains: global health systems and international relations; global evidence ecosystem; role of international organizations; universal health issues; intellectual property rights; responses to issues affecting different at-risk groups; local, national, and international policy and economic context affecting global health. The four cross-cutting competency statements included following domains: digital and academic literacies; quantitative and qualitative research; policy and funding allocation resources; ethical conduct of global health practice and research global health. Conclusion: There is a need to enable higher education institutions (HEIs) from the Global South to offer global health qualifications with a set of competencies that better approximate solutions to contextualised problems – not only to students from the Global South but also from the Global North. The global health competencies developed in this research study will enable African HEIs to offer global health education in a more pragmatic manner.
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Schleiff M, Hahn E, Dolive C, James L, Atwell M, Hansoti B. Defining and utilizing individualized learning objectives to achieve learning priorities for global health leaders. PLoS One 2022; 17:e0270465. [PMID: 35763536 PMCID: PMC9239444 DOI: 10.1371/journal.pone.0270465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 06/10/2022] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION Learning objectives (LOs) are a common tool used to define learning goals and guide curricula. As the field of global health has expanded, more rigorous and tailored approaches to effectively teach the next generation of the workforce are needed. The STAR project developed and utilized individualized LOs as the basis for on-the-job learning plans for senior global health leaders from low- and middle-income countries and from the US. METHODS We analyzed basic demographic information and LOs from 36 STAR fellows. Descriptive statistics provided an overview of the STAR fellows, competency areas and planned outputs of their LOs. We utilized qualitative thematic analysis to further explore the LOs themselves. RESULTS STAR fellows were based in the US and in low- and middle-income countries (LMICs). The majority had over 10 years of experience and at least one advanced degree. Fellows commonly worked on LOs related to capacity strengthening, communications, and development practice. Capacity strengthening LOs focused on mentorship, decision-making, and technical skills such as data analysis. Communications LOs focused on language skills, dissemination of information, and writing. Development practice LOs included gaining understanding of key stakeholders in global health and building effective partnerships and teams. DISCUSSION Our experience developing tailored LOs provided deeper understanding of diverse learning needs of global health leaders. While not representative of all global health learners, we captured priorities of senior US- and LMIC-based leaders and identified common themes for learning. Despite the labor required to tailor curricula in this way, more global health education programs can benefit by integrating similar processes.
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Affiliation(s)
- Meike Schleiff
- Department of International Health, Johns Hopkins Bloomberg School of Public, Baltimore, Maryland, United States of America
| | - Elizabeth Hahn
- Department of International Health, Johns Hopkins Bloomberg School of Public, Baltimore, Maryland, United States of America
| | - Caroline Dolive
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, Washington, DC, United States of America
| | - Lillian James
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, Washington, DC, United States of America
| | - Melanie Atwell
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, Washington, DC, United States of America
| | - Bhakti Hansoti
- Department of International Health, Johns Hopkins Bloomberg School of Public, Baltimore, Maryland, United States of America
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, Washington, DC, United States of America
- Department of Emergency Medicine, Johns Hopkins School of Medicine, Baltimore, Maryland, United States of America
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Wang X, Qin H, Zhu Y, Wang Z, Ye B, Zhu X, Liang Y. Association of off-the-job training with work performance and work-family conflict among physicians: a cross-sectional study in China. BMJ Open 2022; 12:e053280. [PMID: 35017246 PMCID: PMC8753420 DOI: 10.1136/bmjopen-2021-053280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVES To determine whether experiences of off-the-job training in domestic (DT) and overseas study (OS) settings are associated with work performance and work-family conflict in physicians. DESIGN, SETTING AND PARTICIPANTS We conducted a national cross-sectional survey in 77 public hospitals across seven provinces in China between July 2014 and April 2015. Participants were 3182 physicians. EXPOSURE Participants were categorised into four groups: none, DT only, OS only and DT and OS. PRIMARY OUTCOME MEASURES Work performance was assessed by work engagement, career attrition and patient-centred care. Work-family conflict was assessed by affecting care for family, feeling guilty towards family and receiving complaints from family. RESULTS A total of 25.89% participants had experienced DT only, 8.71% OS only and 8.47% DT and OS. After adjustment for potential confounders, participants who had experiences of DT and OS compared with those with no training were more likely to report positive work performance (pride in work: OR=2.11, 95% CI: 1.43 to 3.10; enjoyment of work: OR=1.67, 95% CI: 1.11 to 2.51; turnover intention: OR=0.54, 95% CI: 0.38 to 0.77; early retirement: OR=0.63, 95% CI: 0.45 to 0.89; and exhaustion: OR=0.66, 95% CI: 0.45 to 0.98) and less work-family conflicts (feeling guilty towards family: OR=0.51, 95% CI: 0.35 to 0.74; and complaints from family: OR=0.66, 95% CI: 0.47 to 0.91). We found no obvious association between DT/OS experience with patient-centred care. CONCLUSIONS Physicians with DT and OS experiences are more likely to have better work performance and less work-family conflict than those without such experience. Physicians face increasing pressure to pursue continuing education and experience associated distress. Therefore, hospitals and government policy-makers should promote DT and OS.
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Affiliation(s)
- Xiaoyu Wang
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Hua Qin
- Department of Gastroenterology, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Yimei Zhu
- Department of Media and Communication, University of Leicester, Leicester, UK
| | - Zixin Wang
- School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, Hong Kong
| | - Beizhu Ye
- Department of Social Medicine and Health Management, School of Public Health, Zhengzhou University, Zhengzhou, Henan, China
| | - Xi Zhu
- Department of Health Policy and Management, UCLA Fielding School of Public Health, Los Angeles, California, USA
| | - Yuan Liang
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
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Jacobsen KH, Waggett CE. Global health education for the post-pandemic years: parity, people, planet, priorities, and practices. Glob Health Res Policy 2022; 7:1. [PMID: 34980272 PMCID: PMC8724002 DOI: 10.1186/s41256-021-00234-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 12/06/2021] [Indexed: 12/02/2022] Open
Abstract
Global health degree programs are now offered by institutions of higher education in most world regions. Based on our review of the curricula for many of these programs, we identified five domains that are central to current global health education. "Parity" emphasizes health equity as the ultimate goal of global health. "People" comprises the social, economic, cultural, and political contributors to health and access to medical care for individuals and communities. "Planet" encompasses various aspects of globalization and environmental health that affect population health. "Priorities" and "practices" include the values, data, and tools used to design, implement, and evaluate partnerships, policies, programs, and other global health interventions in countries of all income levels. The pandemic is likely to increase student demand for global health education from the undergraduate through the graduate and professional levels. Our "5 Ps model of global health education" provides a comprehensive framework for the core student learning objectives for global health today. Knowledge of each of these domains is essential for preparing students for meaningful experiential learning and skilled professional practice in global health.
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Affiliation(s)
- Kathryn H Jacobsen
- Department of Health Studies, University of Richmond, Richmond, VA, USA.
| | - Caryl E Waggett
- Department of Global Health Studies, Allegheny College, Meadville, PA, USA
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Hou J, Peluso MJ, Samaan JS, Kellett AT, Rohrbaugh RM. Global health education in China's medical schools: A national cross-sectional study. MEDICAL TEACHER 2021; 43:1317-1322. [PMID: 34260862 DOI: 10.1080/0142159x.2021.1947478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Despite China's large and growing global presence, data about global health (GH) education (GHE) in China's medical schools are limited. We aimed to describe GHE in these schools and determine whether some may teach GH concepts without labeling them as such. METHODS In 2019, 161 Chinese medical schools eligible for accreditation by the Ministry of Education were invited to complete a questionnaire as part of a national survey. Data were analyzed using descriptive analyses, Chi-square tests, Fisher exact tests, and logit models. RESULTS Approximately 57% of schools completed the survey (n = 93). 33 (35.5%) indicated that GHE was included in the curriculum. Although the majority of responding schools reported the absence of GH in the curriculum, GH topics were identified at many institutions. Schools affiliated with the central government or an aspiring world-class university were more likely to report the inclusion of GHE and offered more opportunities at international away sites. CONCLUSIONS Chinese medical schools are frequently teaching GH topics, but may not label the instruction as such. Policy-makers and educators should be equipped with a global perspective to facilitate GHE at China's medical schools and take measures to address differences between schools.
