Global child health education in Canadian paediatric residency programs

Audcent, Tobey; MacDonnell, Heather; Samson, Lindy; Brenner, Jennifer L

doi:10.4103/1357-6283.120693

Cited by 3 publications

(2 citation statements)

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“…Despite the variety of recommendations that have been proposed for preparation, little is known about the type of preparation trainees are actually receiving across training institutions for various short-term GH educational experiences. 50,128 It is even more challenging to determine the breadth and type of preparation being used, if any, for the shortterm GH engagement of practicing clinicians outside of the auspices of residency and fellowship training, such as medical mission trips conducted through religious or nongovernmental organizations.…”

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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“…We hypothesized that there would be a high level of interest in global health issues from participants, minimal formal teaching currently in place, and strong support for the development of a national curriculum. The survey tool was modelled after a similar survey created and validated by the Canadian Paediatric Society, 16 and the obstetrics and gynaecology-specific survey was then validated for content by external experts at the University of Toronto. In the survey introduction, participants were advised to consider "global health" in its broadest sense and were provided with the definitions of global health developed by Koplan et al 11 and Gupta et al 10 Survey responses were analyzed using descriptive statistics and Fisher's exact test.…”

Section: Pd Program Directormentioning

confidence: 99%

Global Women's Health Education in Canadian Obstetrics and Gynaecology Residency Programs: A Survey of Program Directors and Senior Residents

Millar

Randle

Scott

et al. 2015

Journal of Obstetrics and Gynaecology Canada

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Objective: To become culturally competent practitioners with the ability to care and advocate for vulnerable populations, residents must be educated in global health priorities. In the field of obstetrics and gynaecology, there is minimal information about global women's health (GWH) education and interest within residency programs. We wished to determine within obstetrics and gynaecology residency programs across Canada: (1) current GWH teaching and support, (2) the importance of GWH to residents and program directors, and (3) the level of interest in a national postgraduate GWH curriculum. Methods: We conducted an online survey across Canada of obstetrics and gynaecology residency program directors and senior obstetrics and gynaecology residents. Results: Of 297 residents, 101 (34 .0%) responded to the survey and 76 (26%) completed the full survey. Eleven of 16 program directors (68 .8%) responded and 10/16 (62 .5%) provided complete responses. Four of 11 programs (36 .4%) had a GWH curriculum, 2/11 (18 .2%) had a GWH budget, and 4/11 (36 .4%) had a GWH chairperson. Nine of 10 program directors (90%) and 68/79 residents (86 .1%) felt that an understanding of GWH issues is important for all Canadian obstetrics and gynaecology trainees. Only 1/10 program directors (10%) and 11/79 residents (13 .9%) felt that their program offered sufficient education in these issues. Of residents in programs with a GWH curriculum, 12/19 (63 .2%) felt that residents in their program who did not undertake an international elective would still learn about GWH, versus only 9/50 residents (18 .0%) in programs without a curriculum (P < 0 .001). Conclusion: Obstetrics and gynaecology residents and program directors feel that GWH education is important for all trainees and is currently insufficient. There is a high level of interest in a national postgraduate GWH educational module .

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Gender diversity training in Canadian paediatric postgraduate medical education: A needs assessment survey

Marr

Tang

Feder

et al. 2019

Paediatrics &Amp; Child Health

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Objectives Evaluate the current state of postgraduate medical education on gender diversity in Canadian paediatric residency programs, exploring both resident and program director perceptions. Background Primary care providers are seeing more gender diverse children and youth in their offices, along with an exponential growth in referrals to Canadian specialty clinics and potential for significant mental health comorbidities. Gender-affirming support and management have been shown to improve overall outcomes. There is no mandatory curriculum on gender diversity for Canadian paediatric residency programs. Methods Cross-sectional online surveys in English and French distributed to program directors (PDs) and paediatric residents in the 17 Canadian paediatric residency programs. Data were analyzed by descriptive statistics with 95% confidence intervals. Results Response rate was 88.2% from PDs and 24.5% from paediatric residents. Among PDs, 14.3% (95% confidence interval [CI]: 6.3, 22.3) reported a formal curriculum for gender diversity teaching. Sixty-four per cent (53.3, 75.2) of PDs estimated their residents received ≤ 2 hours teaching on gender diversity. Residents reported comfort levels ≤ 50% on specific topics. Among residents, 73.8% (67.9, 79.6) reported that mandatory time in a gender diversity clinic would be the most effective teaching tool while PDs favoured an online module (66.7% [58.2, 75.1]). Barriers to more teaching included lack of time in a busy curriculum. Over 90% of resident indicated that more teaching on gender diversity is required. Conclusions Significant variability in education on gender diversity is seen amongst Canadian paediatric residency programs. Discussion regarding a formal paediatric curriculum on gender diversity is needed.

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Global child health education in Canadian paediatric residency programs

Abstract: A formalised global child health curriculum is lacking for Canadian paediatric residents: Program directors are willing to integrate global child health training modules into their post-graduate training programs.

Cited by 3 publications

References 0 publications

Global Health: Preparation for Working in Resource-Limited Settings

Global Health: Preparation for Working in Resource-Limited Settings

Global Women's Health Education in Canadian Obstetrics and Gynaecology Residency Programs: A Survey of Program Directors and Senior Residents

Gender diversity training in Canadian paediatric postgraduate medical education: A needs assessment survey

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