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Lee S, Yoon JY, Hwang Y. Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students. BMC Nurs 2024; 23:437. [PMID: 38926867 PMCID: PMC11200876 DOI: 10.1186/s12912-024-02111-8] [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: 03/22/2024] [Accepted: 06/18/2024] [Indexed: 06/28/2024] Open
Abstract
BACKGROUND Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students' competencies in global health and communication, problem-solving, and self-directed learning skills. METHODS A 15-week course "Global Health and Nursing" was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest-posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview. RESULTS The collaborative project-based learning method significantly improved global health competency (t = - 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = - 2.649, df = 22, p = 0.015), problem-solving skills (t = - 3.453, df = 22, p = 0.002), and self-directed learning skills (t = - 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education. CONCLUSIONS This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings.
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Affiliation(s)
- Sujin Lee
- Department of Nursing, Kyungdong University, Wonju, Korea
- College of Nursing and Research Institute of Nursing Science, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Korea
| | - Ju Young Yoon
- College of Nursing and Research Institute of Nursing Science, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Korea
| | - Yeji Hwang
- College of Nursing and Research Institute of Nursing Science, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul, 03080, Korea.
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Reynolds CW, Kolars JC, Bekele A. Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:1107-1112. [PMID: 37094281 PMCID: PMC10516162 DOI: 10.1097/acm.0000000000005255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
"Global health experiences," clinical and research learning opportunities where learners from high-income country (HIC) institutions travel to low- and middle-income countries (LMICs), are becoming increasingly popular and prolific in the health sciences. Increased interest has been well documented among medical, pharmacy, and nursing learners who are driving these agendas at their institutions. Although such opportunities have potential to mutually benefit the learner and host, in practice they can be exploitative, benefiting HIC learners without reciprocity for LMIC hosts. Given these and other pervasive ethical concerns in global health, efforts to decolonize global health and emphasize equity are being made at the institutional level. Despite progress toward global health equity from institutions, most learners lack the resources and education needed to critically evaluate the numerous global health opportunities or equitably codesign these experiences for themselves. This article offers 10 guiding questions that learners should answer before selecting or codesigning a global health opportunity through a lens of global health equity. These prompts encompass values including motivations, reciprocity, accountability, sustainability, financial implications, self-reflection, bidirectional communication, and mitigating burden and power dynamics. The authors provide tips, pitfalls to avoid, and pragmatic examples for learners working to actualize partnerships and opportunities aligned with the movement of global health equity. With these guiding questions and accompanying reflection tool, learners, faculty members, and their LMIC partners should be better equipped to engage in mutually beneficial partnership through the framework of global health equity.
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Affiliation(s)
- Christopher W. Reynolds
- C.W. Reynolds is a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0001-6634-391X
| | - Joseph C. Kolars
- J.C. Kolars is director, Center for Global Health Equity, senior associate dean for education and global initiatives, and Josiah Macy Jr. Professor of Health Professions Education, University of Michigan Medical School, Ann Arbor, Michigan
| | - Abebe Bekele
- A. Bekele is deputy vice chancellor of academic and research affairs, dean of the school of medicine, and professor of general and thoracic surgery, University of Global Health Equity, Butaro, Rwanda
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Dosa NP, Ahmed YS, Alriksson-Schmidt A, Castillo H, Contepomi S, Locastro MM, Koning J, Koutsouras G, Kutwa E, Mahorta A, MacFarland S, Öhrvall AM, O’Neill P, Overvelde A, Peny-Dahlstrand M, Shaw A, Stockman J, Tovar-Spinoza Z, Castillo J. Spina Bifida Global Learning Collaborative: Educating the next generation of clinicians, researchers, and advocates. J Pediatr Rehabil Med 2023; 16:657-663. [PMID: 38143399 PMCID: PMC10789363 DOI: 10.3233/prm-230037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Accepted: 11/16/2023] [Indexed: 12/26/2023] Open
Abstract
PURPOSE This project aimed to launch an international learning community to guide the development of a spina bifida (SB) curriculum for global health trainees. METHODS Using a descriptive study design, a convenience sample of SB curricula were identified in 2022-23 by members of the Spina Bifida World Congress Outreach Committee and evaluated during a series of monthly Zoom calls to discuss SB education in a global health context. Participants included (1) leadership from the ReachAnother Foundation, (2) invited panelists from the Spina Bifida World Congress Global Health Symposium, and (3) global health students and preceptors. Education initiatives in Ethiopia, Sweden, Argentina, Ecuador, and the United States were evaluated vis-à-vis format and content. RESULTS All of the education initiatives referenced the framework of the World Health Organization International Classification of Functioning, Disability and Health. Formats varied and included both virtual and interactive workshops, print materials, videos, and guides for small group discussion. Content addressed four domains: Folate Prevention, Neurosurgical Training, After Care, and Data Collection. A multidisciplinary approach, partnerships with families, and workforce pipeline training were identified as guiding themes for educating the next generation of SB researchers and clinicians in global health settings. CONCLUSION The Spina Bifida Global Learning Collaborative is a transnational group of advocates, clinicians, and investigators whose mission is the advancement of SB-related global health education. Lessons learned from the collaborative are being leveraged to develop a global health curriculum for learners, which may improve services for individuals with SB around the globe.
