Global Health Training Collaborations: Lessons Learned and Best Practices

2021 ◽  
Author(s):  
Kathy Z. Chang ◽  
Kristina Gracey ◽  
Brooke Lamparello ◽  
Bridget Nandawula ◽  
Nancy Pandhi
Keyword(s):  
Service Learning ◽  
Best Practices ◽  
Global Health ◽  
Historical Context ◽  
Implementation Strategies ◽  
Lessons Learned ◽  
Health Training ◽  
International Partnerships ◽  
Governmental Organization ◽  
Learning Programs

Interest in global health training experiences among trainees from higher income countries has grown. The Working Group on Ethics Guidelines for Global Health Training (WEIGHT) clarified best practices in 2010 based on expert consensus. These guidelines address both balancing priorities in international partnerships and local sustainability concerns related to short-term experiences. However, the guidelines can be difficult to implement in actual practice. Because our organization predated the availability of these consensus guidelines, we reviewed our current set of practices for hosting service–learning programs at our rural Ugandan clinic for adherence to the WEIGHT guidelines. The discrete activities and standardized processes developed over 10 years of hosting experiences were grouped into broader hosting categories, with consensus among the hosting and sending volunteer coordinators of our non-governmental organization partnership. These practices were then mapped to the WEIGHT guidelines. We found our implementation strategies map these guidelines into a clear checklist of actions that can be used by coordinators involved in global health training programs. We include some of the historical reasons that led to our current processes, which may help other partnerships identify similar practice gaps. We anticipate that this action-oriented checklist with historical context will help accomplish the difficult implementation of best practices in global health training collaborations.

scholarly journals The undergraduate field-research experience in Global Health: Study abroad, service learning, professional training or 'none of the above'?

2013 ◽  
Vol 6 (2) ◽  
pp. 53-71 ◽  
Author(s):  
Kearsley A. Stewart
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Global Health ◽  
Study Abroad ◽  
Professional Training ◽  
Field Experience ◽  
Health Study ◽  
Short Term ◽  
Health Training ◽  
Health Field

Interest in short-term international placements in global health training for U.S.-based medical students is growing; the trend is mirrored for global health undergraduate students. Best practices in field-based global health training can increase success for medical students, but we lack a critical framework for the undergraduate global health field experience. In what ways does an undergraduate field experience in global health resemble a medical student's first international health elective? Is it more similar to a study-abroad programme or a service-learning experience with a focus on personal development, civic responsibility and community engagement? This article suggests that an undergraduate global health field experience contains features of both the international medical elective and a traditional service-learning programme. I analyse a case study of a short-term U.S.-based undergraduate global health project and explore the intersections of research, professional training and service learning.

scholarly journals Global health and service learning: lessons learned at US medical schools

2012 ◽  
Vol 17 (1) ◽  
pp. 18848 ◽  
Author(s):  
Mark Stoltenberg ◽  
Natalia Rumas ◽  
Kayhan Parsi
Keyword(s):  
Service Learning ◽  
Global Health ◽  
Medical Schools ◽  
Lessons Learned

scholarly journals P023: Development of a Canadian Global Health Emergency Medicine (GHEM) Certificate Program based on established best practices

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S72-S73
Author(s):  
R. Stefan ◽  
J. Maskalyk ◽  
L. Puchalski Ritchie ◽  
M. Salmon ◽  
M. Landes
Keyword(s):  
Emergency Medicine ◽  
Best Practices ◽  
Global Health ◽  
Addis Ababa ◽  
Phase 1 ◽  
Lessons Learned ◽  
Certificate Program ◽  
University Of Toronto ◽  
Fellowship Programs ◽  
Multi Phase

