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

Chan, Michelle C; Bayer, Angela M.; Zunt, Joseph R.; Blas, Magaly M.; García, Patricia J.

doi:10.2147/jmdh.s173165

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…The Kuskaya Program in Peru [14] There is a need to update the current learning model that sequences "education prior to work experience" to a model where education and work experience are complementary parts of a training whole. One such program is the ROPES program that was adapted from the OUTWARD Bound training program [15].…”

Section: Key Takeawaysmentioning

confidence: 99%

Experiential Learning and Mentorship in Global Health Leadership Programs: Capturing Lessons from Across the Globe

Rodríguez

Jessani

Zunt

et al. 2021

Annals of Global Health

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Objectives:The changing global landscape of disease and public health crises, such as the current COVID-19 pandemic, call for a new generation of global health leaders. As global health leadership programs evolve, many have incorporated experiential learning and mentoring (ELM) components into their structure. However, there has been incomplete consideration on how ELM activities are deployed, what challenges they face and how programs adapt to meet those challenges. This paper builds on the co-authors' experiences as trainees, trainers, organizers and evaluators of six global health leadership programs to reflect on lessons learned regarding ELM. We also consider ethics, technology, gender, age and framing that influence how ELM activities are developed and implemented.Findings: Despite the diverse origins and funding of these programs, all six are focused on training participants from low-and middle-income countries drawing on a diversity of professions. Each program uses mixed didactic approaches, practice-based placements, competency and skills-driven curricula, and mentorship via various modalities. Main metrics for success include development of trainee networks, acquisition of skills and formation of relationships; programs that included research training had specific research metrics as well. Common challenges the programs face include ensuring clarity of expectations of all participants and mentors; maintaining connection among trainees; meeting the needs of trainee cohorts with different skill sets and starting points; and ensuring trainee cohorts capture age, gender and other forms of diversity.Conclusions: ELM activities for global health leadership are proving even more critical now as the importance of effective individual leaders in responding to crises becomes evident. Future efforts for ELM in global health leadership should emphasize local adaptation and sustainability. Practice-based learning and established mentoring relationships provide the building blocks for competent leaders to navigate complex dynamics with the flexibility and conscientiousness needed to improve the health of global populations.

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Section: Key Takeawaysmentioning

confidence: 99%

Experiential Learning and Mentorship in Global Health Leadership Programs: Capturing Lessons from Across the Globe

Rodríguez

Jessani

Zunt

et al. 2021

Annals of Global Health

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“…Of those articles mentioning a single concept, the definitions were provided in 6 out of 109 (6%) [ 30 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 ], 10 out of 91 (11%) [ 28 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 ], and 9 articles out of 16 (56%) [ 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 ] mentioning multi-, inter-, and transdisciplinarity, respectively ( Table 2 , Figure 3 ).…”

Section: Resultsmentioning

confidence: 99%

Multi-, Inter-, and Transdisciplinarity within the Public Health Workforce: A Scoping Review to Assess Definitions and Applications of Concepts

Sell¹,

Hommes²,

Fischer

et al. 2022

IJERPH

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In light of the current public health challenges, calls for more inter- and transdisciplinarity in the public health workforce are increasing, particularly to respond to complex and intersecting health challenges, such as those presented by the climate crisis, emerging infectious diseases, or military conflict. Although widely used, it is unclear how the concepts of multi-, inter-, and transdisciplinarity are applied with respect to the public health workforce. We conducted a scoping review and qualitative content analysis to provide an overview of how the concepts of multi-, inter-, and transdisciplinarity are defined and applied in the academic literature about the public health workforce. Of the 1957 records identified, 324 articles were included in the review. Of those, 193, 176, and 53 mentioned the concepts of multi-, inter-, and transdisciplinarity, respectively. Overall, 44 articles provided a definition. Whilst definitions of multidisciplinarity were scarce, definitions of inter- and transdisciplinarity were more common and richer, highlighting the aim of the collaboration and the blurring and dissolution of disciplinary boundaries. A better understanding of the application of multi-, inter-, and transdisciplinarity is an important step to implementing these concepts in practice, including in institutional structures, academic curricula, and approaches in tackling public health challenges.

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“…Besides, teamwork fosters an effective response to global health crises [ 72 ]. Several global health training programs incorporate teamwork as a key competence to solving transboundary challenges [ 30 , 58 , 73 ]. Given the critical role played by teamwork, it was exercised even amidst the COVID-19 restrictions in transboundary movement by the use of innovative solutions such as virtual teams [ 74 , 75 ].…”

Section: Discussionmentioning

confidence: 99%

Using the Kolb’s experiential learning cycle to explore the extent of application of one health competencies to solving global health challenges; a tracer study among AFROHUN-Uganda alumni

et al. 2022

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Background The Africa One Health University Network (AFROHUN) with support from the United States Agency for International Development (USAID), has since 2012 conducted pre and in-service One health (OH) trainings with the objective of improving global health security. These trainings aim to build competencies that, enhance a multidisciplinary approach to solving global health challenges. Despite the investment in OH trainings, there is limited documentation of the extent of acquisition and application of the OH competencies at workplaces. This tracer study explored the extent of acquisition and application of the OH competencies by the AFROHUN-Uganda alumni. Methods A cross-sectional study was conducted among a random sample of 182 AFROHUN-Uganda alumni of 2013–2018 cohorts. A blended approach of interviewer-administered and self-administered questionnaires was used. Virtual platforms such as Zoom, Microsoft teams, and Skype, and phone interviews were used to collect data when face-to-face interactions with alumni were not possible. Data were collected electronically, either through a link or with the aid of the KoboCollect mobile application, pre-installed on android enabled devices, and analysed using STATA14.0. Results The majority of respondents, 78.6% (143/182) had jobs that required application of OH knowledge and skills, 95.6% (174/182) had learned employable skills from OH activities and 89.6% (163/182) had applied such skills when searching for employment. About 21.7% (34/180) to a very high extent required OH field-specific theoretical knowledge at their workplaces, 27.4% (43/80) to a very high extent required OH field-specific practical knowledge/skills, 42.7% (67/180) to a high extent required a change in attitude and perceptions towards working with people from different disciplines, 49.0% (77/180) required collaboration and networking skills, and more than half, 51.0% (80/180) required team building skills. Conclusions The majority of OH alumni to a very high extent acquired and applied OH competences such as teamwork, effective communication, community entry and engagement, report writing and problem-solving skills. This study revealed the significant contribution of the AFROHUN Uganda OH activities towards supportive work environments, and highlights areas of improvement such as supporting the trainees to acquire people-management skills, innovation, and an entrepreneurial mind set.

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

Cited by 6 publications

References 23 publications

Experiential Learning and Mentorship in Global Health Leadership Programs: Capturing Lessons from Across the Globe

Experiential Learning and Mentorship in Global Health Leadership Programs: Capturing Lessons from Across the Globe

Multi-, Inter-, and Transdisciplinarity within the Public Health Workforce: A Scoping Review to Assess Definitions and Applications of Concepts

Using the Kolb’s experiential learning cycle to explore the extent of application of one health competencies to solving global health challenges; a tracer study among AFROHUN-Uganda alumni

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