Emergency Medicine in Global Health Education: Implementation and Evaluation of a First-Year Emergency Medicine Curriculum at a Middle Eastern Medical School Campus

MedEdPublish ◽  
2014 ◽  
Author(s):  
Jeremy D. Sperling ◽  
Stephen M. Scott ◽  
Ziyad R. Mahfoud ◽  
Lyuba Konopasek
2020 ◽  
Vol 32 (4) ◽  
pp. 307-315
Author(s):  
Su-Jin Lee ◽  
Jayoung Park ◽  
Yoon Jung Lee ◽  
Sira Lee ◽  
Woong-Han Kim ◽  
...  

2016 ◽  
Vol 29 (2) ◽  
pp. 113
Author(s):  
Carlough Martha ◽  
Becker-Dreps Sylvia ◽  
Hawes Samuel ◽  
Hodge Bethany ◽  
Martin Ian ◽  
...  

2014 ◽  
Vol 46 (6) ◽  
pp. 847-852 ◽  
Author(s):  
Tatiana Havryliuk ◽  
Suzanne Bentley ◽  
Sigrid Hahn

2020 ◽  
Vol 5 (12) ◽  
pp. e002801
Author(s):  
Natasha Roya Matthews ◽  
Bethan Davies ◽  
Helen Ward

IntroductionIn recognition of our increasingly globalised world, global health is now a required component of the medical school curriculum in the UK. We review the current provision of global health education (GHE) in UK medical schools to identify gaps in compulsory teaching.MethodsWe conducted a review of the literature to inform a two-part electronic survey of global health compulsory teaching, optional teaching and pre-elective training. Surveys were sent to all 33 UK medical schools for completion by the faculty lead on global health and the nominated final year student representative.ResultsSurveys were returned by 29 (88%) medical school faculty and 15 (45%) medical student representatives; 24 (83%) faculty and 10 (67%) students reported including GHE in the core curriculum; however, there was wide variation in the learning outcomes covered. On average 75% of faculty and 82% of students reported covering recommended global health themes ‘global burden of disease’, ‘socioeconomic and environmental determinants of health’, ‘human rights and ethics’, and ‘cultural diversity and health’, while only 48% of faculty and 33% of students reported teaching on ‘health systems’ and ‘global health governance’. Almost all institutions offered optional global health programmes and most offered some form of pre-elective training, although content and delivery were variable.ConclusionOver the last decade, the inclusion of global health in the core curriculum of UK medical schools has increased dramatically. Yet, despite interest among students, significant gaps are apparent in current GHE. Governing bodies in medical education should establish a comprehensive national strategy to help improve access to fundamental GHE for all medical students.


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 ◽  
...  

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