Electives: isn’t it time for a change?

Dowell, Jon; Merrylees, Neil

doi:10.1111/j.1365-2923.2008.03253.x

Cited by 145 publications

(162 citation statements)

References 23 publications

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“…3,8,12,17 Our survey showed that local health professionals are often responsible for onsite supervision; this allows for a better understanding of the local context and for cultural and linguistic translation, 24 but emphasizes the need to have a shared understanding of students' roles and limitations. 3,17 Establishing specific learning objectives for GHEs in partnership with the host institution may help clarify the level of supervision required.…”

Section: Onsite Supervisionmentioning

confidence: 99%

How are Canadian universities training and supporting undergraduate medical, physiotherapy and occupational therapy students for global health experiences in international low-resource settings?

Bessette

Camden

2016

Can J Public Health

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OBJECTIVES: Canadian medical (MD), physiotherapy (PT) and occupational therapy (OT) students increasingly show an interest in global health experiences (GHEs). As certain moral hazards can occur as a result of student GHEs, a growing consensus exists that universities must have an established selection process, in-depth pre-departure training (PDT), adequate onsite supervision and formal debriefing for their students. This study aimed to identify current practices in Canadian MD, PT and OT programs and discuss areas for improvement by comparing them with recommendations found in the literature.METHODS: Canadian MD, PT and OT programs (n = 45) were invited to answer an online survey about their current practices for GHE support and training. The survey included 24 close-ended questions and 18 open-ended questions. Descriptive statistics and a thematic analysis were performed on the data and results were discussed in comparison with recommendations found in the literature. RESULTS:Twenty-three programs responded to the survey. Student selection processes varied across universities; examples included using academic performance, interviews and motivation letters. All but one MD program had mandatory PDT; content and teaching formats varied, as did training duration (2-38 hours). All but one MD program had onsite supervision; local clinicians were frequently involved. Debriefing, although not systematic, covered similar content; debriefing was variable in duration (1-8 hours). CONCLUSIONS:Many current practices are encouraging, but areas for improvement exist. Integrating global health content into the regular curriculum, with advanced study options for students participating in GHEs, could help universities standardize support and training.KEY WORDS: Global health; medicine; physiotherapy; occupational therapy; student La traduction du résumé se trouve à la fin de l'article.

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Section: Onsite Supervisionmentioning

confidence: 99%

How are Canadian universities training and supporting undergraduate medical, physiotherapy and occupational therapy students for global health experiences in international low-resource settings?

Bessette

Camden

2016

Can J Public Health

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“…Medical students and residents continue to participate in global health activities, but they often do not have adequate preparation (Crump & Sugarman 2008; Unite for Sight 2010), which hampers their efficiency and effectiveness, and disproportionately consumes limited resources (Shah & Wu 2008;Dowell & Merrylees 2009). As educational institutions, we have not only an opportunity, but a responsibility to provide them with sound and rigorous training in global health that prepares them for work overseas and at home in an increasingly globalized community.…”

Section: Recommendationsmentioning

confidence: 99%

“…Additionally, curricula that teach global public health or clinical global health tend not to describe the processes, challenges, and practical issues involved in addressing the same issues within the US. Even the more recent articles proposing increased training opportunities in global health do not discuss US-based electives as part of a Global Health curriculum (Panosian & Coates 2006;Dowell & Merrylees 2009;Nelson et al 2011).…”

Section: Practice Pointsmentioning

confidence: 99%

“…Only 30% of North American medical schools provide any training or counseling for students departing for global health experiences, leaving students inadequately prepared to conduct themselves in a professional and effective manner (Dowell & Merrylees 2009). Experience and training in global health make trainees more efficient in the utilization of limited available resources through exposure to other health systems and through the improvement of clinical skills (Nelson et al 2011).…”

Section: Practice Pointsmentioning

confidence: 99%

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Global health training starts at home: A unique US-based global health clinical elective for residents

2012

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Background: Many physicians planning to work in global health lack adequate formal training. Globalized cities create opportunities to integrate global health training into residency programs, preparing clinicians for less supported experiences abroad. Aim: To develop a clinical elective to advance residents' knowledge and skills in global health and fieldwork abroad. Methods: Two-week comprehensive elective was offered to PGY2 combined medicine-pediatrics residents. We incorporated clinical exposures and global health topics. Global health experts were involved as teachers and preceptors. Clinical exposure included: tropical medicine with laboratory sessions; travel medicine; tuberculosis; immigrant and continuity; and human rights clinics. Didactic components and supplemental readings included socio-political issues, global public health, and health challenges of populations from developing regions. We assessed resident satisfaction using questionnaires and focus groups. Results: Residents reported usefulness and relevance of sessions and topics as (4) very good (scale: (1) poor to (5) excellent), and quality of sessions and teaching as very good to excellent (4.2). Residents' baseline knowledge and understanding of global health issues improved by around 50%. Conclusion: Our experience supports the feasibility and usefulness of clinical and didactic training in global health issues at home. A multidisciplinary approach, collaboration with academic and non-academic institutions, experienced faculty, and departmental commitment are vital.

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“…12 Additionally, authors have proposed distinct educational strategies 13 and standardized medical school-based curriculum guides. 14 …”

mentioning

confidence: 99%

Global Health Education as a Translational Science in Graduate Medical Education

Bills¹,

Ahn²

2015

Journal of Graduate Medical Education

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Electives: isn’t it time for a change?

Abstract: Electives are a highlight of clinical training but probably often represent missed opportunities. There are both educational and moral reasons for seeking more considered approaches to reduce the 'medical tourism' that can result from the current largely ad hoc arrangements.

Cited by 145 publications

References 23 publications

How are Canadian universities training and supporting undergraduate medical, physiotherapy and occupational therapy students for global health experiences in international low-resource settings?

How are Canadian universities training and supporting undergraduate medical, physiotherapy and occupational therapy students for global health experiences in international low-resource settings?

Global health training starts at home: A unique US-based global health clinical elective for residents

Global Health Education as a Translational Science in Graduate Medical Education

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