Practical and Ethical Solutions for Remote Applied Learning Experiences in Global Health

Abstract

Global health trainees rely on immersive experiences to apply their classroom knowledge in real-world settings. However, during the COVID-19 pandemic travel has come to a halt and short-term experiences are no longer available in their current form. As with didactic material, global health programs have an opportunity to innovate the delivery of applied learning, providing trainees with robust, mentored experiences that promote the acquisition of core global health competencies. We provide a series of practical solutions for remote applied learning including case-based learning, pathfinder pedagogy, virtual reality simulations, and twinning. We further describe the role of these approaches in addressing common criticisms of short-term experiences and their potential for creating new win-win dynamics between institutions and trainees.

Perceived roles, benefits and barriers of virtual global health partnership initiatives: a cross-sectional exploratory study

“…The focus areas of GHPs range from electives for healthcare trainees; access to resources; capacity building; technical support; professional mentorship; and collaborative research, public health, or education initiatives [ 1 , 5 – 7 , 14 – 19 ]. Many GHPs rely heavily on unidirectional travel, with faculty and trainees from high-income countries (HIC) disproportionately visiting host sites in low- and middle-income countries (LMIC) [ 1 , 6 , 7 , 14 – 16 , 20 – 24 ]. Although bidirectional exchanges of information, resources, and personnel are considered ideal [ 1 , 2 , 6 , 7 , 14 , 15 , 20 , 22 , 25 ], implementing these and measuring their impact are often prohibitively expensive and complicated [ 6 ].…”

“…The COVID-19 pandemic disrupted in-person GHP activities while consequently worsening the existing inherent inequities in GH, especially in LMIC [ 26 , 27 ]. Since the start of the COVID-19 pandemic, traditional GHP operations have been affected through unprecedented travel restrictions, limitations of in-person interactions, and new standards for personal protection [ 16 , 26 , 28 – 30 ]. Challenges to traditional approaches to GHPs, including communication, bidirectional exchange of staff and learners, and in-person site visits, have continued throughout the pandemic.…”

“…Challenges to traditional approaches to GHPs, including communication, bidirectional exchange of staff and learners, and in-person site visits, have continued throughout the pandemic. Beyond that, hindrances due to financial constraints, visa entry tied to COVID-19 risk or vaccination status, and GHP programing may continue to limit in-person GHP activities [ 16 , 29 ]. Concerted efforts to ensure GHP continuity are therefore paramount.…”

Taking Pause: A COVID-19 Student Reflection on Global Health Research Opportunities, Training, and Institutional Reform

“…Global health research can offer irreplaceable experiences that will equip students with comprehensive competencies and contextualize the concepts (e.g., social determinants of health, capacity building) they learn about in the classroom ( Jogerst et al, 2015 ; Kalbarczyk et al, 2020 ). Students develop adaptability, problem-solving skills, and cultural competency, humility, and sensitivity, preparing them to work effectively in diverse communities.…”

“…Training should teach students to be aware of cultural differences, local laws and standards regarding planned activities, the history of the country, local health needs, and general global health inequities that may exist in research settings ( Lasker et al, 2018 ; Kalbarczyk et al, 2020 ). It should also foster research integrity from study ideation to dissemination of findings ( Bukusi et al, 2018 ).…”