Preparing Christian Health Workers for International Work: Evaluating a Short Global Health Course

2020 ◽  
Vol 7 (5) ◽  
pp. 21-30
Author(s):  
Sneha Kirubakaran ◽  
Douglas Shaw ◽  
Lawrie McArthur ◽  
Angus Miller ◽  
Anthony Radford
Keyword(s):  
Health Education ◽  
Global Health ◽  
Health Professionals ◽  
Online Survey ◽  
Health Workers ◽  
International Health ◽  
Structured Interviews ◽  
Global Health Education ◽  
Health And Development ◽  
The Impact

Improving global health education to ensure health professionals are prepared and competent in the world’s increasingly interconnected health-scape is a vital need.  For many health professionals, global health education is facilitated through short, pre-departure courses in cross-cultural health and development work.  There is currently limited literature on both the availability and the effectiveness of such courses.  Our research aim was to explore the impact of a short course in global health education, designed and delivered by an Australian not-for-profit organisation, Intermed SA (Intermed).  We conducted a short online survey of Intermed graduates, followed by semi-structured interviews with selected participants.  The results indicate that Intermed’s International Health and Development course was effective in achieving the course objectives as assessed by graduates, whilst also having a positive practical impact on the graduates’ professional development.

scholarly journals Assessment of Global Health Education: The Role of Multiple-Choice Questions

2021 ◽  
Vol 9 ◽  
Author(s):  
Nathan T. Douthit ◽  
John Norcini ◽  
Keren Mazuz ◽  
Michael Alkan ◽  
Marie-Therese Feuerstein ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Multiple Choice ◽  
International Health ◽  
Biomedical Science ◽  
Multiple Choice Questions ◽  
Global Health Education ◽  
Item Writing ◽  
Difficulty Index

Introduction: The standardization of global health education and assessment remains a significant issue among global health educators. This paper explores the role of multiple choice questions (MCQs) in global health education: whether MCQs are appropriate in written assessment of what may be perceived to be a broad curriculum packed with fewer facts than biomedical science curricula; what form the MCQs might take; what we want to test; how to select the most appropriate question format; the challenge of quality item-writing; and, which aspects of the curriculum MCQs may be used to assess.Materials and Methods: The Medical School for International Health (MSIH) global health curriculum was blue-printed by content experts and course teachers. A 30-question, 1-h examination was produced after exhaustive item writing and revision by teachers of the course. Reliability, difficulty index and discrimination were calculated and examination results were analyzed using SPSS software.Results: Twenty-nine students sat the 1-h examination. All students passed (scores above 67% - in accordance with University criteria). Twenty-three (77%) questions were found to be easy, 4 (14%) of moderate difficulty, and 3 (9%) difficult (using examinations department difficulty index calculations). Eight questions (27%) were considered discriminatory and 20 (67%) were non-discriminatory according to examinations department calculations and criteria. The reliability score was 0.27.Discussion: Our experience shows that there may be a role for single-best-option (SBO) MCQ assessment in global health education. MCQs may be written that cover the majority of the curriculum. Aspects of the curriculum may be better addressed by non-SBO format MCQs. MCQ assessment might usefully complement other forms of assessment that assess skills, attitude and behavior. Preparation of effective MCQs is an exhaustive process, but high quality MCQs in global health may serve as an important driver of learning.

scholarly journals Training tomorrow’s doctors: the impact of a Student Selected Component in Global Health during medical school

2020 ◽  
Author(s):  
Natasha Roya Matthews ◽  
Richard Walker
Keyword(s):  
Clinical Practice ◽  
Global Health ◽  
Medical School ◽  
Career Choice ◽  
International Health ◽  
Global Health Education ◽  
Intercalated Degree ◽  
Work Abroad ◽  
The Impact ◽  
Masters Degree

