Development of a Global Health Curriculum for Family Medicine Based on ACGME Competencies

Abstract

This global family medicine curriculum has added structure and rigor to our international electives in the department at the University of Minnesota. The competency-based curriculum is in the early stages of implementation and evaluation. It has already strengthened components of the residency learning experience for all residents. A robust evaluation is needed and requires monitoring pathway graduates and their career choices into the future. The curriculum is available for adoption by other FM residencies.

Enhanced skills in global health and health equity: Guidelines for curriculum development

“…The core content topics identified in our study by a supermajority (see Table 2 in Appendix ) are all well represented in recent global health literature. 4 , 25 , 31 , 32 There is, however, a notable absence among our findings of any specific areas of medicine or particular population groups which should be addressed by all GH ESPs. This contrasts with a number of previous publications and programs which have listed the following among their recommended competencies: maternal/newborn care, traveller’s medicine, communicable/tropical diseases, mental health, immigrant/refugee care, chronic disease and more.…”

“…The value of both domestic and international experience during global health training is well described in the literature. 4 , 16 , 18 , 25 , 26 , 28 , 30 , 31 Global health fellows throughout the United States commonly work at home and abroad. 24 …”

A Novel Scenario-Based Interview Tool to Evaluate Nontechnical Skills and Competencies in Global Health Delivery

“…The interviews had 15 questions with 6 possible points each, for a total possible score of 90. Competencies assessed by the GHD-CAT were aligned with Accreditation Council for Graduate Medical Education competencies, similar to previous approaches, 15 including systems-based practice, interpersonal and cross-cultural communication, professionalism and self-care, clinical care, mentoring, teaching, management, and personal motivation and experience (TABLE). Each case vignette assessed a specific competency and had a corresponding scoring rubric for excellent (5-6 points), good (3-4 points), or limited (1-2 points), provided as online supplemental material.…”

“…The search identified 5 relevant frameworks: the Ontario Global Health Family Medicine Curriculum Working Group, 11 the Global Health Education Consortium and the Association of Faculties of Medicine of Canada's Global Health Resource Group Core Competencies Project, 21 the Global Health Competency Model of the Association of Schools of Public Health, 6 the University of Minnesota Family Medicine Residency Global Health Curriculum, 15 and the University of Washington International Health Program Competencies. 9 The search did not identify any formal assessment tools for nontechnical competencies and values in the peer-reviewed literature.…”

“…[11][12][13][14] A few institutions have acknowledged this shortcoming, incorporating either nontechnical competencies or cultural competency into their global health curricula. 11,15,16 We do not know whether these curricula produce physicians prepared to thrive as global health practitioners. Furthermore, nontechnical competencies and values are more challenging to assess than technical competencies.…”