Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study

Abstract

BackgroundPhysicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health.MethodsA mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis.ResultsOne hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties.ConclusionsBoth the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0421-3) contains supplementary material, which is available to authorized users.

Global health education in Germany: an analysis of current capacity, needs and barriers

“…Medical schools could also benefit from an international dialogue with universities, academic networks such as the Consortium of Universities for Global Health and other working groups in order to establish additional GHE opportunities. Strong networks and innovative teaching methods like e-learning are recognized opportunities to increase GHE despite limited teaching capacity [29, 30]. …”

Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia

“…Contemporary learning pedagogies such as e -learning appear to be theoretically useful for the collaborative and inter -connected learning that students may need in global health [18]. Online learning has been shown in one recent study to be attractive to students studying global health because of its perceieved interactivity, and multi-media approach [19]. Against this background then, it ought to be possible to design online approaches for learning global health that would allow students to teach and learn from each other.…”

Canada’s response to refugees at the primary health care level

“…2 Global health education in medical schools across Canada now includes refugee community service learning, with competency-based e-learning and interpreter, shelter and mental health initiatives. 3 As these students become leaders and advocates, health settlement 4 , and most refugee care takes place in communities and not hospitals. 6 Encouraging and training community family physicians to accept refugees has been an ongoing challenge 7 ; this has also been documented in systematic reviews in Australia.…”