Innovation Concept: Global health fieldwork is valuable for Canadian residents, but is often trainee-organized, short-term, unsupervised, and lacking in preparation and debriefing. In contrast, we have developed a Certificate Program which will be offered to University of Toronto (UofT) emergency medicine (EM) trainees in their final year of residency. This 6-month Program will complement the Transition to Practice stage for residents interested in becoming leaders in GHEM. Methods: We completed a multi-phase needs assessment to inform the structure and content of a GHEM Certificate Program. Phase 1 consisted of 9 interviews with Program Directors (PDs), Assistant PDs, and past fellows from existing GH fellowships in Canada and USA to understand program structure, curriculum, fieldwork and funding. In Phase 2 we interviewed 4 PDs and fellows from UofT fellowship programs to understand local administrative structures. In Phase 3 we collected feedback from 5 UofT residents and 7 faculty with experience in global health to assess interest in a local GHEM Program. All interview data was reviewed and best practices and lessons learned from key stakeholders were summarized into a proposed outline for a 6-month GHEM Certificate Program. Curriculum, Tool, or Material: The Program will comprise of 1) 3 months of preparatory work in Toronto followed by 2) 3 months of fieldwork in Addis Ababa, Ethiopia. Fieldwork will coincide with activities under the Toronto-Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM). The GHEM trainee's work will support TAAAC-EM activities. Preparatory months will include training in specific competencies (POCUS, teaching, tropical medicine, QI) and meetings between the trainee and a UofT mentor to design an academic project. During fieldwork, the trainee will do EM teaching (75% of time) and complete their academic project (25% of time). A UofT supervisor will accompany, orient and supervise the trainee for their first 2 weeks in Addis. Throughout fieldwork, the trainee will be required to debrief with their UofT mentor weekly for academic and clinical mentoring. One AAU faculty member will be identified as a local supervisor and will participate in all evaluations of the trainee during fieldwork. Conclusion: This Program will launch with a call for applications in July 2021, expecting the first trainee to complete the Program in 2022-23. We anticipate that this Program will increase the number of Canadian EM trainees committed to global health projects and partnerships throughout their career.

scholarly journals ‘Useful, usable and used’: Sustaining an Australian model of cross-faculty service learning by concentrating on shared value creation

2017 ◽  
Vol 10 ◽  
Author(s):  
Lisa Andersen
Keyword(s):  
Service Learning ◽  
Research Literature ◽  
Lessons Learned ◽  
Project Work ◽  
Shared Value ◽  
Community Partners ◽  
Partnership Model ◽  
Project Coordinator ◽  
Learning Programs ◽  
Managing Risk

In recent decades, partnerships between community-based organisations and universities through service-learning programs have proliferated, reflected in an equally energetic growth in the research literature on process, evaluation, benefits and lessons learned. As an example of student experiential education through community engagement, service learning’s potential to contribute to students, community partners and the university is well recognised, although the research has tended to focus on benefits to students rather than the value in engagement for the community sector. UTS Shopfront Community Program is a cross-university initiative that has successfully facilitated curricular service learning in multiple disciplines for 20 years at an Australian university, leading to the completion of more than 1000 community projects. In examining this program, this article aims to describe both a sustainable, generative partnership model for creating shared value and, through analysis of 10 years of evaluation data, define what value is created for community partners and students through this project work. Key components in enabling a shared-value approach include: community-initiated projects based on need; a dedicated cross-university program and an assigned project coordinator; the engagement of faculty expertise through students with developed skills in appropriately structured courses; and community ownership of outcomes. Ongoing challenges include: scoping ‘student-ready’ briefs; managing risk, commitment and workload; designing coursework structures to deliver shared value; and achieving the ‘Holy Grail’ of transdisciplinarity.

scholarly journals A Case Study: Growing Community Partnerships with a Service-Learning Intergenerational Computing Course

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Jean F Coppola ◽  
Sharon Stahl Wexler ◽  
Lin J. Drury ◽  
Janna C. Heyman ◽  
Barbara A. Thomas ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Best Practices ◽  
Community Partnerships ◽  
Lessons Learned ◽  
Technology Research ◽  
Research Project ◽  
Positive Perspective ◽  
Significant Change

This article presents an interdisciplinary and intergenerational technology research project. Uniquely trained undergraduates enrolled in an Intergenerational Computing service-learning class instruct older adults in geriatric facilities. Geriatric facilities have few staff to work with older adults for technology activities. This model is based on mutually beneficial partnerships.  Information on best practices, research instruments, classroom exercises, and lessons learned is presented for replication into the reader’s agency and discipline. A statistically significant change in students’ attitude and advocacy toward older adults was found, as well as a more positive perspective and awareness of careers in the field of aging.

