Evaluation of a Global Health Training Program for Pediatric Residents

Oettgen, Barbara; Harahsheh, Ashraf S.; Suresh, Srinivasan; Kamat, Deepak

doi:10.1177/0009922808317238

Cited by 17 publications

(12 citation statements)

References 6 publications

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“…These core ASTMH competency domains have gained acceptance and have been introduced as a starting point in global health education in a number of institutions around the globe. [26][27][28] In our study, the ASTMH competency domains were used as an initial coding framework to qualitatively analyze residents' reflective journal entries. We collected and combined into 1 transcript the entries from all residents.…”

Section: Discussionmentioning

confidence: 99%

Reflective Practice and Competencies in Global Health Training: Lesson for Serving Diverse Patient Populations

Castillo¹,

Goldenhar²,

Baker³

et al. 2010

Journal of Graduate Medical Education

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Background Resident interest in global health care training is growing and has been shown to have a positive effect on participants' clinical skills and cultural competency. In addition, it is associated with career choices in primary care, public health, and in the service of underserved populations. The purpose of this study was to explore, through reflective practice, how participation in a formal global health training program influences pediatric residents' perspectives when caring for diverse patient populations. Methods Thirteen pediatric and combined-program residents enrolled in a year-long Global Health Scholars Program at Cincinnati Children's Hospital Medical Center during the 2007–2008 academic year. Educational interventions included a written curriculum, a lecture series, one-on-one mentoring sessions, an experience abroad, and reflective journaling assignments. The American Society for Tropical Medicine and Hygiene global health competencies were used as an a priori coding framework to qualitatively analyze the reflective journal entries of the residents. Results Four themes emerged from the coded journal passages from all 13 residents: (1) the burden of global disease, as a heightened awareness of the diseases that affect humans worldwide; (2) immigrant/underserved health, reflected in a desire to apply lessons learned abroad at home to provide more culturally effective care to immigrant patients in the United States; (3) parenting, or observed parental, longing to assure that their children receive health care; and (4) humanitarianism, expressed as the desire to volunteer in future humanitarian health efforts in the United States and abroad. Conclusions Our findings suggest that participating in a global health training program helped residents begin to acquire competence in the American Society for Tropical Medicine and Hygiene competency domains. Such training also may strengthen residents' acquisition of professional skills, including the Accreditation Council for Graduate Medical Education competencies.

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Section: Discussionmentioning

confidence: 99%

Reflective Practice and Competencies in Global Health Training: Lesson for Serving Diverse Patient Populations

Castillo¹,

Goldenhar²,

Baker³

et al. 2010

Journal of Graduate Medical Education

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show abstract

“…16,17 Clinical and Public Health Outcomes (Building T2 and T3 Data) Current published work monitoring and evaluating international electives has focused on US application of standards and trainee center metrics-including adherence to published guidelines, resident understanding of core competencies, quality of learning, educational opportunities and didactics, clinical exposure, and depth of faculty preceptorship. 18,19 It is less certain whether GHEs and methods to standardize curriculum have led to better health care (T2) and improved clinical and public health outcomes (T3). Even in the most sophisticated systems, demonstrating patient and community outcomes as a function of education and training is difficult.…”

Section: Benefits Of Global Health (Current T1 Data)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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“…[1][2][3][4][5] Residency programs, in and beyond pediatrics, have reported the educational, clinical, and professional benefits of global health electives [6][7][8][9][10][11][12] and GCH curricula. 2,[13][14][15][16] The need to prepare residents for global health experiences has been recognized, particularly as it relates to tropical disease management and cultural awareness. 7,15,17 More recently, a consortium of GCH educators developed a standardized simulation-based curriculum to prepare residents for emotions resulting from challenging GCH experiences.…”

mentioning

confidence: 99%

Reentry to Pediatric Residency After Global Health Experiences

Balmer¹,

Marton²,

Gillespie³

et al. 2015

Pediatrics

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BACKGROUND AND OBJECTIVE: Although nonphysician reentry transitions have been characterized in literature, little is known about the reentry physicians in general, or residents in particular. We conducted a qualitative study to explore pediatric residents' reentry, using reverse culture shock as a conceptual framework.METHODS: Eighteen pediatric residents who completed global health experiences in Africa (9 categorical residents with 1-month elective, 9 global child health residents with 12-month training) participated in interviews that included a card-sort to solicit emotional responses consistent with the conceptual framework. Data in the form of interview transcripts were coded and analyzed according to principles of grounded theory.RESULTS: All pediatric residents, despite variable time abroad, reported a range of emotional responses on reentry to residency. Global child health residents felt disconnection and frustration more intensely than categorical residents, whereas categorical residents felt invigoration more intensely than global child health residents. Although residents met with program leadership after their return, no resident described these meetings as a formal debriefing, and few described a deliberate strategy for processing emotions on reentry.CONCLUSIONS: Consistent with reverse culture shock, pediatric residents felt a range of emotions as they move toward a steady state of acculturating back into their residency program. Residency programs might consider creating safety nets to help cultivate support for residents when they reenter training. WHAT'S KNOWN ON THIS SUBJECT:Although nonphysician reentry transitions have been characterized in the literature, little is known about the reentry of residents after either shortterm (1-month elective) or long-term (12-month training) global health experiences abroad. WHAT THIS STUDY ADDS:Reverse culture shock may be a useful conceptual framework for understanding the range of emotions felt by pediatric residents when they reenter residency after global health experiences, particularly if these experiences were long term.

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Evaluation of a Global Health Training Program for Pediatric Residents

Abstract: Despite small numbers of participants, this evaluation suggests that knowledge in international health can be expanded through a training program.

Cited by 17 publications

References 6 publications

Reflective Practice and Competencies in Global Health Training: Lesson for Serving Diverse Patient Populations

Reflective Practice and Competencies in Global Health Training: Lesson for Serving Diverse Patient Populations

Global Health Education as a Translational Science in Graduate Medical Education

Reentry to Pediatric Residency After Global Health Experiences

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