International Child Health Electives for Pediatric Residents

Torjesen, Kristine; Mandalakas, Anna M.; Kahn, Robert S.; Duncan, Burris

doi:10.1001/archpedi.153.12.1297

Cited by 74 publications

(47 citation statements)

References 7 publications

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“…In a 1995 survey, 25% of pediatric residency programs offered some global health electives. 12 More than a decade later, pediatric residency programs are beginning to integrate global health more widely into their curricula, with a 2007 survey finding that 52% of responding pediatric programs offered a global health elective. 6 However, only 6 programs reported a formal global health program.…”

Section: Discussionmentioning

confidence: 99%

Opportunities in Global Health Education: A Survey of the Virtual Landscape

Castillo¹,

Castillo²,

DeWitt³

2011

Journal of Graduate Medical Education

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Background A new generation of medical students is seeking residency programs offering global health education (GHE), and there is growing awareness of the benefits this training provides. However, basic factors that have an impact on its implementation and its effect on the residency match are insufficiently understood. The purpose of this study was to explore the extent of online information on GHE available to potential US pediatric residency program applicants. Methods Pediatric residency programs' websites were systematically examined in 2007, 2008, and 2009 to extract available information on GHE. Results In 2007, 147 websites (76.2%) had no information available on GHE; 40 (20.7%) mentioned international opportunities; and 6 (3.1%) provided evidence of a global health track or program. In 2008, 123 websites (63.1%) had no information available on GHE; 57 (29.2%) mentioned international opportunities; and 15 (7.7%) had a formal program. In 2009, 105 websites (53.6%) had no information available on GHE; 70 (35.7%) mentioned international opportunities; and 21 (10.7%) had a formal program. Between 2007 and 2009, the percentage of pediatric residency programs with information on GHE available nearly doubled from 23.8% to 46.4%. Within the same period, the number of formal GHE programs offered more than tripled. Conclusions By the 2009–2010 academic year, the websites for nearly half of the residency programs mentioned international experiences, yet only a small number of these residencies appeared to have developed a formal GHE program. Further, the websites for many residency programs did not include information on the international opportunities they offered, with programs running the risk of failing to attract and ultimately match global health–minded applicants.

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Section: Discussionmentioning

confidence: 99%

Opportunities in Global Health Education: A Survey of the Virtual Landscape

Castillo¹,

Castillo²,

DeWitt³

2011

Journal of Graduate Medical Education

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“…20 Regardless of structure of clinical experience, support for residents engaging in GH rotations must include clear communication of learning goals and objectives, pre-departure training, curriculum, logistic and administrative support, debriefing on return, evaluation, and feedback from GH partner faculty. 21 Increasingly and appropriately, the onus is on U.S. residency programs to ensure that U.S. residents adhere to GH best practices. [22][23][24][25] …”

Section: How Are You Teaching?mentioning

confidence: 99%

Taking it Global: Structuring Global Health Education in Residency Training

et al. 2016

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To meet the demand by residents and to provide knowledge and skills important to the developing physician, global health (GH) training opportunities are increasingly being developed by United States (U.S.) residency training programs. However, many residency programs face common challenges of developing GH curricula, offering safe and mentored international rotations, and creating GH experiences that are of service to resource-limiting settings. Academic GH partnerships allow for the opportunity to collaborate on education and research and improve health care and health systems, but must ensure mutual benefit to U.S. and international partners. This article provides guidance for incorporating GH education into U.S. residency programs in an ethically sound and sustainable manner, and gives examples and solutions for common challenges encountered when developing GH education programs.

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“…[1][2][3][4][5] Residency programs, in and beyond pediatrics, have reported the educational, clinical, and professional benefits of global health electives [6][7][8][9][10][11][12] and GCH curricula. 2,[13][14][15][16] The need to prepare residents for global health experiences has been recognized, particularly as it relates to tropical disease management and cultural awareness.…”

mentioning

confidence: 99%

“…2,[13][14][15][16] The need to prepare residents for global health experiences has been recognized, particularly as it relates to tropical disease management and cultural awareness. 7,15,17 More recently, a consortium of GCH educators developed a standardized simulation-based curriculum to prepare residents for emotions resulting from challenging GCH experiences. 18 Although this curriculum allows residents to debrief emotions in a pretravel, simulated setting, it does not address how residents actually process emotions on reentry.…”

mentioning

confidence: 99%

“…Existing guidelines recommend that programs solicit feedback from residents on completion of GCH electives. 7,19 Nonetheless only 30% of respondents to a GCH questionnaire required debriefing on reentry (respondents were primarily chief pediatric residents, GCH faculty, or pediatric program directors). 5 Reentry is the experience of facing previously familiar surroundings after living in a different environment.…”

mentioning

confidence: 99%

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Reentry to Pediatric Residency After Global Health Experiences

Balmer¹,

Marton²,

Gillespie³

et al. 2015

Pediatrics

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BACKGROUND AND OBJECTIVE: Although nonphysician reentry transitions have been characterized in literature, little is known about the reentry physicians in general, or residents in particular. We conducted a qualitative study to explore pediatric residents' reentry, using reverse culture shock as a conceptual framework.METHODS: Eighteen pediatric residents who completed global health experiences in Africa (9 categorical residents with 1-month elective, 9 global child health residents with 12-month training) participated in interviews that included a card-sort to solicit emotional responses consistent with the conceptual framework. Data in the form of interview transcripts were coded and analyzed according to principles of grounded theory.RESULTS: All pediatric residents, despite variable time abroad, reported a range of emotional responses on reentry to residency. Global child health residents felt disconnection and frustration more intensely than categorical residents, whereas categorical residents felt invigoration more intensely than global child health residents. Although residents met with program leadership after their return, no resident described these meetings as a formal debriefing, and few described a deliberate strategy for processing emotions on reentry.CONCLUSIONS: Consistent with reverse culture shock, pediatric residents felt a range of emotions as they move toward a steady state of acculturating back into their residency program. Residency programs might consider creating safety nets to help cultivate support for residents when they reenter training. WHAT'S KNOWN ON THIS SUBJECT:Although nonphysician reentry transitions have been characterized in the literature, little is known about the reentry of residents after either shortterm (1-month elective) or long-term (12-month training) global health experiences abroad. WHAT THIS STUDY ADDS:Reverse culture shock may be a useful conceptual framework for understanding the range of emotions felt by pediatric residents when they reenter residency after global health experiences, particularly if these experiences were long term.

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International Child Health Electives for Pediatric Residents

Cited by 74 publications

References 7 publications

Opportunities in Global Health Education: A Survey of the Virtual Landscape

Opportunities in Global Health Education: A Survey of the Virtual Landscape

Taking it Global: Structuring Global Health Education in Residency Training

Reentry to Pediatric Residency After Global Health Experiences

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