Global health learning outcomes for medical students in the UK

Johnson, Oliver; Bailey, Susan; Willott, Chris; Crocker-Buqué, Tim; Jessop, Vanessa; Birch, Marion; Ward, Helen; Yudkin, John

doi:10.1016/s0140-6736(11)61582-1

Cited by 81 publications

(96 citation statements)

References 6 publications

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“…These include survey-based questionnaires, the Delphi method, and expert working groups. [16][17][18][19][20] Constraints associated with these standard means of reaching group consensus for defining learning outcomes relate to the processes of generating a comprehensive set of learning outcomes and reaching agreement on them. Agreement on learning outcomes and how much emphasis should be placed on each one may be even more difficult to achieve when participants represent different professional domains.…”

Section: Discussionmentioning

confidence: 99%

Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

et al. 2015

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The study identified expert consensus for designing learning outcomes for handoff training for medical students. Those outcomes considered most important were among those considered most difficult to achieve. There is an urgent need to address the preparation of newly qualified doctors to be proficient in handoff at the point of graduation; otherwise, this is a latent error within health care systems. This is a first step in this process.

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Section: Discussionmentioning

confidence: 99%

Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

et al. 2015

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“…As global health majors become more common, educators should consider how an undergraduate major can best dovetail with an advanced degree. 16 For example, related master's degrees should build upon an undergraduate global health major with minimal duplication, but without excluding students from other undergraduate disciplines.…”

Section: Resultsmentioning

confidence: 99%

The Emergence of Undergraduate Majors in Global Health: Systematic Review of Programs and Recommendations for Future Directions

Drain

Mock

Toole

et al. 2017

The American Society of Tropical Medicine and Hygiene

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Abstract. Global health education has been expanding rapidly and several universities have created an undergraduate major degree (bachelor's degree) in global heath or global health studies. Because there are currently no national guidelines for undergraduate degrees in global health, each of these programs was developed along individual lines. To guide the development of future global health majors, we conducted a systematic review of undergraduate majors in global health. We identified eight programs and invited program directors or representatives to a symposium at the Consortium of Universities for Global Health 2016 conference to review their existing undergraduate major in global health and to discuss lessons learned and recommendations for other colleges and universities seeking to develop undergraduate degrees in global health. We noted significant diversity among the existing programs in terms of required courses, international field experiences, and thesis research projects. In this review, we describe these global health programs, their student characteristics, as well as the key educational competencies, program requirements, and core global health courses. Based on program reviews and discussions, we identify seven recommendations for the development and expansion of an undergraduate major in global health and discuss issues that have arisen in the curricular development of these programs that warrant further exploration. As the field of global health education continues to expand, following these students after graduation will be essential to ensure that the degree programs in global health both meet student needs and launch students on viable career pathways.

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“…Similarly, students in these professions also show their interest in global issues through volunteering or taking part in extra-curricular projects in another country. This can be seen from both the priorities of the student led networks referred to above and within the published material (Bourn, McKenzie and Shiel, 2006;Bourn and Neal, 2008;Harden, 2006;Johnson et al, 2011). …”

Section: Student Perspectives On Global Learningmentioning

confidence: 88%

“…The global dimension within the education of health professionals is therefore about recognising that healthcare is a global industry and an integral part of efforts to improve health and well-being around the world. There is growing recognition that to be a 'global health professional' requires not only that young professionals have an understanding of health concerns and practices in other countries and of the global context of their discipline, but also that they recognise the contribution that health research and practice can make to global economic and social change (cf.. Johnson et al, 2011;Frenk et al, 2010) Over the past decade, engineering practice and education has also increasingly begun to address questions of ethics and changing societal needs related to globalisation. This has taken a number of forms: While there is evidence of a recognition of the importance of these agendas within engineering in countries such as the UK and Australia (cf.…”

Section: Health and Engineeringmentioning

confidence: 99%

Global perspectives for global professionals in the UK: engaging students within engineering and health

Blum

Bourn

2013

Compare: A Journal of Comparative and International Education

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Abstract:The discourses around globalisation and internationalisation within higher education to date have tended to focus on institutional change. While recognising the importance of these debates, this paper suggests that issues around curriculum change and teaching and learning through global professions such as health and engineering have so far been largely neglected. Using evidence from the UK and Ireland, the paper looks particularly at how students perceive the importance and value of global perspectives to their professions. It concludes by noting that there is evidence of interest in integrating global perspectives within health and engineering degree courses from students, but that this raises major challenges concerning discipline-based knowledge, valuing differing perspectives, and approaches towards teaching and learning.

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Global health learning outcomes for medical students in the UK

Cited by 81 publications

References 6 publications

Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

The Emergence of Undergraduate Majors in Global Health: Systematic Review of Programs and Recommendations for Future Directions

Global perspectives for global professionals in the UK: engaging students within engineering and health

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