Global child health competencies for paediatricians

Williams, Bhanu; Morrissey, B; Goenka, Anu; Magnus, Dan; Allen, Stephen

doi:10.1016/s0140-6736(14)61128-4

Cited by 15 publications

(8 citation statements)

References 12 publications

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“…The most commonly identified needs by respondents included funding, administrative support, availability of sustainable international partnerships, sharing of curricular [13][14][15][16][17][18] The importance of these aspects of GH training are underscored through the emerging literature on best practices for developing ethical, sustainable, and educationally robust GH training experiences, 16,[19][20][21][22][23][24] which include the provision of adequate preparation and orientation before the resident embarks, along with adequate supervision during the experience. Such elements are requisite for programs sending residents overseas, and programs should establish partnerships with institutions, communities, and programs having shared goals, measureable outcomes, parity, and reciprocity.…”

Section: Program Needsmentioning

confidence: 99%

Global Health Education in US Pediatric Residency Programs

et al. 2015

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BACKGROUND AND OBJECTIVE: Despite the growing importance of global health (GH) training for pediatric residents, few mechanisms have cataloged GH educational opportunities offered by US pediatric residency programs. We sought to characterize GH education opportunities across pediatric residency programs and identify program characteristics associated with key GH education elements.METHODS: Data on program and GH training characteristics were sought from program directors or their delegates of all US pediatric residency programs during 2013 to 2014. These data were used to compare programs with and without a GH track as well as across small, medium, and large programs. Program characteristics associated with the presence of key educational elements were identified by using bivariate logistic regression.RESULTS: Data were collected from 198 of 199 active US pediatric residency programs (99.5%). Seven percent of pediatric trainees went abroad during 2013 to 2014. Forty-nine programs (24.7%) reported having a GH track, 66.1% had a faculty lead, 58.1% offered international field experiences, and 48.5% offered domestic field experiences. Forty-two percent of programs reported international partnerships across 153 countries. Larger programs, those with lead faculty, GH tracks, or partnerships had significantly increased odds of having each GH educational element, including pretravel preparation. CONCLUSIONS:The number of pediatric residency programs offering GH training opportunities continues to rise. However, smaller programs and those without tracks, lead faculty, or formal partnerships lag behind with organized GH curricula. As GH becomes an integral component of pediatric training, a heightened commitment is needed to ensure consistency of training experiences that encompass best practices in all programs. WHAT'S KNOWN ON THIS SUBJECT:In response to growing demand from trainees, many pediatric residency programs offer global health (GH) experiences for their residents. There is diversity in what is offered at programs across the country. WHAT THIS STUDY ADDS:This is the most comprehensive assessment of US pediatric residency training opportunities in GH. These opportunities are prevalent and increasingly formalized as tracks. However there remain gaps in universal pretravel preparation and coordination across GH partnerships nationally.

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Section: Program Needsmentioning

confidence: 99%

Global Health Education in US Pediatric Residency Programs

et al. 2015

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“…Those coming to teach from high-resource countries learn many relevant things, as outlined recently by Williams et al (10); for example, how to manage diseases present in immigrants and asylum-seekers, alternative approaches to management, how to maximize the use of scarce resources, about global health issues and, perhaps of most importance, how to be advocates for the world's children (or in our case the billion people with disabilities, most of whom live with few rights in developing countries).…”

Section: Reflectionsmentioning

confidence: 99%

“…More confidence and better communication with colleagues. 10 Higher profile in university and teaching hospital.…”

mentioning

confidence: 99%

A rehabilitation training partnership in Madagascar

Andrianabela¹,

Hariharan²,

Hl³

et al. 2015

J Rehabil Med

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We describe here the development of a mid-level training programme for doctors in Madagascar to direct regional and national rehabilitation services. Eight doctors enrolled and all gained their diplomas and have gone on to form the Association of Physical and Rehabilitation Medicine of Madagascar, which is leading further training and service developments. The course was specific to Madagascar's needs, and was devised according to the vision of the senior rehabilitation specialist in the Ministry of Health in Madagascar with support from the University of Antananarivo. The syllabus was developed with a senior Rehabilitation Medicine consultant responsible for setting up a comprehensive range of services and teaching in a University teaching hospital in the UK. Major barriers to success include the economic and political situation in Madagascar, which worsened steadily over the period of the training, the lack of resources for health, rehabilitation and rehabilitation workshops, and the withdrawal of aid. The sustainability of the training and the improved services that have been initiated will be evaluated, but these will be influenced by the situation of the country. It is hoped that this description of a highly practical training using modern teaching methods will be of use in other low-resource countries. Much of the teaching input was given by clinicians from a UK teaching hospital, and this resource will continue to be needed.

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“…Medical trainees are increasingly expected to be global citizens and require adequate global health training to meet evolving population demands in this role. [1][2][3][4][5][6] Current global health education initiatives offer a mix of both opportunities for personal and professional growth and benefits for the host communities. 2,[7][8][9][10][11] Trainees have shown they can build sustainable relationships in host communities based on trust.…”

Section: Introductionmentioning

confidence: 99%