There is a need for continued debate and dialog to validate the proposed set of competencies, and a need for further research to identify best strategies for incorporating these competencies into global health educational programs. Future research should focus on implementation and evaluation of these competencies across a range of educational programs, and further delineating the competencies needed across all four proposed competency levels.

Interest is great among global health educators to understand and teach the conceptual link between learning on both the global and community levels. Emphasis on this link has high potential to unite the siloed fields of global health and domestic community public health and the institutions, funding options, and career pathways that flow from them. Future research should focus on implementation of global/local programming and evaluation of student learning and community health outcomes related to such programs.

The advent of fecal microbiota transplantation (FMT) and the prospect of other types of microbiota transplants (MT), e.g. vaginal, skin, oral and nasal, are challenging regulatory agencies. Although FDA is regulating FMT (as a biologic), there is currently no widely accepted or agreed upon scientific or legal definition of FMT or MT. The authors report on discussions regarding a definition of MT that took place among a working group of stakeholders convened under a National Institutes for Allergies and Infectious Diseases grant to address the regulation of MT. In arriving at a definition, the group considered the 1) nature of the material being transplanted; 2) degree of manipulation of the transferred materials prior to implantation; 3) ability to characterize the transplanted product using external techniques; and 4) origin of the stool product (single vs multiple donors).

Policy should balance safety, efficacy, access, and research

Introduction Unethical and potentially illegal clinical activities by untrained, undertrained, and unlicensed volunteers and students have become an unfortunate component of many "short-term experiences in global health" (STEGHs) undertaken in low-resourced countries by persons from high-income countries. Examples include: