Students as advocates of global health goals: the case of medical education in Germany

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Kreitlow ◽  
S Steffens ◽  
E Kuhlmann
Keyword(s):  
Medical Education ◽  
Health Policy ◽  
Global Health ◽  
Medical School ◽  
Institutional Change ◽  
Medical Curriculum ◽  
Hannover Medical School ◽  
Global Health Education ◽  
Health Goals ◽  
Training Programmes

Abstract Background Germany has started to take on greater responsibility in global health policy. Furthermore, new threats, such as climate change, have increased sensitivity. However, health professionals are not well prepared to respond to the new tasks and the changing needs of the population. Global health is still largely missing from the education and training programmes of the vast majority of professional groups in Germany. This paper aims to illustrate how students can become advocates of global health education and enhance institutional change, when health policy fails to act effectively. Methods An elective programme introduced in September 2019 in the undergraduate medical curriculum at Hannover Medical School, Germany, serves as a case study to explore the tools and substance of the programme, as well as the stakeholders involved. Results The new global health programme utilises a window of opportunity in the curriculum, which includes a small number of mandatory seminars which students can chose from. It builds on five major pillars: collaboration between students and the programme coordinator and participatory curriculum development; the SDGs as framework and guidance of the curriculum; a multiprofessional and transsectoral teaching team; collaboration with NGOs; strong networks through collaboration with the national German medical students' association. Sustainability remains a major challenge, yet there is now institutional and financial support at Hannover Medical School and the new German National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education also includes global health issues. Conclusions Students as advocates for global health can make a difference and enhance institutional change through transsectoral, participatory teaching programmes.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Surveying the Need for Technology Management for Global Health Training Programmes

2007 ◽  
Vol 21 (4) ◽  
pp. 279-286
Author(s):  
Usha R. Balakrishnan ◽  
Lisa Troyer ◽  
Edwin Brands
Keyword(s):  
Global Health ◽  
Global Public Good ◽  
Technology Licensing ◽  
Global Health Research ◽  
Global Public Health ◽  
Collaborative Relationships ◽  
Health Goals ◽  
Research Outcomes ◽  
Need To Evaluate ◽  
Training Programmes

Technology licensing office managers often need to evaluate profitability and commercial potential in their decision making. However, increased consideration of important global public health goals requires forging new collaborative relationships, incorporating creative licensing practices and embracing global public good within the academic and research communities. The authors conducted a survey to identify and document opportunities and barriers in the management of discoveries and inventions arising from global health research outcomes at US and Canadian academic and research institutions.

scholarly journals Education Research: A framework for global health curricula for neurology trainees

Neurology ◽  
2018 ◽  
Vol 91 (11) ◽  
pp. 528-532 ◽  
Author(s):  
Anindita Deb ◽  
Melissa Fischer ◽  
Anna DePold Hohler
Keyword(s):  
Global Health ◽  
Medical School ◽  
Evaluation Process ◽  
Neurologic Disease ◽  
Massachusetts Medical School ◽  
Health Curriculum ◽  
Global Health Education ◽  
Use Of Technology ◽  
University Of Massachusetts ◽  
The University

As the global burden of neurologic disease increases, educating future neurologists about the principles of global health through global health curricula is of utmost importance. However, few neurology residency training programs have developed and implemented comprehensive global health curricula. This report outlines the design, implementation, and evaluation of the University of Massachusetts Medical School neurology residency global health curriculum. Using accepted curriculum development methods and incorporating an innovative use of technology, we created a global health curriculum focused on neurology to engage trainees. The implementation of curricula and organization of elective opportunities also incorporates learning objectives and an evaluation process. The University of Massachusetts Medical School neurology global health curriculum can be used as a framework for other residency programs developing global health programs. Global health education increases young neurologists' awareness of the growing burden of neurologic disease and, subsequently, may motivate them to address the need for neurologic expertise around the world.

scholarly journals A student-led global health education initiative: reflections on the Kenyan Village Medical Education Program

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Christopher John ◽  
Heidi Asquith ◽  
Tom Wren ◽  
Stephanie Mercuri ◽  
Sian Brownlow
Keyword(s):  
Medical Education ◽  
Health Education ◽  
Global Health ◽  
Education Program ◽  
Global Health Initiative ◽  
Health Initiative ◽  
Global Health Education ◽  
Medical Education Program ◽  
Rural Kenya ◽  
Improve Health

