A Global Health Capstone: An Innovative Educational Approach in a Competency-Based Curriculum for Medical Students

Chamberlain, Stacey; Gonzalez, Nicole; Dobiesz, Valerie; Edison, Marcia; Lin, Janet; Weine, Stevan

doi:10.21203/rs.2.12213/v2

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…Given the major global changes and the increasing interest in global health, there is a growing need for integrated and formalized programming that allows students to develop relevant skills as well as the ability to apply theoretical concepts in high-impact global health initiatives. Several examples demonstrate how a structured global health capstone is a method for teaching global health skills and preparing students for careers as global health professionals and leaders [17].…”

Section: Attitude and DI Culties Of Students Undergoing Training In R...mentioning

confidence: 99%

From the Global North to the Global South: the role of international medicine in the preparation of students for experiential learning in countries with limited resources.

Serraino

Owachi

Byekwaso

et al. 2022

Preprint

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Makerere University College of Health Sciences, Kampala, Uganda, has established partnerships with several other institutions around the world. Some of these are the University of Brescia and “Magna Græcia” University, which have agreed on a collaboration whose main objective is student exchange. We collected the experiences of some of the students who participated in the medical electives born from this partnership, integrating, and comparing them with other data and similar experiences in literature, analyzing the importance of adequate preparation in global health and ethical collaboration. Medical electives represent a unique opportunity for medical students, not only for those who will work in resource-limited settings due to an increasingly globalized world. The emergence of ethical international collaborations is of paramount importance to stimulate these projects and to ensure that they take place safely and with adequate preparation even and especially during the COVID-19 pandemic.

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Section: Attitude and DI Culties Of Students Undergoing Training In R...mentioning

confidence: 99%

From the Global North to the Global South: the role of international medicine in the preparation of students for experiential learning in countries with limited resources.

Serraino

Owachi

Byekwaso

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…[3][4][5][6] As part of a movement toward more structured and intentional global health education, global health educators have invested in defining competencies in global health. [7][8][9] However, there remains a lack of consensus on the desired global health competencies and how to assess the acquisition of these competencies. [10][11][12][13][14][15] We found that promoting reflective writing during global clinical rotations (GCRs) can provide a means to illustrate medical student learning consistent with the eight American Association of Medical College (AAMC) physician competency domains.…”

Section: Introductionmentioning

confidence: 99%

Using Prompted Reflective Writing to Demonstrate Learning of Physician Competencies during Global Clinical Rotations

Wells

Parameshwar

Marais

et al. 2022

The American Journal of Tropical Medicine and Hygiene

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Global health education programs have grown in number and rigor with the development of learning objectives, competency frameworks, and assessment tools. This study aimed to assess whether prompted reflective writing could demonstrate medical student learning of physician competencies during global clinical rotations. From 2014 to 2018, 135 medical students who participated in global health clinical rotations responded to four reflective writing prompts. We conducted qualitative content analysis of 487 individual responses using grounded theory and an iterative process to identify themes associated with the eight American Association of Medical College physician competency domains. In response to prompted reflective writing assignments, students demonstrated learning related to all eight competencies. They reflected on systems-based practice while also sharing their growth in knowledge and skills related to personal and professional development, knowledge for practice, interprofessional collaboration, and patient care. In demonstrating practice-based learning and improvement, students additionally reflected on how the experiences during their global clinical rotations might influence their future careers as physicians. Our findings suggest that prompted reflective writing during global clinical rotations allows medical students to demonstrate learning in the competency domains expected of all physician trainees and to reflect on the application of this learning to current and future patient care. In reading students’ writings, we found that prompted reflective writing during global clinical rotations offers an opportunity for students to illustrate the knowledge and skills they have acquired as physicians in training.

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A Global Health Capstone: An Innovative Educational Approach in a Competency-Based Curriculum for Medical Students

Abstract: Background Global health educational programs for medical and public health professionals have

Cited by 2 publications

References 27 publications

From the Global North to the Global South: the role of international medicine in the preparation of students for experiential learning in countries with limited resources.

From the Global North to the Global South: the role of international medicine in the preparation of students for experiential learning in countries with limited resources.

Using Prompted Reflective Writing to Demonstrate Learning of Physician Competencies during Global Clinical Rotations

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