Rethinking Goals: Transforming Short-Term Global Health Experiences Into Engagements

Ventres, William; Wilson, Brent M.

doi:10.1097/acm.0000000000002841

Cited by 9 publications

(5 citation statements)

References 42 publications

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“…Every article included involved an institution(s) based in a HIC. Sixteen references were written with the purpose of proposing guidelines or recommendations related to anticolonial public health (see Table 1 for a breakdown of topic areas) 33–36 39–50. Sixteen articles described or evaluated educational approaches 37 38 45 48–60.…”

Section: Resultsmentioning

confidence: 99%

“…Sixteen references were written with the purpose of proposing guidelines or recommendations related to anticolonial public health (see Table 1 for a breakdown of topic areas) 33–36 39–50. Sixteen articles described or evaluated educational approaches 37 38 45 48–60. Reference target audiences were health professions institutions or students (n=22), global public health institutions or students (n=15) and healthcare providers (n=3).…”

Section: Resultsmentioning

confidence: 99%

“…Ventres and Wilson 2020 48 Inequitable and unethical partnerships in global health education and practice which can replicate past colonial relationships and negatively impact learning and professional development.…”

Section: Author Year Problem Solutionsmentioning

confidence: 99%

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Educational approaches to teach students to address colonialism in global health: a scoping review

et al. 2023

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IntroductionThe enduring legacy of colonisation on global health education, research and practice is receiving increased attention and has led to calls for the ‘decolonisation of global health’. There is little evidence on effective educational approaches to teach students to critically examine and dismantle structures that perpetuate colonial legacies and neocolonialist control that influence in global health.MethodsWe conducted a scoping review of the published literature to provide a synthesis of guidelines for, and evaluations of educational approaches focused on anticolonial education in global health. We searched five databases using terms generated to capture three concepts, ‘global health’, ‘education’ and ‘colonialism’. Pairs of study team members conducted each step of the review, following Preferred Reporting Items for Systematic reviews and Meta-Analyse guidelines; any conflicts were resolved by a third reviewer.ResultsThis search retrieved 1153 unique references; 28 articles were included in the final analysis. The articles centred North American students; their training, their evaluations of educational experiences, their individual awareness and their experiential learning. Few references discussed pedagogical approaches or education theory in guidelines and descriptions of educational approaches. There was limited emphasis on alternative ways of knowing, prioritisation of partners’ experiences, and affecting systemic change.ConclusionExplicit incorporation of anticolonial curricula in global health education, informed by antioppressive pedagogy and meaningful collaboration with Indigenous and low-income and middle-income country partners, is needed in both classroom and global health learning experiences.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Educational approaches to teach students to address colonialism in global health: a scoping review

et al. 2023

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“…In addition, critics require that elective activities meaningfully mitigate against the global and local factors that drive imbalances in terms of knowledge, resources, and level of healthcare. Instead of focussing only on biomedical and clinical capacity, global health practices should adopt multidisciplinary approaches, acknowledging social and economic inequity at community and global level [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

International medical electives in Sub-Saharan Africa: experiences from a 19-year NGO-driven initiative

et al. 2023

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Background Mainstream medical education remains largely focused on national health issues. Therefore, in order to expose medical students to international health issues, it is beneficial to facilitate international medical electives. Methods This article describes the Junior Project Officer (JPO) program, a medical experience based on clinical electives in Sub-Saharan Africa, supported by a Non-Governmental Organisation (NGO). Residents spend 6 months as part of a multidisciplinary medical team in Africa. A post-elective online survey was administered to all who participated in the program in the period 2002–2020. The questionnaire comprised three domains: (i) general and pre-departure information; (ii) the experience; (iii) the post-experience. Results Questionnaires were received from 157/241 subjects, a response rate of 65%. The most common specialties were pediatrics, public health, and internal medicine. Of all, 87% carried out clinical activities; 45% also worked in the management of health services, and 60% carried out research activities. About 64% reported difficulties linked to a lack of equipment, different ways of working (57%), and exposure to situations for which they did not feel technically prepared (56%). In 25% of cases, residents reported that their school’s attitude to their doing the elective was not positive: upon their return, over 50% felt that their experience was not sufficiently valued by their institution. Respondents considered the experience important for professional and personal growth (93% and 80% respectively ). Forty-two participants (27%) reported that the experience had a significant impact on their future career choices. Conclusion Despite the difficulties encountered, a well-structured experience in international health can have a positive impact on residents, professionally and personally. Key factors behind the positive outcomes are the substantial length (6 months) of the experience, and the long term working relationships between the sending and receiving institutions. The schools in Italy that provide the students for the electives need to see more evidence that international electives are worth the investment.

