Maintaining a global health partnership during the COVID-19 pandemic: a road map from the Toronto Addis Ababa Academic Collaboration in Emergency Medicine

Abstract

The Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) is an educational global health partnership established 10 years ago to support the growth of EM in Ethiopia. In-person global health partnership activities were disrupted by the COVID-19 pandemic. We describe our five-step process for transitioning our global health partnership to a virtual space. Each step was conducted in collaboration between the University of Toronto and Addis Ababa University EM physicians: (1) risk identification and needs assessment, (2) discussing mitigation strategies, (3) crafting and piloting an approach, (4) revising based on pilot results, 5) implementation with continuous evaluation and revision. Teaching was modified iteratively in response to feedback. Our experience shows that virtual teaching, while not a replacement for in-person engagement, can be a valuable tool both to supplement partnership activities when travel is not possible, and to enhance global health partnerships long term. This approach can also inform the transition of other forms of medical education to the virtual space.

A framework for reinitiating global academic exchange in the context of the COVID-19 pandemic

“…2 This hiatus in travel triggered a paradigm shift in global health, fostering virtual innovations and dramatic growth in online education and training, telemedicine, and videoconference-based collaborations. [3][4][5][6][7] Virtual global collaborations are laudable for reducing inequities stemming from unidirectional travel from the global North to the South, decreasing the carbon footprint generated by international flights, enabling broader faculty involvement in global health initiatives, and creating greater access to educational opportunities across borders. [4][5][6] This paradigm shift presents an opportunity to further the decolonization of global health by redirecting travel funding to support capacity building in low and middle-income countries, with remote and more cost-effective engagement by partners in high-income countries.…”

“… 3 , 6 , 8 While online collaboration offers clear benefits, many recognize that virtual exchanges fail to build partnerships based on interpersonal relationships and an in-depth understanding of context. 4 , 5 , 7 In addition, synchronous video-conferencing can be limited by poor bandwidth, connectivity issues, power outages, and time-zone differences. 4 , 7 Global health in the post-pandemic era is likely to become a hybrid model, with longitudinal virtual collaborations supported by more limited in-person exchanges.…”

“… 4 , 5 , 7 In addition, synchronous video-conferencing can be limited by poor bandwidth, connectivity issues, power outages, and time-zone differences. 4 , 7 Global health in the post-pandemic era is likely to become a hybrid model, with longitudinal virtual collaborations supported by more limited in-person exchanges. The challenge for institutions remains how to reinitiate in-person exchange safely and equitably across international borders in the face of an ongoing pandemic complicated by new strains of COVID-19.…”

Global health electives in the COVID-19 era: resuming travel and strengthening global health academic partnerships

“…GH partnerships and educational activities have, out of necessity, pivoted to the virtual space. [1][2][3] The emergence of new variants continues to add complexity to decision-making and planning for international travel. As our medical education communities ponder strategies and timelines to resume international travel, we must consider the safety and ethics of resuming personnel exchanges between countries for the purposes of GH partnerships and education.…”