Essential competencies in global health research for medical trainees: A narrative review

White, Mary T.; Satterfield, Caley A.; Blackard, Jason T.

doi:10.1080/0142159x.2017.1324139

Cited by 7 publications

(7 citation statements)

References 34 publications

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“…Furthermore, student engagement with research varies, and although some institutions have a high proportion of students involved in research,25 it is more likely to be at research-elite universities, and students with research experience prior to commencing medical training 26. Those at research-elite universities have a more satisfactory research training experience,27 while their counterparts at other institutions may be more limited in the type of research they are able to conduct 28…”

Section: Methodsmentioning

confidence: 99%

<p>Medical student mentoring programs: current insights</p>

Nimmons¹,

Giny²,

Rosenthal³

2019

AMEP

137

109

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Medical school mentoring programs incorporate a wide range of objectives. Clinical mentoring programs help to develop students’ clinical skills and can increase interest in under-subscribed specialties. Those that focus on teaching professionalism are integrated into medical school curriculums in order to overcome the “hidden curriculum”. Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences. It also has an important role in encouraging recruitment of under-represented minority groups into the medical profession through widening access programs. The aim of our review of the literature, is to analyze current trends in medical student mentoring programs, taking into account their objectives, execution, and evaluation. We outline the challenges encountered, potential benefits, and key future implications for mentees, mentors, and institutions.

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Section: Methodsmentioning

confidence: 99%

<p>Medical student mentoring programs: current insights</p>

Nimmons¹,

Giny²,

Rosenthal³

2019

AMEP

137

109

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“…As indicated by other scholars, global health core competencies should reflect the interdisciplinary nature of the field [2447]. In comparing our core competencies with the literature, our set of core competencies overlapped in many areas with what has been developed by others.…”

Section: Discussionmentioning

confidence: 80%

“…Occasionally, competencies are decided by faculty without consultation of other key stakeholders such as practitioners in the workforce where students will ultimately work. In addition, existing US-based research in global health competencies has focused on medical student education but few have actually identified a set of core competencies relating specifically to public health [715161821222324]. Accreditation requires that schools of public health demonstrate that students meet the broad set of competencies related to public health and its domains, including biostatistics, epidemiology, health policy and administration, and health promotion.…”

Section: Introductionmentioning

confidence: 99%

“…Although founded on public health principles, adequate training in global health requires additional competencies unique to global health [1]. While many individual academic institutions, including the University of Toronto, the University of Washington, University of California at San Francisco, and Emory University, and professional organizations in the US have created their own set of core competencies in global health, there is considerable variation among them with no universal standards [124]. Among the most comprehensive examinations of global health competencies specifically for public health programs are those published by the Association of Programs and Schools for Public Health (ASPPH) in 2014 [10] and the Consortium of Universities for Global Health (CUGH) in 2014 and 2015 [111225].…”

Section: Introductionmentioning

confidence: 99%

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Establishing Competencies for a Global Health Workforce: Recommendations from the Association of Pacific Rim Universities

Withers

Lin

Schmidt

et al. 2019

Annals of Global Health

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Background: The Association of Pacific Rim Universities Global Health Program facilitates exchange of information, knowledge and experiences in global health education and research among its 50 member universities. Despite the proliferation of global health educational programs worldwide, a lack of consensus exists regarding core competencies in global health training and how these are best taught. Methods: A workshop was convened with 30 faculty, university administrators, students, and NGO workers representing both the Global North and South to gain consensus on core competencies in masters’-level global health training. The co-authors then collaborated to refine the list of competencies, categorize them into domains, and develop a plan for how academic institutions can ensure that these competencies are effectively taught. Findings: Nineteen competencies across five domains were identified: knowledge of trends and determinants of global disease patterns; cultural competency; global health governance, diplomacy and leadership; project management; and ethics and human rights. The plan for how academic institutions can best train students on these competencies outlined five key opportunities: coursework; practicums; research opportunities; mentorship; and evaluation. The plan recommended additional institutional strategies such as maximizing collaborative research opportunities, international partnerships, capacity-building grants, and use of educational technology to support these goals. Conclusions and Recommendations: While further research on the implementation of competency-based training is warranted, this work offers a step forward in advancing competency-based global health masters’ education as identified by a globally diverse group of expert stakeholders and economies. Given the challenges facing the current global health landscape, comparable competency-based training across institutions is critical to ensure the training of competent global health professionals.

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“…It not only creates contact with mentors and other students who have various ideas and thoughts on the same subject topic but also builds confidence and encourages the teamwork. 5…”

Section: Merits Of Learners Exchange Programmentioning

confidence: 99%

A Review of Learner Exchange Program in the Dental Fraternity: A Paradigm Shift for the Excellence

Ramugade

Sagale

2018

Journal of Advanced Oral Research

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Dentistry is an art and science which mainly depends on the subject knowledge, instruments, materials, technology, and skills of the operator. Sharing the knowledge and available infrastructure and technology are the best solutions to enhance the skills and improve the work pattern of the present dentist. This could be easily achieved through the introduction of learner exchange program for students as well as faculty. The exchange program has multiple advantages being beneficial for the budding dentist and the faculty, which ultimately improves the interstate relationship and help the community in health care sectors.

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Essential competencies in global health research for medical trainees: A narrative review

Abstract: The competencies identified outline basic knowledge, attitudes, and skills necessary for medical trainees to conduct limited global health research while participating in STEGHS. They may also be used as a basis for curriculum development, assessment, and research capacity development.

Cited by 7 publications

References 34 publications

<p>Medical student mentoring programs: current insights</p>

<p>Medical student mentoring programs: current insights</p>

Establishing Competencies for a Global Health Workforce: Recommendations from the Association of Pacific Rim Universities

A Review of Learner Exchange Program in the Dental Fraternity: A Paradigm Shift for the Excellence

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