Global Health Career Interest among Medical and Nursing Students: Survey and Analysis

Abstract

Simply participating in a global health experience abroad is not significantly associated with interest in a global health career. However, sex, age, household income, and research-related GHEs are significantly associated with global health career interest. These findings may inform the development of global health programs at medical and nursing schools and can guide efforts to increase the number of health care professionals entering global health careers.

Global Health in Undergraduate Education: Knowledge, Attitude, and Practice of Sudanese Medical Students towards Global Health Education: a cross-sectional study

“…However, there is no significant association between considering global health as a career and conducting or participating in global health research (p = 0.2). This is contrary to findings in Cox’s cross-sectional study [ 13 ]. No other associations were significant regarding the practices.…”

“…However, it is inconsistent with other findings that question the origin of interest in obtaining a global health career and does not attribute it to global health education. [ 13 ].…”

“…Demographic dimensions are also prominent influences such as increasing age, low household income, and female sex. [ 13 ] In addition, the delivery of global health as part of the humanity block was an opportunity to expose students to the social determinants of health through interdisciplinary learning [ 14 ]. However, all these studies derive from findings in high-income countries or a high-income country-based facility.…”

Case studies in adaptation: centring equity in global health education during the COVID-19 pandemic and beyond

“… 5 13 18 19 Although trainees from low-income families in HICs may express more interest in global health careers and opportunities, factors such as financial constraints associated with global health pursuits are perceived as major barriers to participation. 20 21 Additionally, despite ethical guidelines emphasising reciprocity and partnerships, global health trainees are disproportionally represented by privileged trainees from HICs travelling to LMICs, meanwhile many HIC institutions limit international trainees’ global health opportunities to shadowing. 22 Furthermore, during the COVID-19 pandemic, international travel itself became risky and ethically fraught and the need for social distancing to minimise exposure further limited opportunities for teaching and learning in clinical settings.…”

“…Ethical guidelines in global health education have been developed as strategies to ensure more balanced and equitable global health experiences, with a focus on educating global health trainees in best practices; however, the very composition of global health trainees is often problematic 5 13 18 19. Although trainees from low-income families in HICs may express more interest in global health careers and opportunities, factors such as financial constraints associated with global health pursuits are perceived as major barriers to participation 20 21. Additionally, despite ethical guidelines emphasising reciprocity and partnerships, global health trainees are disproportionally represented by privileged trainees from HICs travelling to LMICs, meanwhile many HIC institutions limit international trainees’ global health opportunities to shadowing 22.…”