Global Child Health Populations: A Community Pediatrics Framework and Relevance to Education and Research

2018 ◽  
pp. 3-19
Author(s):  
Danielle Laraque-Arena ◽  
James R. Wilentz ◽  
Owen Robinson
Keyword(s):  
Health Education ◽  
Child Health ◽  
Global Health ◽  
Professional Education ◽  
Clinical Training ◽  
Health Needs ◽  
Ethical Practice ◽  
Socially Responsible ◽  
Global Health Education ◽  
The World

This chapter reviews global health education and research within a community-oriented framework emphasizing social accountability of these 2 academic spheres. The rationale for this approach is the understanding that in low-, lower-middle–, upper-middle–, and high-income/ resource countries throughout the world, research should be guided by translational steps that ultimately lead to improvement in the care of individuals and contribute to the health of populations locally and globally. Additionally, professional education, profoundly affected by the available environment for clinical training, must display alignment with a valid and socially responsible clinical venue; for example, one based on ethical practice, responsiveness to health needs,1 and broad epidemiological principles of community pediatrics.

scholarly journals Education and the ethics of refugee health

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Worthington
Keyword(s):  
Public Health ◽  
Health Care ◽  
Health Education ◽  
Global Health ◽  
Health Problems ◽  
Refugee Health ◽  
Health Needs ◽  
Health Care Needs ◽  
Care Needs ◽  
Global Health Education

Abstract Background While meeting the health needs of refugees is defensible as a human right, asserting this right is insufficient to ensure that health care needs of refugees are actually met. In addition to political will and social commitment, a well-trained workforce is needed. Problems faced by refugees mean taking a range of public health and other measures, requiring a mix of skills to help health care professionals [HCPs] meet the needs of this vulnerable population. Objectives In taking an overview of global health problems associated with the health care needs of refugees, ethics and human rights are assessed to see what practical steps can be taken by public health leaders to better enable HPCs address unmet needs. Results Given the scale of the problem and the moral implications, there is a case for making refugee health a core topic in global health education. Ethical analysis is used to devise learning outcomes that could be included in programmes for continuing education and professional development. Twelve indicative learning objectives are offered, including to ‘demonstrate leadership when trying to affect change and address health problems faced by refugees' and to ‘demonstrate sensitivity to social customs without necessarily acceding to unlawful or unethical practices'. Conclusions When focusing on the health needs of refugees, practical and ethical considerations should be taken into account in support of efforts at finding educational solutions. Making refugee health a core topic in postgraduate global health education could help HCPs acquire new skills. Key messages The right to health is insufficient to ensure that refugees receive the care they need. There is an ethical case for building refugee health into education programmes for global (public) health.

All Together Now: Developing a Team Skills Competency Domain for Global Health Education

2014 ◽  
Vol 42 (4) ◽  
pp. 550-563 ◽  
Author(s):  
Virginia Rowthorn ◽  
Jody Olsen
Keyword(s):  
Health Education ◽  
Global Health ◽  
Broad Spectrum ◽  
Health Needs ◽  
Health Programs ◽  
Political Factors ◽  
Global Health Initiatives ◽  
Global Health Education ◽  
Health Initiatives ◽  
Competency Domain

Global health is by definition and necessity a collaborative field; one that requires diverse professionals to address the clinical, biological, social, and political factors that contribute to the health of communities, regions, and nations. For universities with global health programs, the interprofessional nature of global health presents both vast opportunities and distinct challenges. In addition to helping students develop mastery within their chosen fields, universities must also ensure that students learn to collaborate with other professionals to address complex global health needs. While much work has been done in recent years to define the field of global health and set forth discipline-specific competencies, less has been done in the area of interdisciplinary or interprofessional global health education. This gap in scholarship is troubling given the clear and well-acknowledged need for professionals across a broad spectrum of disciplines to take part in global health initiatives.

scholarly journals Transforming Undergraduate Global Health Education Through a Humanities-Focused Curriculum

2020 ◽  
Vol 6 (1) ◽  
pp. 9-13
Author(s):  
Kearsley A. Stewart
Keyword(s):  
Health Education ◽  
Global Health ◽  
Medical Humanities ◽  
Health Needs ◽  
Primary Role ◽  
Health Humanities ◽  
Global Health Education ◽  
Biomedical Technologies ◽  
Physician Empathy

Global health needs the humanities today as medicine needed the humanities in the 1970s. When new biomedical technologies threatened to undermine the physician in their primary role of healing the patient, the field of medical humanities emerged to rehumanize the doctor and revive physician empathy through humanities methods and content such as close reading of poetry and novels, reflective writing, and critiquing art. In contrast, many of today’s undergraduate global health students are plagued by a surfeit, rather than a lack, of empathy to “save the world.” As the medical humanities transformed medical education, can today’s humanities and arts, especially the new fields of health humanities and critical medical humanities, transform global health education and practice by igniting a “global health humanities”? This essay focuses on emerging pedagogical and curricular challenges in nonclinical, undergraduate global health training primarily in North America.

scholarly journals Gender and global health education, what is it about the Global South

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Atobrah
Keyword(s):  
Health Education ◽  
Global Health ◽  
Gender Stereotypes ◽  
Methodological Approach ◽  
Qualitative Interviews ◽  
Global South ◽  
Ethnographic Study ◽  
Cultural Issues ◽  
Research Participants ◽  
Global Health Education

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.

scholarly journals Structural competency and global health education

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

Severe Acute Malnutrition and Food Insecurity: A Model for Making Global Health Education Relevant Locally

2016 ◽  
Vol 16 (6) ◽  
pp. e51 ◽  
Author(s):  
Pallavi Kamra ◽  
Cynthia Howard ◽  
Diana Cutts ◽  
Sarah J. Schwarzenberg ◽  
Emily Borman-Shoap ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Food Insecurity ◽  
Severe Acute Malnutrition ◽  
Acute Malnutrition ◽  
Global Health Education
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