Global health education locally: A community service-learning program to
                        support refugees, engage medical students, and fill a gap in the
                        community

Warmington, Rosemary; Sickand, M.; Saliba, Louise Farah; Snyder, Erin D.; Martel, N.; Farren-Dai, L.; Gruner, Doug; Pottie, Kevin

doi:10.1016/j.aogh.2014.08.065

Cited by 1 publication

(1 citation statement)

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“…Seventeen articles met our eligibility criteria and were included in this scoping review (Please see Additional le 4 -PRISMA Flow Diagram). The most prevalent topics from the scoping review included cultural safety and cross-cultural communication, (16,(39)(40)(41)(42)(43)(44) working with interpreters, (39,41,(45)(46)(47)(48)(49) clinical experience with refugee/migrant patients, (16,41,(47)(48)(49)(50)(51) refugee and migrant law and health policies, (40,42,45,(51)(52)(53) as well as disease screening, prevention and immunization (16,39,42,43,47,51) . Content delivery methods most commonly used included experiential and community service learning, (16,39,41,43,(45)(46)(47)(48)(49)(50)(51)53) but other methods included didactic teaching, (39,40,(43)…”

Section: Scoping Reviewmentioning

confidence: 99%

An Undergraduate Medical Education Framework for Refugee and Migrant Health: Curriculum Development and Conceptual Approaches

Gruner

Feinberg

Venables

et al. 2021

Preprint

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Background: International migration, especially forced migration, highlights important medical training needs including cross-cultural communication, human rights, as well as global health competencies for physical and mental healthcare. This paper responds to the call for a ‘trauma informed’ refugee health curriculum framework from medical students and global health faculty. Methods: We used a mixed-methods approach to develop a guiding medical undergraduate refugee and migrant health curriculum framework. We conducted a scoping review, key informant faculty interviews and e-surveys, and then, integrated our results into a competency-based curriculum framework with values and principles, learning objectives and curriculum delivery methods and evaluation. Results: The majority of our Canadian medical faculty respondents reported some refugee health learning objectives within their undergraduate medical curriculum. The most prevalent learning objective topics included access to care barriers, social determinants of health for refugees, cross-cultural communication skills, global health epidemiology, challenges and pitfalls of providing care and mental health. We report competency-based learning objectives and primary and secondary topics. We also discuss curriculum delivery and evaluation methods such as community service learning with reflection exercises. Conclusions: This guiding undergraduate medical education curriculum suggests integrating cross-cultural communication skills, exploration of access to care barriers for newcomers, and system approaches to improve refugee and migrant healthcare. Programs should also consider social determinants of health, community service learning and the development of links to community resettlement and refugee organizations.

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