Think global, act local: Medical students contextualize global health education

Ibrahim, George M.; Hoffart, Shawn; Lam, Russell A.; Minty, Evan; Ying, Michelle Theam; Schaefer, Jeffrey P.

doi:10.4103/1357-6283.134315

Cited by 11 publications

(7 citation statements)

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“…122 Pass/fail grading systems, complemented by standards-based evaluations, are a step along the continuum to recognizing learners as professionals, enhancing intellectual well-being and preparing medical students for life as enduring learners. 123,124 Further, many studies reported that medical learners have higher satisfaction and greater achievement of knowledge-related outcomes when skills are taught in condensed workshops, ranging from 2 hours, 59 to 5 days, 41 to 2 weeks. 51 More research is needed to understand massed versus dispersed learning to maximize intellectual well-being.…”

Section: Discussionmentioning

confidence: 99%

Interventions to improve the well-being of medical learners in Canada: a scoping review

Moss¹,

Wollny²,

Amarbayan³

et al. 2021

cmajo

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C oncerns exist about the impact of medical education on learner well-being. [1][2][3][4] Programs housed within medical schools often address intellectual and occupational well-being, focusing specifically on skills related to learning and working; 5,6 however, well-being is a multidimensional construct. Social, mental, and physical wellbeing have been shown to be negatively affected during undergraduate medical education, 7 with increased prevalence of burnout in residency. 8,9 Poor well-being can affect medical learners across the spectrum of programs, including undergraduate health sciences. 10 The Canadian Federation of Medical Students aims to "train healthier physicians to maximize the productivity and quality of health care services for Canadians." 11 Their strategic directions for 2020-2022 include developing health promoting communities, promoting a positive culture in medical education that prioritizes learner well-being, increasing collaboration within the medical community and optimizing student resources. Despite the growing literature as universities implement services to address the well-being of medical learners, earlier reviews on this topic have not evaluated interventions in Canadian medical schools and have found it difficult to define medical learner well-being. 12,13 The Wellness Innovation Scholarship for Health Professions Education and Health Sciences (WISHES) laboratory at the University of Calgary is taking a holistic approach to medical learner well-being. 14 Based on Nussbaum's human capabilities approach 15 and acknowledging that well-being is multi dimensional, 16 WISHES focuses on measurable outcomes within the domains of mental, physical, occupational,

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Section: Discussionmentioning

confidence: 99%

Interventions to improve the well-being of medical learners in Canada: a scoping review

Moss¹,

Wollny²,

Amarbayan³

et al. 2021

cmajo

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“…For example, Ibrahim et al conducted a study of medical students’ perspectives following a teaching session on treatment of patients who were HIV-positive. Those students who had attended the session expressed a greater willingness to treat marginalized populations than those who had not [22]. Similarly, in an evaluation of a global health course at Harvard Medical School Nelson et al found that 100% of students evaluated felt that they were better prepared to practice medicine in developing countries than previously [27].…”

Section: Discussionmentioning

confidence: 99%

“…A number of papers consider the student perspective [2, 9, 22], but tend to be aspirational, generally promoting a curriculum that develops competencies aligned to the advocacy physician or humanitarian doctor with little description, evaluation or critical analysis of actual interventions and their impact on the wider student body. A number of post-course evaluations also focus on overseas electives using quantitative tools [9, 13, 22, 23].…”

Section: Introductionmentioning

confidence: 99%

Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum

Blum¹,

Berlin

Isaacs

et al. 2019

BMC Med Educ

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Background There is increasing interest in global health teaching among medical schools and their students. Schools in the UK and internationally are considering the best structure, methods and content of global health courses. Academic work in this area, however, has tended to either be normative (specifying what global health teaching ought to look like) or descriptive (of a particular intervention, new module, elective, etc.). Methods While a number of studies have explored student perspectives on global health teaching, these have often relied on tools such as questionnaires that generate little in-depth evidence. This study instead used qualitative methods to explore medical student perspectives on global health in the context of a new global health module established in the core medical curriculum at a UK medical school. Results Fifth year medical students participated in a structured focus group session and semi-structured interviews designed to explore their knowledge and learning about global health issues, as well as their wider perspectives on these issues and their relevance to professional development. While perspectives on global health ranged from global health ‘advocate’ to ‘sceptic’, all of the students acknowledged the challenges of prioritising global health within a busy curriculum. Conclusions Students are highly alert to the diverse epistemological issues that underpin global health. For some students, such interdisciplinarity is fundamental to understanding contemporary health and healthcare. For others, global health is merely a topic of geographic relevance. Furthermore, some students appeared to accept global health as a specialist area only relevant to professionals working overseas, while others considered it to be an essential part of working in the globalised world and therefore relevant to all medical professionals. Students also clearly noted that including ‘soft’ subjects and more discursive approaches to teaching and learning often sits awkwardly in a programme where ‘harder’ forms of knowledge and didactic methods tend to dominate. This suggests that more work needs to be done to explain the relevance of global health to medical students at the very beginning of their studies. Electronic supplementary material The online version of this article (10.1186/s12909-019-1631-x) contains supplementary material, which is available to authorized users.

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“…[4][5][6] Studies have shown that students with training in global health demonstrate an increased cultural awareness, willingness to practice in underserved communities, and a more humanistic approach to medicine than those without this exposure. 4,5,7,8 Thus, global health education can be an important avenue to teach students core competencies of medical education.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Structured Predeparture Orientation at the David Geffen School of Medicine's Global Health Education Programs

Cortina¹,

Arora²,

Wells³

et al. 2016

The American Society of Tropical Medicine and Hygiene

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Abstract. Given the lack of a standardized approach to medical student global health predeparture preparation, we evaluated an in-person, interactive predeparture orientation (PDO) at the University of California Los Angeles (UCLA) to understand program strengths, weaknesses, and areas for improvement. We administered anonymous surveys to assess the structure and content of the PDO and also surveyed a subset of students after travel on the utility of the PDO. We used Fisher's exact test to evaluate the association between prior global health experience and satisfaction with the PDO. One hundred and five students attended the PDO between 2010 and 2014 and completed the survey. One hundred and four students (99.0%) reported learning new information. Major strengths included faculty mentorship (N = 38, 19.7%), opportunities to interact with the UCLA global health community (N = 34, 17.6%), and sharing global health experiences (N = 32, 16.6%). Of students surveyed after their elective, 94.4% (N = 51) agreed or strongly agreed that the PDO provided effective preparation. Students with prior global health experience found the PDO to be as useful as students without experience (92.7% versus 94.4%, P = 1.0). On the basis of these findings, we believe that a well-composed PDO is beneficial for students participating in global health experiences and recommend further comparative studies of PDO content and delivery.

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Think global, act local: Medical students contextualize global health education

Cited by 11 publications

References 0 publications

Interventions to improve the well-being of medical learners in Canada: a scoping review

Interventions to improve the well-being of medical learners in Canada: a scoping review

Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum

Evaluation of a Structured Predeparture Orientation at the David Geffen School of Medicine's Global Health Education Programs

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