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Affiliation(s)
- Jianlin Hou
- Institute of Medical Education & National Center for Health Professions Education Development, Peking University, Beijing, China
| | | | - Janette S Samaan
- Visiting Student Learning Opportunities, Association of American Medical Colleges, Washington, D.C, USA
| | - Anne T Kellett
- Office of Global Health Education, Yale School of Medicine, New Haven, CT, USA
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Is Electronic Health Literacy Associated with Learning Outcomes among Medical Students in the First Clinical Year?: A Cross-Sectional Study. Eur J Investig Health Psychol Educ 2021; 11:923-932. [PMID: 34563081 PMCID: PMC8544193 DOI: 10.3390/ejihpe11030068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 08/14/2021] [Accepted: 08/17/2021] [Indexed: 01/05/2023] Open
Abstract
Medical students tend to use the internet as a primary resource when seeking health information. This study aims to assess the patterns of internet use, eHL level, and learning outcomes with eHL among medical students at Chiang Mai University. A cross-sectional study was conducted among 88 medical students in the first clinical year. The eHL level was determined using the Thai version of the electronic Health Literacy Scale or eHEALS. The patient case report scores were obtained representing the learning outcome. Linear regression was used to identify factors influencing their eHL level and case report scores. Students recognized the importance and usefulness of the internet. The mean eHEALS score was 33.45. There was a lower degree of agreement on questions regarding internet usage, having skills to evaluate the resources, and confidence in using health information to make health decisions. The eHEALS score had no statistically significant association with most variables and case report scores, but with the longer time of internet use (p-value = 0.014). Although medical students perceived that they have high eHL levels, they report lower confidence in using the information. Including critical thinking skills for electronic health information in the medical curriculum could be useful.
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Hansoti B, Hahn E, Dolive C, Akridge A, Atwell M, Mishra A, Schleiff M. Training Global Health Leaders: A Critical Review of Competency Gaps. Ann Glob Health 2021; 87:65. [PMID: 34307068 PMCID: PMC8284503 DOI: 10.5334/aogh.3260] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background Global health leadership training seeks to strengthen the existing global health workforce to build leaders that have the necessary knowledge, attitudes, and skills to deliver a vision for public health and healthcare delivery. In order to develop impactful training curricula, there is a greater need to understand the areas of focus required to strengthen the global health workforce. Objectives This paper seeks to present a critical analysis of the competency gaps among participants of a single global health training program. Methods This is a cross-sectional observational study conducted during the implementation of the Sustaining Technical and Analytical Resources (STAR) project from May 1, 2018 to May 31, 2020. We utilized descriptive statistics to analyze the baseline competency assessment of STAR participants using a customized framework that was developed for the program. Findings Among the 74 individuals enrolled in the study, we identified that there were significant differences in milestone achievement across participant types for all eight competencies (p < 0.001). Overall, US-based fellows reported higher perceived competency levels than low- and middle-income (LMIC)-based fellows in all categories except Capacity Strengthening (4, 23.5% leading vs. 12, 63.5% leading). LMIC fellows reported lower achieved milestones in Gender Equity (only 6, 31.5% at practicing) and Development Practice (only 6, 31.5% at practicing). Conclusions Our study identified critical needs in the domains of public health ethics, health equity, and social justice and gender equity. Further emphasis on these domains in global health curricula and other professional development is critical to strengthen the knowledge and skills of individuals who are well-placed to advance the development of an equitable global health workforce.
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Affiliation(s)
- Bhakti Hansoti
- Department of Emergency Medicine, Johns Hopkins School of Medicine, Baltimore, USA
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, USA
| | - Elizabeth Hahn
- Johns Hopkins Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Caroline Dolive
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, USA
| | - Anike Akridge
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, USA
| | - Melanie Atwell
- Sustaining Technical and Analytical Resources (STAR) project, Public Health Institute, USA
| | - Anant Mishra
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
| | - Meike Schleiff
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
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Sun L, Zhao D, Xiong S, Renne A, Zheng ZJ, Xiang H, Guo X, Tang K, Hao Y, Yan LL. Disciplinary development of global health academic degree programs in China. GLOBAL HEALTH JOURNAL 2021. [DOI: 10.1016/j.glohj.2021.04.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Matthews NR, Davies B, Ward H. Global health education in UK medical schools: a review of undergraduate university curricula. BMJ Glob Health 2021; 5:bmjgh-2020-002801. [PMID: 33272937 PMCID: PMC7716673 DOI: 10.1136/bmjgh-2020-002801] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 09/28/2020] [Accepted: 09/30/2020] [Indexed: 11/04/2022] Open
Abstract
INTRODUCTION In recognition of our increasingly globalised world, global health is now a required component of the medical school curriculum in the UK. We review the current provision of global health education (GHE) in UK medical schools to identify gaps in compulsory teaching. METHODS We conducted a review of the literature to inform a two-part electronic survey of global health compulsory teaching, optional teaching and pre-elective training. Surveys were sent to all 33 UK medical schools for completion by the faculty lead on global health and the nominated final year student representative. RESULTS Surveys were returned by 29 (88%) medical school faculty and 15 (45%) medical student representatives; 24 (83%) faculty and 10 (67%) students reported including GHE in the core curriculum; however, there was wide variation in the learning outcomes covered. On average 75% of faculty and 82% of students reported covering recommended global health themes 'global burden of disease', 'socioeconomic and environmental determinants of health', 'human rights and ethics', and 'cultural diversity and health', while only 48% of faculty and 33% of students reported teaching on 'health systems' and 'global health governance'. Almost all institutions offered optional global health programmes and most offered some form of pre-elective training, although content and delivery were variable. CONCLUSION Over the last decade, the inclusion of global health in the core curriculum of UK medical schools has increased dramatically. Yet, despite interest among students, significant gaps are apparent in current GHE. Governing bodies in medical education should establish a comprehensive national strategy to help improve access to fundamental GHE for all medical students.
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Affiliation(s)
| | - Bethan Davies
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
| | - Helen Ward
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
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Steeb DR, Brock TP, Dascanio SA, Drain PK, Squires A, Thumm M, Tittle R, Haines ST. Entrustable Professional Activities (EPAs) for Global Health. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:402-408. [PMID: 33239533 PMCID: PMC7899746 DOI: 10.1097/acm.0000000000003856] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
PURPOSE As global health education and training shift toward competency-based approaches, academic institutions and organizations must define appropriate assessment strategies for use across health professions. The authors aim to develop entrustable professional activities (EPAs) for global health to apply across academic and workplace settings. METHOD In 2019, the authors invited 55 global health experts from medicine, nursing, pharmacy, and public health to participate in a multiround, online Delphi process; 30 (55%) agreed. Experts averaged 17 years of global health experience, and 12 (40%) were from low- to middle-income countries. In round one, participants listed essential global health activities. The authors used in vivo coding for round one responses to develop initial EPA statements. In subsequent rounds, participants used 5-point Likert-type scales to evaluate EPA statements for importance and relevance to global health across health professions. The authors elevated statements that were rated 4 (important/relevant to most) or 5 (very important/relevant to all) by a minimum of 70% of participants (decided a priori) to the final round, during which participants evaluated whether each statement represented an observable unit of work that could be assigned to a trainee. Descriptive statistics were used for quantitative data analysis. The authors used participant comments to categorize EPA statements into role domains. RESULTS Twenty-two EPA statements reached at least 70% consensus. The authors categorized these into 5 role domains: partnership developer, capacity builder, data analyzer, equity advocate, and health promoter. Statements in the equity advocate and partnership developer domains had the highest agreement for importance and relevance. Several statements achieved 100% agreement as a unit of work but achieved lower levels of agreement regarding their observability. CONCLUSIONS EPAs for global health may be useful to academic institutions and other organizations to guide the assessment of trainees within education and training programs across health professions.
