Development of a Global Health Milestones Tool for Learners in Emergency Medicine: A Pilot Project

Douglass, Katherine; Jacquet, Gabrielle A.; Hayward, Alison; Dreifuss, Bradley; Tupesis, Janis P.

doi:10.1002/aet2.10046

Cited by 17 publications

(32 citation statements)

References 16 publications

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“…Preliminary work to define GH competencies at the residency and fellowship level has been published already. [31][32][33][34][35][36] A demographic survey of fellows and potential fellows is needed to inform this work. Understanding factors such as ethnicity, gender, sexuality, and socioeconomic background may help educators and partners prioritize competencies and overcome unintended biases that may be influencing their programs.…”

Section: Discussionmentioning

confidence: 99%

Status of global health fellowship training in the United States and Canada

Evensen¹,

Duffy

Dawe

et al. 2019

Can. Med. Ed. J

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Background: Increasing numbers of residency graduates desire global health (GH) fellowship training. However, the full extent of training options is not clear. Objective: To identify clinical GH fellowships in all specialties in the U.S. and Canada and to describe their demographics, innovative features, and challenges. Methods: The authors surveyed program directors or designees from GH fellowships with a web-based tool in 2017. Program directors reported demographics and program characteristics. Results: The authors identified 85 potential programs. Fifty-four programs (63.5%) responded confirming 50 fellowships. The number of U.S. GH fellowship programs increased by 89.7% since 2010. One-third of fellowships accepted graduates from more than one specialty. The most common single-specialty programs were Emergency Medicine or Family Medicine. Fellowship duration was most commonly 24 months. Median size was one fellow per year. Funding and lack of qualified applicants were significant challenges. Most programs were funded through fellow billing for patient care or other means of self-support. Conclusions: The number of U.S. and Canadian GH fellowship programs has nearly doubled since 2010. Programs reported lack of funding and qualified applicants as their most significant challenges. Consensus amongst stakeholders regarding training requirements may improve outcomes for future fellows, their employers, and the patients they serve.

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Section: Discussionmentioning

confidence: 99%

Status of global health fellowship training in the United States and Canada

Evensen¹,

Duffy

Dawe

et al. 2019

Can. Med. Ed. J

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“…curricula [11,18,34]. We employed a scoping review methodology given the broad nature of our search, and a lack of a focused question but rather a need to capture a breadth of knowledge related to the implementation of competency-based curricula for these professionals [35].…”

Section: Plos Onementioning

confidence: 99%

“…Nine articles focused on medical, nursing, pharmacy, dental, and rehabilitation students receiving targeted training in global health [34,[52][53][54][55][56]. For example, competencies based on the GHEC domains were adapted for family medicine trainees in Canada who plan to engage in global health; these include values and "soft skills" that will enable a physician to operate effectively and appropriately in diverse contexts [54].…”

Section: Clinical and Allied Health Professional Training Componentmentioning

confidence: 99%

“…The Global Emergency Medicine Think Tank Education Working Group (EWG) also used a structured process to determine milestones across five levels for emergency medicine trainees undertaking global health experiences. The levels ranged from Level 1 characterized by very basic knowledge of major concepts across competency domains to a Level 5, indicating a leader and teacher who is able to contribute to building the field of global health across one or more competency domains [34].…”

Section: Plos Onementioning

confidence: 99%

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Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Schleiff

Hansoti²,

Akridge

et al. 2020

PLoS ONE

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Background As the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies. Objectives This scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches. Sources of evidence A review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches. Results Out of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peerreviewed and three were from the grey literature. Most of the sources focused on postgraduate public health students, professional trainees pursuing continuing education training,

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“…Planning for international rotations is paramount, which includes the necessity of identifying an in‐country partner to provide in‐country support. The literature on predeparture preparation and international elective learning objectives continues to grow to meet this need …”

Section: Careers In Global Emergency Medicine Roadmapmentioning

confidence: 99%

Fostering a Diverse Pool of Global Health Academic Leaders Through Mentorship and Career Path Planning

Newberry

Patel

Kayden

et al. 2019

AEM Education and Training

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Established in 2011, the Global Emergency Medicine Academy (GEMA) aims "to improve the global delivery of emergency care through research, education, and mentorship." Global health remains early in its development as an academic track in emergency medicine, and there are only a small number of global emergency medicine academic faculty in most institutions. Consequently, GEMA focused its efforts at the Society for Academic Emergency Medicine (SAEM) Annual Meeting in 2019 on developing a diverse pool of global health academics and leaders in emergency medicine. Current and previous members of the GEMA Executive Committee convened to appraise and describe how current GEMA efforts situate within existing knowledge in the arenas of professional development and mentorship. The 2019 SAEM Annual Meeting unveiled the Global Emergency Medicine Roadmap, a joint venture between GEMA and the residents and medical students (RAMS) group. The roadmap guides medical students, residents, and fellows in the exploration of global emergency medicine and career development. GEMA's mentorship roundtable complemented this effort by providing a version of speed mentoring across several critical areas: work-life balance, identifying near-peer and long-distance mentoring opportunities, negotiating with your Chair, finding funding, networking, and teaching abroad. Finally, the GEMAsponsored panel "Empowering Women through Emergency Care Development in LMICs" underscored the potential for empowering women through global emergency medicine development, including policy advocacy, inclusive research approaches, and mentorship and sponsorship. In summary, GEMA is committed to developing a diverse group of future global health leaders to guide the expansion of emergency medicine worldwide. Our work indicates critical future directions in global emergency medicine education and training including building innovative mentoring networks across institutions and countries. Further, we will continue to focus on growing faculty diversity, empowering underrepresented populations through emergency care development, and supporting rising global emergency medicine faculty in their pursuit of advancement and promotion.From the

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Development of a Global Health Milestones Tool for Learners in Emergency Medicine: A Pilot Project

Cited by 17 publications

References 16 publications

Status of global health fellowship training in the United States and Canada

Status of global health fellowship training in the United States and Canada

Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Fostering a Diverse Pool of Global Health Academic Leaders Through Mentorship and Career Path Planning

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