scholarly journals Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience

2021 ◽  
Vol 6 (9) ◽  
pp. e006262
Author(s):  
Mariam Sbaiti ◽  
Mike J Streule ◽  
Mervat Alhaffar ◽  
Victoria Pilkington ◽  
Melanie Leis ◽  
...  

There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health Bachelor of Science (BSc) curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by codesigning and codelivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education.

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Atobrah

Abstract Background International policy frameworks have strengthened advocacy for gender equality, as agreed in SDG 3. However, gender considerations in research and the related methodological approaches often focus on gender-oriented topics in the global North with little attention on gender perspectives in ostensibly neutral disciplines such as health, and with even less consideration in African societies. The aim is to illustrate how feminist research principles, sensitivity to gender relations and gender performance are cross-cutting and integral in the use of patient-centered methods, ethics and culture. Methods Material was taken from an ethnographic study based on in-depth qualitative interviews conducted with cancer patients in Accra, Ghana. Eight cases studies of women diagnosed of breast cancer, ovarian, endometrium or cervical cancer were selected for the present analysis. Results In highly gendered societies like Africa health research is shaped by the peculiar ethical considerations on gender and cultural issues. This leads to a situation where female researchers may have favourable opportunities for gathering qualitative material because of gender stereotypes. However, they face gendered expectations of their research participants during data collection periods, and this may provoke adverse reactions, if the researcher does not meet the expectations. Education into patient-centred methods, therefore, must strengthen competencies of health professionals to critically reflect their own gendered realities and confront masculinity and femininity reactions by research participants, while being culturally sensitive and ethical at the same time. Conclusions Advocacy for gender approaches in global health education is important but not sufficient. Action is needed to develop a methodological approach sensitive to the gendered conditions of patient-centred research in the Global South.


2020 ◽  
pp. 1-22
Author(s):  
Michael Harvey ◽  
Joshua Neff ◽  
Kelly R. Knight ◽  
Joia S. Mukherjee ◽  
Sriram Shamasunder ◽  
...  

2016 ◽  
Vol 16 (6) ◽  
pp. e51 ◽  
Author(s):  
Pallavi Kamra ◽  
Cynthia Howard ◽  
Diana Cutts ◽  
Sarah J. Schwarzenberg ◽  
Emily Borman-Shoap ◽  
...  

2017 ◽  
Vol 8 (2) ◽  
pp. e48-60 ◽  
Author(s):  
Russell Eric Dawe ◽  
Andrea Pike ◽  
Monica Kidd ◽  
Praseedha Janakiram ◽  
Eileen Nicolle ◽  
...  

Introduction: Global health addresses health inequities in the care of underserved populations, both domestic and international. Given that health systems with a strong primary care foundation are the most equitable, effective and efficient, family medicine is uniquely positioned to engage in global health. However, there are no nationally recognized standards in Canada for postgraduate family medicine training in global health.Objective: To generate consensus on the essential components of a Global Health/Health Equity Enhanced Skills Program in family medicine.Methods: A panel comprised of 34 experts in global health education and practice completed three rounds of a Delphi small group process.Results: Consensus (defined as ≥ 75% agreement) was achieved on program length (12 months), inclusion of both domestic and international components, importance of mentorship, methods of learner assessment (in-training evaluation report, portfolio), four program objectives (advocacy, sustainability, social justice, and an inclusive view of global health), importance of core content, and six specific core topics (social determinants of health, principles and ethics of health equity/global health, cultural humility and competency, pre and post-departure training, health systems, policy, and advocacy for change, and community engagement).Conclusion: Panellists agreed on a number of program components forming the initial foundation for an evidence-informed, competency-based Global Health/Health Equity Enhanced Skills Program in family medicine.


2018 ◽  
Vol 9 (2) ◽  
pp. e46-51
Author(s):  
Shivali Misra ◽  
Alison Doucet ◽  
Juana Morales ◽  
Neil Andersson ◽  
Ann Macaulay ◽  
...  

Background: Global health education initiatives inconsistently balance trainee growth and benefits to host communities. This report describes a global health elective for medical trainees that focuses on community engagement and participatory research to provide mutually beneficial outcomes for the communities and trainees.Methods: An eight-year university–community partnership, the Chilcapamba to Montreal Global Health Elective is a two-month shared decision-making research and clinical observership experience in rural Ecuador for medical trainees at McGill University, Canada. Research topics are set by matching community-identified priorities with skillsets and interests of trainees, taking into consideration local potential impact.Results: Community outcomes included development of a Community Health Worker program, new collaborations with local organizations, community identification of health priorities, and generation of health improvement recommendations. Collaborative academic outputs included multiple bursary awards, conference presentations and published manuscripts.  Conclusion: This medical global health elective engages communities using participatory research to prioritise socially responsible and locally beneficial outcomes.


2016 ◽  
Vol 22 (2) ◽  
pp. 220-227 ◽  
Author(s):  
Kyung Sook Choi ◽  
Hack Sun Kim ◽  
So Young Lee ◽  
Anne Dressel ◽  
Loren W. Galvao ◽  
...  

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