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Affiliation(s)
- David R. Steeb
- D.R. Steeb is clinical assistant professor and director, Global Engagement, University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0002-7802-5422
| | - Tina P. Brock
- T.P. Brock is professor of pharmacy education and practice, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Australia; ORCID: https://orcid.org/0000-0001-7455-4063
| | - Sarah A. Dascanio
- S.A. Dascanio is a global engagement fellow, University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0001-8999-4539
| | - Paul K. Drain
- P.K. Drain is associate professor, Department of Global Health, Department of Medicine (infectious diseases), and Department of Epidemiology, and associate director, Tuberculosis Research and Training Center, University of Washington, Seattle, Washington; ORCID: https://orcid.org/0000-0003-3300-3817
| | - Allison Squires
- A. Squires is associate professor, New York University Rory Meyers College of Nursing, New York, New York, and she is currently the distinguished nurse scholar in residence, National Academy of Medicine; ORCID: https://orcid.org/0000-0002-5238-2122
| | - Melissa Thumm
- M. Thumm is an independent global health consultant and former senior technical advisor, Management Sciences for Health, Denver, Colorado
| | - Robin Tittle
- R. Tittle is assistant professor, Oregon Health and Science University, Portland, Oregon, and curriculum director, University of California, San Francisco, HEAL Initiative, Oakland, California
| | - Stuart T. Haines
- S.T. Haines is professor of pharmacy practice and director, Division of Pharmacy Professional Development, University of Mississippi School of Pharmacy, Oxford, Mississippi; ORCID: https://orcid.org/0000-0001-8217-1871
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Sawleshwarkar S, Zodpey SP, Negin J. Indian Public Health Students' Perspectives on Global Health Education. Front Public Health 2021; 8:614744. [PMID: 33585385 PMCID: PMC7873986 DOI: 10.3389/fpubh.2020.614744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Accepted: 12/22/2020] [Indexed: 12/04/2022] Open
Abstract
Global health discipline is of increasing interest for educators and students in public health across the world. Public health education is recently gaining momentum in India, but global health is still at an embryonic stage. Value of students as stakeholders in curriculum development is increasingly recognized but literature about perspectives of public health students regarding global health education is limited. This study aimed to explore Indian public health students' perspectives about global health education and to provide platform for the development of global health education framework for future public health professionals. This study involved a series of focus groups with students and sought to understand perceptions about global health and global health education framework. We recruited public health students at three institutes across India for focus group discussions. Focus groups questions covered current understanding of global health, opinions regarding global health education for public health curriculum and the relevance of global health competency domains for future employment. Recordings were transcribed verbatim and the transcripts were read along with field notes and then analyzed thematically. A total of 36 students participated in four focus groups. There was a general recognition that global health is transnational and that a global outlook is now essential. But there were concerns regarding local and global priorities in public health. Global health was regarded as being wider than public health by some, but others viewed public health being the umbrella term with global health as a specialization. Global health competencies were viewed as a “step up” from the public health competencies but core public health competencies were considered essential. International experiences and use of technology were key themes for delivery of global health education. Employability and career progression for global health graduates were of concern for many participants. This study provides insight into the student perspectives regarding global health education for public health programs in India. Clear direction in terms of curriculum and its utility for career growth and employability as a global health professional needs to be established for global health education in India and other similar settings.
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Affiliation(s)
- Shailendra Sawleshwarkar
- Faculty of Medicine and Health, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia.,Faculty of Medicine and Health, Westmead Clinical School, The University of Sydney, Sydney, NSW, Australia.,Public Health Foundation of India, New Delhi, India
| | - Sanjay P Zodpey
- Faculty of Medicine and Health, Westmead Clinical School, The University of Sydney, Sydney, NSW, Australia.,Public Health Foundation of India, New Delhi, India
| | - Joel Negin
- Faculty of Medicine and Health, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia
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Integrating Global Health Within Dental Education: Inter-University Collaboration for Scaling Up a Pilot Curriculum. Ann Glob Health 2020; 86:113. [PMID: 32944510 PMCID: PMC7473179 DOI: 10.5334/aogh.3024] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Background: New education programs are developing to improve global health awareness. Dental students have demonstrated interest in international settings but are largely unaware of global health topics. The Timothy A. DeRouen Center for Global Oral Health of the University of Washington (UW) and Harvard School of Dental Medicine expanded a competency-based global health curriculum (Global Health Starter Kit) by integrating it within the UW School of Dentistry (UW SOD) existing elective course “Global Oral Health” to undergraduates, pre-, and doctorate students from the UW SOD and Public Health. The study objective was to evaluate the curriculum effectiveness by assessing 1) Knowledge and Attitudes (survey), and 2) Didactic coursework (global trends, global goals, primary care, social determinants and risks, and ethics and sustainability). Methods: Eligibility included enrolled students with both pre- and post-assessments. Descriptive statistics were conducted to present demographic data. Significant changes on survey and didactic evaluations were analyzed with paired t-tests (p < 0.05). Findings: The population (N = 15) represented 88% of the class. All Knowledge categories had a significant increase (p < 0.05), except in the topic of tropical diseases. At baseline, Attitudes categories had high scores and did not significantly increase by the end of the course. Even though all Didactic categories improved, only Social Determinants and Risks showed a significant increase (p < 0.01). Conclusion: Competency-based global health learning can be implemented in the dental curriculum. While the study shows promising results, efforts to identify areas for improvement as well as considerations of the institution’s culture need to be assessed and addressed for each teaching cycle.
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"Public health is global": examining Indian stakeholders' perspectives on Global Health education. BMC Public Health 2020; 20:1259. [PMID: 32811469 PMCID: PMC7437052 DOI: 10.1186/s12889-020-09357-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 08/05/2020] [Indexed: 11/10/2022] Open
Abstract
Background Global health education has attracted significant attention in recent years from academic institutions in developed countries. In India however, a recent analysis found that delivery of global health education is fragmented and called for academic institutions to work towards closing the developing country/developed country dichotomy. Our study explored the understanding of global health in the Indian setting and opportunities for development of a global health education framework in Indian public health institutions. Methods The study involved semi-structured interviews with staff of Indian public health institutes and other key stakeholders in global health in India. The interview questions covered participants’ interpretation of global health and their opinion about global health education in India. Thematic analysis was conducted. A theoretical framework developed by Smith and Shiffman to explain political priority for global health initiatives was adapted to guide our analysis to explore development of global health education in Indian public health institutions. Results A total of 17 semi-structured interviews were completed which involved 12 faculty members from five public health institutes and five stakeholders from national and multilateral organisations. Global health was viewed as the application of public health in real-world setting and at a broader, deeper and transnational scale. The understanding of global health was informed by participants’ exposure to work experiences and interaction with overseas faculty. Most common view about the relationship between global health and public health was that public health has become more global and both are interconnected. Integration of global health education into public health curriculum was supported but there were concerns given public health was still a new discipline in India. Most participants felt that global health competencies are complementary to public health competencies and build on core public health skills. Employability, faculty exposure to global health and ‘sensitisation’ of all stakeholders were key barriers to offering global health education programs. Conclusion Global health as a concept and educational practice is embryonic in India but there is considerable potential to grow in order to ensure that education meets the needs of future practitioners of global health in the context of sustainable development.
