Delivering Modern Global Health Learning Requires New Obligations and Approaches

Abstract

Introduction:The COVID-19 pandemic has forced a new look (or modernization) for both the obligations and approaches to achieve best-practices in global health learning. These best-practices have moved beyond traditional, face-to-face (F2F), classroom-based didactics to the use of innovative online, asynchronous and synchronous instructional design and the information and communication technology (ICT) tools to support it. But moving to this higher level of online in-service and pre-service training, key obligations (e.g., stopping neocolonialization, cultural humility, reversing brain drain, gender equity) must guide the modernization of instructional design and the supporting ICT. To positively impact global health training, educators must meet the needs of learners where they are.Purpose: We describe a set of multi-communication methods, e-Learning principles, strategies, and ICT approaches for educators to pivot content delivery from traditional, F2F classroom didactics into the modern era. These best-practices in both the obligations and approaches utilize thoughtful, modern strategies of instructional design and ICT. Approach:We harnessed our collective experiences in global health training to present thoughtful insights on the guiding principles, strategies, and ICT environment central to develop learning curricula that meet trainee needs and how they can be actualized. Specifically, we describe five strategies: 1. Individualized learning; 2. Provide experiential learning; 3. Mentor … Mentor … Mentor; 4. Reinforce learning through assessment; and 5. Information and communication technology and tools to support learning. Discussion:We offer a vision, set of guiding principles, and five strategies for successful curricula delivery in the modern era so that global health training can be made available to a wider audience more efficiently and effectively.

Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine

“…Specifically, both student cohorts received presential teaching for the material examined in exams 1a and 1b, whereas the material examined in exam 2b (highest pass rate) was taught online. These results indicate that student outcomes are linked not only to assessment methods, but also to teaching methods [5,10].…”

“…Teaching and learning had to continue, so lecturers were required to quickly adapt their traditional presential teaching methods and evaluation processes to the emerging remote methodology [5]. A lack of both experience and digital competence among many lecturers generated an atmosphere of uncertainty, and lecturers faced a huge responsibility in choosing the best didactic and assessment methods to ensure students' successful academic achievement [10,11]. Furthermore, the changes in methodology that were required to adapt teaching and learning to the new pandemic situation also had significant psychological and academic impacts on students.…”

Digital technologies in water education in the pespective of nursing graduates in pandemic COVID-19

“…In the studies of Bester et al (2021) it is reported that activities such as virtual debates, simulations among others, are part of a permanent evaluation process and corroborate that knowledge is not static, however, it is the result of an individualized construction and divided with the group. For Mcnabb et al (2021) the assimilation of content is more propagated, since we have the help of many research tools, and the content is in our hands. Therefore, each one can be interested in a certain aspect to the detriment of another, deepening what is in their interest.…”

Implementation and evaluation of crowdsourcing in global health education

“…But these teaching practices were all teacher-centered, and students passively accepted knowledge with poor autonomy. Recently, McNabb et al provided some strategies based on e-learning tools for global health education under the pandemic of the COVID-19, yet heavily relied on Internet technology [ 25 ]. Crowdsourcing, has increasingly been used in teaching field [ 15 ].…”