Reassessing Global Health Education in the Age of COVID-19

Galvin, Shannon; Neubauer, Leah C.; Leonard, William R.; Doobay-Persaud, Ashti

doi:10.1097/acm.0000000000003879

Cited by 4 publications

(7 citation statements)

References 5 publications

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“…In some cases, funding was carried over to the next fiscal year, suggesting that institutions may have predicted the pandemic to end sooner than it has. Such diversion of global health travel funds aligned with other published reports in which travel funds were diverted towards improving longitudinal global health programs and reduced global health travel was substantiated as a reduction in carbon footprints in the interests of planetary health [21].…”

Section: Discussionsupporting

confidence: 57%

“…Overall, it was unsurprising that the impact of the pandemic was more pronounced in the domain of field research than on education given the reliance of global health field research on international travel. Other studies have similarly reported on the, mostly negative, impacts the pandemic placed on global health education and research [15,21].…”

Section: Acknowledgementsmentioning

confidence: 97%

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COVID-19 Pandemic Impact on Academic Global Health Programs: Results of a Large International Survey

Rose

Rabin

Samaan

et al. 2022

Annals of Global Health

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Background:The COVID-19 pandemic caused significant disruptions in international communications and travel for academic global health programs (AGHPs) in both highincome countries (HICs) and low-and middle-income countries (LMICs). Given the importance of international travel and communication to AGHPs, the pandemic has likely had considerable impact on the education, research, and administrative components of these programs. To date, no substantive study has determined the impacts of the COVID-19 pandemic on AGHPs in HICs and LMICs. This study assessed the impacts and resultant adaptations of AGHPs to pandemic realities with the goal of sharing strategies and approaches.Methods: This study applied a mixed methods sequential explanatory design to survey AGHPs in HICs and LMICs about the impacts of the COVID-19 pandemic on three program domains: education, research, and administration. First, we surveyed a range of AGHP stakeholders to capture quantitative data on the pandemic's impact. Subsequently we conducted semi-structured interviews with select survey participants to gather qualitative data expanding on specific survey responses. Data from both phases were then compared and interpreted together to develop conclusions and suggest adaptive/ innovative approaches for AGHPs.Results: AGHPs in both HICs and LMICs were significantly impacted by the pandemic in all three domains, though in different ways. While education initiatives managed *Author affiliations can be found in the back matter of this article 2 Rose et al.

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Section: Discussionsupporting

confidence: 57%

Section: Acknowledgementsmentioning

confidence: 97%

COVID-19 Pandemic Impact on Academic Global Health Programs: Results of a Large International Survey

Rose

Rabin

Samaan

et al. 2022

Annals of Global Health

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“…The examples of community-engaged scholarship outlined here can (and should) apply to scholarship beyond GHE programs. We recognize that there are many new ways forward in redefining global health education through the lens of decolonizing global health and believe that community-engaged scholarship is a crucial component [ 13 – 15 ].…”

Section: Discussionmentioning

confidence: 99%

Scholarly Products for the Global Health Trainee: a Guide for Educators

2022

Self Cite

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There is consistent interest from medical trainees in high-income countries in academic global health education (GHE) programs. Academic scholarship in global health has traditionally been linked to longer-term programs. However, most programs for medical trainees offer short-term experiences in global health (STEGH). These experiences are typically brief and clinical, and present logistical and ethical challenges for producing scholarship. Given challenges inherent in global health medical education, educators should cultivate ethically sound scholarship prioritizing power, privilege, and decision-making within local communities. Utilizing the framework of community-engaged scholarship, GHE ethics guidelines and examples we present suggestions to guide scholarship in GHE.

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“… 4 7 15 Border closures, quarantine requirements and sporadic emergency evacuations also significantly affected, and at times hindered, movement of trainees around the globe. 2 4 The COVID-19 pandemic thus unveils already stark health inequities and challenges in the USA and worldwide, while also threatening already fragile attempts to address these inequities in global health education.…”

Section: Introductionmentioning

confidence: 99%

“…The COVID-19 pandemic disrupted most aspects of life worldwide, including healthcare delivery, education, employment and travel 1 2. Marginalised communities, in both high-income countries (HICs) and low/middle-income countries (LMICs), have been disproportionately impacted as they have simultaneously endured worsening inequities in accessing already fragile healthcare systems, as well as water, food and economic security 3 4.…”

Section: Introductionmentioning

confidence: 99%

Case studies in adaptation: centring equity in global health education during the COVID-19 pandemic and beyond

Pancheshnikov

Cuneo²,

Matias

et al. 2023

BMJ Glob Health

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The COVID-19 pandemic disrupted all aspects of life globally and laid bare the pervasive inequities in access to education, employment, healthcare and economic security in both high-resource and low-resource settings. The global health field’s brittle attempts of addressing global health inequities, through efforts that in some cases have evoked the colonialist forces implicated in shaping these disparities, have been further challenged by the pandemic. COVID-19 has forced global health leaders to reimagine their field through innovation such as shifting the application of global health to a local focus, collaborating with community organisations and exploring virtual education technologies. We present four case studies illustrating this promising movement towards a more sustainable, ethical and equitable model of global health education practice.Case 1: trainees from the Massachusetts General Hospital Center for Global Health partnered with the Board of Health of Holyoke, a majority Latinx city with high poverty levels, to respond to the COVID-19 pandemic through research and intervention. Case 2: Prevencasa, a community health organisation in Tijuana, Mexico, providing healthcare to local underserved communities, shifted its focus from hosting international trainees to developing a multidisciplinary training programme for Mexican healthcare professionals. Case 3: the Johns Hopkins Global Health Leadership Program adapted its curriculum into a hybrid online and in-person migrant health and human rights elective, collaborating with local organisations. Case 4: a US-based and a Latin American-based organisation collaborated to create a longitudinal, virtual urogynaecology training programme with hybrid simulation practice to increase accessibility of procedural-based training.

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Reassessing Global Health Education in the Age of COVID-19

Cited by 4 publications

References 5 publications

COVID-19 Pandemic Impact on Academic Global Health Programs: Results of a Large International Survey

COVID-19 Pandemic Impact on Academic Global Health Programs: Results of a Large International Survey

Scholarly Products for the Global Health Trainee: a Guide for Educators

Case studies in adaptation: centring equity in global health education during the COVID-19 pandemic and beyond

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