Interprofessional Online Global Health Course

Poirier, Therese I.; Devraj, Radhika; Blankson, Faustina; Xin, Huaibo

doi:10.5688/ajpe809155

Cited by 20 publications

(15 citation statements)

References 11 publications

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“…In Sweden, where four out of six medical schools have no global health education, students were surveyed at the end of their curriculum to find that they lacked knowledge and skills in the global burden of disease (51%), social determinants of health (52%), culture and health (60%), climate and health (62%), health promotion and disease prevention (66%), strategies for equal access to health care (69%) and global health care systems (72%) [ 18 ]. When comparing our results to other similar implementations of global health courses, we found similar results in a significant increase of knowledge, but no significant improvement in attitudes [ 12 19 ].…”

Section: Discussionsupporting

confidence: 61%

Integrating Global Health Within Dental Education: Inter-University Collaboration for Scaling Up a Pilot Curriculum

Seminario

Chen

Liu

et al. 2020

Annals of Global Health

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Background: New education programs are developing to improve global health awareness. Dental students have demonstrated interest in international settings but are largely unaware of global health topics. The Timothy A. DeRouen Center for Global Oral Health of the University of Washington (UW) and Harvard School of Dental Medicine expanded a competency-based global health curriculum (Global Health Starter Kit) by integrating it within the UW School of Dentistry (UW SOD) existing elective course "Global Oral Health" to undergraduates, pre-, and doctorate students from the UW SOD and Public Health. The study objective was to evaluate the curriculum effectiveness by assessing 1) Knowledge and Attitudes (survey), and 2) Didactic coursework (global trends, global goals, primary care, social determinants and risks, and ethics and sustainability). Methods: Eligibility included enrolled students with both pre-and post-assessments. Descriptive statistics were conducted to present demographic data. Significant changes on survey and didactic evaluations were analyzed with paired t-tests (p < 0.05). Findings: The population (N = 15) represented 88% of the class. All Knowledge categories had a significant increase (p < 0.05), except in the topic of tropical diseases. At baseline, Attitudes categories had high scores and did not significantly increase by the end of the course. Even though all Didactic categories improved, only Social Determinants and Risks showed a significant increase (p < 0.01). Conclusion: Competency-based global health learning can be implemented in the dental curriculum. While the study shows promising results, efforts to identify areas for improvement as well as considerations of the institution's culture need to be assessed and addressed for each teaching cycle.

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Section: Discussionsupporting

confidence: 61%

Integrating Global Health Within Dental Education: Inter-University Collaboration for Scaling Up a Pilot Curriculum

Seminario

Chen

Liu

et al. 2020

Annals of Global Health

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“…No major formal assessments of knowledge were conducted, although team-based learning did demonstrate improvement on assessments utilized in the course. Poirer et al described an interprofessional, online global health course with inclusion of team-based work organized across eight topic-oriented modules [ 9 ]. Significant changes were noted across most student-assessed knowledge perceptions before and after the course.…”

Section: Resultsmentioning

confidence: 99%

“…Significant changes were noted across most student-assessed knowledge perceptions before and after the course. No data regarding formal knowledge assessments were reported [ 9 ].…”

Section: Resultsmentioning

confidence: 99%

Development and Implementation of a Global Health Elective with a Drug Discovery Game for Pharmacy Students

et al. 2017

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Interest in global health education within the pharmacy curriculum has increased significantly in recent years. However, discussion of different models and methods to evaluate course structures are limited. The overall objective was to (1) describe the structure of our global health elective for pharmacy students, and (2) assess educational outcomes related to perceived/formal knowledge and attitudes associated with global health. Our elective was designed using a competency-centered approach to global health education, incorporating reflection, projects, service and game-learning. In addition to course assessments, a pre-post survey questionnaire assessing attitudes, knowledge perception, formalized knowledge and opinions was utilized. Overall, students demonstrated appropriate performance on course assessments, temporally improving throughout longitudinal projects. The survey demonstrated significant increases in knowledge perception as a result of the course; however, no change in formalized knowledge was evident through the survey assessment. Additionally, the incorporation of game-learning into the course was well received by students. Future iterations of the course will focus on utilization of different assessment methods to meet learning outcomes.

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“…Such engagements involve educational, practice, scholarly, service, and cultural experiences. [1][2][3][4][5][6][7][8][9][10][11][12][13] With more than 60% of the world's top 100 universities located in the United States, many international students and faculty members seek higher education and other training and professional opportunities in the United States first. 14,15 Also, many of these US universities have established global strategic plans and enhanced international recruitment efforts to sustain operations in an increasingly competitive environment.…”

Section: Introductionmentioning

confidence: 99%

An Introduction to Cultural Sensitivity and Global Pharmacy Engagement

Alsharif

Brennan

Abrons

et al. 2019

American Journal of Pharmaceutical Education

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Global engagement between schools and colleges of pharmacy in the United States and many regions of the world is increasing. For an enriching and fruitful interaction, sensitivity toward the cultural, ethical, educational, religious, historical, political, regulatory, and practice issues is critical. Lack of sensitivity may negatively impact engagement among students, professionals and other people from different regions of the world. In this special issue, eight papers will introduce general information about five regions of the world that have established and increased global engagements with institutions in the United States: Africa, the Arab world, Asia, the Caribbean, and Latin America. In addition, the special issue will include a paper with key information related to global engagement within the United States. For each paper, the specifics provided about the selected countries include: demographics, culture, climate, pharmacy education, and health care systems, as well as common stereotypes and misconceptions held by and about the people of the country. Further, recommendations for pharmacists and other health care professionals on culturally sensitive engagement will be emphasized. Finally, recommendations for culturally sensitive engagement when US schools are hosting students and faculty members from those regions will be summarized. The papers are based on literature reviews of databases from 2000 to 2018 and internet searches with specific keywords or terms, such as cultural sensitivity, global, pharmacy, stereotypes, and ethics. Additional keywords are identified in individual papers on specific regions. Authors for each paper consist of practitioners with experience in travelling to and hosting students and professionals from the regions; practitioners with local work experience, and professionals from each region. The special issue is intended to serve as a resource for US schools and colleges of pharmacy currently engaged in or considering future outreach opportunities in these regions, and for those seeking opportunities in the United States. The special issue will provide key information to facilitate culturally sensitive engagement in existing or future relationships.

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Interprofessional Online Global Health Course

Cited by 20 publications

References 11 publications

Integrating Global Health Within Dental Education: Inter-University Collaboration for Scaling Up a Pilot Curriculum

Integrating Global Health Within Dental Education: Inter-University Collaboration for Scaling Up a Pilot Curriculum

Development and Implementation of a Global Health Elective with a Drug Discovery Game for Pharmacy Students

An Introduction to Cultural Sensitivity and Global Pharmacy Engagement

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