Development of a Global Health Learning Progression (GHELP) Model

Abstract

There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes.

International Health Electives: defining learning outcomes for a unique experience

“…These learning outcomes deepened our understanding of how IHEs can relate to clinical practice, either directly or indirectly. Our results are consistent with those of other studies but also complement them in breadth and depth, offering insights into how these learning objectives can contribute to professional performance [12,16,18,20,[22][23][24].…”

“…For example, developing social responsibility can also be considered a form of self-actualization. This interrelatedness underlines the complexity of an IHE and is shared with other health as well as non-health profession [20][21][22][23][24]. For example, developing intercultural competence relates to the cultural and the personal area as described by Roy et al [12].…”

“…For example, developing intercultural competence relates to the cultural and the personal area as described by Roy et al [12]. Similarly, Schellhase et al describe how differences in culture and patient care, trigger reflection and personal values and beliefs resulting in progress in cultural sensitivity [24]. This illustrates the interrelatedness of learning outcomes.…”

“…For example, the included studies used a variety of competency-based approaches to GHE, often without a clear definition of what these competencies entailed. Studies in other health professions education such as nursing and pharmacy describe a similar challenge in defining learning outcomes for an international health elective [20][21][22]24]. In another study, Nordhues et al [16] analyzed reports of students who had finished an IHE and related the competencies they found to the core competencies described in the Accreditation Council for Graduate Medical Education (ACGME) framework.…”

Pharmacy Education Development

“…Global health [11] and cultural competencies [12] are discussed in two papers from Schellhase and colleagues the US. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences.…”