An International Virtual Classroom: The Emergency Department Experience at Weill Cornell Medicine and Weill Bugando Medical Center in Tanzania

Jiang, Lynn; Greenwald, Peter; Alfonzo, Michael J.; Torres-Lavoro, Jane; Akrabi, Ally Munir; Sylvanus, Erasto; Suleman, Shahzmah; Sundararajan, Radhika

doi:10.9745/ghsp-d-21-00005

Cited by 9 publications

(7 citation statements)

References 38 publications

(38 reference statements)

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“…VGHEAs may be a lower-cost option in pursuing GHE activities and reallocating scarce funds away from HIC travel logistics and toward LMIC partners' needs (stable internet connections and faculty development). 19 Our findings have implications for US and international trainees. Respondent trainees indicated interest in pursuing virtual local or domestic GH electives (eg, refugee health, Indian Health Service).…”

Section: Discussionmentioning

confidence: 79%

When Global Becomes Virtual: A Survey of Virtual Global Health Education Activities During the COVID-19 Pandemic Among Pediatric Educators

Lam

Winter

Genderen

et al. 2023

Journal of Graduate Medical Education

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Background During the COVID-19 pandemic, global health education activities were disrupted. Transitioning to virtual options has allowed educators and trainees to continue global health education and partnerships, though the acceptability and implementation of this transition is unknown. Objective To evaluate current and planned virtual global health education activities (VGHEAs) of a group of US global health educators during the COVID-19 pandemic and to assess perceived benefits and challenges of VGHEAs. Methods A cross-sectional study of pediatric faculty and trainees involved in global health education from 8 institutions in the United States were surveyed anonymously about their global health education activities in 2021. Authors used representative convenience sampling and invited at least 1 faculty member and 2 trainees from each institution in the Midwest Consortium of Global Child Health Educators. Results All 8 institutions responded to the survey, with 38 faculty and trainee participants. Institutional implementation of virtual education activities was variable. Respondents reported that VGHEAs allowed them to maintain partnerships with low-middle income countries, though they noted that unreliable internet connections presented challenges. One program reported funding cuts to its global health program during the pandemic. Conclusions The COVID-19 pandemic created challenges for global health education programs. Educators and trainees are interested in using potentially cost-saving VGHEAs to maintain international collaborations, continue global health education efforts, and even increase access to equitable educational activities despite pandemic disruptions.

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Section: Discussionmentioning

confidence: 79%

When Global Becomes Virtual: A Survey of Virtual Global Health Education Activities During the COVID-19 Pandemic Among Pediatric Educators

Lam

Winter

Genderen

et al. 2023

Journal of Graduate Medical Education

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“…These findings raise multiple questions for future study regarding who is making decisions about content topics, target audiences, and goals of GH activities; whether virtual iterations of activities are appropriate for different audience types; and what barriers the HIC partner can alleviate for the LMIC partner. 40 Regarding authorship, the vast majority of included papers reflected first and last authors from HIC institutions and an overall majority of HIC authors. Although this trend of unequal representation of LMIC authors in the GH literature is documented,44, 45 it is perhaps a call to colleagues involved in GH partnerships to ensure equal ownership and authorship of the VGHEA content and academic outputs.…”

Section: Discussionmentioning

confidence: 99%

“…Certain elements were both enablers and barriers, specifically funding, the need for protected and convenient course timing, and technological support needed for VGHEA implementation. The double mention of these factors highlights their critical importance to the success of VGHEAs; indeed, those articles that mentioned funding, [47][48][49][50][51][52] timing, 40,[53][54][55] and strong technology 40,49,53,54,[56][57][58][59][60][61][62] as facilitators of VGHEAs offer key insights into how to overcome barriers that may prevent successful VGHEA implementation. More research in this area will be important to guide the planning and development of VGHEAs, particularly between HIC/LMIC partners who will have different needs and capacities.…”

Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

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Objectives: To synthesize recent virtual global health education activities for graduate medical trainees, document gaps in the literature, suggest future study, and inform best practice recommendations for global health educators. Methods: We systematically reviewed articles published on virtual global health education activities from 2012-2021 by searching MEDLINE, EMBASE, Cochrane Library, ERIC, Scopus, Web of Science, and ProQuest Dissertations & Theses A&I. We performed bibliography review and search of conference and organization websites. We included articles about primarily virtual activities targeting for health professional trainees. We collected and qualitatively analyzed descriptive data about activity type, evaluation, audience, and drivers or barriers. Heterogeneity of included articles did not lend to formal quality evaluation. Results: Forty articles describing 69 virtual activities met inclusion criteria. 55% of countries hosting activities were high-income countries. Most activities targeted students (57%), with the majority (53%) targeting trainees in both low-to middle-and high-income settings. Common activity drivers were course content, organization, peer interactions, and online flexibility. Common challenges included student engagement, technology, the internet, time zones, and scheduling. Articles reported unanticipated benefits of activities, including wide reach; real-world impact; improved partnerships; and identification of global health practice gaps. Conclusions: This is the first review to synthesize virtual global health education activities for graduate medical trainees. Our review identified important drivers and challenges to these activities, the need for future study on activity preferences, and considerations for learners and educators in low-to middle-income countries. These findings may guide global health educators in their planning and implementation of virtual activities.

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“…Although some literature addresses maximizing the effectiveness of virtual platforms, references to rural areas and the inherent challenges such areas face are sparse and focus more on academic medical education (Jiang et al, 2021; Tschetter et al, 2013) and conferences (Chan et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Bringing Trauma Education to the Frontier: Overcoming Distance Barriers Utilizing a Virtual Platform

McCotter,

Peterson,

Savell

et al. 2023

Journal of Trauma Nursing

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BACKGROUND: The American College of Surgeons and state regulations mandate that trauma facilities offer trauma-specific continuing education throughout the region they serve. These requirements come with unique challenges when serving a rural and sparsely populated state. A novel approach to providing education was necessitated by the coronavirus disease 2019 pandemic, travel distance, and limited local specialists. OBJECTIVE: The purpose of this article is to describe the development of a virtual educational program used to improve access to quality trauma education and decrease barriers to obtaining continuing education hours inherent in the region. METHODS: This article describes the development and implementation of the Virtual Trauma Education program, which provided one free continuing education hour per month from October 2020 to October 2021. The program reached more than 2,000 viewers and established a method to provide continuous monthly educational offerings throughout the region. RESULTS: After the Virtual Trauma Education program implementation, monthly educational attendance increased from an average of 55 to 190. Viewership data indicate that trauma education across our region is far more robust, available, and accessible using a virtual platform. With more than 2,000 views from October 2020 to October 2021, Virtual Trauma Education offerings have spread far beyond regional borders, reaching 25 states and 169 communities. CONCLUSION: Virtual Trauma Education delivers easily accessible trauma education and is a program that has proven its sustainability.

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An International Virtual Classroom: The Emergency Department Experience at Weill Cornell Medicine and Weill Bugando Medical Center in Tanzania

Cited by 9 publications

References 38 publications

When Global Becomes Virtual: A Survey of Virtual Global Health Education Activities During the COVID-19 Pandemic Among Pediatric Educators

When Global Becomes Virtual: A Survey of Virtual Global Health Education Activities During the COVID-19 Pandemic Among Pediatric Educators

Virtual global health in graduate medical education: a systematic review

Bringing Trauma Education to the Frontier: Overcoming Distance Barriers Utilizing a Virtual Platform

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