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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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Cultivating global health professionals: evaluation of a training course to develop international consulting service competence in China. GLOBAL HEALTH JOURNAL 2020. [DOI: 10.1016/j.glohj.2020.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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De Visser A, Hatfield J, Ellaway R, Buchner D, Seni J, Arubaku W, Najjuma JN, Hollaar G. Global health electives: Ethical engagement in building global health capacity. MEDICAL TEACHER 2020; 42:628-635. [PMID: 32083958 DOI: 10.1080/0142159x.2020.1724920] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Purpose: Little is known about the impact medical trainees undertaking global health electives (GHEs) have on host institutions and their communities in low-and middle-income countries. The goal of this study was to explore the relationship dynamics associated with GHEs as perceived by host stakeholders at three sites in sub-Saharan Africa.Method: This case-based interpretive phenomenological study examined stakeholder perspectives in Mwanza, Tanzania, and Mbarara and Rugazi, Uganda, where the University of Calgary, Alberta, Canada has long-standing institutional collaborations. Between September and November 2017, 33 host stakeholders participated in semi-structured interviews and 28 host stakeholders participated in focus group discussions. Participant experiences were analyzed using interpretive phenomenological techniques.Results: The findings revealed that, although GHEs are well-established and a common experience for host stakeholders, their perceptions about who visiting medical trainees (VMTs) are remains indistinct. Participants acknowledged that there are a variety of benefits to GHEs, but overall VMTs appear to benefit the most from this unique learning opportunity. Host stakeholders described significant challenges and burdens of GHEs and recommended ways in which GHEs could be improved.Conclusions: GHEs need to be designed to better embrace ethical engagement and reciprocity with host stakeholders to ensure equity in benefits and responsibilities.
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Affiliation(s)
- Adriena De Visser
- Department of Surgery, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Jennifer Hatfield
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Rachel Ellaway
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Denise Buchner
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Jeremiah Seni
- Department of Microbiology and Immunology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Wilfred Arubaku
- Department of Dental Surgery, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Josephine Nambi Najjuma
- Department of Nursing, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Gwendolyn Hollaar
- Department of Surgery, Cumming School of Medicine, University of Calgary, Calgary, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
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Civitelli G, Tarsitani G, Rinaldi A, Marceca M. Medical education: an Italian contribution to the discussion on global health education. Global Health 2020; 16:30. [PMID: 32268908 PMCID: PMC7140347 DOI: 10.1186/s12992-020-00561-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Accepted: 03/23/2020] [Indexed: 10/29/2022] Open
Abstract
BACKGROUND In Italy an important contribution to the spread of global health education (GHE) grew from the establishment and work of the Italian Network for Global Health Education (INGHE). INGHE gave a national shared definition of global health (GH), grounded in the theory of determinants of health, inspired by a vision of social justice, and committed to reduce health inequities. The aim of this article is to share with the international community INGHE's point of view on Medical Education. METHODS To express its view of medical education at the national level, INGHE established a dedicated commission, which elaborated a first draft of the document and then shared and discussed it with all other members. RESULTS INGHE elaborated a paper where it explained the need to change medical education in order to prepare future health professionals for the challenges of the globalized and unequal world. In this article the authors summarize the experience of INGHE and share with the international community its document. CONCLUSIONS The authors believe it is necessary now, more than ever, to insert this new approach to health at social and academic levels. Students should play a fundamental role in the spread of GHE, and activities related with GHE could be considered an important part of the third mission of universities to promote social justice.
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Affiliation(s)
- Giulia Civitelli
- Public Health and Infectious Diseases Department, Sapienza University of Rome, Piazzale Aldo Moro 5, 00185, Rome, Italy.
- Italian Network for Global Health Education (INGHE), Rome, Italy.
- Italian Society of Migration Medicine (SIMM - Società Italiana di Medicina delle Migrazioni), Rome, Italy.
- Caritas Medical Area, Rome, Italy.
| | - Gianfranco Tarsitani
- Public Health and Infectious Diseases Department, Sapienza University of Rome, Piazzale Aldo Moro 5, 00185, Rome, Italy
- Italian Network for Global Health Education (INGHE), Rome, Italy
| | - Alessandro Rinaldi
- Public Health and Infectious Diseases Department, Sapienza University of Rome, Piazzale Aldo Moro 5, 00185, Rome, Italy
- Italian Network for Global Health Education (INGHE), Rome, Italy
- Italian Society of Migration Medicine (SIMM - Società Italiana di Medicina delle Migrazioni), Rome, Italy
| | - Maurizio Marceca
- Public Health and Infectious Diseases Department, Sapienza University of Rome, Piazzale Aldo Moro 5, 00185, Rome, Italy
- Italian Network for Global Health Education (INGHE), Rome, Italy
- Italian Society of Migration Medicine (SIMM - Società Italiana di Medicina delle Migrazioni), Rome, Italy
- Italian Society of Medical Education (SIPEM - Società Italiana di Pedagogia Medica), Rome, Italy
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Jalan D, Morakis H, Arya N, Tcholakov Y, Carpenter J, Cherniak W. Global health training in Canadian family medicine residency programmes. Fam Med Community Health 2020; 8:e000250. [PMID: 32201550 PMCID: PMC7073781 DOI: 10.1136/fmch-2019-000250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective Canadian family medicine (FM) residency programmes are responding to the growing demand to provide global health (GH) education to their trainees; herein, we describe the various GH activities (GHAs) offered within Canadian FM programmes. Design A bilingual online survey was sent out to all 17 Canadian FM program directors (PDs) and/or an appointed GH representative. Setting Online survey via Qualtrics Participants All 17 Canadian FM PDs and/or an appointed GH representative. Results The response rate was 100% and represented 3250 first-year and second-year FM residents across English and French Canada. All schools stated that they participate in some form of GHAs. There was variation in the level of organisation, participation and types of GHAs offered. Overall, most GHAs are optional, and there is a large amount of variation in terms of resident participation. Approximately one third of programmes receive dedicated funding for their GHAs, and two thirds wish to increase the scope/variety of GHAs. Conclusion These results suggest nationwide interest in developing a workforce trained in GH, but show great discrepancies in training, implementation and education.
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Affiliation(s)
- Divyanshi Jalan
- Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Helene Morakis
- Department of Emergency Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Neil Arya
- McMaster University, Hamilton, Ontario, Canada
| | - Yassen Tcholakov
- Department of Epidemiology, Biostatistics, Occupational Health and Public Health, McGill University, Montreal, Québec, Canada
| | - Jennifer Carpenter
- Department of Emergency Medicine, Queen's University, Kingston, Ontario, Canada
| | - William Cherniak
- Bridge to Health Medical and Dental, Toronto, Ontario, Canada.,Division of Emergency Medicine, Department of Family and Community Medicine, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada
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Steeb DR, Miller ML, Schellhase EM, Malhotra JV, McLaughlin JE, Dascanio SA, Haines ST. Global Health Learning Outcomes in Pharmacy Students Completing International Advanced Pharmacy Practice Experiences. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7586. [PMID: 32313278 PMCID: PMC7159007 DOI: 10.5688/ajpe7586] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2019] [Accepted: 08/04/2019] [Indexed: 05/21/2023]
Abstract
Objective. To examine the global health learning outcomes of Doctor of Pharmacy (PharmD) students from three US schools who participated in international advanced pharmacy practice experiences (APPEs). Methods. A mixed-methods, prospective study was used to assess fourth-year PharmD students at three US pharmacy schools who participated in an international APPE during the 2017-2018 academic year and a matched cohort (control group) of PharmD students who did not participate in an international APPE. To evaluate students' self-perceived growth in the Consortium of Universities for Global Health (CUGH) competencies, all students completed a 13-item retrospective pre-post instrument using a five-point Likert scale. The students who had completed an international APPE were invited to participate in a focus group (N=22). Paired and independent t tests and multiple linear regression were used to analyze data. Qualitative open-ended questions and focus group data were mapped to knowledge, skills, and attitudes themes. Results. The students who completed an international APPE (N=81) showed significantly more growth in CUGH competencies than students who did not (mean improvement in total score of 10.3 [7.0] vs 2.4 [6.0]). International APPE participation was the only significant predictor of growth in CUGH competencies. The international APPE students reported improvements in cultural awareness and appreciation, communication skills, problem-solving skills, adaptability, self-awareness, personal and professional outlook, and global health perspective. Conclusion. Pharmacy students' participation in international APPEs led to significant improvement in all CUGH competencies. The CUGH competency framework appears to be a suitable instrument to assess pharmacy students' global health learning outcomes.
