Global Health Imperative to Prioritizing Cardiovascular Education

Haynes, Norrisa; Saint-Joy, Veauthyelau; Swain, JaBaris D.

doi:10.1016/j.jacc.2021.03.326

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Certain elements were both enablers and barriers, specifically funding, the need for protected and convenient course timing, and technological support needed for VGHEA implementation. The double mention of these factors highlights their critical importance to the success of VGHEAs; indeed, those articles that mentioned funding, [47][48][49][50][51][52] timing, 40,[53][54][55] and strong technology 40,49,53,54,[56][57][58][59][60][61][62] as facilitators of VGHEAs offer key insights into how to overcome barriers that may prevent successful VGHEA implementation. More research in this area will be important to guide the planning and development of VGHEAs, particularly between HIC/LMIC partners who will have different needs and capacities.…”

Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

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Objectives: To synthesize recent virtual global health education activities for graduate medical trainees, document gaps in the literature, suggest future study, and inform best practice recommendations for global health educators. Methods: We systematically reviewed articles published on virtual global health education activities from 2012-2021 by searching MEDLINE, EMBASE, Cochrane Library, ERIC, Scopus, Web of Science, and ProQuest Dissertations & Theses A&I. We performed bibliography review and search of conference and organization websites. We included articles about primarily virtual activities targeting for health professional trainees. We collected and qualitatively analyzed descriptive data about activity type, evaluation, audience, and drivers or barriers. Heterogeneity of included articles did not lend to formal quality evaluation. Results: Forty articles describing 69 virtual activities met inclusion criteria. 55% of countries hosting activities were high-income countries. Most activities targeted students (57%), with the majority (53%) targeting trainees in both low-to middle-and high-income settings. Common activity drivers were course content, organization, peer interactions, and online flexibility. Common challenges included student engagement, technology, the internet, time zones, and scheduling. Articles reported unanticipated benefits of activities, including wide reach; real-world impact; improved partnerships; and identification of global health practice gaps. Conclusions: This is the first review to synthesize virtual global health education activities for graduate medical trainees. Our review identified important drivers and challenges to these activities, the need for future study on activity preferences, and considerations for learners and educators in low-to middle-income countries. These findings may guide global health educators in their planning and implementation of virtual activities.

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Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

View full text Add to dashboard Cite

show abstract

“…The burden of cardiovascular (CV) disease has greater detrimental impact in regions of restricted human, financial, and technological health resources, where the associated morbidity and mortality are higher than those in developed nations. 1 , 2 Education and training have the potential to positively impact heart health outcomes in these regions. Although there is little published data, observations indicate that CV training in low- and middle-income countries is fraught with limited resources, both clinical and educational.…”

mentioning

confidence: 99%

“…Exchange programs and the use of virtual educational tools may represent opportunities to improve training in many countries. 1 The ability to share information such as this with educators around the globe can provide the necessary tools for leaders at the institutional level to develop or improve education for their trainees. Moreover, observerships and shared experiences may offer beneficial reciprocal opportunities for international trainees seeking more education in advanced fields and for U.S. Fellows-in-Training interested in global health.…”

mentioning

confidence: 99%

Global Cardiovascular Education

Herrera,

Westwood,

Kates

2023

JACC: Advances

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Cardiology across continents: an interactive, case-based learning series

Peck,

Neal,

Redington

et al. 2024

Cardiol Young

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Heart University [https://www.heartuniversity.org/] is a free educational website providing structured training curricula with knowledge-based testing and access to webinars and conference recordings for practicing and in-training providers of paediatric and congenital cardiac care. To date, there are over 15,000 registered website users from over 140 countries on Heart University, with over 2,000 training modules and/or recorded educational videos. Heart University has developed an “asynchronous” educational lecture series entitled “Pediatric and Congenital Cardiac Care in Resource-Limited Settings.” This recorded lecture series is specifically focused on topics relevant to practicing paediatric and/or congenital cardiac care in low-resource settings. A relatively new initiative, “Cardiology Across Continents,” supplements the existing educational resources for providers of paediatric and/or congenital cardiac care in low-income countries and lower-middle-income countries by providing an additional live, interactive, case-based forum. Sessions occur every 1–2 months and focus on challenging cases from diagnostic or management perspective with a view to promote collaboration between partnered institutions. “Cardiology Across Continents” is an expanding initiative that facilitates learning and collaboration between clinicians across varied practice settings via interactive case discussions. We welcome trainees and providers of paediatric and congenital cardiac care to join the sessions and invite any insight that can enhance learning for clinicians around the world. This manuscript describes “Cardiology Across Continents” and discusses the development, history, current status, and future plans of Heart University.

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Global Health Imperative to Prioritizing Cardiovascular Education

Cited by 4 publications

References 5 publications

Virtual global health in graduate medical education: a systematic review

Virtual global health in graduate medical education: a systematic review

Global Cardiovascular Education

Cardiology across continents: an interactive, case-based learning series

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