Development, Management, and Evaluation of Undergraduate Experiential Learning: Recommendations for Best Practices

2018 ◽  
Vol 7 (4) ◽  
pp. 339-344
Author(s):  
Melissa Pangelinan ◽  
Marc Norcross ◽  
Megan MacDonald ◽  
Mary Rudisill ◽  
Danielle Wadsworth ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Lessons Learned ◽  
Systematic Evaluation ◽  
National Society ◽  
State University ◽  
Development Management ◽  
Learning Programs ◽  
Core Concepts

Experiential learning provides undergraduate students rich opportunities to enhance their knowledge of core concepts in kinesiology. Beyond these outcomes, it enables students to gain exposure to, build empathy for, and affect the lives of individuals from diverse populations. However, the development, management, and systematic evaluation of experiential learning vary drastically across programs. Thus, the purpose of this review was to critically evaluate the experiential-learning programs at Auburn University and Oregon State University with respect to best practices outlined by the National Society for Experiential Education. The authors provide examples of lessons learned from these two programs to help others improve the implementation and impact of undergraduate experiential learning.

scholarly journals Important Considerations in Developing and Evaluating Intergenerational Service-Learning Programs

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Laura Donorfio
Keyword(s):  
Service Learning ◽  
Best Practices ◽  
Learning Experience ◽  
Intergenerational Learning ◽  
Classroom Activities ◽  
Intergenerational Programs ◽  
Learning Programs ◽  
Key Variables ◽  
The Impact ◽  
Successes And Challenges

Abstract Very often, intergenerational programs measure their success by collecting feedback primarily from the students participating in the program. Critical stakeholders such as the adults/older adults, administrators, and service-learning personnel can be overlooked, as well as the impact of the various classroom activities and tools used. Each fall semester over a five-year period, an undergraduate adulthood and aging intergenerational service-learning course was offered, measuring and building on the successes and challenges from the previous year. No matter how much thought goes into planning a class, unexpected variables naturally unfold over time. This presentation will highlight a best practices model developed over a five-year period with feedback collected from key constituents. Engaging different generations in a purposeful service-learning experience is complex and intended outcomes are not guaranteed. Understanding the key variables and the needs of all those involved through feedback and measurement, can help ensure a more meaningful educational experience. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

scholarly journals Leveraging Peer Teaching for Global Health Elective Preparation: Implementation of a Resident-Led Global Health Simulation Curriculum

2019 ◽  
Vol 6 ◽  
pp. 2333794X1985110
Author(s):  
Fiona Pirrocco ◽  
Ian Goodman ◽  
Michael B. Pitt
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Lessons Learned ◽  
Peer Teaching ◽  
Residency Programs ◽  
Facilitator Training ◽  
Online Simulation ◽  
Additional Burden ◽  
Health Simulation ◽  
Global Health Electives

Introduction. As more trainees engage in global health electives, the call for best practices in predeparture preparation grows. However, many residency programs may not have the infrastructure or staffing in place to consistently meet these expectations. Objective. To assess the feasibility, benefits, and limitations of having residents trained to facilitate and implement a global health preparatory simulation curriculum. Approach. In 2016, we had 5 residents undergo online Simulation Use for Global Away Rotations (SUGAR) facilitator training. Since then, we have conducted 3 simulation sessions from 2016 to 2018. Feedback was obtained from 75% of our participants, which was found to be similar to feedback obtained from attending-led models. Lessons Learned. A resident-led global health preparatory curriculum provides a sustainable model for residency programs without placing additional burden on attending faculty.

scholarly journals Learning by Doing: Reflections of the EPICS Program

2014 ◽  
pp. 1-32 ◽  
Author(s):  
Carla B. Zoltowski ◽  
William C. Oakes
Keyword(s):  
Service Learning ◽  
Best Practices ◽  
Learning By Doing ◽  
Lessons Learned ◽  
Academic Program ◽  
Community Based ◽  
Community Impact ◽  
Engineering Data ◽  
Current Program ◽  
Faculty And Administrators

In this paper we describe the EPICS Program at Purdue that was started in 1995 and has evolved into a multidisciplinary academic program engaging more than 800 students per year from nearly 70 disciplines across and outside of engineering. EPICS has been disseminated to other campuses and has been adopted as a K12 approach for introducing engineering through community engagement. This paper describes the current program and shares best practices and lessons learned as the program developed to provide insight for faculty and administrators seeking to develop service-learning, learning through service-learning, or community-based engineering. Data from the program related to student learning and community impact is shared. A discussion of the characteristics to make dissemination successful is also discussed.

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