Improving Global Health Education: Development of a Global Health Competency Model

Ablah, Elizabeth; Biberman, Dorothy; Weist, Elizabeth M.; Buekens, Pierre; Bentley, Margaret E.; Burke, Donald S.; Finnegan, John R.; Flahault, Antoine; Frenk, Julio; Gotsch, Audrey R.; Klag, Michael J.; López, Mario Henry Rodríguez; Nasca, Philip C.; Shortell, Stephen M.; Spencer, Harrison C.

doi:10.4269/ajtmh.13-0537

Cited by 81 publications

(85 citation statements)

References 11 publications

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“…Arthur, Battat, and Brewer [7] describe global health competencies for medicine and nursing. Ablah et al [3] in conjunction with the Association of Schools of Public Health, offers competencies including knowledge, skills and attitudes needed for performance in the current global health workforce for master-level students in a health field. Their Global Health Competency Model 1.1 proposes specific skills applicable to global health practice "regardless of the context, location, or scale of the work."…”

Section: Background/review Of Literaturementioning

confidence: 99%

“…[3][4][5][6] Most of these competencies use service learning as the basis for the framework, with students participating in experiential education to maximize student development while addressing community needs and priorities. While it is challenging to extricate the student experience from community needs, for this article we will be concentrating solely on elements related to intercultural communication, professional identity, and interprofessional attitudes.…”

Section: Background/review Of Literaturementioning

confidence: 99%

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Faculty led study abroad: Influences on student intercultural communication, interprofessional attitudes, and professional identity

Andonian

Rosenblum

2017

JNEP

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Interprofessional education is valued within healthcare professional programs as reflected in accreditation standards and program outcomes as well as college-wide initiatives. Little is known about the relationships between interprofessional attitudes among healthcare students (nursing, occupational therapy, social work), their degree of intercultural communication skills, and their professional identity. Thirty three students participating in interprofessional faculty-led study abroad completed pre-and postmeasures of the constructs under study: interprofessional attitudes, intercultural communication, and professional identity. Statistically significant positive relationships were found between interprofessional attitudes and intercultural communication skills which are discussed as well as implications for education and practice. This quantitative, descriptive study explored relationships between the variables which included cultural communication, interprofessional attitudes, and professional identity. This study supports the need for interprofessional exposure and experience for healthcare students. Educational pedagogy and practices will need to be adjusted to allow for increased emphasis on these variables, specifically for students in service-oriented health related fields.

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Section: Background/review Of Literaturementioning

confidence: 99%

Section: Background/review Of Literaturementioning

confidence: 99%

Faculty led study abroad: Influences on student intercultural communication, interprofessional attitudes, and professional identity

Andonian

Rosenblum

2017

JNEP

View full text Add to dashboard Cite

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“…Schools looking to develop courses focused on global health should consider looking at the competency frameworks being developed in medicine and public health. 8 In addition to globally focused courses, schools can incorporate preparatory activities such as global health journal clubs, seminars, and service projects with locally underserved populations. 14 Future research could examine what types of global activities students prefer on how these activities can influence their professional development.…”

Section: American Journal Of Pharmaceuticalmentioning

confidence: 99%

“…2 The Association of Schools of Public Health (ASPH) recently developed a set of global health competencies that include capacity strengthening, collaborating and partnering, and health equity and social justice among others. 8 Colleges and schools of pharmacy have also responded to the growing interest. An unpublished 2010 AACP survey of 114 schools of pharmacy in the United States found that 40 had an active global/international program.…”

Section: Introductionmentioning

confidence: 99%

Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy

Steeb

Overman

Sleath

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To assess the characteristics of global experiential and didactic education offerings in the pharmacy curricula. Methods. A 2-stage web-based review of US colleges and schools of pharmacy identified country locations of international advanced pharmacy practice experiences (APPE), globally focused didactic courses, and whether these offerings were interprofessional. Schools were contacted to confirm their offerings and were asked about student participation and demand. Results. Sixty-four percent of responding schools confirmed an international APPE offering in 67 different countries with an average graduating class participation of 6.1%. Forty-seven percent of responding schools confirmed a globally focused course offering with an average graduating class participation of 13.1%. Almost two thirds of international APPEs and a majority of courses were designated as interprofessional. Student demand did not outweigh supply for either. Conclusion. Colleges and schools of pharmacy in the United States are continuing to develop global education opportunities for students in the classroom and throughout the world.

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“…However, the development of curricula has been limited for several reasons. First, although competency-based curricula embedded within medical and graduate programs have emerged as an important educational framework in the field of global health, 1,8,[11][12][13][14][15] a curriculum that is competency-based, focusing on what trainees are expected to do with what they are learning, has yet to be proposed for global health research. Second, trainees are often geographically dispersed, yielding insufficient numbers to justify hosting a local course and making participation in a real-time web-based tutorial challenging because of variances in time zone.…”

Section: Introductionmentioning

confidence: 99%

The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research

Ton¹,

Gladding²,

Zunt³

et al. 2015

The American Society of Tropical Medicine and Hygiene

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Abstract. The Fogarty International Center (FIC) Global Health Fellows Program provides trainees with the opportunity to develop research skills through a mentored research experience, increase their content expertise, and better understand trends in global health research, funding organizations, and pathways to generate support. The Northern Pacific Global Health Fellows Research and Training Consortium, which hosts one of the FIC Global Health Programs, sought to enhance research training by developing, implementing, and evaluating a competency-based curriculum that uses a modular, asynchronous, web-based format. The curriculum has 8 core competencies, 36 learning objectives, and 58 assignments. Nineteen trainees completed their 11-month fellowship, engaged in the curriculum, and provided preand post-fellowship self-assessments. Self-assessed scores significantly improved for all competencies. Trainees identified the curriculum as one of the strengths of the program. This competency-based curriculum represents a first step toward creating a framework of global health research competencies on which further efforts could be based.

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Improving Global Health Education: Development of a Global Health Competency Model

Cited by 81 publications

References 11 publications

Faculty led study abroad: Influences on student intercultural communication, interprofessional attitudes, and professional identity

Faculty led study abroad: Influences on student intercultural communication, interprofessional attitudes, and professional identity

Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy

The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research

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