Global Guide: A Comprehensive Global Health Education Resource for Pediatric Program Directors

Clair, Nicole E. St; Abdul‐Mumin, Alhassan; Banker, Sumeet L.; Condurache, Tania; Crouse, Heather L.; Haq, Heather; Helphinstine, Jill; Kazembe, Peter N.; Marton, Stephanie; McQuilkin, Patricia A.; Pitt, Michael B.; Rus, Marideth; Russ, Christiana M.; Schubert, Chuck; Schutze, Gordon E.; Steenhoff, Andrew P.; Uwemedimo, Omolara; Watts, Jennifer; Butteris, Sabrina

doi:10.1542/peds.2019-2138

Cited by 11 publications

(8 citation statements)

References 19 publications

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“…Our study shows that many design elements of IRs depend on individual IRCs who plan and implement IRs, since participants indicated they were not aware of standardized options of IRs across medical schools. Although some resources exist for planning international experiences, they tend to be specialty-specific or aimed at residents 45 , 46 rather than resources for undergraduate medical students. Given the influence of IRCs demonstrated in this study, medical schools could utilize IRCs as levers for change by providing training or encouraging the pursuit of professional development related to best practices and ethical guidelines for IRs.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of International Rotations for Undergraduate Medical Education at United States Medical Schools: A National Study

Sopdie¹,

Prasad²

2022

AMEP

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Objective Medical education is criticized that it does not prepare students to serve in an increasingly globalized society. Evidence that global educational experiences can alleviate these concerns have contributed to the rise in international medical education experiences. This study explores surrounding characteristics and institutional support for international rotations across medical schools in the US. Methods The authors conducted a sequential mixed methods exploratory national survey of international rotation coordinators at 185 US medical schools and 15 semi-structured interviews in fall 2018. Quantitative data were analyzed with descriptive statistics and qualitative data were coded and analyzed using interpretive description to identify themes across data. Results There were 57 responses to the survey for an overall response rate of 31%, with 77% percent of respondents (n = 44) indicating that their medical school offered international rotations. Fifteen individuals representing 13 medical schools were identified as interviewees for the second stage of the study. International rotation coordinators described components of international rotations, including partnerships with host communities, use of third-party organizations, and supporting administrative and academic structures. Conclusion Although international rotations are common in medical education, they are not positioned as core academic programming within medical schools. This leads to challenges in planning, implementation, and evaluation, and immense variation in rotation components across medical programs. Future research should explore best practices for pre-departure preparation, post-travel debriefing, and evaluation of student activity as well as impact on the host site. Additional research should include exploration of unique benefits of international versus domestic sites, and aspects of sustainable partnerships between medical schools and host communities.

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Section: Discussionmentioning

confidence: 99%

Characteristics of International Rotations for Undergraduate Medical Education at United States Medical Schools: A National Study

Sopdie¹,

Prasad²

2022

AMEP

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“…Ultimately, as more programs begin to develop global health tracks for pediatric GHN fellowships, collaboration to develop standard core competencies is important to ensure the quality of the experience (Table 1). The American Board of Pediatrics, Global Health in Pediatric Education: An Implementation Guide for Program Directors is an excellent resource (7). Initially to develop a global health track, stakeholders need to be identified, a timeline for integration into the fellowship curriculum needs to be determined, and funding secured.…”

Section: Developing a Global Health Trackmentioning

confidence: 99%

Integrating Global Health Education and Research in Pediatric Gastroenterology, Hepatology, and Nutrition Fellowship Training

Mercedes,

Van Buren,

Shneider

et al. 2023

Journal of Pediatric Gastroenterology &Amp; Nutrition

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“…While the availability of GH education and experiences is increasing, the quality of GH curriculum varies. However, recent publications have begun to put forth consensus recommendations and minimum standards for GH tracks [12,13]. These guidelines suggest that educational offerings include a longitudinal curriculum, a GH rotation with international or domestic underserved experiences, predeparture preparation, preceptorship during GH electives, post-return debriefing, and scholarly output [11,12].…”

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confidence: 99%

The impact of global health opportunities on residency selection

et al. 2021

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Background An increasing number of medical trainees across specialties desire and expect Global Health (GH) experiences during training. It is useful for residency programs to know the impact that offering GH opportunities has on resident recruitment. The study objectives were to explore the importance of GH opportunities in residency selection among fourth-year medical students, examine the relationship between interest in GH and career plans, and describe students’ perspectives on prior GH experiences. Methods The authors administered an electronic survey to all fourth-year medical students attending 12 different US institutions in February 2020. Data from the ten schools who were able to comply with the survey distribution methodology and with response rates above 25% were analyzed using descriptive statistics and Pearson’s correlation. Results A total of 707 fourth-year medical students from the included schools completed the survey out of 1554 possible students (46% response rate). One third of respondents ranked the presence of GH experiences in residency as moderately or very important and 26% felt that the presence of a formal GH curriculum was at least moderately important, with variation noted among specialties. After training, 65% of students envision practicing internationally in some capacity. A desire to care for underserved patients in their careers was significantly correlated with an interest in GH experiences during residency. Conclusions The opportunity to be involved in GH experiences during training can be an important factor for many medical students when considering residency choice, and the availability of these opportunities may be a valuable recruitment tool. Students valuing GH opportunities during residency are more interested in working with underserved populations in their future careers.

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Global Guide: A Comprehensive Global Health Education Resource for Pediatric Program Directors

Cited by 11 publications

References 19 publications

Characteristics of International Rotations for Undergraduate Medical Education at United States Medical Schools: A National Study

Characteristics of International Rotations for Undergraduate Medical Education at United States Medical Schools: A National Study

Integrating Global Health Education and Research in Pediatric Gastroenterology, Hepatology, and Nutrition Fellowship Training

The impact of global health opportunities on residency selection

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