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Affiliation(s)
- Nienke P. Dosa
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Yakob S. Ahmed
- ReachAnother Foundation, Bend, OR, USA; Addis Ababa, Ethiopia; and Delft, The Netherlands
| | | | - Heidi Castillo
- Developmental-Behavioral Pediatrics, Texas Children’s Hospital/Baylor College of Medicine, Houston, TX; and Developmental Medicine, Department of Pediatrics, Children’s Nebraska, Omaha, NE, USA
| | | | - Mary M. Locastro
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Jan Koning
- ReachAnother Foundation, Bend, OR, USA; Addis Ababa, Ethiopia; and Delft, The Netherlands
| | - George Koutsouras
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Elly Kutwa
- Maseno University School of Medicine and Surgery, Kisumu, Kenya
| | - Anjali Mahorta
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Shade MacFarland
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Ann-Marie Öhrvall
- Department of Neurobiology, Care Sciences and Society (NVS), Division of Occupational Therapy, Karolinska Institute, Stockholm, Sweden
| | - Patricia O’Neill
- ReachAnother Foundation, Bend, OR, USA; Addis Ababa, Ethiopia; and Delft, The Netherlands
| | - Anneloes Overvelde
- ReachAnother Foundation, Bend, OR, USA; Addis Ababa, Ethiopia; and Delft, The Netherlands
| | - Marie Peny-Dahlstrand
- Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Occupational Therapy Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Andrea Shaw
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Jessica Stockman
- Department of Clinical Sciences Lund, Orthopedics, Lund University, Lund, Sweden
- Centre for Clinical Research Sörmland, Uppsala University, Uppsala, Sweden
| | - Zulma Tovar-Spinoza
- Spina Bifida Center of Central New York, Department of Pediatrics, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Jonathan Castillo
- Developmental-Behavioral Pediatrics, Texas Children’s Hospital/Baylor College of Medicine, Houston, TX; and Developmental Medicine, Department of Pediatrics, Children’s Nebraska, Omaha, NE, USA
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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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‘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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Kutalek R, Lahlal M, Kaawa-Mafigiri D, Ryan-Coker M, Böll S, Parisi S, Cheah PY, Pritsch M. Putting global health high on the agenda of medical schools. Wien Med Wochenschr 2022; 173:131-137. [PMID: 36229742 PMCID: PMC9559117 DOI: 10.1007/s10354-022-00974-7] [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] [Received: 03/14/2022] [Accepted: 09/12/2022] [Indexed: 12/03/2022]
Abstract
In this opinion paper, we reflect on global health and global health education as well as challenges that the coming generation are likely to face. As the field is rapidly changing, it is vital to critically reflect categories of “global south” and “global north” as geographical boundaries, and rather think in terms of inequalities that are present in all countries. Global perspectives on health are useful to analyze structural challenges faced in all health care systems and help understand the diversity of cultures and patients’ concepts of disease. We first discuss burning questions and important challenges in the field and how those challenges are tackled. Rather than going into detail on topical issues, we reflect on approaches and attitudes that we think are important in global health education and present opportunities and challenges for young scholars who are interested in working in this field.