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“…Global health activities taking place in LMICs vary widely, with short-term clinical services being among the most commonly described in the literature, particularly among medical trainees [6,7]. The terminology used to describe these programs also varies considerably, with "international medical electives," "short-term medical missions," and "short-term experiences in global health" being just a few terms used to describe these activities [8][9][10][11][12][13]. The term "global health engagements" (GHEs) perhaps describes these activities in more comprehensive and inclusive terms and provides consideration to the fact that interest in global health has not been limited to the boundaries of higher education, or to those with specialized clinical skills.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Global Health Engagements in Relation to the COVID-19 Pandemic Among Health Care Workers and Administrators in Western Kenya: Protocol for a Multistage Qualitative Study

Amick¹,

Naanyu²,

Bucher³

et al. 2023

JMIR Res Protoc

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Background There has been significant interest in global health in low- and middle-income countries (LMICs) among individuals living in high-income countries (HICs) over the past 30 years. Much of the literature on global health engagements (GHEs) has been presented from the perspective of individuals from high-income countries. Local stakeholders such as health care workers and health care administrators represent critical constituencies for global health activities, yet their perspectives are underrepresented in the literature. The purpose of this study is to examine the experiences of local health care workers and administrators with GHEs in Kenya. We will explore the perceived role GHEs play in preparing the health system to address a public health crisis, as well as their role in pandemic recovery and its aftermath. Objective The aims of this study are to (1) examine how Kenyan health care workers and administrators interpret experiences with GHEs as having advantaged or hindered them and the local health system to provide care during an acute public health crisis and (2) to explore recommendations to reimagine GHEs in a postpandemic Kenya. Methods This study will be conducted at a large teaching and referral hospital in western Kenya with a long history of hosting GHEs in support of its tripartite mission of providing care, training, and research. This qualitative study will be conducted in 3 phases. In phase 1, in-depth interviews will be conducted to capture participants’ lived experience in relation to their unique understandings of the pandemic, GHEs, and the local health system. In phase 2, group discussions using nominal group techniques will be conducted to determine potential priority areas to reimagine future GHEs. In phase 3, in-depth interviews will be conducted to explore these priority areas in greater detail to explore recommendations for potential strategies, policies, and other actions that might be used to achieve the priorities determined to be of highest importance. Results The study activities commenced in late summer 2022, with findings to be published in 2023. It is anticipated that the findings from this study will provide insight into the role GHEs play in a local health system in Kenya and provide critical stakeholder and partner input from persons hitherto ignored in the design, implementation, and management of GHEs. Conclusions This qualitative study will examine the perspectives of GHEs in relation to the COVID-19 pandemic among Kenyan health care workers and health care administrators in western Kenya using a multistage protocol. Using a combination of in-depth interviews and nominal group techniques, this study aims to shed light on the roles global health activities are perceived to play in preparing health care professionals and the health system to address an acute public health crisis. International Registered Report Identifier (IRRID) PRR1-10.2196/41836

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Rethinking Goals: Transforming Short-Term Global Health Experiences Into Engagements

Cited by 9 publications

References 42 publications

Educational approaches to teach students to address colonialism in global health: a scoping review

Educational approaches to teach students to address colonialism in global health: a scoping review

International medical electives in Sub-Saharan Africa: experiences from a 19-year NGO-driven initiative

Perceptions of Global Health Engagements in Relation to the COVID-19 Pandemic Among Health Care Workers and Administrators in Western Kenya: Protocol for a Multistage Qualitative Study

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