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Affiliation(s)
- David R. Steeb
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | | | | | - Jodie V. Malhotra
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Jacqueline E. McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Sarah A. Dascanio
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Stuart T. Haines
- University of Mississippi, School of Pharmacy, Jackson, Mississippi
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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Brouwer E, Driessen E, Mamat NH, Nadarajah VD, Somodi K, Frambach J. Educating universal professionals or global physicians? A multi-centre study of international medical programmes design. MEDICAL TEACHER 2020; 42:221-227. [PMID: 31630598 DOI: 10.1080/0142159x.2019.1676885] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Introduction: Medical schools increasingly offer curricula that specifically aim to prepare students for an international medical career. This is challenging as well as controversial: curriculum designers must balance specific local healthcare requirements with global health competencies doctors need in our globalised world. By investigating how international medical programme designers experience this balancing act, this study aims to contribute insights to the debate on local versus global medical education.Methods: We conducted a multi-centre instrumental case study across three universities with international medical programmes in three countries. The study involved 26 semi-structured interviews with key curriculum designers recruited through purposive sampling. Additionally, we performed a curriculum document analysis. Data were thematically analysed within a multidisciplinary team.Results: Participants described two profiles of international medical programme graduates: 'a global physician', equipped with specific competencies for international practice, and 'a universal professional', an overall high-level graduate fit for future practice anywhere. These perspectives presented different curriculum design challenges.Conclusions: International medical programmes teach us how we can rethink graduate profiles in a globalising world. Yet, educational standardisation poses risks and securing equity in global health education is challenging, as is preparing students to be adaptable to the requirements of a rapidly changing future local healthcare context.
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Affiliation(s)
- Emmaline Brouwer
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Erik Driessen
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Norul Hidayah Mamat
- Centre for Education, Faculty of Medicine and Health, International Medical University, Kuala Lumpur, Malaysia
| | - Vishna Devi Nadarajah
- Centre for Education, Faculty of Medicine and Health, International Medical University, Kuala Lumpur, Malaysia
| | - Klara Somodi
- Dean's Office, University of Pécs Medical School, Pécs, Hungary
| | - Janneke Frambach
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Rockich-Winston N, Wyatt TR. The Case for Culturally Responsive Teaching in Pharmacy Curricula. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7425. [PMID: 31831909 PMCID: PMC6900830 DOI: 10.5688/ajpe7425] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Accepted: 05/29/2019] [Indexed: 05/22/2023]
Abstract
Cultural diversity training in pharmacy education has evolved from standalone lectures to longitudinal courses, service-learning initiatives, rotation experiences and global health opportunities. Cultural competency frameworks have served as the scaffold for cultural diversity training, yet educators in other health care disciplines have called into question the utility of such frameworks and offered cultural humility as an alternative to foster development and lifelong learning. In order to implement and assess outcomes tied to cultural diversity successfully, this commentary discusses the five elements of culturally responsive teaching that will provide the tools necessary to integrate cultural humility across pharmacy curricula. In addition, we address how to approach faculty development to avoid common maladaptations in pedagogical movements and conclude with addressing the salient objectives to evaluate gains in student, institutional, and societal outcomes.
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Affiliation(s)
| | - Tasha R Wyatt
- Medical College of Georgia at Augusta University, Augusta, Georgia
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Steeb DR, Urick BY, Sleath BL, Joyner PU. Institutional factors associated with global health education across US pharmacy schools. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:767-773. [PMID: 31227191 DOI: 10.1016/j.cptl.2019.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 02/26/2019] [Accepted: 04/14/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The objective of this study is to explore the relationship between institutional factors and offerings of global health education opportunities in pharmacy schools. METHODS Data for this project came from a review of international advanced pharmacy practice experiences (APPEs) and global course offerings for US pharmacy schools conducted between February 1 and March 31, 2014. These data were merged with data on institutional factors which may influence a school's offering of APPEs or courses. Institutional factors included tuition, class size, academic medical center affiliation, year established, and others. Multivariable regression models were used to evaluate the relationship between individual institutional factors and APPEs and global courses. RESULTS In multivariable adjusted models, older and more established schools had a larger percent of the graduating class with an international APPE (9.5% vs. 2.6%, p < 0.01) and a larger number of international APPEs (3.8 vs. 1.4, p < 0.01) than schools founded after 1980. Schools with higher tuition (>$25,000/year) had, on average, a larger percent of their graduating class with an international APPE (7.9% vs. 3.1%, p < 0.05), a larger number of international APPEs (3.7 vs. 1.5, p < 0.01), and more interprofessional international APPEs (3.1 vs. 0.7, p < 0.001). There were more course offerings at older schools (1.1 vs. 0.4, p < 0.05) and those with higher tuition (1.3 vs. 0.4, p < 0.01). CONCLUSIONS More established schools and those with higher tuition appeared to have more robust global offerings. Schools can consider local opportunities to provide global experiential and didactic experiences, which may reduce the financial burden of global programs.
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Affiliation(s)
- David R Steeb
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Benjamin Y Urick
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Betsy L Sleath
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Pamela U Joyner
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
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Withers M, Lin HH, Schmidt T, delos Trinos JPCR, Kumar S. Establishing Competencies for a Global Health Workforce: Recommendations from the Association of Pacific Rim Universities. Ann Glob Health 2019; 85:47. [PMID: 30924619 PMCID: PMC6634469 DOI: 10.5334/aogh.32] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND The Association of Pacific Rim Universities Global Health Program facilitates exchange of information, knowledge and experiences in global health education and research among its 50 member universities. Despite the proliferation of global health educational programs worldwide, a lack of consensus exists regarding core competencies in global health training and how these are best taught. METHODS A workshop was convened with 30 faculty, university administrators, students, and NGO workers representing both the Global North and South to gain consensus on core competencies in masters'-level global health training. The co-authors then collaborated to refine the list of competencies, categorize them into domains, and develop a plan for how academic institutions can ensure that these competencies are effectively taught. FINDINGS Nineteen competencies across five domains were identified: knowledge of trends and determinants of global disease patterns; cultural competency; global health governance, diplomacy and leadership; project management; and ethics and human rights. The plan for how academic institutions can best train students on these competencies outlined five key opportunities: coursework; practicums; research opportunities; mentorship; and evaluation. The plan recommended additional institutional strategies such as maximizing collaborative research opportunities, international partnerships, capacity-building grants, and use of educational technology to support these goals. CONCLUSIONS AND RECOMMENDATIONS While further research on the implementation of competency-based training is warranted, this work offers a step forward in advancing competency-based global health masters' education as identified by a globally diverse group of expert stakeholders and economies. Given the challenges facing the current global health landscape, comparable competency-based training across institutions is critical to ensure the training of competent global health professionals.
