Evaluation and Support Mechanisms of an Emerging University-wide Global
                        Health Training Program

Kalbarczyk, Anna; Leontsini, Elli; Combs, Emily; Yang, Fan; Ahmadi, Azal; Charron, Karen

doi:10.1016/j.aogh.2015.08.025

Cited by 10 publications

(13 citation statements)

References 9 publications

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“…102,103 Additionally, ethical challenges may arise regarding participation in research (eg, when conducted without informed consent or institutional ethical approval), especially if faced with the time pressures of trying to complete work during a short-term experience. 42,99,104 Impact on Hosts…”

Section: Culture and Culture Shockmentioning

confidence: 99%

Global Health: Preparation for Working in Resource-Limited Settings

et al. 2017

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Trainees and clinicians from high-income countries are increasingly engaging in global health (GH) efforts, particularly in resource-limited settings. Concomitantly, there is a growing demand for these individuals to be better prepared for the common challenges and controversies inherent in GH work. This is a state-of-the-art review article in which we outline what is known about the current scope of trainee and clinician involvement in GH experiences, highlight specific considerations and issues pertinent to GH engagement, and summarize preparation recommendations that have emerged from the literature. The article is focused primarily on short-term GH experiences, although much of the content is also pertinent to long-term work. Suggestions are made for the health care community to develop and implement widely endorsed preparation standards for trainees, clinicians, and organizations engaging in GH experiences and partnerships.

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Section: Culture and Culture Shockmentioning

confidence: 99%

Global Health: Preparation for Working in Resource-Limited Settings

et al. 2017

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“…The majority of ( n = 33) articles discussed global health elective preparation for medical students [33–35, 37, 39–47, 49, 50, 52–54, 57, 59, 60, 62, 63, 65, 66, 71, 72, 76, 79–82, 84], followed by preparation for residents and fellows ( n = 17) [4, 26, 33, 35, 49, 55, 56, 64, 65, 67–69, 71, 73, 75, 79, 81, 83], nursing students ( n = 6) [36, 44, 54, 58, 66, 77], undergraduate students ( n = 6) [38, 44, 54, 58, 70, 74], and other graduate students, which included midwifery, pharmacy, physiotherapy and public health students ( n = 8) [32, 35, 44, 48, 51, 61, 66, 78]. Twelve papers included information about multiple trainee populations [32, 33, 35, 44, 49, 54, 58, 65, 66, 71, 79, 81].…”

Section: Resultsmentioning

confidence: 99%

Are you ready? A systematic review of pre-departure resources for global health electives

et al. 2019

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Background There has been an exponential increase in the offering of short-term international field experiences in recent years in response to student demands for global health opportunities. Pre-departure preparation is an essential component to equip trainees with the adequate safety, wellness, and cultural competence needed to engage in a meaningful and mutually beneficial elective. This review seeks to quantify the plethora of pre-departure preparation training available to public health, clinical, and undergraduate trainees across the continuum of education for short-term experiences in low-and middle-income countries (LMICs). Methods We performed a systematic review of Pubmed, Embase, Web of Science, Scopus, and Ovid Global Health in February, 2018. A three-concept search was employed and included “global or international health”; “education or preparation of personnel/students”; and “field programs or travel.” The study teamed used PRISMA reporting guidelines to conduct title and full-text reviews and conduct data extraction and analysis. Results The search returned 2506 unique articles. Of these, 55 met inclusion criteria and were included in the final review. Ninety one percent (91%) of articles focused on pre-departure trainings for medical students and residents. Nine thematic domains for short-term international field experiences emerged; culture, safety, and project-specific knowledge were the most frequently covered domains while mentorship, professionalism, and emotional wellness and culture shock were least common. Approximately half (53.3%) of studies specifically evaluated the pre-departure component of the international experience using a survey or evaluation form. Recommendations emerged from these evaluations including early engagement with international partners, inclusion of self-reflection exercises and site-specific content, and utilization of interactive approaches in learning. Some institutions face barriers to conducting pre-departure preparation such as lack of dedicated faculty, finances, and institutional support. Conclusions Interest in pre-departure training for international experiences is growing but few programs conduct and publish evaluations of these trainings. Pre-departure trainings should be developed in partnership with receiving institutions and faculty and incorporate critical self- reflection throughout the experience. In addition to the experience itself, institutions need to evaluate these curricula to better understand how they influence trainees’ capacity to effectively engage in LMIC settings. Electronic supplementary material The online version of this article (10.1186/s12909-019-1586-y) contains supplementary material, which is available to authorized users.

