Global health education for medical students: New learning opportunities and strategies

Goldner, Brian W.; Bollinger, Robert C.

doi:10.3109/0142159x.2012.638008

Cited by 29 publications

(27 citation statements)

References 8 publications

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“…Despite the occasional problems associated with real-time connections, the students taking part in the MADAS course had a rich experience of educational exchange, similar to participants in other studies [58]. This interaction was important for meaningful collaborative learning [29], while the relationships between students stimulated critical thinking [59] and served as a way to enter a global scientific network [8].…”

Section: Discussionmentioning

confidence: 99%

Blended learning across universities in a South–North–South collaboration: a case study

Protsiv

Rosales-Klintz

Bwanga

et al. 2016

Health Res Policy Sys

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Background: Increased health research capacity is needed in low-and middle-income countries to respond to local health challenges. Technology-aided teaching approaches, such as blended learning (BL), can stimulate international education collaborations and connect skilled scientists who can jointly contribute to the efforts to address local shortages of high-level research capacity. The African Regional Capacity Development for Health Systems and Services Research (ARCADE HSSR) was a European Union-funded project implemented from 2011 to 2015. The project consortium partners worked together to expand access to research training and to build the research capacity of post-graduate students. This paper presents a case study of the first course in the project, which focused on a meta-analysis of diagnostic accuracy studies and was delivered in 2013 through collaboration by universities in Uganda, Sweden and South Africa. Methods: We conducted a mixed-methods case study involving student course evaluations, participant observation, interviews with teaching faculty and student feedback collected through group discussion. Quantitative data were analysed using frequencies, and qualitative data using thematic analysis. Results: A traditional face-to-face course was adapted for BL using a mixture of online resources and materials, synchronous online interaction between students and teachers across different countries complemented by face-to-face meetings, and in-class interaction between students and tutors. Synchronous online discussions led by Makerere University were the central learning technique in the course. The learners appreciated the BL design and reported that they were highly motivated and actively engaged throughout the course. The teams implementing the course were small, with individual faculty members and staff members carrying out many extra responsibilities; yet, some necessary competencies for course design were not available. Conclusions: BL is a feasible approach to simultaneously draw globally available skills into cross-national, high-level skills training in multiple countries. This method can overcome access barriers to research methods courses and can offer engaging formats and personalised learning experiences. BL enables teaching and learning from experts and peers across the globe with minimal disruption to students' daily schedules. Transforming a face-to-face course into a blended course that fulfils its full potential requires concerted effort and dedicated technological and pedagogical support.

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Section: Discussionmentioning

confidence: 99%

Blended learning across universities in a South–North–South collaboration: a case study

Protsiv

Rosales-Klintz

Bwanga

et al. 2016

Health Res Policy Sys

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“…Hundreds of U.S. universities have developed and implemented programs with variable missions and objectives for global health and health disparity education. These programs have different disease foci, curricula, research concentrations, and components of evaluation [4, 5]. Exposure of students to international and U.S. minority settings confers unique opportunities for students to enhance their learning of disease etiology, disease management in underserved and low-resource settings, cultural competencies, applications of theoretical biomedical sciences, and translation of basic sciences to disease prevention [1, 6, 7].…”

Section: Introductionmentioning

confidence: 99%

Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations

Soliman

Chamberlain

2015

J Canc Educ

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Global health education and training of biomedical students in international and minority health research is expending through U.S. academic institutions. This study addresses the short- and long-term outcomes of an NCI-funded R25 short-term summer field research training program. This program is designed for MPH and Ph.D. students in cancer epidemiology and related disciplines, in international and minority settings (special populations) in a recent 7-year period. Positive short-term outcome of 73 students was measured as publishing a manuscript from the field research data. Positive long-term outcome was measured as having a post-doc position, being in a doctoral program, and/or employment in special populations at least 3 years from finishing the program. Significant factors associated with both short- and long-term success included resourcefulness of the student and compatibility of personalities and interests between the student and the on-campus and off-campus mentors. Short-term-success of students who conducted international filed research was associated with visits of the on-campus mentor to the field site. Short-term success was also associated with extent of mentorship in the field site and with long-term success. Future studies should investigate how field research sites could enhance careers of students, appropriateness of the sites for specific training competencies, and how to maximize the learning experience of students in international and minority research sites.

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“…Successful implementation of these global health opportunities can prove to be a powerful recruitment tool. In addition, medical schools recognize that global health education helps to enhance student understanding of population‐based medicine …”

Section: Rationale For a Research Agendamentioning

confidence: 99%

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

Martin

Jacquet

Levine

et al. 2013

Academic Emergency Medicine

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Global emergency medicine (EM) is a rapidly growing field within EM, as evidenced by the increasing number of medical students desiring global health and emergency care experiences. Despite this growing popularity, little is known of the effect of undergraduate medical education in global health on learners and patients in the United States and abroad. During the 2013 Academic Emergency Medicine consensus conference, a group of leading medical school educators convened to generate a research agenda on priority questions to be answered in this arena. This consensus-based research agenda is presented in this article.

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Global health education for medical students: New learning opportunities and strategies

Cited by 29 publications

References 8 publications

Blended learning across universities in a South–North–South collaboration: a case study

Blended learning across universities in a South–North–South collaboration: a case study

Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations

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

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