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Global public health starts at home: upstream approaches to global health training. LANCET GLOBAL HEALTH 2019; 7:e301-e302. [DOI: 10.1016/s2214-109x(18)30558-8] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2018] [Accepted: 11/30/2018] [Indexed: 11/21/2022]
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Guan L, Gao P, Liu S, Liu Y, Li X, Liu F, Mao Z, Lu Y, Xiang H. Development of a global health bachelor curriculum in China: a Delphi study. BMJ Open 2019; 9:e023893. [PMID: 30610023 PMCID: PMC6326272 DOI: 10.1136/bmjopen-2018-023893] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE This study aimed to establish the first global health bachelor curriculum in China. DESIGN The Delphi methodology was used to determine expert consensus on which courses should be included in the global health bachelor curriculum. A literature review and a workshop proceeding were performed to generate courses. Then a two-round Delphi process was conducted with 28 invited experts from universities, health administrative departments and non-governmental organisations to rate courses using a 5-point Likert scale. Additionally, the experts could alter, add or delete courses as appropriate. Consensus was predefined as a mean score of 4 or above and the percent agreement (proportion of panel members scoring 'very important' or 'important') no less than 75%. RESULTS The responses in the two-round Delphi process were 85.7% and 70.8%, respectively. In the first round, 12 courses did not meet the inclusion criteria and were removed. Based on the participants' comments, 32 courses were included in round 2. In the second round, the consensus was reached on 31 courses which were selected as the final curriculum. These courses were categorised into five modules, including General Knowledge, Methodology, Global Health Issues, Intercultural Communication, and Health Policy and Programme Management. CONCLUSION This study established the first global health bachelor curriculum in China. It will provide guidance for other educational institutions to develop similar programmes or curricula in the future.
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Affiliation(s)
- Li Guan
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - Pan Gao
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - SuYang Liu
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - YiSi Liu
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - XiangYu Li
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - FeiFei Liu
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - ZongFu Mao
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
| | - YuanAn Lu
- Department of Public Health Sciences, University of Hawaii at Manoa, Honolulu, Hawaii, USA
| | - Hao Xiang
- Department of Global Health, School of Health Sciences, Wuhan University, Wuhan, China
- Global Health Institute, Wuhan University, Wuhan, China
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Peluso MJ, Rodman A, Mata DA, Kellett AT, van Schalkwyk S, Rohrbaugh RM. A Comparison of the Expectations and Experiences of Medical Students From High-, Middle-, and Low-Income Countries Participating in Global Health Clinical Electives. TEACHING AND LEARNING IN MEDICINE 2018; 30:45-56. [PMID: 29240454 DOI: 10.1080/10401334.2017.1347510] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2016] [Revised: 06/09/2017] [Accepted: 06/19/2017] [Indexed: 06/07/2023]
Abstract
UNLABELLED Phenomenon: Global health education (GHE) is expanding to include socioculturally and resource-different settings, with the goal of developing a workforce with members who can promote health equity locally and globally. GHE is also no longer limited to students from high-income countries (HICs). However, it is unknown whether the motivations and experiences of medical students from HICs and from low- and middle-income countries (LMICs) participating in GHE clinical electives through institutional partnerships are similar or different. Such an understanding is needed to design programs that meet the needs of participants and effectively train them in the principles and practice of global health. APPROACH This was a cross-sectional, mixed-methods survey of LMIC students from partner sites rotating at one U.S. medical school, and U.S. students from one medical school rotating at partner sites, between 2010 and 2015. Variables included demographic characteristics of participants, components of the curriculum at the home institution, and components of the away rotation, including perceptions of its content and impact. Content analysis was used to identify themes in the responses provided to open-ended questions. FINDINGS In all, 63 of 84 (75%) LMIC and 61 of 152 (40%) U.S. students participated. Recall of predeparture training was low for both LMIC and U.S. students (44% and 55%, respectively). Opportunities to experience different healthcare systems, resource-different settings, and cultural exposure emerged as motivators for both groups. Both groups noted differences in doctor-patient relationships, interactions between colleagues, and use of diagnostic testing. U.S. respondents were more likely to perceive differences in the impact of social determinants of health and ethical issues. Both groups felt that their experience affected their interactions with patients and perspectives on education, but U.S. students were more likely to mention perspectives on healthcare delivery and social determinants of health, whereas LMIC respondents noted impacts on career goals. Insights: These results argue that GHE is not restricted to resource-constrained settings and that students from LMICs have similar reasons for participation as those from HICs. LMIC students also identified a lack of emphasis on GHE topics like social determinants of health during GH electives, which could diminish the effectiveness of these experiences. Both U.S. and LMIC students emphasized the cultural component of their GHE experience but had different perceptions regarding core tenets of GHE, such as the social determinants of health and health equity, during these experiences.
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Affiliation(s)
- Michael J Peluso
- a Department of Medicine and Division of Global Health Equity , Brigham and Women's Hospital , Boston , Massachusetts , USA
- b Harvard Medical School , Boston , Massachusetts , USA
| | - Adam Rodman
- b Harvard Medical School , Boston , Massachusetts , USA
- c Department of Medicine , Beth Israel Deaconess Medical Center , Boston , Massachusetts , USA
| | - Douglas A Mata
- b Harvard Medical School , Boston , Massachusetts , USA
- d Department of Pathology , Brigham and Women's Hospital , Boston , Massachusetts , USA
- e Brigham Education Institute , Boston , Massachusetts , USA
| | - Anne T Kellett
- f Office of International Medical Student Education , Yale University School of Medicine , New Haven , Connecticut , USA
| | - Susan van Schalkwyk
- g Centre for Health Professions Education, Faculty of Medicine and Health Sciences , Stellenbosch University , Stellenbosch , South Africa
| | - Robert M Rohrbaugh
- f Office of International Medical Student Education , Yale University School of Medicine , New Haven , Connecticut , USA
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Parnia A, Yamani N, Zamani A, Badihian S, Manouchehri N, Fakhri M. An Evaluation on Iran International Public Health Summer School in Relation to its Efficacy Based on Participants' Experience and Opinions. Adv Biomed Res 2017; 6:137. [PMID: 29279835 PMCID: PMC5698976 DOI: 10.4103/2277-9175.218028] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
Background A serious challenge to educate health staff for public health is to appear encouraging enough to persuade them for learning issues on this field and implementing new educational methods and innovative ways. Iran International Public Health Summer School (IPHS) made an effort to provide medical sciences students with a fortune to get familiar with and involved in public health. This study intended to evaluate the efficacy of this event. Materials and Methods This cross-sectional study was performed in March-April 2015 by the help of an electronic self-administered questionnaire filled out by 49 Iranian participants 6 months after IPHS2014. The questionnaire assessed the main goals in seven main domains: Interest, activities, and general knowledge in the field of public health, general skills, educational methods, educational and executive schedules, and general satisfaction. Results Average scores of all domains were >3 (the mean), and all were statistically significant. The highest average score belonged to educational methods (3.92) and the lowest was calculated for the item regarding participants' activities on public health (3.5). No significant difference was found between positive answers of individuals who were interested or active in public health prior to the event and those who had no background. Conclusions We believe IPHS was a unique instance in Public Health Education in Iran. Considering the level of success of this program to reach its goals for both students' with or without any previous background on public health, it is recommended as a general model to be simulated in other developing countries.
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Affiliation(s)
- Aidin Parnia
- Center of Excellence in Teaching and Learning Clinical Skills, Medical Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran.,Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nikoo Yamani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Ahmadreza Zamani
- Department of Preventive and Community Medicine, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Shervin Badihian
- Students' Research Center, Faculty of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Navid Manouchehri
- Students' Research Center, Faculty of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Maryam Fakhri
- Center of Excellence in Teaching and Learning Clinical Skills, Medical Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
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Murphy R, Clissold E, Keynejad RC. Problem-based, peer-to-peer global mental health e-learning between the UK and Somaliland: a pilot study. EVIDENCE-BASED MENTAL HEALTH 2017; 20:142-146. [PMID: 29056610 PMCID: PMC10516401 DOI: 10.1136/eb-2017-102766] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2017] [Revised: 08/23/2017] [Accepted: 09/06/2017] [Indexed: 11/04/2022]
Abstract
BACKGROUND WHO's mental health gap action programme intervention guide (mhGAP-IG) is an evidence-based tool aimed at front-line health workers in low-income and middle-income countries (LMICs). Its potential to improve global mental health education, especially through digital technologies, has been little studied. Problem-based learning (PBL) is usually conducted face-to-face, but its remote application could facilitate cross-cultural education. OBJECTIVE To evaluate PBL, applied to peer-to-peer global mental health e-learning (Aqoon), using mhGAP-IG. METHODS Twelve pairs of UK and Somaliland medical students completed the full programme. Participants self-directedly met online, via the low-bandwidth Medicine Africa website, for PBL-style tutorials focused on modules of the mhGAP-IG, V.2.0. Preparticipation and postparticipation surveys used mixed methods to evaluate Aqoon, including the Attitudes Toward Psychiatry (ATP-30) instrument. FINDINGS Median ATP-30 scores for Somaliland (82.0 vs 95.0, p=0.003) and UK students (82.0 vs 95.0, p=0.011) improved significantly following Aqoon. Qualitative feedback showed that participants valued peer connectivity and learning about cultural and psychosocial differences in their partner's country. Somaliland students were motivated by clinical learning and UK students by global health education. Feedback on the PBL structure was positive. CONCLUSIONS Digital PBL represents an innovative method to extend the benefits of mhGAP-IG beyond front-line clinical staff, to healthcare students in LMICs. CLINICAL IMPLICATIONS Educational resource limitations in LMICs may be overcome using digital platforms and PBL. Replication with non-medical healthcare students is the next step for this model to explore Aqoon's relevance to pressing global mental health workforce challenges.