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“…Generally, health schools in Western courses tend to be focused on clinical and procedural aspects [22][23][24], which distract and hinder students from developing skills aimed at communicating or understanding different cultures [25]. For the development of communication skills, real-world experiences seem to be the best approach to develop this competence among students.…”

Section: Class 2 -Emotional Cultural and Collaborative Aspects In Tmentioning

confidence: 99%

“…Stimulating inter-professional values and communication skills that demonstrate respect, empathy, and awareness of unique cultures is a way to value roles, responsibilities, and knowledge represented by other professionals and groups that work in global health [17,22,23].…”

Section: Class 2 -Emotional Cultural and Collaborative Aspects In Tmentioning

confidence: 99%

“…Strategies of global health education in the U.S. can be classified into three different models: integrated global health tracks; global health electives; and additional research years [18,23]. The implementation of global health training within these programs requires continued optimization, but this training is essential to prepare the next generation of health professionals to address the global aspects of specific diseases, along with purely clinical aspects [41].…”

Section: Class 5 -Diversity Of the Topics Addressed In Ghmentioning

confidence: 99%

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Global Health Education Programs in the Americas: A Scoping Review

Mendes

Ventura

Queiroz

et al. 2020

Annals of Global Health

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Introduction Global Health (GH) refers to issues that transcend borders and national governments, demanding actions from global powers, which determine the health of different communities [1]. It involves knowledge, teaching, practice, and research on extraterritorial health issues which extrapolate national geographic borders [2]. GH teaching involves integrated courses, which can be offered within social sciences, considering the transnational aspects of health issues [3, 4] while valuing the context and local capacity to act. In the Americas, the interest in GH as an academic discipline has increased in the last decade. This is due to the growing acknowledgement of GH as a fundamental issue in health training, enabling undergraduate and graduate students to better understand the global priority agenda and its demands [5]. Human resources are central aspects for the success of GH strategies; however, there is no consensus on how to plan experiential activities to prepare students to act locally and globally and to serve as global health professionals. Furthermore, cultural diversities in the Americas (North, Central, and South) enrich GH teaching and may become a challenge for the different actors involved in these processes. This study aims to analyse approaches, characteristics, and challenges faced by educational programs on global health in the Americas. Methods This is a scoping review, with the aim of mapping relevant scientific production and gaps on a specific theme, in this case, education of health professionals [6], following this sequence: 1) identifying the research question; 2) finding relevant studies; 3) selecting the studies; 4) organizing the data; and 5) collating, summarizing, and reporting the results, according to The Joanna Brigs Institute for Scoping Reviews. The search strategy used was PICo (P: problem/population; I: intervention; Co: context), in which P: educational programs on global health; I: approaches, characteristics, and challenges; Co: Americas. This resulted in the following research question: What are the approaches, characteristics, and challenges faced by educational programs on global health in the Americas? The inclusion criteria were: primary studies, full text available in Spanish, Portuguese, or English and published up to November 2017. Book chapters, Master's and doctoral final reports, as well as other technical reports were included in the initial search. Data collection took place between November 2017 and March 2018.

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Evaluation and Support Mechanisms of an Emerging University-wide Global Health Training Program

Cited by 10 publications

References 9 publications

Global Health: Preparation for Working in Resource-Limited Settings

Global Health: Preparation for Working in Resource-Limited Settings

Are you ready? A systematic review of pre-departure resources for global health electives

Global Health Education Programs in the Americas: A Scoping Review

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