Global Health and Pediatric Education

Batra, Maneesh; Pitt, Michael B.; Clair, Nicole E. St; Butteris, Sabrina

doi:10.1016/j.yapd.2018.04.009

Cited by 20 publications

(30 citation statements)

References 67 publications

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“…Learners found the simulation particularly helpful in preparing for some of the culture shock challenges encountered during their GH elective. 17 Recently, we collaborated with the Midwest Consortium of Global Child Health Educators 27,28 to develop an open-access facilitator training package, S-PACK, which incorporates much of this work. 14,29 Knowledge assessment.…”

Section: Predeparture Trainingmentioning

confidence: 99%

“…These collaborations have fostered the sharing of ideas that have improved our GH track and led to innovations that would not have been possible to undertake as a single institution, such as the creation of the SUGARPREP predeparture curricula. 8,9,14,15,28 We have also learned the importance of flexibility in finding creative ways to adapt our GH track as residency requirements, schedules, and the overall landscape of residency education have changed, most recently with the development of the GH Track Passport.…”

Section: Lessons Learnedmentioning

confidence: 99%

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The Minnesota Model: A Residency Global Health Track Framework

Pitt

Slusher

Gladding

et al. 2020

The American Journal of Tropical Medicine and Hygiene

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Residency programs are increasingly responding to the growing demand for global health (GH) education by forming dedicated GH tracks. These tracks incorporate a targeted curriculum, support best practices surrounding GH electives such as predeparture preparation and post-return debriefing, and encourage meaningful engagement with international and domestic partners. The University of Minnesota's pediatric residency has had a formal GH track since 2005, and although they have shared several curricular components in the literature, they have yet to provide a comprehensive summary of their GH track. In this article, the authors provide a thorough description of their evolving GH track model, highlighting outcomes and sharing free resources, with the goal of providing a concise, replicable GH track framework for educators seeking to provide more formal GH education within residency programs.

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Section: Predeparture Trainingmentioning

confidence: 99%

Section: Lessons Learnedmentioning

confidence: 99%

The Minnesota Model: A Residency Global Health Track Framework

Pitt

Slusher

Gladding

et al. 2020

The American Journal of Tropical Medicine and Hygiene

Self Cite

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“…Global health partnerships (GHPs) between academic institutions based in the United States and international institutions have rapidly expanded in recent decades because of globalization, increased awareness of the economic connections to health, and the desire of medical professionals to be prepared to provide quality care for all. 1,2 These academic GHPs aim to improve local healthcare capacity and increase knowledge among individuals within the partnership. Within these international collaborations, there is increasing movement toward ensuring equity and bi-directionality between institutions.…”

Section: Introductionmentioning

confidence: 99%

“…Within these international collaborations, there is increasing movement toward ensuring equity and bi-directionality between institutions. [1][2][3][4] The coronavirus disease 2019 (COVID-19) pandemic has disrupted GHPs. The need to prioritize local pandemic measures and travel restrictions have forced nearly all United States-based academic institutions to halt international efforts.…”

Section: Introductionmentioning

confidence: 99%

Global Health Partnerships During the COVID-19 Pandemic: Perspectives and Insights from International Partners

McHenry

Tam

Nafiseh

et al. 2021

The American Journal of Tropical Medicine and Hygiene

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Global health partnerships (GHPs) have encountered many challenges during the coronavirus disease 2019 (COVID-19) pandemic. New perspectives and insights are needed to guide GHPs when navigating current and future collaborations. This study aimed to understand perspectives and insights of international partners regarding how the COVID-19 pandemic impacted their GHPs with institutions in the United States. We performed a cross-sectional qualitative study conducted through virtual semi-structured interviews performed between June 12, 2020 and July 22, 2020. We queried academic institutions based in the United States to refer individuals from their corresponding international GHP organizations. We invited these individuals to participate in virtual interviews that were audio-recorded and transcribed. We analyzed data qualitatively to identify themes. Eighty-four United States partners provided e-mail addresses for international partners. Ten individuals from these GHPs completed the interview. Participants reported overall positive experiences with their United States-based partners during the pandemic. The following themes emerged: imbalanced decision-making; worry about partnership continuity; opportunity to optimize communication within partnerships; interest in incorporating technology to facilitate engagement; and a desire for increased bilateral exchanges. Several challenges appeared to exist before COVID-19 and were highlighted by the pandemic. Most respondents were optimistic regarding the future of their GHPs. However, concerns were expressed regarding the implications of fewer in-person international experiences with United States trainees and the desire for stronger communication. Although our results do not represent the perspectives and insights of all GHPs, they provide considerations for the future. We urge institutions in the United States to re-examine and strive for equitable relationships with their international partners.

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“…3,4 In accordance with best practices pertaining to shortterm GH electives, many programs are attempting to build GH training opportunities beyond electives, including longitudinal GH curricula at their respective institutions, predeparture preparation training, postreturn debriefing, and global training partnerships. 1,2,[4][5][6][7][8][9][10][11] Concomitantly, educators are recognizing that all trainees, not just those planning to work abroad, need to learn about GH-related topics. The "local global health" framework 12 highlights that diseases do not respect borders, resource limitation is not unique to low-and middleincome countries (LMICs), and core skills are necessary for all trainees caring for patients and families from (and going to) diverse settings.…”

mentioning

confidence: 99%