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Affiliation(s)
- Roberta Murphy
- South London and Maudsley NHS Foundation Trust, London, UK
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Freire Filho JR, Viana Da Costa M, Forster AC, Reeves S. New national curricula guidelines that support the use of interprofessional education in the Brazilian context: An analysis of key documents. J Interprof Care 2017; 31:754-760. [DOI: 10.1080/13561820.2017.1346592] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- José Rodrigues Freire Filho
- Master in Science Community Health Program, Department of Social Medicine, Ribeirão Preto Medical School, University of São Paulo, Monte Alegre, Ribeirão Preto, São Paulo, Brazil
| | - Marcelo Viana Da Costa
- Nursing Department, Campus Profa. Maria Elisa de Albuquerque Maia, State University of Rio Grande do Norte, Pau dos Ferros, Rio Grande do Norte, Brazil
| | | | - Scott Reeves
- Centre for Health & Social Care Research, Faculty of Health, Social Care & Education, Kingston University & St George’s, University of London, London, United Kingdom
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Development and Implementation of a Global Health Elective with a Drug Discovery Game for Pharmacy Students. PHARMACY 2017; 5:pharmacy5030049. [PMID: 28970461 PMCID: PMC5622361 DOI: 10.3390/pharmacy5030049] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2017] [Revised: 08/18/2017] [Accepted: 08/24/2017] [Indexed: 12/30/2022] Open
Abstract
Interest in global health education within the pharmacy curriculum has increased significantly in recent years. However, discussion of different models and methods to evaluate course structures are limited. The overall objective was to (1) describe the structure of our global health elective for pharmacy students, and (2) assess educational outcomes related to perceived/formal knowledge and attitudes associated with global health. Our elective was designed using a competency-centered approach to global health education, incorporating reflection, projects, service and game-learning. In addition to course assessments, a pre-post survey questionnaire assessing attitudes, knowledge perception, formalized knowledge and opinions was utilized. Overall, students demonstrated appropriate performance on course assessments, temporally improving throughout longitudinal projects. The survey demonstrated significant increases in knowledge perception as a result of the course; however, no change in formalized knowledge was evident through the survey assessment. Additionally, the incorporation of game-learning into the course was well received by students. Future iterations of the course will focus on utilization of different assessment methods to meet learning outcomes.
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Abstract
OBJECTIVE To evaluate obstetrics and gynecology resident interest and participation in global health experiences and elucidate factors associated with resident expectation for involvement. METHODS A voluntary, anonymous survey was administered to U.S. obstetrics and gynecology residents before the 2015 Council on Resident Education in Obstetrics and Gynecology in-training examination. The 23-item survey gathered demographic data and queried resident interest and participation in global health. Factors associated with resident expectation for participation in global health were analyzed by Pearson χ tests. RESULTS Of the 5,005 eligible examinees administered the survey, 4,929 completed at least a portion of the survey for a response rate of 98.5%. Global health was rated as "somewhat important" or "very important" by 96.3% (3,761/3,904) of residents. "Educational opportunity" (69.2%) and "humanitarian effort" (17.7%) were cited as the two most important aspects of a global health experience. Residents with prior global health experience rated the importance of global health more highly and had an increased expectation for future participation. Global health electives were arranged by residency programs for 18.0% (747/4,155) of respondents, by residents themselves as an elective for 44.0% (1,828/4,155), and as a noncredit experience during vacation time for 36.4% (1,514/4,155) of respondents. Female gender, nonpartnered status, no children, prior global health experience, and intention to incorporate global health in future practice were associated with expectations for a global health experience. CONCLUSION Most obstetrics and gynecology residents rate a global health experience as somewhat or very important, and participation before or during residency increases the perceived importance of global health and the likelihood of expectation for future participation. A majority of residents report arranging their own elective or using vacation time to participate, suggesting that residency programs have limited structured opportunities.
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Peluso MJ, van Schalkwyk S, Kellett A, Brewer TF, Clarfield AM, Davies D, Garg B, Greensweig T, Hafler J, Hou J, Maley M, Mayanja-Kizza H, Pemba S, Jenny Samaan J, Schoenbaum S, Sethia B, Uribe JP, Margolis CZ, Rohrbaugh RM. Reframing undergraduate medical education in global health: Rationale and key principles from the Bellagio Global Health Education Initiative. MEDICAL TEACHER 2017; 39:639-645. [PMID: 28362131 DOI: 10.1080/0142159x.2017.1301654] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Global health education (GHE) continues to be a growing initiative in many medical schools across the world. This focus is no longer limited to participants from high-income countries and has expanded to institutions and students from low- and middle-income settings. With this shift has come a need to develop meaningful curricula through engagement between educators and learners who represent the sending institutions and the diverse settings in which GHE takes place. The Bellagio Global Health Education Initiative (BGHEI) was founded to create a space for such debate and discussion and to generate guidelines towards a universal curriculum for global health. In this article, we describe the development and process of our work and outline six overarching principles that ought to be considered when adopting an inclusive approach to GHE curriculum development.
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Affiliation(s)
- Michael J Peluso
- a Harvard Medical School , Brigham and Women's Hospital , Boston , MA , USA
| | - Susan van Schalkwyk
- b Stellenbosch University, Centre for Health Professions Education , Tygerberg , South Africa
| | - Anne Kellett
- c Yale University School of Medicine, Office of International Medical Student Education , New Haven , CT , USA
| | | | - A Mark Clarfield
- e Medical School for International Health, Ben Gurion University of the Negev , Beer-Sheva , Israel
| | - David Davies
- f Warwick Medical School, University of Warwick , Coventry , United Kingdom
| | - Bishan Garg
- g Dr Sushila Nayar School of Public Health , Sewagram , India
| | | | - Janet Hafler
- c Yale University School of Medicine, Office of International Medical Student Education , New Haven , CT , USA
| | | | - Moira Maley
- j The University of Western Australia, The Rural Clinical School of Western Australia , Crawley , Australia
| | | | - Senga Pemba
- l St Francis University College of Health , Ifakara , Tanzania
| | - Janette Jenny Samaan
- m Global Health Learning Opportunities , Association of American Medical Colleges , Washington , DC , USA
| | | | | | | | - Carmi Z Margolis
- e Medical School for International Health, Ben Gurion University of the Negev , Beer-Sheva , Israel
- q Prywes Center for Medical Education, Ben Gurion University Faculty of Health Sciences , Beer-Sheva , Israel
| | - Robert M Rohrbaugh
- c Yale University School of Medicine, Office of International Medical Student Education , New Haven , CT , USA
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Dashti S, Peyman N, Tajfard M, Esmaeeli H. E-Health literacy of medical and health sciences university students in Mashhad, Iran in 2016: a pilot study. Electron Physician 2017; 9:3966-3973. [PMID: 28461871 PMCID: PMC5407229 DOI: 10.19082/3966] [Citation(s) in RCA: 51] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2016] [Accepted: 02/07/2017] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND In order to provide a better healthcare education to the society, health care students should have an acceptable electronic health (E-Health) literacy. OBJECTIVE The aim of this study was to assess the level of E-Health literacy of Medicine and Health Sciences university students in Mashhad, Iran. METHODS This cross-sectional study was performed on 192 students of Mashhad University of Medical Sciences using a validated Persian translate of the E-Health literacy scale (P-EHEALS) questionnaire in 2016. Demographic data including age, monthly income, level of education, preference of website for obtaining health related information and minutes of Internet use per day were obtained from the subjects. Independent-samples t-test and analysis of variance (ANOVA) were used for comparison between groups, and Pearson correlation coefficient and linear regression were used to assess the correlation between study parameters and EHEALS score using SPSS version 21. RESULTS A total of 192 (67.2% female and 32.8% male) subjects with mean age of 24.71±5.30 years participated in the study. Mean P-EHEALS score of the subjects was 28.21±6.95. There was a significant difference in P-EHEALS score between genders (p<0.001), department (p=0.001), education level (p<0.001) and health status (p=0.003) as well as monthly income (p=0.03), website preference categories (p=0.02). Male students were significantly more likely to gain higher P-EHEALS scores. CONCLUSION The level of E-Health literacy was low in Medical and Health Sciences university students in Mashhad. More studies are needed to assess the contributors to E-Health literacy.
