Global health training is not only a developed-country duty

García, Patricia J.; Curioso, Walter H.; Lazo-Escalante, Marcela; Gilman, Robert H.; Gotuzzo, Eduardo

doi:10.1057/jphp.2009.6

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…1,24 Global movements of people, pathogens, technologies, financing, information, and knowledge underlie the international transfer of health risks and opportunities, and flows across national borders are accelerating. 48 We are increasingly interdependent in terms of key health resources, especially skilled workers. 24 Alongside the rapid pace of change in health, there is a parallel revolution in education.…”

Section: Fresh Opportunitiesmentioning

confidence: 99%

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

et al. 2010

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Section: Fresh Opportunitiesmentioning

confidence: 99%

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

et al. 2010

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“…The change in terminology from international to global health was described as shifting from ‘the narrow view of global health as the problems of the world’s poorest societies, to global health as the health of an interdependent global population [ 9 ].’ Despite the linguistic shift, global health education in HICs still upholds the colonial legacy tied to international health. Though there are global health programmes in LMICs [ 10 ], 95% of masters programmes are in HICs [ 3 ]. Thus, conceptualisations of what constitutes global health priorities come from a defined, and skewed, point of view.…”

Section: Global Health As a Pursuit Of The Privilegedmentioning

confidence: 99%

Dismantling and reimagining global health education

Gichane¹,

Wallace

2022

Global Health Action

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Global health emerged as a distinct public health discipline within the last two decades. With over 95% of Masters of Global Health degree programmes located in high-income countries (HICs), the area of study has been primarily pursued by White, middle and upperclass, citizens of Europe and North America. In turn, the global health workforce and leadership reflect these same demographics. In this article, we present several key arguments against the current state of global health education: (1) admissions criteria favour HIC applicants; (2) the curriculum is developed with the HIC gaze; (3) student practicums can cause unintended harms in low- and middle-income country communities. We argue that global health education in its current form must be dismantled. We conclude with suggestions for how global health education may be reimagined to shift from a space of privilege and colonial practice to a space that recognises the strengths of experiences and knowledge above and beyond those from HICs.

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“…Prior global health training initiatives between the UW and UPCH formed the foundation of the Kuskaya program’s key components, including a strong base of faculty mentors at both institutions, intentional matching of fellow pairs to include at least one from each institution from complementary disciplines, and efforts to continue promising lines of research over subsequent years through UPCH support. A Global Health Demonstration Program in Peru was awarded to UPCH by NIH-Fogarty and implemented between 2005 and 2012 at UPCH,22,25 which resulted in the development of a 5-year Bachelor’s and Master’s degree in Public Health and Global Health 26. In 2010, the UW and UPCH received a Framework Programs for Global Health Signature Innovations Initiative award funded by the American Recovery and Reinvestment Act.…”

Section: Prior Global Health Training Initiatives Between Uw and Upchmentioning

confidence: 99%

Kuskaya: A training program for collaboration and innovation in global health

Chan¹,

Bayer²,

Zunt³

et al. 2018

JMDH

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To solve increasingly complex global health problems, health professionals must collaborate with professionals in non-health-related fields. The Universidad Peruana Cayetano Heredia and University of Washington created the NIH-funded Kuskaya training program in response to the need for transformative global health training for talented graduates from all disciplines. Kuskaya is a 1-year, interdisciplinary training program that teaches Peruvian and US graduates critical skills related to public health research through the design and implementation of a collaborative research project in Peru. Between 2014 and 2018, the program has trained 33 fellows, of which one third were from non-health disciplines. The program is unique because it targets junior trainees from disciplines outside of the health field, the program’s curriculum is adapted to fit the fellows’ backgrounds and professional aspirations, and the structure of the program allows for collaboration within the cohort and encourages fellows to apply for additional funding and pursue advanced degrees. Lessons learned in designing the Kuskaya program include: 1) involving mentors in the fellow selection process, 2) involving fellows in existing lines of research to increase mentor involvement, 3) institutionalizing mentoring through regular works-in-progress meetings and providing mentoring materials, and 4) defining a core curriculum for all fellows while providing additional supplementary materials to meet each cohort’s needs, and evaluating their progress. Kuskaya provides an innovative model for bi-national, global health training to engage and provide a public health career pathway for all professionals.

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Global health training is not only a developed-country duty

Cited by 8 publications

References 4 publications

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

Dismantling and reimagining global health education

Kuskaya: A training program for collaboration and innovation in global health

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