Global Health and Emergency Care: An Undergraduate 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.12263

Cited by 7 publications

(8 citation statements)

References 34 publications

(41 reference statements)

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“…programmes is taken into account. [16][17][18][19][20][21][22][23][24] A review of the literature reveals that few studies have tried to better understand the impact of STEGH. Table 1 summarises the ethical challenges faced by students and host communities.…”

Section: Discussionmentioning

confidence: 99%

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Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

2019

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Context Studies about the impact of global health electives on host institutions are scarce and often made from the perspective of institutions that send students. The present research examined the impact of short‐term electives in global health (STEGHs) from the under‐represented perspective of host institutions in Benin. Methods The authors conducted 30 semi‐structured interviews from a convenience sample of Beninese health care professionals who had hosted Canadian medical students. Interviewees had previously supervised STEGHs in one of the five different institutions. A subsequent qualitative thematic analysis methodology was used to compilate codes and generate themes. Results Hosting STEGH students motivated respondents to increase their medical knowledge through self‐driven learning. They perceived an improvement in the quality of their care and felt a negligible impact on patient safety. They negatively commented on the lack of clear pedagogic objectives that they could rely on. Interviewees think current STEGH partnerships do not advantage them because institutions that send students offer little support during the electives. Furthermore, sending institutions do not offer the same opportunity for local medical students or professionals to take part in such electives outside of Benin. Conclusions Although host health care professionals evaluated global health electives positively overall, specific improvements could mitigate their negative impacts and help create a more balanced partnership between sending and host institutions. Sending institutions could involve host institutions in curriculum planning. They could invest in building reciprocal elective programmes to receive students from elsewhere. Meanwhile they can maximise the transfer of relevant medical knowledge, and provide expertise, resources and support during the electives.

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Section: Discussionmentioning

confidence: 99%

“…For many experts, there is an under‐representation of the host community's perspective in the current literature that needs to be addressed to ensure that every ethical aspect of STEGH programmes is taken into account . A review of the literature reveals that few studies have tried to better understand the impact of STEGH.…”

Section: Introductionmentioning

confidence: 99%

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

2019

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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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“…Numerous efforts have been undertaken to develop curricular frameworks and identify competencies in global health . Prior consensus work has called for improved curricula and assessment methodologies for learners, specifically in the field of EM …”

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confidence: 99%

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

Douglass

Jacquet

Hayward

et al. 2017

AEM Education and Training

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Objectives: In medical education and training, increasing numbers of institutions and learners are participating in global health experiences. Within the context of competency-based education and assessment methodologies, a standardized assessment tool may prove valuable to all of the aforementioned stakeholders. Milestones are now used as the standard for trainee assessment in graduate medical education. Thus, the development of a similar, milestone-based tool was undertaken, with learners in emergency medicine (EM) and global health in mind.Results: Milestones were developed in each of the 11 domains, with five competency levels for each domain.Specific learning resources were identified for each competency level and assessment methodologies were aligned with the milestones framework. The Global Health Milestones Tool for learners in EM is designed for continuous usage by learners and mentors across a career.Conclusions: This Global Health Milestones Tool for learners in EM may prove valuable to numerous stakeholders. The next steps include a formalized pilot program for testing the tool's validity and usability across training programs, as well as an assessment of perceived utility and applicability by collaborating colleagues working in training sites abroad.

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Global Health and Emergency Care: An Undergraduate Medical Education Consensus‐based Research Agenda

Cited by 7 publications

References 34 publications

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

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

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

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