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Affiliation(s)
- Sareh Dashti
- M.Sc. Student of Health Education and Health Promotion, Department of Health Education and Health Promotion, School of Health, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.,Department of Community Health, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia (UPM), Serdang, Malaysia
| | - Nooshin Peyman
- Ph.D., Associate Professor, Department of Health Education and Health Promotion, School of Health, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Mohammad Tajfard
- Ph.D., Associate Professor, Department of Health Education and Health Promotion, School of Health, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Habibollah Esmaeeli
- Ph.D., Director of the Department of Biostatistics and Epidemiology, Department of Biostatistics, School of Health, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
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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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Kung TH, Richardson ET, Mabud TS, Heaney CA, Jones E, Evert J. Host community perspectives on trainees participating in short-term experiences in global health. MEDICAL EDUCATION 2016; 50:1122-1130. [PMID: 27762010 DOI: 10.1111/medu.13106] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2016] [Revised: 03/14/2016] [Accepted: 04/07/2016] [Indexed: 05/21/2023]
Abstract
CONTEXT High-income country (HIC) trainees are undertaking global health experiences in low- and middle-income country (LMIC) host communities in increasing numbers. Although the benefits for HIC trainees are well described, the benefits and drawbacks for LMIC host communities are not well captured. OBJECTIVES This study evaluated the perspectives of supervising physicians and local programme coordinators from LMIC host communities who engaged with HIC trainees in the context of the latter's short-term experiences in global health. METHODS Thirty-five semi-structured interviews were conducted with LMIC host community collaborators with a US-based, non-profit global health education organisation. Interviews took place in La Paz, Bolivia and New Delhi, India. Interview transcripts were assessed for recurrent themes using thematic analysis. RESULTS Benefits for hosts included improvements in job satisfaction, local prestige, global connectedness, local networks, leadership skills, resources and sense of efficacy within their communities. Host collaborators called for improvements in HIC trainee attitudes and behaviours, and asked that trainees not make promises they would not fulfil. Findings also provided evidence of a desire for parity between the opportunities afforded to US-based staff and those available to LMIC-based partners. CONCLUSIONS This study provides important insights into the perspectives of LMIC host community members in the context of short-term experiences in global health for HIC trainees. We hope to inform the behaviour of HIC trainees and institutions with regard to international partnerships and global health activities.
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Affiliation(s)
- Tiffany H Kung
- Department of Medicine-Infectious Disease, Stanford University School of Medicine, Stanford, California, USA.
| | - Eugene T Richardson
- Division of Global Health Equity, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Tarub S Mabud
- Department of Medicine-Infectious Disease, Stanford University School of Medicine, Stanford, California, USA
| | - Catherine A Heaney
- Prevention Research Center, Stanford University School of Medicine, Stanford, California, USA
| | - Evaleen Jones
- Department of Medicine-General Disciplines, Stanford University School of Medicine, Stanford, California, USA
- Child Family Health International, San Francisco, California, USA
| | - Jessica Evert
- Child Family Health International, San Francisco, California, USA
- Department of Family and Community Medicine, University of California San Francisco, San Francisco, California, USA
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Quinn J, Lidinský V, Rajaratnam V, Kruszcynski M, Zeleny T, Bencko V. Commentary: expectations for global health program prioritization from a selection of international students studying at a European university. Global Health 2016; 12:56. [PMID: 27658883 PMCID: PMC5034451 DOI: 10.1186/s12992-016-0193-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2015] [Accepted: 08/23/2016] [Indexed: 11/29/2022] Open
Abstract
Background Some university curricula struggle to present evidence-based promotion of global health principles and global health diplomacy within an undergraduate setting. The de facto global health paradigm has experienced significant stress and pressure from epidemics, war and violence, climate change and resource challenges. These stressors may lead to increased morbidity and mortality, in turn requiring medical professionals to play a larger role in global health action across borders. Methods In the academic year 2014-2015, an English-speaking international medical school promoted a global health forum with pre-course readings and a pre-attendance quiz. All students from the university were invited to attend and the event was not mandatory. Results The one-day-event culminated in expert speakers, discussions and a post-event questionnaire to gauge students’ reactions and expectations as future physicians regarding the most pressing global health topics. Emphasis was also placed on what future doctors foresee as pressing issues in forthcoming global health policy and programming. Summary This paper is a brief commentary of the Global Health Forum in Prague 2014, and presents novel results from a post-event student questionnaire, with conclusions provided by students on innovative global health policy.
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Affiliation(s)
- John Quinn
- Prague Center for Global Health, Institute of Hygiene and Epidemiology, First Faculty of Medicine, Charles University, Studnickova 7, Prague, 121 00, Czech Republic.
| | - Vít Lidinský
- Pražská znalecká kancelář, s.r.o. IC: 48910660, Prague, Czech Republic
| | - Venu Rajaratnam
- Prague Center for Global Health, Institute of Hygiene and Epidemiology, First Faculty of Medicine, Charles University, Studnickova 7, Prague, 121 00, Czech Republic
| | - Marta Kruszcynski
- Prague Center for Global Health, Institute of Hygiene and Epidemiology, First Faculty of Medicine, Charles University, Studnickova 7, Prague, 121 00, Czech Republic
| | - Tomas Zeleny
- Institute of Hygiene and Epidemiology, First Faculty of Medicine, Charles University, Prague, Czech Republic.,Institute of Economic Studies, Faculty of Social Sciences, Charles University, Prague, Czech Republic
| | - Vladimir Bencko
- Institute of Hygiene and Epidemiology, First Faculty of Medicine, Charles University, Prague, Czech Republic
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Samet J, Withers M. The APRU Global Health Program: Past and Future. J Epidemiol 2016; 26:166-70. [PMID: 27052883 PMCID: PMC4808682 DOI: 10.2188/jea.je20160049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
The Association of Pacific Rim Universities (APRU) is an international consortium of 45 universities in the Pacific Rim, representing 16 economies, 130 000 faculty members and more than two million students. The APRU Global Health Program aims to expand existing collaborative research efforts among universities to address regional and global health issues. Since its launch in 2007–08, the program has covered a significant range of topics including emerging public health threats, ageing and chronic diseases, infectious diseases and health security issues, among others. The Program’s activities in research, training, and service around the globe illustrate the diverse dimensions of global health. In this paper, the major activities to date are outlined and future planned activities are discussed.
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Affiliation(s)
- Jonathan Samet
- University of Southern California Institute for Global Health
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