Global health education for the post-pandemic years: parity, people, planet, priorities, and practices

Abstract

Global health degree programs are now offered by institutions of higher education in most world regions. Based on our review of the curricula for many of these programs, we identified five domains that are central to current global health education. “Parity” emphasizes health equity as the ultimate goal of global health. “People” comprises the social, economic, cultural, and political contributors to health and access to medical care for individuals and communities. “Planet” encompasses various aspects of globalization and environmental health that affect population health. “Priorities” and “practices” include the values, data, and tools used to design, implement, and evaluate partnerships, policies, programs, and other global health interventions in countries of all income levels. The pandemic is likely to increase student demand for global health education from the undergraduate through the graduate and professional levels. Our “5 Ps model of global health education” provides a comprehensive framework for the core student learning objectives for global health today. Knowledge of each of these domains is essential for preparing students for meaningful experiential learning and skilled professional practice in global health.

Teaching Global Health Law: Preparing the Next Generation for Future Challenges

“…22 Continuing demand for global health law courses has grown in an effort to address health inequities through legal education, 23 and in the COVID-19 era, there is seen to be greater demand for courses focused on global health law, particularly addressing legal frameworks and negotiations impacting access to essential medicines and vaccines. 24 In China, health law has been identified as a key area of focus for higher education amid the COVID-19 pandemic, as the Chinese government considers new approaches to establishing centers of learning in the field. 25 This interdisciplinary education will be crucial to building the future of the field.…”

"Bracing for the Next Crisis: Pandemics, Climate Change, and Safeguarding Global Health and Prosperity"

“…By integrating these domains into a comprehensive index, the GHPI aims to provide a holistic assessment of a nation's readiness to navigate the intertwined challenges of pandemics, climate change, and economic instability [30]. This data-driven approach can inform policy decisions, prioritize resource allocation, and foster international collaboration to build a more resilient and equitable global community [17,31]. To facilitate the calculation and application of the GHPI, a user-friendly simulation tool is under consideration for development.…”

“…As we navigate the aftermath of this seismic event, we must turn our attention to the looming threats that could shape the future of global health and wealth: the potential for new pandemics [7][8][9] and the escalating impacts of climate change [6,12].In our previous work , we introduced the Comprehensive Efficiency Index (CEI) [13][14][15][16] as a strategic tool for assessing and enhancing hospital performance across multiple domains, including productivity, quality of care, economic efficiency, and patient satisfaction. While the CEI provides a valuable framework for optimizing healthcare delivery at the institutional level, addressing the global challenges posed by pandemics and climate change necessitates a broader, more holistic approach [17][18][19].…”

The implications of decolonization on China’s academic global health: a dialogue with Stephen Gloyd at the Luhu Global Health Salon

“…Eichbaum et al proposed specific measures to decolonize global health education, following the Association of American Colleges and Universities (AAC&U) Global Learning VALUE and the Consortium of Universities for Global Health (CUGH) Competencies Toolkit, emphasizing equity in education program implementation and educational opportunities and increasing intercultural communication and practice [ 8 ]. Jacobsen et al suggested a “5 Ps model of global health education”, which outlines a comprehensive framework encompassing parity, people, planet, priorities, and practices [ 28 ].…”