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Affiliation(s)
- Ruth Kutalek
- Medical University of Vienna, Department of Social and Preventive Medicine, Unit Medical Anthropology and Global Health, Kinderspitalgasse 15, 1090, Vienna, Austria.
| | - Mina Lahlal
- Department of Trauma Surgery, Wilhelminenspital, Vienna, Austria
| | - David Kaawa-Mafigiri
- Department of Social Work and Social Administration, School of Social Sciences, Makerere University, Kampala, Uganda
| | - Marcella Ryan-Coker
- Department of Surgery, University of Nairobi, Nairobi, Kenya.,College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, UK
| | - Simone Böll
- Medical University of Vienna, Department of Social and Preventive Medicine, Unit Medical Anthropology and Global Health, Kinderspitalgasse 15, 1090, Vienna, Austria.,Department of Dermatology, Inselspital, Bern, Switzerland
| | - Sandra Parisi
- Department for General Practice, Universitätsklinikum Würzburg, Würzburg, Germany
| | - Phaik Yeong Cheah
- Mahidol Oxford Tropical Medicine Research Unit (MORU), Faculty of Tropical Medicine, Mahidol University, Bangkok, Thailand.,Centre for Tropical Medicine and Global Health, Nuffield Department of Clinical Medicine, University of Oxford, Oxford, UK
| | - Michael Pritsch
- Division of Infectious Diseases and Tropical Medicine, University Hospital, Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
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Wu A, Choi E, Diderich M, Shamim A, Rahhal Z, Mitchell M, Leask B, DeWit H. Internationalization of Medical Education - Motivations and Formats of Current Practices. MEDICAL SCIENCE EDUCATOR 2022; 32:733-745. [PMID: 35493984 PMCID: PMC9044376 DOI: 10.1007/s40670-022-01553-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/12/2022] [Indexed: 05/31/2023]
Abstract
PURPOSE The COVID-19 pandemic has demonstrated the importance for medical professionals to engage in work transcending national borders and to deeply understand perspectives of health in other countries. Internationalization of medical education can play a key role to that end, by preparing culturally competent and globally conscious medical healthcare professionals.The aim of this scoping review is to identify current practices and formats in internationalization in medical education, which to date has received sparse academic attention. The need for this review is heightened amid COVID-19 where a clearer understanding of current internationalization efforts can inform more effective practice. We also explore if the motivations driving internationalization activities in medicine align with current practice and formats based on a framework of thematic categories found in the field of international higher education. In addition, we identify gaps in existing research. METHODS Using a scoping review, an international and interdisciplinary research team employed a comprehensive search strategy to identify publications on existing efforts in IoME, published from January 1, 2000, to December 31, 2020, in Scopus, PubMed/Medline, Google Scholar, and Web of Science. Inclusion/exclusion criteria were applied to identify relevant data from publication titles, abstracts, and main texts, which were subsequently summarized. Coding schemes were developed based on models for comprehensive internationalization in higher education. RESULTS 350 articles met the inclusion criteria. Most articles originated from the high-income countries of the Global North and accounted for a literature base favoring perspectives and understandings that were typically representative of this region. Whereas motivations for internationalizing medical curricula in high-income countries were generally rooted in a model of social transformation/justice/health equity, drivers relating to competition and workforce preparation were common in the low- and middle-income countries.Importantly, the motivations driving internationalization activities generally did not align well with reported internationalization formats, which included student mobility, international curricula at home, and global partnerships. There was a disconnect between what medical curricula/professionals hope to accomplish and the reality of practice on the ground. DISCUSSION AND CONCLUSION There is a need for a common definition of internationalization of medical education and a more balanced and unbiased literature base, capturing the full spectrum of internationalization activities existing in both the Global North and South. International partnership frameworks need to equally benefit institutions of both the Global North and Global South. Currently, institutions in the low- and middle-income countries generally cater to the needs and interests of their high-income counterparts. There are concerns about student mobility from high-income countries to low- and middle-income countries. Finally, medical education should be more inclusive and all medical students should gain access to international perspectives and experiences. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01553-6.
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Affiliation(s)
- Anette Wu
- Departments of Medicine, Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, 650 W 168th St, New York, NY 10032 USA
| | - Edward Choi
- Underwood International College, Yonsei University, Seoul, Republic of Korea
| | - Mariette Diderich
- International Office, Faculty of Medicine, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Abrar Shamim
- Departments of Medicine, Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, 650 W 168th St, New York, NY 10032 USA
| | - Zacharie Rahhal
- Departments of Medicine, Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, 650 W 168th St, New York, NY 10032 USA
| | | | - Betty Leask
- School of Education, La Trobe University, Melbourne, Australia
| | - Hans DeWit
- Center for International Education, Lynch School of Education, Boston College, Boston, MA USA
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A Systematic Review of Global Health Assessment for Education in Healthcare Professions. Ann Glob Health 2022; 88:1. [PMID: 35083127 PMCID: PMC8740639 DOI: 10.5334/aogh.3389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objective: Methods: Results: Conclusions:
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