Prioritization and Resource Allocation in Academic Global Health Partnerships

Kulesa, John; Chua, Ian; Ferrer, Kathy; Kind, Terry; Kern, Jeremy

doi:10.1016/j.acap.2022.10.012

Cited by 3 publications

(1 citation statement)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The need for reducing disparities and inequities in health and access at local and global scales is relevant to the concept of decolonization. For example, this need directs us to reflect on who holds power in funding allocation, for prioritizing research topics, and in building research capacity [ 7 8 ].…”

Section: Introductionmentioning

confidence: 99%

Decolonizing Global Health Research: Perspectives from US and International Global Health Trainees

DeCamp¹,

Matandika²,

Chinula³

et al. 2023

Annals of Global Health

View full text Add to dashboard Cite

Background: "Decolonizing global health" (DGH) may help global health trainees understand and remediate the effects of historical colonialism on global health, but little is known regarding how trainees perceive DGH. Understanding their perspectives is critical for designing educational interventions tailored to their needs.Objectives: To understand how trainees perceive DGH research and to determine if perspectives differ between trainees from high-(HICs) versus low-and middle-income countries (LMICs).Methods: An online survey of all 2017-2022 pre-doctoral and post-doctoral trainees (n = 111) and mentors (n = 91) within a multi-university program that supports US and international investigators in one-year mentored global health research. The survey evaluated individuals' self-reported knowledge and attitudes toward DGH and their perceptions of historical colonialism's impact on eight aspects of global health. Findings:The response rate to trainee surveys was 56%. Trainees from LMICs were less aware of the concept of DGH; 5/25 (20%) had never heard of DGH and 16/25 (64%) reported that they "know a little," whereas all HIC trainees had heard of DGH and 29/36 (81%) reported that they "know a little" (p = 0.019). For three aspects of global health (i.e., which research questions get asked; development of collaborative relationships; and data/statistical analyses), trainees from LMICs were more likely to report positive effects of colonialism. However, in open-ended responses, no thematic differences existed between how LMIC and HIC trainees defined DGH (i.e., actively eliminating power imbalances; prioritizing local needs; promoting local leadership; providing equitable opportunities; and ensuring programs are culturally appropriate).

show abstract

Section: Introductionmentioning

confidence: 99%

Decolonizing Global Health Research: Perspectives from US and International Global Health Trainees

DeCamp¹,

Matandika²,

Chinula³

et al. 2023

Annals of Global Health

View full text Add to dashboard Cite

show abstract

Reflective questioning to guide socially just global health reform: a narrative review and expert elicitation

Lebu,

Musoka,

Graham

2024

Int J Equity Health

View full text Add to dashboard Cite

Recent research has highlighted the impacts of colonialism and racism in global health, yet few studies have presented concrete steps toward addressing the problems. We conducted a narrative review to identify published evidence that documented guiding frameworks for enhancing equity and inclusion in global health research and practice (GHRP). Based on this narrative review, we developed a questionnaire with a series of reflection questions related on commonly reported challenges related to diversity, inclusion, equity, and power imbalances. To reach consensus on a set of priority questions relevant to each theme, the questionnaire was sent to a sample of 18 global health experts virtually and two rounds of iterations were conducted. Results identified eight thematic areas and 19 reflective questions that can assist global health researchers and practitioners striving to implement socially just global health reforms. Key elements identified for improving GHRP include: (1) aiming to understand the historical context and power dynamics within the areas touched by the program; (2) promoting and mobilizing local stakeholders and leadership and ensuring measures for their participation in decision-making; (3) ensuring that knowledge products are co-produced and more equitably accessible; (4) establishing a more holistic feedback and accountability system to understand needed reforms based on local perspectives; and (5) applying systems thinking to addressing challenges and encouraging approaches that can be sustained long-term. GHRP professionals should reflect more deeply on how their goals align with those of their in-country collaborators. The consistent application of reflective processes has the potential to shift GHRP towards increased equity.

show abstract

Sustainable Resource Allocation in Higher Education

Singha,

Thomas

et al. 2023

Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development

View full text Add to dashboard Cite

Higher education is crucial in moulding individuals and societies for a better future. This chapter examines vital aspects such as resource allocation, faculty development, student support, research and innovation, mental health, STEM education, attitude formation, and quality assurance. Effective administration requires sustainable resource allocation and faculty development to enhance instruction quality. Incorporating technology and mindfulness enrich students' experiences. Mental health support is vital for student well-being. Emphasizing STEM, life skills, and a positive mindset equips students for an evolving job market. Quality assurance ensures consistent education. Resolving these challenges allows higher education institutions to shape the future positively.

show abstract

Prioritization and Resource Allocation in Academic Global Health Partnerships

Cited by 3 publications

References 26 publications

Decolonizing Global Health Research: Perspectives from US and International Global Health Trainees

Decolonizing Global Health Research: Perspectives from US and International Global Health Trainees

Reflective questioning to guide socially just global health reform: a narrative review and expert elicitation

Sustainable Resource Allocation in Higher Education

Contact Info

Product

Resources

About