Global Health and Emergency Care: A Postgraduate Medical Education Consensus‐based Research Agenda

Martin, Ian B.K.; Jacquet, Gabrielle A.; Levine, Adam C.; Douglass, Katherine; Pousson, Amelia; Dunlop, Stephen J.; Khanna, Kajal; Bentley, Suzanne; Tupesis, Janis P.

doi:10.1111/acem.12258

Cited by 6 publications

(6 citation statements)

References 44 publications

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“…19 Detailed tracking of GH fellowship graduates is needed to understand the long-term outcomes of training and create a compelling argument for a positive return-on-investment for government funding. [20][21][22][23] We estimate the total number of U.S. fellowship programs (according to our definition) grew from 39 in 2010 to 74 in 2017 (increase of 89.7%). This exceeds growth seen in GH training opportunities for medical students and residents.…”

Section: Discussionmentioning

confidence: 99%

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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%

“…Please rank the following challenges in order of significance to your program, where 1 = most significant and 6 = least significant. Lack of collaborating internal placement sites23. Please tell us about other important challenges your program has faced that were not included in the previous question.…”

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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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“…Global health has become an important and prominent aspect of undergraduate medical education, residency, and postresidency careers for an increasing number of physicians . As entering into a global emergency medicine career can be daunting, GEMA partnered with the SAEM residents and medical students (RAMS) group to help ease this burden through the development of a global emergency medicine roadmap.…”

Section: Careers In Global Emergency Medicine Roadmapmentioning

confidence: 99%

“…The immense opportunity to improve the care of billions of underserved people with limited access to high‐quality emergency care has made global emergency medicine one of the fastest‐growing subspecialties of emergency medicine . The increasing number of emergency medicine faculty members, trainees, and medical students pursuing international opportunities is evidence of the expanding interest in global health . This rapid growth has led to tremendous achievements, including the passage of the World Health Assembly resolution 60.22 in 2019 which states “that additional efforts should be made globally to strengthen provision of trauma and emergency care so as to ensure timely and effective delivery to those who need it in the context of the overall health‐care system, and related health and health‐promotion initiatives.” Successes in advocacy are mirrored in the expansion of global emergency care research, emergency medicine education programs in low‐ and middle‐income countries (LMICs), and emergency care delivery system improvements in many countries with developing health care infrastructures.…”

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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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“…[1][2][3][4][5] This has, in turn, stimulated investments in educational programs to develop global health researchers. [4][5][6][7][8][9][10] The Fogarty International Center (FIC) at the National Institutes of Health (NIH) is focused on training the next generation of global health scientists and clinical investigators through a wide variety of programs. 2 One of these is the Global Health Fellows Program, which consists of a network of United States (US) academic institutions in collaboration with international host institutions that provide early-career health science professionals (e.g., physicians, scientists, veterinarians, and dentists) with an 11-month mentored research experience in a low-or middle-income country (LMIC).…”

Section: Introductionmentioning

confidence: 99%

The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research

Ton¹,

Gladding²,

Zunt³

et al. 2015

The American Society of Tropical Medicine and Hygiene

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Abstract. The Fogarty International Center (FIC) Global Health Fellows Program provides trainees with the opportunity to develop research skills through a mentored research experience, increase their content expertise, and better understand trends in global health research, funding organizations, and pathways to generate support. The Northern Pacific Global Health Fellows Research and Training Consortium, which hosts one of the FIC Global Health Programs, sought to enhance research training by developing, implementing, and evaluating a competency-based curriculum that uses a modular, asynchronous, web-based format. The curriculum has 8 core competencies, 36 learning objectives, and 58 assignments. Nineteen trainees completed their 11-month fellowship, engaged in the curriculum, and provided preand post-fellowship self-assessments. Self-assessed scores significantly improved for all competencies. Trainees identified the curriculum as one of the strengths of the program. This competency-based curriculum represents a first step toward creating a framework of global health research competencies on which further efforts could be based.

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Global Health and Emergency Care: A Postgraduate Medical Education Consensus‐based Research Agenda

Cited by 6 publications

References 44 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

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

The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research

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