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Lenhard NK, An C, Jasthi D, Laurel-Vargas V, Weinstein I, Lam SK. Virtual global health education partnerships for health professional students: a scoping review. Glob Health Promot 2024:17579759241248401. [PMID: 39171491 DOI: 10.1177/17579759241248401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
INTRODUCTION Although there is rising interest in virtual global health (GH) education in light of the COVID-19 pandemic, there has been no report on the body of literature describing virtual education partnerships for health professional students. This scoping review examines virtual GH partnerships involving health professional students, including any barriers identified or best practices and ways to address them. METHODS We searched PubMed for studies describing virtual GH education partnerships using keywords related to GH, virtual learning, and partnerships. Inclusion criteria were that the activity was virtual, involved health professional students in two or more countries, and was reported in English or Spanish. In-person clinical electives and interventions that had not yet occurred were excluded. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). RESULTS The search algorithm yielded 308 articles. Seventeen studies met full inclusion criteria. Four studies described asynchronous formats, whereas 13 were synchronous. Common challenges included scheduling challenges, language barriers, and technological limitations. Suggested improvements included having increased faculty support and expanding partnerships to multiple languages. The median MERSQI score was 8.25 out of 18 possible points. CONCLUSION There are limited studies investigating the effectiveness of virtual GH education partnerships, and more robust evaluation is needed to further understand the optimal role of virtual education in teaching GH skills. Despite logistical challenges, virtual partnerships can provide innovative GH education through bidirectional educational exchanges that students find valuable.
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Affiliation(s)
- Nora K Lenhard
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Crystal An
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Divya Jasthi
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | | | - Ilon Weinstein
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Suet K Lam
- Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Cleveland Clinic Cleveland, OH, USA
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Altintas L, Sahiner M. Transformations in postgraduate medical education following the COVID-19 pandemic: lessons learned from advances and challenges. Postgrad Med 2024:1-12. [PMID: 39023293 DOI: 10.1080/00325481.2024.2379235] [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: 04/17/2024] [Accepted: 07/09/2024] [Indexed: 07/20/2024]
Abstract
The COVID-19 pandemic has profoundly reshaped postgraduate medical education, driving immediate and significant adaptations in teaching methodologies and educational frameworks. This review examines the multifaceted transformations within medical education environments, particularly in response to the pandemic. Through a structured narrative review of recent literature, we identify key lessons learned and the subsequent shifts in educational practices. Our analysis underscores the critical importance of flexibility in educational delivery, the integration of technology, and the emphasis on mental health and resilience among medical trainees. We also explore the challenges and successes associated with maintaining equality and diversity in a rapidly evolving educational landscape. The findings highlight the necessity for continuous professional development and robust support systems to navigate future challenges effectively. Recommendations are provided for educational institutions to enhance adaptability, foster inclusive learning environments, and prepare for unforeseen global health emergencies. This study aims to contribute to the ongoing discourse on optimizing postgraduate medical education to better prepare health professionals for a dynamic and uncertain future.
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Affiliation(s)
- Levent Altintas
- Department of Medical Education, Faculty of Medicine, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
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Umphrey L, Beck A, Zhou S, Kagoya EK, Paasi G, Coria A, Evert J, Haque M, Rule A, Lamb MM. Access, interest and equity considerations for virtual global health activities during the COVID-19 pandemic: a cross-sectional study. Glob Health Res Policy 2024; 9:8. [PMID: 38317192 PMCID: PMC10845763 DOI: 10.1186/s41256-023-00333-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 11/08/2023] [Indexed: 02/07/2024] Open
Abstract
BACKGROUND Global health activities (GHAs) reduce health disparities by promoting medical education, professional development, and resource sharing between high- and low- to middle-income countries (HICs and LMICs). Virtual global health activities facilitated continuity and bidirectionality in global health during the COVID-19 pandemic. While virtual engagement holds potential for promoting equity within partnerships, research on equitable access to and interest in virtual global health activities is limited. METHODS We conducted a cross-sectional, online, mixed-methods survey from January to February 2022 examining access to virtual activities before and during the pandemic across resource settings. Eligible participants were participants or facilitators of global health activities. Closed- and open-ended questions elicited participants' access to and interest in virtual global health engagement. RESULTS We analyzed 265 surveys from respondents in 45 countries (43.0% LMIC vs. HIC 57.0%). HIC respondents tended to report greater loss of in-person access due to the pandemic at their own institutions (16 of 17 queried GHAs), while LMIC respondents tended to report greater loss of in-person activities at another institution (9 of 17 queried GHAs). Respondents from LMICs were more likely to gain virtual access through another organization for all 17 queried VGHAs. HIC respondents had significantly more access to global health funding through their own organization (p < 0.01) and more flexibility for using funds. There were significant differences and trends between respondent groups in different resource environments in terms of accessibility to and interest in different virtual global health activities, both during and after the pandemic. CONCLUSIONS Our results highlight the need to examine accessibility to virtual global health activities within partnerships between high- and low- to middle-income countries. While virtual activities may bridge existing gaps in global health education and partnerships, further study on priorities and agenda setting for such initiatives, with special attention to power dynamics and structural barriers, are necessary to ensure meaningful virtual global health engagement moving forward.
