Training Young Russian Physicians in Uganda: A Unique Program for
                        Introducing Global Health Education in Russia

Ziganshin, Bulat A.; Yausheva, Liliya M.; Ziganshina, Anna; Pichugin, Arseniy; Зиганшин, А. У.; Sadigh, Majid

doi:10.1016/j.aogh.2015.10.007

Cited by 5 publications

(2 citation statements)

References 22 publications

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“…Fifteen articles were identified that focused on cultural competency development through global health experiences. [87][88][89][90][91][92][93][94][95][96][97][98][99][100][101] Fourteen of these described interventions with cultural immersion outside of one's home country as the main teaching method, with nine of the 14 providing clinical experience. One intervention described a 3-h course preparing students to complete a global health program.…”

Section: Specific Populationsmentioning

confidence: 99%

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

et al. 2019

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Many medical accreditation bodies agree that medical students should be trained to care for diverse patient populations. However, the teaching methods that medical schools employ to accomplish this goal vary widely. The purpose of this work is to summarize current cultural competency teaching for medical students and their evaluation methods. A scoping review was completed by searching the databases PubMed, Scopus, MedEdPOR-TAL, and MEDLINE for the search terms "medical education" and "cultural competency" or "cultural competence." Results were summarized using a narrative synthesis technique. One hundred fifty-four articles on cultural competency interventions for medical students were systematically identified from the literature and categorized by teaching methods, length of intervention, and content. Fifty-six articles had a general focus, and ninety-eight articles were focused on specific populations including race/ethnicity, global health, socioeconomic status, language, immigration status, disability, spirituality at the end of life, rurality, and lesbian, gay, bisexual, transgender, and queer. About 54% of interventions used lectures as a teaching modality, 45% of the interventions described were mandatory, and 9.7% of interventions were not formally evaluated. The authors advocate for expansion and more rigorous analysis of teaching methods, teaching philosophies, and outcome evaluations with randomized controlled trials that compare the relative effectiveness of general and population-specific cultural competency interventions.

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Section: Specific Populationsmentioning

confidence: 99%

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

et al. 2019

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“…The project was a multi-institutional effort amongst KSMU, YSM, WCHN/UVMCOM, and Makerere University in Kampala, Uganda. Over the past 5 years, the training of 20 KSMU affiliates in Uganda has demonstrated the program’s efficacy (published separately [ 21 ]).…”

Section: Resultsmentioning

confidence: 99%

Developing medical education capacity in Russia: twenty years of experience

et al. 2017

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BackgroundThe partnership between Yale University (USA) and Kazan State Medical University (KSMU, Russia) was established in 1996 and transitioned to Western Connecticut Health Network (WCHN)/University of Vermont Robert Larner, M.D. College of Medicine (USA) in 2012 with the goal of modernizing medical education at KSMU primarily through introduction of the American medical education structure, role modeling, and educational capacity building. It was centered on the formation of a select group of Russian junior faculty members familiar with American medical education who would then initiate a gradual change in medical education at KSMU. Here we describe the 20 year partnership, rooted in local capacity building, through which a sustainable, mutually rewarding international collaboration was established. In addition, we evaluate the program’s outcomes and impact on medical education at Kazan State Medical University, and assess its influence on Russian program participants.MethodsSenior residents and faculty were sent to KSMU to conduct teaching sessions with local faculty and trainees. Their responsibilities included familiarizing Russian colleagues with specific topics in clinical medicine, importing knowledge about the basics of teaching, clinical epidemiology and evidence based medicine, and creating, in consistency with the American model, a “Clinical Teaching Team Structure” that integrates patient care with clinical education. Furthermore, 44 of selected KSMU members, including 13 junior faculty (29.5%), 14 clinical PhD students (31.8%), 12 interns/residents (27.3%), and five medical students (11.4%), were trained at Yale/WCHN or one of their major affiliated community hospitals for a period of 1 to 12 months for a total of 844 participant-weeks of training.ResultsThirty (68.2%) individuals who were trained in the U.S. are currently working in Kazan primarily as faculty at KSMU. Among them, three trainees (10%) have become heads of their department, eight (26.7%) hold senior faculty positions, and two (6.7%) have clinical and educational administrative leadership positions. Two major clinical departments have adopted the “Clinical Teaching Team Structure.” As a result of the collaboration, three teaching courses – Evidence-Based Medicine, Tropical Medicine, and HIV/AIDS Medicine – have been designed and incorporated into the curriculum.ConclusionThis partnership has been instrumental in introducing the American medical education model and expanding the medical knowledge of faculty, residents, and students of KSMU on infectious diseases, HIV/AIDS, tropical medicine, renal diseases, and global health topics. Capacity building through the Yale/WCHN-KSMU exchange program has greatly contributed to the quality of medical education at Kazan State Medical University.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0861-z) contains supplementary material, which is available to authorized users.

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Global health education in China’s medical schools: A national cross-sectional study

Hou

Peluso

Kellett³

et al. 2021

Medical Teacher

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Training Young Russian Physicians in Uganda: A Unique Program for Introducing Global Health Education in Russia

Abstract: This elective has proven highly effective in introducing the concept of global health to faculty, fellows, residents, and medical students at KSMU. It trained these participants to address the challenges faced by physicians in culturally diverse and resource-limited countries.

Cited by 5 publications

References 22 publications

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

Developing medical education capacity in Russia: twenty years of experience

Global health education in China’s medical schools: A national cross-sectional study

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