Abstract Background Several reports highlight the importance of global health education (GHE) for training tomorrow’s doctors. In 2006, Newcastle University Medical School developed a Student Selected Component (SSC) in Global Health, which has since become increasingly popular. We followed up students who have undertaken the SSC in Global Health to assess the impact on their experience as practising clinicians and postgraduate career development. Methods We developed an electronic survey including questions about speciality choice, postgraduate qualifications, extracurricular activity and international work. Surveys were sent to 72 SSC participants identified between 2006–2017 through the Newcastle University Alumni and Supporters network and social media. Results Surveys were returned by 37 (51%) SSC participants; 25 (71%) and 16 (46%) believed the SSC had influenced their clinical practice and career choice respectively. Twenty-two (60%) obtained an intercalated degree programme, of whom nine (24.3%) did a Masters programme specifically in Global Health and four (10.8%) and two (5.4%) completed a Masters degree in Epidemiology and Control of Infectious Diseases respectively, both key themes within GHE. Four (11%) undertook and ten (29%) were considering postgraduate study related to global health, of whom three (8.6%) specified undertaking a Diploma in Tropical Medicine and Hygiene (DTM&H) and one (2.9%) studying a Masters degree in Public Health. Five (14%) had and 19 (54%) were planning to work abroad, with most referring to work in humanitarian or low resource settings and GHE programmes. Conclusions Participation in an SSC in Global Health may affect significant positive change in student’s clinical practice and help inform academic and clinical career choice. Whilst a causative relationship cannot be inferred, the experience may support or increase the pursuit of further global health opportunities including additional qualifications, research and international health work. Medical schools that endeavour to produce graduates motivated to tackle the global health challenges of our society should champion comprehensive global health modules for students.

scholarly journals 12.G. Workshop: Support4Global Health and SDGs in health workforce education: advocacy and action

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Global Health ◽  
Health Workforce ◽  
Health Professionals ◽  
Education And Training ◽  
Major Health ◽  
Global Health Education ◽  
Health Threats ◽  
And Training

Abstract Background Global health has created new challenges for education and training of health professionals. Changing demand on humanitarian aid and infection control arising from the new corona virus outbreak, antimicrobial resistance, neglected tropical diseases (NTDs), immunisation gaps and care needs of refugees meet with conditions that are only since recently considered as major health threats, including gender inequality, health workforce shortage, environmental risks and climate change as well as poor mental health. These developments have resulted in high-level meetings and new policy frameworks, such as the Sustainable Development Goals (SDGs). However, action on the ground has still to follow. Health professionals are poorly prepared to respond to new global health needs. Public health and healthcare systems face an urgent need to strengthen global health in the education and training of all groups of healthcare workers to create a future workforce, which is capable to implement the SDGs and serve the needs of the population both locally and globally. Objectives This workshop addresses these questions and fosters critical debate. It has three major Objectives: improve advocacy for global health and the SDGs, introduce different models to support and implement global health and the SDGs in health professional education, and strengthen the role of public health in global health. The workshop brings together knowledge and expertise from different countries/regions of the world, professional groups and educational institutions. It seeks to build bridges between disciplines and stakeholder groups, including giving stronger voice to students and young professionals. The workshop illustrates diversity of advocacy and action in global health education, and reveals strong demand for multidisciplinary approaches to respond to population needs. It begins with information on competencies currently valued by global health employers in relation to those developed in graduates of public health programs. This is followed by novel models of global health education, including an institutional collaboration model as West-East hub and a students' driven participatory trans-sectoral model. Further case studies illustrate the benefits of a transdisciplinary approach to respond to major health threats, such as vaccine resistance and Ebola, and the need for including the Global South in gender sensitive research and methodology. The workshop will improve networking of global health advocates. It will add value through knowledge exchange beyond the professional silos, as well as across the global North-South/ East-West. Finally, it will strengthen connections between global health and public health and build capacity for multi-professional, trans-sectoral leadership in global health education and research, which is sensitive to gender and cultural/ethnic diversity. Key messages Strengthening global health competencies in education is a key to respond effectively to new public health challenges and to implement the SGDs. There is growing demand and urgent need for multidisciplinary approaches and transnational collaboration in global health education.

scholarly journals Global Health Education For Medical Students In Italy 

2020 ◽  
Author(s):  
Giulia Civitelli ◽  
Gianfranco Tarsitani ◽  
Veronica Censi ◽  
Alessandro Rinaldi ◽  
Maurizio Marceca
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Service Learning ◽  
Global Health ◽  
Online Survey ◽  
Southern Italy ◽  
Medical Schools ◽  
Educational Opportunities ◽  
Academic World ◽  
Global Health Education