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Affiliation(s)
- Lisa Umphrey
- Department of Pediatrics, University of Colorado School of Medicine, 13123 E 16th Ave, B302, Aurora, CO, 80045, USA.
- Center for Global Health, Colorado School of Public Health, 13199 E Montview Blvd, Ste 310, A090, Aurora, CO, 80045, USA.
| | - Alyssa Beck
- Department of Epidemiology, Colorado School of Public Health, 13199 E Montview Blvd, Ste 310, A090, Aurora, CO, 80045, USA
| | - Shuo Zhou
- Department of Communication Studies, School of Communication and System Health Lab, Hong Kong Baptist University, No. 5 Hereford Rd, Kowloon, Hong Kong
| | - Enid Kawala Kagoya
- Department of Community Health, Institute of Public Health, Busitema University, P.O Box 1460, Mbale, Uganda
- Mbale Clinical Research Institute, Plot 29, 33 Pallisa, Mbale, Uganda
| | - George Paasi
- Mbale Clinical Research Institute, Plot 29, 33 Pallisa, Mbale, Uganda
| | - Alexandra Coria
- Department of Pediatrics, Maimonides Children's Hospital and SUNY Downstate College of Medicine, 4802 10th Ave, Brooklyn, NY, 11219, USA
| | - Jessica Evert
- Child Family Health International, 11135 San Pablo Ave #929, El Cerrito, CA, 94530, USA
| | - Marina Haque
- Department of Anesthesiology, Wayne State University, Detroit, MI, 48202, USA
| | - Amy Rule
- Emory University School of Medicine, 2015 Uppergate Dr, Atlanta, GA, 30307, USA
- Children's Healthcare of Atlanta, 2015 Uppergate Dr, Atlanta, GA, 30307, USA
| | - Molly M Lamb
- Center for Global Health, Colorado School of Public Health, 13199 E Montview Blvd, Ste 310, A090, Aurora, CO, 80045, USA
- Department of Epidemiology, Colorado School of Public Health, 13199 E Montview Blvd, Ste 310, A090, Aurora, CO, 80045, USA
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Leuche VT, Delgado-Zapata R, Umphrey L, Lam SK, Nunez KC, Musiime V, Rule A. Decolonizing Global Child Health Education for More Equitable and Culturally Safe Collaborations. Pediatr Ann 2023; 52:e467-e473. [PMID: 38049188 DOI: 10.3928/19382359-20231017-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/06/2023]
Abstract
Global health (GH) as an academic field is fraught with both historical and present systemic injustice, including unilateral partnerships, power asymmetry in grant funding and research agenda setting, lack of acknowledgment of low- and middle-income countries' contributions, and bias toward high-income countries' institutions. Reflecting on colonialism and White supremacy's legacy is vital for training pediatricians to actively work to create more bidirectional partnerships to improve the health of all children worldwide. In this review, we discuss the present challenges within academic GH and offer four key action steps to decolonize GH education: (1) reflecting on the history of global child health; (2) creating a new language framework; (3) reviewing cultural humility, antiracism, and decolonization curricula; and (4) discussing institutional action steps to decolonize and sustain culturally safe global child health education. [Pediatr Ann. 2023;52(12):e467-e473.].
