Global health classroom: mixed methods evaluation of an interinstitutional model for reciprocal global health learning among Samoan and New Zealand medical students

Abstract

Background Global health education partnerships should be collaborative and reciprocal to ensure mutual benefit. Utilisation of digital technologies can overcome geographic boundaries and facilitate collaborative global health learning. Global Health Classroom (GHCR) is a collaborative global health learning model involving medical students from different countries learning about each other’s health systems, cultures, and determinants of health via videoconference. Principles of reciprocity and interinstitutional partnership informed the development of the GHCR. This study explores learning outcomes and experiences in the GHCR between students from New Zealand and Samoa. Methods This study used a mixed methods approach employing post-GHCR questionnaires and semi-structured face-to-face interviews to explore self-reported learning and experiences among medical students in the GHCR. The GHCR collaboration studied was between the medical schools at the University of Otago, New Zealand and the National University of Samoa, Samoa. Results Questionnaire response rate was 85% (74/87). Nineteen interviews were conducted among New Zealand and Samoan students. Students reported acquiring the intended learning outcomes relating to patient care, health systems, culture, and determinants of health with regards to their partner country. Interview data was indicative of attitudinal changes in relation to cultural humility and curiosity. Some reported a vision for progress regarding their own health system. Students in the GHCR reported that learning with their international peers in the virtual classroom made learning about global health more real and tangible. The benefits to students from both countries indicated reciprocity. Conclusions This study demonstrates GHCR to be a promising model for collaborative and reciprocal global health learning using a student-led format and employing digital technology to create a virtual classroom. The self-reported learning outcomes align favourably with those recommended in the literature. In view of our positive findings, we present GHCR as an adaptable model for equitable, collaborative global health learning between students in internationally partnered institutions.

Virtual global health in graduate medical education: a systematic review

“…Certain elements were both enablers and barriers, specifically funding, the need for protected and convenient course timing, and technological support needed for VGHEA implementation. The double mention of these factors highlights their critical importance to the success of VGHEAs; indeed, those articles that mentioned funding, 47 - 52 timing, 40 , 53 - 55 and strong technology 40 , 49 , 53 , 54 , 56 - 62 as facilitators of VGHEAs offer key insights into how to overcome barriers that may prevent successful VGHEA implementation. More research in this area will be important to guide the planning and development of VGHEAs, particularly between HIC/LMIC partners who will have different needs and capacities.…”

The Impact of Multicultural Interfacility Video Case Conference: A Novel Education Model After the COVID Pandemic

“…This could be a publication bias, or there may be no need/demand to establish such a collaboration. Among the 8 conferences, the main collaborative scope is domestic and only 2 conferences are international collaborations [ 12 , 13 ]. Regarding the collaboration size, 6 conferences (75%; see Table 1 ) had 4 or fewer collaborating facilities [ 9–14 ], suggesting that such numbers of collaborators could be optimal and practical.…”

“…Regarding the collaboration size, 6 conferences (75%; see Table 1 ) had 4 or fewer collaborating facilities [ 9–14 ], suggesting that such numbers of collaborators could be optimal and practical. One clinical pathology conference emphasizes that sharing rare cases between facilities is an advantages of online case conferences [ 13 ]. The number of attendees needed to create an optimal environment was not well described in the literature; however, in our case the number of attendees was 30 to 50 each time.…”

Elective Courses in Global Surgery for Undergraduate Medical Students: A Narrative Review and a Proposal for European Universities

“…The limited engagement of LMICs' students is a fundamental problem in the whole sphere of GH electives. [43][44][45] There are significant impediments, such as costs, 24,44 the brain drain from rural areas to richer ones (be they in HICs or in the more affluent centers of the LMICs), 46,47 and the limited applicability of the knowledge acquired in resource-rich settings in resource-poor ones. 44 However, "offering opportunities for students and trainees from institutions that are commonly on the receiving end of such collaborations is a necessary step in the achievement of equitable and mutually beneficial institutional partnerships".…”

“…Theoretical lectures should be delivered via videoconferences and webinars to ensure mutual benefits and sharing of knowledge. 45 Thereafter, students should be introduced to GS research (as in electives from F to H) by working in groups at their own institution. Each year, they should focus on a specific aspect of the surgical epidemiology of their country of origin.…”