The Kenyan Village Medical Education Program is a student-led global health initiative that seeks to improve health outcomes in rural Kenya through culturally appropriate health education. The month-long program, which is organised by the Melbourne University Health Initiative (Australia), is conducted each January in southern rural Kenya.

scholarly journals From Creation to Evaluation: A Comprehensive Global Health Scholars Program for Graduate Medical Education Trainees

2020 ◽  
Vol 7 ◽  
pp. 238212052095182
Author(s):  
Jennifer Morgan ◽  
Shannon Galvin ◽  
Joshua Goldstein ◽  
Colleen Fant ◽  
Robert Murphy ◽  
...  
Keyword(s):  
Medical Education ◽  
Global Health ◽  
Graduate Medical Education ◽  
Underserved Populations ◽  
Journal Club ◽  
Clinical Care ◽  
Ethical Challenges ◽  
Graduate Medical ◽  
Global Health Education ◽  
The Many

Introduction: Recently, participation in clinical global health rotations has significantly increased among graduate medical education (GME) trainees. Despite the many benefits these experiences provide, many ethical challenges exist. Well-intentioned partnerships and participants often encounter personal and professional dilemmas related to safety, social responsibility, and accountability. We designed a curriculum to provide trainees of all specialties with a comprehensive educational program aimed at delivering culturally mindful and ethically responsible clinical care in resource-constrained settings. Methods: The McGaw Global Health Clinical Scholars Program (GHCS) at Northwestern University offers a 2-year curriculum for selected GME trainees across specialties interested in global health. Each trainee must complete the following components: core lectures, peer journal club, specialty-specific lectures, a mentorship agreement, ethics and skill-based simulations, a global health field experience, a poster presentation, and a mentored scholarly project. Results: Since 2014, 84 trainees from 13 specialties have participated in the program with 50 current trainees and 39 graduates. Twenty-five trainees completed exit surveys, of which 95% would recommend this program to other trainees and 84% felt more prepared to deliver global health care. In addition, 78% reported career plans that included global health and/or work with underserved populations. Trainees described “acceptance of differences and respect for those differences” and “understanding sustainability” as learning points from the program. Discussion: Providing a comprehensive global health education program across specialties can be feasible and effective. GME trainees who participated in this program report feeling both more prepared for clinical experiences and more likely to serve the underserved anywhere.

scholarly journals Clinical international experiences during medical school: medical students’ perspective

2018 ◽  
Author(s):  
Ahmad N. Alkhaledi ◽  
Ola A. El Kebbi ◽  
Ahmed M. Saleh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Global Health ◽  
Medical School ◽  
Health Knowledge ◽  
International Exchange ◽  
Medical Professionals ◽  
Education Experience ◽  
International Experiences

Migration and cultural interconnection has been one of the major contributors to globalization of disease. This is often a challenge physicians face as they encounter illnesses that they have not seen before while working in dissimilar environments to their training. Given this, international experiences are trending among medical professionals to be cognizant and proficient in dealing with such situations. In this paper, we will briefly reflect on our international exchange experiences as students and how such experiences can contribute to developing stronger global health knowledge and enrich our medical education experience as future physicians. We will also discuss some of the challenges medical students face while pursuing such opportunities, and how such challenges could be overcome.

scholarly journals A comparison of four models of professionalism in medical education

2021 ◽  
Vol 6 (3) ◽  
pp. 24-31
Author(s):  
Maria Isabel Atienza
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Medical Professionalism ◽  
Role Modelling ◽  
School Of Medicine ◽  
Curricular Design ◽  
Definition Of ◽  
Vanderbilt University

Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.

scholarly journals Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17495 ◽  
Author(s):  
Aaron M. McGuffin
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Education System ◽  
Medical Curriculum ◽  
Burden Of Proof ◽  
Medical Schools ◽  
The United States ◽  
Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

scholarly journals Medical education: an Italian contribution to the discussion on global health education

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Giulia Civitelli ◽  
Gianfranco Tarsitani ◽  
Alessandro Rinaldi ◽  
Maurizio Marceca
Keyword(s):  
Medical Education ◽  
Health Education ◽  
Global Health ◽  
Global Health Education
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