Defining Global Health Tracks for Pediatric Residencies

Abstract

BACKGROUND: Global health (GH) offerings by pediatric residency programs have increased significantly, with 1 in 4 programs indicating they offer a GH track. Despite growth of these programs, there is currently no widely accepted definition for what comprises a GH track in residency. METHODS: A panel of 12 pediatric GH education experts was assembled to use the Delphi method to work toward a consensus definition of a GH track and determine essential educational offerings, institutional supports, and outcomes to evaluate. The panelists completed 3 rounds of iterative surveys that were amended after each round on the basis of qualitative results. RESULTS: Each survey round had 100% panelist response. An accepted definition of a GH track was achieved during the second round of surveys. Consensus was achieved that at minimum, GH track educational offerings should include a longitudinal global child health curriculum, a GH rotation with international or domestic underserved experiences, predeparture preparation, preceptorship during GH electives, postreturn debrief, and scholarly output. Institutional supports should include resident salary support; malpractice, evacuation, and health insurance during GH electives; and a dedicated GH track director with protected time and financial and administrative support for program development and establishing partnerships. Key outcomes for evaluation of a GH track were agreed on. CONCLUSIONS: Consensus on the definition of a GH track, along with institutional supports and educational offerings, is instrumental in ensuring consistency in quality GH education among pediatric trainees. Consensus on outcomes for evaluation will help to create quality resident and program assessment tools.

Defining global health: findings from a systematic review and thematic analysis of the literature

“…1 20-48 Twenty-four were grouped as review/overview articles. There were 25 original research articles, of which 13 used qualitative methods, [69][70][71][72][73][74][75][76][77][78][79][80][81] 11 used mixedmethods [82][83][84][85][86][87][88][89][90][91][92] and one 93 used quantitative data from a survey to proffer definitions of GH. Two studies included in the review were book chapters.…”

“…We propose an accepted definition of paediatric GH tracks as 'a longitudinal area of concentration dedicated to global child health, offered within a residency program, which includes a formal curriculum and mentorship with required scholarly output for a defined cohort of pediatric residents'. 74…”

The Minnesota Model: A Residency Global Health Track Framework

“…Academic project. Consistent with the consensus definition of a pediatric GH track, 11 our track residents must engage in a scholarly project as part of their GH elective. In a previous review of the 67 projects completed during the first 10 years of the track, most (90%) were quality/ process improvement, education, or clinical research projects, and the majority (71%) were developed in collaboration with the host after arrival.…”

“…Recently, a consensus definition was published, defining a pediatric GH track as "a longitudinal area of concentration dedicated to global child health, offered within a residency program, which includes a formal curriculum and mentorship with required scholarly output for a defined cohort of pediatric residents." 11 The University of Minnesota pediatrics residency has had a GH track that meets this definition, since 2005. Our track is opt-in and open to all interested residents, with the goal of equipping residents with skills necessary to care for children from all over the world, including preparing for meaningful engagement in GH in resource-limited settings.…”

Global Guide: A Comprehensive Global Health Education Resource for Pediatric Program Directors

“…3,4 In accordance with best practices pertaining to shortterm GH electives, many programs are attempting to build GH training opportunities beyond electives, including longitudinal GH curricula at their respective institutions, predeparture preparation training, postreturn debriefing, and global training partnerships. 1,2,[4][5][6][7][8][9][10][11] Concomitantly, educators are recognizing that all trainees, not just those planning to work abroad, need to learn about GH-related topics. The "local global health" framework 12 highlights that diseases do not respect borders, resource limitation is not unique to low-and middleincome countries (LMICs), and core skills are necessary for all trainees caring for patients and families from (and going to) diverse settings.…”