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Belfiore EBR. Embracing Global Health in medical education: innovative ideas to achieve equity transnationally. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:145-146. [PMID: 38045076 PMCID: PMC10690009 DOI: 10.36834/cmej.77029] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 12/05/2023]
Affiliation(s)
- Elio BR Belfiore
- Department of Anesthesia, Anesthesia Clinical Fellow, Sunnybrook Health Sciences Centre, University of Toronto, Ontario, Canada
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Hagumimana J, Skelton T, Pendergrast J, Nizeyimana F, Masaisa F, Kanyamuhunga A, Gashaija C, Chargé S, Kapitany C, Morgan M, Meirovich H, Lin Y. Transfusion Camp Rwanda: A prospective feasibility study evaluating the delivery of Transfusion Camp to a multidisciplinary group of postgraduate medical trainees in Rwanda. Transfusion 2023; 63:2170-2178. [PMID: 37864539 DOI: 10.1111/trf.17568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 08/01/2023] [Accepted: 09/21/2023] [Indexed: 10/23/2023]
Abstract
BACKGROUND Safe blood transfusion is an increasing priority in global health equity. The Global Health 2030 commission lists access to a safe blood supply as essential for all surgical and nonoperative patients. The objective of this study was to determine if Transfusion Camp, when modified through a collaborative partnership between experts in Canada and Rwanda, results in improved knowledge and confidence among trainees in a resource-limited setting in sub-Saharan Africa. METHODS This prospective study took place at The University Teaching Hospital of Kigali in Rwanda. Participants were postgraduate medical trainees from departments where blood transfusion is frequent. Participants watched five prerecorded lectures and then attended a 5-hour team-based learning seminar to consolidate learning. Pre- and post-data were analyzed on transfusion knowledge and trainee confidence. A Rasch analysis investigated the performance of individual questions in assessing respondent knowledge. RESULTS Of 31 trainees from surgery, anesthesia, internal medicine, and pediatrics invited to the course, 27 trainees attended the in-person team-based learning and 24 trainees completed the pre- and post-course analysis. Trainee knowledge assessment improved from (mean ± SD) 7.7/20 ± 1.95 to 10.4/20 ± 2.4 (p < .0001) and this knowledge was maintained by 12 trainees on a 3-month follow-up with a mean score of 9.3/20 ± 2.3. Trainees reported increased confidence in managing transfusion medicine-related patient issues. CONCLUSION This pilot study demonstrated that Transfusion Camp education content modified to the local context can result in increased knowledge and confidence in managing transfusion-related issues. These results will inform future planning of Transfusion Camp in resource-limited settings.
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Affiliation(s)
- Justin Hagumimana
- Department of Anesthesia and Critical Care, University of Rwanda, Kigali, Rwanda
| | - Teresa Skelton
- Department of Anesthesiology, Pharmacology, and Therapeutics, BC Children's Hospital, University of British Columbia, Vancouver, British Columbia, Canada
| | - Jacob Pendergrast
- Laboratory Medicine Program, University Health Network, University of Toronto, Toronto, Ontario, Canada
- Department of Laboratory Medicine and Pathobiology, University of Toronto, Toronto, Ontario, Canada
- University of Toronto Quality in Utilization, Education and Safety in Transfusion (QUEST) Research Program, Toronto, Ontario, Canada
| | - Francoise Nizeyimana
- Department of Anesthesia and Critical Care, Kigali University Teaching Hospital, Kigali, Rwanda
| | - Florence Masaisa
- Department of Internal Medicine, Kigali University Teaching Hospital, University of Rwanda, Kigali, Rwanda
| | - Aimable Kanyamuhunga
- Department of Pediatrics, Kigali University Teaching Hospital, University of Rwanda, Kigali, Rwanda
| | - Christopher Gashaija
- National Centre for Blood Transfusion, Rwanda Biomedical Centre, University of Rwanda, Kigali, Rwanda
| | | | | | - Mary Morgan
- Precision Diagnostics and Therapeutics Program, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
| | - Harley Meirovich
- University of Toronto Quality in Utilization, Education and Safety in Transfusion (QUEST) Research Program, Toronto, Ontario, Canada
| | - Yulia Lin
- Department of Laboratory Medicine and Pathobiology, University of Toronto, Toronto, Ontario, Canada
- University of Toronto Quality in Utilization, Education and Safety in Transfusion (QUEST) Research Program, Toronto, Ontario, Canada
- Precision Diagnostics and Therapeutics Program, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
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Bjorklund A, Muttineni M, Gladding S, Slusher T, Howard CR. The Changing Landscape of Global Child Health Education in the United States and the Effects of the COVID-19 Pandemic and Civil Unrest. Pediatr Ann 2023; 52:e324-e329. [PMID: 37695284 DOI: 10.3928/19382359-20230720-02] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
The events of recent years have affected the landscape of global child health education (GCHE) in the United States. War, racism, forced displacement, and the coronavirus disease 2019 (COVID-19) pandemic had global repercussions that reached US GCHE. The aim of this article is to examine the effect of these events on the landscape of GCHE in the US. Key areas of GCHE have been reframed, reshaped, and accelerated by these events. Travel restrictions accelerated virtual learning opportunities. Core curriculum needed to be reconsidered to address antiracism, equity, and decolonization. Expansion of GCHE activities, including local-global electives, was needed to meet increased resident demand and help address local community needs. Inequities in international partnerships were further highlighted, requiring new approaches. Global research education and practices were also affected with a rapid expansion in virtual opportunities and further development of education in equitable research practices. [Pediatr Ann. 2023;52(9):e324-e329.].
