Taking it Global: Structuring Global Health Education in Residency Training

Arora, Gitanjli; Ripp, Jonathan; Evert, Jessica; Rabin, Tracy L.; Tupesis, Janis P.; Hudspeth, James

doi:10.1007/s11606-016-3843-7

Cited by 17 publications

(9 citation statements)

References 25 publications

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“…Following the prior classes, which approached more technical aspects related to GH teaching, this class focuses on theoretical-methodological aspects. Given the multiplicity of themes and factors to be considered in GH education, many studies provide models of courses and curricula to disseminate their experiences, facilitate the construction of new courses [34,35] and/or contribute to an overview of existing courses.…”

Section: Class 4 -Models Of Teachingmentioning

confidence: 99%

Global Health Education Programs in the Americas: A Scoping Review

Mendes

Ventura

Queiroz

et al. 2020

Annals of Global Health

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Introduction Global Health (GH) refers to issues that transcend borders and national governments, demanding actions from global powers, which determine the health of different communities [1]. It involves knowledge, teaching, practice, and research on extraterritorial health issues which extrapolate national geographic borders [2]. GH teaching involves integrated courses, which can be offered within social sciences, considering the transnational aspects of health issues [3, 4] while valuing the context and local capacity to act. In the Americas, the interest in GH as an academic discipline has increased in the last decade. This is due to the growing acknowledgement of GH as a fundamental issue in health training, enabling undergraduate and graduate students to better understand the global priority agenda and its demands [5]. Human resources are central aspects for the success of GH strategies; however, there is no consensus on how to plan experiential activities to prepare students to act locally and globally and to serve as global health professionals. Furthermore, cultural diversities in the Americas (North, Central, and South) enrich GH teaching and may become a challenge for the different actors involved in these processes. This study aims to analyse approaches, characteristics, and challenges faced by educational programs on global health in the Americas. Methods This is a scoping review, with the aim of mapping relevant scientific production and gaps on a specific theme, in this case, education of health professionals [6], following this sequence: 1) identifying the research question; 2) finding relevant studies; 3) selecting the studies; 4) organizing the data; and 5) collating, summarizing, and reporting the results, according to The Joanna Brigs Institute for Scoping Reviews. The search strategy used was PICo (P: problem/population; I: intervention; Co: context), in which P: educational programs on global health; I: approaches, characteristics, and challenges; Co: Americas. This resulted in the following research question: What are the approaches, characteristics, and challenges faced by educational programs on global health in the Americas? The inclusion criteria were: primary studies, full text available in Spanish, Portuguese, or English and published up to November 2017. Book chapters, Master's and doctoral final reports, as well as other technical reports were included in the initial search. Data collection took place between November 2017 and March 2018.

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Section: Class 4 -Models Of Teachingmentioning

confidence: 99%

Global Health Education Programs in the Americas: A Scoping Review

Mendes

Ventura

Queiroz

et al. 2020

Annals of Global Health

View full text Add to dashboard Cite

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“…1,3 Meeting residents' expectations for GH training opportunities can be challenging, especially for academic institutions that lack faculty mentors with sufficient time and GH experience, adequate financial support for GH programs, capacity to offer safe and appropriately supervised international experiences, and consistent levels of interest among residency classes. 3,[6][7][8] To address these challenges, some programs have collaborated across departments, pooling resources and looking for areas of curricular overlap through which residents from different disciplines can learn about core GH concepts together. Since many of the competencies and objectives of GH education, such as pre-departure preparation and GH ethics, [9][10][11] focus on aspects of GH work that are not necessarily specialty-specific, collaborative interdepartmental global health tracks (CIGHTs) may serve as a valuable model.…”

Section: A C C E P T E Dmentioning

confidence: 99%

Leveraging Economies of Scale via Collaborative Interdisciplinary Global Health Tracks (CIGHTs): Lessons From Three Programs

et al. 2020

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“…15 These guidelines have been used by AMCs in development of curricula, 16,17 including dedicated global health tracks with simulation programs and web-based modules that review clinical, cultural, and ethics content. 18,19,20 Curricular Guidelines for Domestic GHEs A challenge for AMCs is applying lessons learned in international experiences to domestic experiences, particularly longitudinal ones, with vulnerable populations. Building on lessons from global health training, teaching should include preexperience orientation, ongoing mentorship, and postexperience debriefing.…”

Section: Care Standards In Srcsmentioning

confidence: 99%

How Should Academic Medical Centers Administer Students' “Domestic Global Health” Experiences?

Shah¹

2019

AMA Journal of Ethics

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Academic medical centers (AMCs) promote educational benefits to students of immersive global health experiences (GHE), both abroad and locally in low-resource settings. Within the United States, these opportunities are called domestic GHEs and often take place in studentrun indigent care clinics (SRCs) that serve vulnerable populations. Domestic GHEs offer perspectives on the health care system that are similar to those of GHEs. In both, AMCs must balance benefits to students and patients against the potential risks of inadequate supervision and mentorship. This article reviews the roles of AMCs in preparing students for domestic GHEs with a focus on SRCs. "Domestic Global Health" Academic medical centers (AMCs) promote educational benefits to students of immersive global health experiences (GHE), both abroad and locally in low-resource settings. 1,2,3,4 GHE participants are more likely to pursue careers in primary care and other areas of medicine that focus on the needs of vulnerable patients. 5 GHEs are also highly valued by trainees. 6,7 Within the United States, these opportunities-which are called domestic GHEs-often take place in student-run indigent care clinics (SRCs), serve immigrant and other vulnerable populations, and are staffed by attending physicians who supervise medical trainees, including preclinical students who tend to be responsible for clinic management and organization. SRCs are popular because they offer students opportunities to gain early clinical experience with serving patients from diverse backgrounds 8 and to be exposed to systems-based perspectives on social status, public benefits eligibility, and health care financing that influence individuals' and populations' health status in the United States. 9 However, AMCs must balance benefits to students and patients against potential risks of inadequate supervision and mentorship. This article first describes SRCs and relevant guidelines for GHEs. The article then explores AMCs' roles in preparing students for domestic GHEs with a focus on ethical questions arising in SRC care settings.

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Taking it Global: Structuring Global Health Education in Residency Training

Cited by 17 publications

References 25 publications

Global Health Education Programs in the Americas: A Scoping Review

Global Health Education Programs in the Americas: A Scoping Review

Leveraging Economies of Scale via Collaborative Interdisciplinary Global Health Tracks (CIGHTs): Lessons From Three Programs

How Should Academic Medical Centers Administer Students' “Domestic Global Health” Experiences?

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