Global Health Education in Emergency Medicine Residency Programs

Havryliuk, Tatiana; Bentley, Suzanne; Hahn, Sigrid A.

doi:10.1016/j.jemermed.2013.11.101

Cited by 24 publications

(30 citation statements)

References 9 publications

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“…Medical student participation in STEGH increased from 8% in 1986 to 31% in 2015 [3,4]. An estimated 74–80% of US emergency medicine residency programs reported at least one resident participating in a GH learning experience during the surveyed year [5,6]. Similar interest has been demonstrated in many other specialties [7–18].…”

Section: Introductionmentioning

confidence: 99%

The Practitioner’s Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences

Jacquet

Umoren

Hayward

et al. 2018

Medical Education Online

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Background: Short-term experiences in global health (STEGH) are increasingly common in medical education, as they can provide learners with opportunities for service, learning, and sharing perspectives. Academic institutions need high-quality preparatory curricula and mentorship to prepare learners for potential challenges in ethics, cultural sensitivity, and personal safety; however, availability and quality of these are variable.Objective: The objective of this study is to create and evaluate an open-access, interactive massive open online course (MOOC) that prepares learners to safely and effectively participate in STEGH, permits flexible and asynchronous learning, is free of charge, and provides a certificate upon successful completion.Methods: Global health experts from 8 countries, 42 institutions, and 7 specialties collaborated to create The Practitioner’s Guide to Global Health (PGGH): the first course of this kind on the edX platform. Demographic data, pre- and posttests, and course evaluations were collected and analyzed.Results: Within its first year, PGGH enrolled 5935 learners from 163 countries. In a limited sample of 109 learners, mean posttest scores were significantly improved (p < 0.01). In the course’s second year, 213 sampled learners had significant improvement (p < 0.001).Conclusion: We created and evaluated the first interactive, asynchronous, free-of-charge global health preparation MOOC. The course has had significant interest from US-based and international learners, and posttest scores have shown significant improvement.

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Section: Introductionmentioning

confidence: 99%

The Practitioner’s Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences

Jacquet

Umoren

Hayward

et al. 2018

Medical Education Online

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“…An online survey was developed by the authors, with examples of similar surveys used previously in EM and other specialties. [8][9][10][19][20][21] The survey was piloted to 10 global emergency medicine faculty. The 228 current EM training programs were electronically invited individually via directory to participate in July 2018.…”

Section: Methodsmentioning

confidence: 99%

Global Health Training in U.S. Emergency Medicine Residency Programs

Rybarczyk

Muck

Kolkowitz

et al. 2020

AEM Education and Training

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Objectives: Formal education in global health (GH) and short-term experiences in GH (STEGH) are offered by many emergency medicine (EM) residency programs in the United States. In an increasingly connected world, training in GH and STEGH can provide essential knowledge and practical skills to trainees, particularly at the graduate medical education level. The current core programmatic components and the essential competencies and curricula that support ethical and effective STEGH, however, still vary widely. The authors conducted a survey of the 228 EM residency programs in the United States to describe the current state of GH training and STEGH.Methods: An online survey was developed in REDCap by a team of GH faculty. In July 2018, programs were invited to participate via individual invitation of program directors from a directory. The programs received two reminders to participate until January 2019.Results: Of the 84 programs that responded, 75% offer STEGH and 39% have longitudinal GH curricula. Within these programs, only 55% have dedicated GH faculty and only 70% have dedicated sites. Both faculty and residents encounter funding and insurance barriers; most notably, only 20% of programs that offer STEGH provide evacuation insurance for their residents. Most residents (95%) engage in clinical work along with teaching and other activities, but 24% of programs do not allow these activities to fulfill any residency requirements. Finally, only 80 and 85% of programs offer preparatory and debriefing activities for residents, respectively. Conclusions:While the results of this survey show progress relative to prior surveys, there are still barriers to implementing GH curricula and supporting safe, ethical, and effective STEGH, particularly in the form of continued financial and logistic support for faculty and for residents, in U.S. EM training programs.

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“…For the teacher, in general, studies show that this preparation is even more challenging, as students [15,16] need to exchange information, experiences, and flexibility beyond traditional teaching standards. For this, teachers and students need to learn how to optimize existing resources and work as a team with other professions, reinforcing the importance of cross-disciplinary work [17][18][19].…”

Section: Class 1 -Students' Preparation For Gh Experiencesmentioning

confidence: 99%

“…One tool considered to be extremely positive, as evaluated by the students, was the use of distance-learning technologies. These technologies allowed the simultaneous teaching of classes in different countries and the interaction between students of different backgrounds during theoretical activities [18,31].…”

Section: Class 3 -Structures Required For a Gh Coursementioning

confidence: 99%

“…The models show that the best performing courses presented a hybrid structure of theoretical classes and international practical experiences [19,30]. Those courses that have a clear and structured curriculum, faculty members, and international partnerships report having more financial resources to send their students abroad, as well as to structure preparation and debriefing sessions [18,30,31]. Student exchange is rarely two-way though [31,36,37].…”

Section: Class 4 -Models Of Teachingmentioning

confidence: 99%

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Global Health Education Programs in the Americas: A Scoping Review

Mendes

Ventura

Queiroz

et al. 2020

Annals of Global Health

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Introduction Global Health (GH) refers to issues that transcend borders and national governments, demanding actions from global powers, which determine the health of different communities [1]. It involves knowledge, teaching, practice, and research on extraterritorial health issues which extrapolate national geographic borders [2]. GH teaching involves integrated courses, which can be offered within social sciences, considering the transnational aspects of health issues [3, 4] while valuing the context and local capacity to act. In the Americas, the interest in GH as an academic discipline has increased in the last decade. This is due to the growing acknowledgement of GH as a fundamental issue in health training, enabling undergraduate and graduate students to better understand the global priority agenda and its demands [5]. Human resources are central aspects for the success of GH strategies; however, there is no consensus on how to plan experiential activities to prepare students to act locally and globally and to serve as global health professionals. Furthermore, cultural diversities in the Americas (North, Central, and South) enrich GH teaching and may become a challenge for the different actors involved in these processes. This study aims to analyse approaches, characteristics, and challenges faced by educational programs on global health in the Americas. Methods This is a scoping review, with the aim of mapping relevant scientific production and gaps on a specific theme, in this case, education of health professionals [6], following this sequence: 1) identifying the research question; 2) finding relevant studies; 3) selecting the studies; 4) organizing the data; and 5) collating, summarizing, and reporting the results, according to The Joanna Brigs Institute for Scoping Reviews. The search strategy used was PICo (P: problem/population; I: intervention; Co: context), in which P: educational programs on global health; I: approaches, characteristics, and challenges; Co: Americas. This resulted in the following research question: What are the approaches, characteristics, and challenges faced by educational programs on global health in the Americas? The inclusion criteria were: primary studies, full text available in Spanish, Portuguese, or English and published up to November 2017. Book chapters, Master's and doctoral final reports, as well as other technical reports were included in the initial search. Data collection took place between November 2017 and March 2018.

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Global Health Education in Emergency Medicine Residency Programs

Cited by 24 publications

References 9 publications

The Practitioner’s Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences

The Practitioner’s Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences

Global Health Training in U.S. Emergency Medicine Residency Programs

Global Health Education Programs in the Americas: A Scoping Review

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