Global Health Learning Outcomes by Country Location and Duration for International Experiences

Steeb, David R.; Miller, Monica L.; Schellhase, Ellen; Malhotra, Jodie; McLaughlin, Jacqueline E.; Dascanio, Sarah A.; Haines, Stuart T.

doi:10.5688/ajpe7682

Cited by 8 publications

(8 citation statements)

References 20 publications

(24 reference statements)

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“…The GHELP model is an outcome of the original data analysis of two prior studies [ 14 , 15 ] that helps explain how students’ knowledge, skills, and attitudes progress over time while on global health experiences. This progression model has three constructs (cultural awareness, appreciation and sensitivity) and incorporates learning from external and internal influences.…”

Section: Discussionmentioning

confidence: 99%

“…While the objective of two prior studies of this research was to determine what students learned while abroad on international APPEs, discussion with the research team and analysis of the analytic memos from the coding process revealed new questions as to how students learned these outcomes while abroad [ 14 , 15 ]. Utilizing the aforementioned codebook ( Supplementary Materials ), the researchers went back to the original open response survey and focus group data and analyzed these through the lens of Mezirow’s Transformative Learning Theory and Kolb’s Experiential Learning Theory to examine the connectivity between codes as students progressed on their international APPE [ 8 , 9 ].…”

Section: Methodsmentioning

confidence: 99%

“…Further, there is no research on how the learning outcomes from these core competencies may interact with each other to explain how students actually learn while abroad. From 2017–2018, researchers from three Universities assessed knowledge, skills, and attitudes of student pharmacists who completed international APPEs using the CUGH global competency framework [ 14 , 15 ]. The purpose of this study is to describe the development of a new learning model that helps describe how student pharmacists acquired their learning outcomes during an international APPE.…”

Section: Introductionmentioning

confidence: 99%

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Development of a Global Health Learning Progression (GHELP) Model

et al. 2020

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There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of a Global Health Learning Progression (GHELP) Model

et al. 2020

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“…Thus, graduates from low-to middle-income countries showed enhanced cultural awareness, making them more empathetic and better practitioners. 45 Additionally, our survey explored the association between demographics and the self-assessed competency performance of graduates, showing that self-declared competencies differed by gender and age (graduation period). Many studies around the globe have shown that scores on competency evaluation in pharmacy schools differed by gender, age, race/ethnicity, and other factors.…”

Section: 41mentioning

confidence: 99%

Descriptive assessment of graduates' perceptions of pharmacy-related competencies based on the Lebanese pharmacy core competencies framework

Zeenny

Akel

Hajj

et al. 2021

Pharm Pract (Granada)

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Background: Pharmacists possess a unique and complex body of knowledge, skills, attitudes, and behaviors necessary to enable them to optimize health outcomes. Pharmacy organizations publish routinely updated versions of professional competencies that help pharmacy schools integrate advances into their curricula. In Lebanon, no national framework for pharmacy education is officially adopted yet. In 2017, the Official Pharmacists’ Association in Lebanon [OPL - Order of Pharmacists of Lebanon] took the initiative to develop a pharmacy core competency framework. Objective: The primary objective of this survey was to evaluate graduates' perceptions of pharmacy-related competencies “taught” across Lebanese pharmacy schools/faculties, based on the suggested Lebanese Pharmacy Competencies Framework. This study also explored the association between graduates' demographics, university attributes, and self-assessed competency performance. Methods: A cross-sectional study involving pharmacists who graduated from Lebanese universities was performed through a 40-minute online questionnaire distributed over social media platforms and groups of pharmacists. Results: Pharmacists perceived their competence as moderate upon graduation, the lowest scores being in fundamental knowledge and medicine supply; the highest reported scores were in personal skills and safe/rational use of medicines. Moreover, females, younger graduates, PharmD holders, and pharmacists working in hospitals/clinical settings and academia had the highest perception of their competencies. Pharmacists in the public sector and medical laboratory directors had the lowest perception of competence. Conclusions: When comparing the taught curriculum to the suggested Lebanese Pharmacy Competency Framework, all domains need to be improved to optimize the perception, education, and practice of pharmacists. It is essential to emphasize fundamental knowledge, medicines supply, and public health competencies in undergraduate curricula and improve continuing professional education.

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“…Although many examples of interprofessional global health experiences have been described in the literature, only a few studies have specifically examined the impact of these experiences on learners' interprofessional attitudes. 7,10,11 These limited findings have indicated an overall positive impact on interprofessional attitudes, yet it is unclear which aspects of international experiences most contributed to learning and how this can be applied to enhance other interprofessional education (IPE) experiences. As health science training programs continue to focus on designing effective IPE curricula, we wanted to better understand how and why 2 our institution's global health experience impacted interprofessional learning.…”

Section: Introductionmentioning

confidence: 99%