Background This study assesses the impact of the Interprofessional Global Health Course (IPGHC) on students’ fundamental global health knowledge and personal viewpoints on global health domains. It explores the evolution of students’ understanding of global health specifically in relation to the COVID-19 pandemic. Methods Ninety-nine students were selected from 123 McGill student applicants based on their motivation and commitment to take part in IPGHC’s ten-week 2020 curriculum. These IPGHC students were eligible to participate in the study. The study’s design is sequential explanatory mixed methods. The cross-sectional survey (quantitative phase) appraises students’ global health learning outcomes using pre- and post-course surveys, with the use of 5-point Likert-scale questions. The descriptive qualitative survey (qualitative phase) further explores the impact of IPGHC on student’s understanding of global health and the reflections of students on the COVID-19 pandemic after IPGHC. The post-course survey included a course evaluation for quality improvement purposes. Results Of the 99 students, 81 students across multiple undergraduate and graduate disciplines participated in the study by completing the course surveys. Mean knowledge scores of the following 11 global health topics were increased between pre- and post-course survey: Canadian Indigenous health (P < 0.001), global burden of disease (P < 0.001), global surgery (P < 0.001), infectious diseases and neglected tropical diseases (P < 0.001), refugee and immigrant health (P < 0.001), research and development of drugs (P < 0.001), role of politics and policies in global health (P = 0.02), role of technology in global health (P < 0.001), sexual violence (P < 0.001), systemic racism in healthcare (P = 0.03), and trauma in the global health context (P < 0.001). A positive change in student viewpoints was observed in response to questions regarding their perception of the importance of global health education in their own professional health care programs (P < 0.001), and their understanding of the roles and responsibilities of other healthcare professionals (P < 0.001). In the post-course survey open-ended questions, students exemplified their knowledge gained during the course to create a more informed definition of global health. Several recurring themes were identified in the student reflections on the COVID-19 pandemic, notably policy and politics, followed by access to healthcare and resources. Conclusion This study emphasizes the need for interprofessional global health education at the university level and demonstrates how rapidly global health learners can apply their knowledge to evolving contexts like the COVID-19 pandemic.

Introduction:The knowledge of health professionals and trainees is of great importance as they could be very effective sources of motivation for the general population toward organ donation. So, a study was planned to improve the perceptions of students and faculty about organ donation.Materials and Method:A program-based educational intervention was implemented in a dental institute by a medical professional. It was attended by 168 participants, including interns, postgraduate students, and faculty members. A self-administered questionnaire consisting of 27 questions about knowledge, attitude, and practice (KAP) of organ donation was used. Statistical analysis was done using the Statistical Package for the Social Sciences (SPSS) software Version 23, IBM. The difference in knowledge and attitude according to various demographic factors was determined by applying independent t-test and analysis of variance (ANOVA) test. A Chi-square test was used to assess the association between demographic variables and willingness to sign organ donor card. P < 0.05 was considered statistically significant.Result:The mean knowledge score of the study participants was 9.6 and the mean attitude score was 3.4 at the end of educational program. When association between willingness to sign organ card was assessed with age and gender, it was found that no such association existed. Statistically significant difference was found among males and females when compared for knowledge (P = 0.006) scores and among education group when compared for attitude (P = 0.0238).Conclusion:The present educational intervention for improving the perceptions of students and faculty about organ donation was successful as the study population was able to achieve sound knowledge and good attitude level.

No abstract

Chhibber R, Shrivastava R and Tandale M ( ) Addressing consequences of school closure on oral health care of children during COVID-.