Abstract Background: Global health education (GHE) in Italy has spread since the first decade of 21st century. The presence of global health (GH) courses in Italy was monitored from 2007 to 2013. In 2019, a new survey was proposed to assess the availability of educational opportunities in Italian medical schools. Methods: An online survey was carried out using a questionnaire administered to a network of interested individuals, with different roles in the academic world: students, professors, and members of the Italian Network for Global Health Education. The features of courses were analysed through a score.Results: A total of 61 responses were received from affiliates of 33 of the 44 medical schools in Italy. The national mean of GH courses for each faculty was 1.2, reflecting an increase from 2007. The courses increased nationwide, resulting in a dispersed GHE presence in northern, central and southern Italy. One of the most critical points is related to the nature of “elective” courses, which are not mandatory in the curricula: enrollees tend to be students genuinely interested in GH issues. Some experiences of community and service-learning experiences, referred to as GH gyms, were also detected at national and international levels.Conclusions: GHE is spreading in Italy, coherently with the vision of the Italian Network for Global Health Education. Although progress has been made to disperse GH courses around the country, more academic commitment is needed to insert GH in the mandatory curricula of medical schools and other health faculties.

scholarly journals An International Health Track Is Associated With Care for Underserved US Populations in Subsequent Clinical Practice

2011 ◽  
Vol 3 (2) ◽  
pp. 130-137 ◽  
Author(s):  
Andrew W. Bazemore ◽  
Linda M. Goldenhar ◽  
Christopher J. Lindsell ◽  
Philip M. Diller ◽  
Mark K. Huntington
Keyword(s):  
United States ◽  
Global Health ◽  
Rural Areas ◽  
Health Care Services ◽  
Underserved Populations ◽  
Insurance Coverage ◽  
International Health ◽  
The United States ◽  
Global Health Education ◽  
The Impact

Abstract Background Recent efforts to increase insurance coverage have revealed limits in primary care capacity, in part due to physician maldistribution. Of interest to policymakers and educators is the impact of nontraditional curricula, including global health education, on eventual physician location. We sought to measure the association between graduate medical education in global health and subsequent care of the underserved in the United States. Methods In 2005, we surveyed 137 graduates of a family medicine program with one of the country's longest-running international health tracks (IHTs). We compared graduates of the IHT, those in the traditional residency track, and graduates prior to IHT implementation, assessing the anticipated and actual involvement in care of rural and other underserved populations, physician characteristics, and practice location and practice population. Results IHT participants were more likely to practice abroad and care for the underserved in the United States in the first 5 years following residency than non-IHT peers. Their current practices were more likely to be in underserved settings and they had higher percentages of uninsured and non–English-speaking patients. Comparisons between pre-IHT and post-IHT inception showed that in the first 5 years following residency, post-IHT graduates were more likely to care for the underserved and practice in rural areas and were likely to offer volunteer community health care services but were not more likely to practice abroad or to be in an academic practice. Conclusions Presence of an IHT was associated with increased care of underserved populations. After the institution of an IHT track, this association was seen among IHT participants and nonparticipants and was not associated with increased long-term service abroad.

scholarly journals Global health education for medical students in Italy

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Giulia Civitelli ◽  
Gianfranco Tarsitani ◽  
Veronica Censi ◽  
Alessandro Rinaldi ◽  
Maurizio Marceca
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Service Learning ◽  
Global Health ◽  
Online Survey ◽  
Southern Italy ◽  
Medical Schools ◽  
Educational Opportunities ◽  
Academic World ◽  
Global Health Education

Abstract Background Global health education (GHE) in Italy has spread since the first decade of 21st century. The presence of global health (GH) courses in Italy was monitored from 2007 to 2013. In 2019, a new survey was proposed to assess the availability of educational opportunities in Italian medical schools. Methods An online survey was carried out using a questionnaire administered to a network of interested individuals with different roles in the academic world: students, professors, and members of the Italian Network for Global Health Education. The features of courses were analysed through a score. Results A total of 61 responses were received from affiliates of 33 out of the 44 medical schools in Italy. The national mean of GH courses for each faculty was 1.2, reflecting an increase from 2007. The courses increased nationwide, resulting in a dispersed GHE presence in northern, central and southern Italy. One of the most critical points was related to the nature of “elective” courses, which were not mandatory in the curricula. Enrollees tended to be students genuinely interested in GH issues. Some community and service-learning experiences, referred to as GH gyms, were also detected at national and international levels. Conclusions GHE has spreading in Italy in line with the vision of the Italian Network for Global Health Education. Although progress has been made to disperse GH courses around the country, more academic commitment is needed to include GH in the mandatory curricula of medical schools and other health faculties.

scholarly journals Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

2021 ◽  
Vol 7 ◽  
pp. 237796082110290
Author(s):  
Jing Xu ◽  
Kristen Hicks-Roof ◽  
Chloe E. Bailey ◽  
Hanadi Y. Hamadi
Keyword(s):  
Health Professionals ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Healthcare Services ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Health Providers ◽  
Cross Sectional ◽  
The Impact

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

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