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Tchonang Leuche V, Delgado-Zapata R, Umphrey L, Lam SK, Cardiel Nunez K, Musiime V, Rule A. Decolonizing Global Child Health Education for More Equitable and Culturally Safe Collaborations. Pediatr Ann 2023; 52:e344-e350. [PMID: 37695281 DOI: 10.3928/19382359-20230720-07] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
Global health (GH) as an academic field is fraught with both historical and present systemic injustice, including unilateral partnerships; power asymmetry in grant funding and research agenda setting; lack of acknowledgment of contributions from low- and middle-income country collaborators; and disadvantageous bias toward low- and middle-income country institutions. Reflecting on the legacies of colonialism and White supremacy is vital for training pediatricians to actively work to improve the health of all children worldwide, within bidirectional and culturally safe partnerships in which power dynamics and ethnocentrism are dismantled. In this article, we discuss the present challenges within academic GH education (GHE) and offer four key action steps to decolonize GHE: (1) reflecting on the history of global child health; (2) creating a new language framework on pertinent concepts in GHE; (3) developing cultural humility, antiracism, and decolonization curricula; and (4) intentional institutional action steps to decolonize and sustain culturally safe global child health education. [Pediatr Ann. 2023;52(9):e344-e350.].
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Gouveia PF, Luna R, Fontes F, Pinto D, Mavioso C, Anacleto J, Timóteo R, Santinha J, Marques T, Cardoso F, Cardoso MJ. Augmented Reality in Breast Surgery Education. Breast Care (Basel) 2023; 18:182-186. [PMID: 37529369 PMCID: PMC10389109 DOI: 10.1159/000529587] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Accepted: 02/03/2023] [Indexed: 08/03/2023] Open
Abstract
Introduction Augmented reality (AR) has demonstrated a potentially wide range of benefits and educational applications in the virtual health ecosystem. The concept of real-time data acquisition, machine learning-aided processing, and visualization is a foreseen ambition to leverage AR applications in the healthcare sector. This breakthrough with immersive technologies like AR, mixed reality, virtual reality, or extended reality will hopefully initiate a new surgical era: that of the use of the so-called surgical metaverse. Methods This paper focuses on the future use of AR in breast surgery education describing two potential applications (surgical remote telementoring and impalpable breast cancer localization using AR), along with the technical needs to make it possible. Conclusion Surgical telementoring and impalpable tumors noninvasive localization are two examples that can have success in the future provided the improvements in both data transformation and infrastructures are capable to overcome the current challenges and limitations.
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Affiliation(s)
- Pedro F. Gouveia
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
- Faculdade de Medicina de Lisboa, Av. Prof. Egas Moniz MB, Lisboa, Portugal
| | - Rogélio Luna
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - Francisco Fontes
- Altice Labs, Rua Eng José Ferreira Pinto Basto, Aveiro, Portugal
| | - David Pinto
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - Carlos Mavioso
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - João Anacleto
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - Rafaela Timóteo
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - João Santinha
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - Tiago Marques
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - Fátima Cardoso
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
| | - Maria João Cardoso
- Breast Unit, Champalimaud Clinical Center/Champalimaud Foundation, Avenida Brasilia, Lisboa, Portugal
- Faculdade de Medicina de Lisboa, Av. Prof. Egas Moniz MB, Lisboa, Portugal
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