Host perspectives on short-term experiences in global health: a survey

Abstract

Background Competencies developed for global health education programmes that take place in low-income and middle-income countries have largely reflected the perspectives of educators and organisations in high-income countries. Consequently, there has been under-representation of voices and perspectives of host communities, where practical, experience-based global-health education occurs. In this study, we aimed to understand what global-health competencies are important in trainees who travel to work in other countries, seeking opinions from host community members and colleagues in low-income and middle-income countries.Methods We performed a literature review of current interprofessional global health competencies to inform our survey design. We used a web-based survey, available in English and Spanish, to collect data through Likert-scale and written questions. We piloted the survey in a diverse group of 14 respondents from high-income, middle-income, and low-income countries and subsequently refined the survey for greater clarity. We used convenience sampling to recruit participants from around the world and included a broad range of coauthors. A website was constructed in English and Spanish and the survey link added. This website and link were distributed as broadly as possible. It was mandatory for survey participants to list their country of birth and current work in order to confirm representation.

Ethical Considerations of Climate Justice and International Air Travel in Short-Term Electives in Global Health

“…The demand for STEGH from trainees has grown significantly over the past decades, with more than half of U.S.-based academic medical centers now offering international electives as a component of medical training. 4 – 6 , 38 This appears driven by both globalization and increased interest from trainees in experiential learning opportunities, with programs adapting to draw applicants. 5 , 38 There is significant variation in the structure of current STEGH.…”

“… 4 – 6 , 38 This appears driven by both globalization and increased interest from trainees in experiential learning opportunities, with programs adapting to draw applicants. 5 , 38 There is significant variation in the structure of current STEGH. Academic medical centers should critically review their existing programs for high-quality characteristics such as bilateral, longitudinal relationships with host sites, robust pre-departure orientation, and on-site faculty support for trainees.…”

Nursing students' experiences of moral uncertainty in the context of global health practicums

“…More recently, however, a qualitative exploration of host partners' perceptions of GHPs provided important insight on the topic from a nursing perspective (Underwood et al, 2016). Additionally, important work has been done to incorporate host partners' perspectives into competencies for global health education (see: Cherniak et al, 2017). However, despite this positive shift toward exploring components of international practicums, such as mutuality and reciprocity, future research to further investigate the more troubling aspects of GHPs, is needed.…”

Taking Pause: A COVID-19 Student Reflection on Global Health Research Opportunities, Training, and Institutional Reform

“… a This can involve dedicating funds to run workshops, hire global health ethics faculty, or sponsor students to attend external training. Training should be created in collaboration with host institutions ( Crump and Sugarman, 2010 ; Cherniak et al, 2017 ). b Mentors of students pursuing global health research should be trained on these standards to model ethical research practices and help students resolve potential ethical issues in their work.…”

“… a This can involve dedicating funds to run workshops, hire global health ethics faculty, or sponsor students to attend external training. Training should be created in collaboration with host institutions ( Crump and Sugarman, 2010 ; Cherniak et al, 2017 ). …”