Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned

Abstract

Objectives: This paper aims to depict unique perspectives and to compare and contrast three leadership programs for global health in order to enable other training institutions to design impactful curricula. Methods:We purposively selected three global health training programs. We used a six-step curriculum development framework to systematically compare the curriculum process across programs and to identify best practices and factors contributing to the impact of each of these programs.Findings: All three fellowship programs undertook an intentional and in-depth approach to curriculum development. Each identified competencies related to leadership and technical skills. Each defined goals, though the goals differed to align with the desired impact of the program, ranging from improving the impact of HIV programming, supporting stronger global health program implementation, and supporting the next generation of global health leaders. All programs implemented the curriculum through an onboarding phase, a delivery of core content in different formats, and a wrap-up or endline phase. During implementation, each program also utilized networking and mentoring to enhance connections and to support application of learning in work roles. Programs faced overlapping challenges and opportunities including funding, strengthening partnerships, and finding ways to engage and support alumni. Conclusions:Local ownership of programs is critical, including tailoring curricula to the needs of specific contexts. Strong partnerships and resources are needed to ensure program sustainability and impact.

Dying to retire or living to work

“…Formally training nurses on new technology before its implementation can reduce technology stress among aging nurses. 50 Frequent IT support rounding on units to assist with software updates, along with reverse mentoring between younger nurses who may have more confidence with advancing technology, can aid older nurses in the transition and integration of new technologies. 32,33 Participation in innovation and research opportunities may benefit aging nurses to overcome technology challenges.…”

Development, Implementation, and Evaluation of a New Course on Essential Skills for Women’s Leadership in Global Health

“…Existing leadership programs in global health focus broadly on the many competencies needed to succeed in global health, from “essential skills” to “technical skills [ 18 19 ].” This course recognizes that opportunities for gaining content expertise and technical skills are more widely available (i.e., through degree programs and online training) than leadership training [ 20 ]. Long-term global health fellowship programs that incorporate leadership components (i.e., Fogarty Fellowships, Global Health Corps, Sustaining Technical and Analytic Resources [STAR], and Afya Bora) can also require long time commitments and may be less widely accessible for individuals in various stages of their careers.…”

“…Existing leadership programs in global health focus broadly on the many competencies needed to succeed in global health, from "essential skills" to "technical skills [18,19]." This course recognizes that opportunities for gaining content expertise and technical skills are more widely available (i.e., through degree programs and online training) than leadership training [20].…”

The reshaping of curriculum transformation to address the 21st-century skill sets and employment prospects during the Fourth Industrial Revolution era: A case of the South Africa TVET colleges

“…TVETs prepare students for the present and future needs of the industry and country through the curriculum (Fantaye and Hawassa 2019). Schleiff et al (2021) define a curriculum as lessons or content taught to students in a specific programme and can be leaner, problem or subject centred. Wedekind and Mutereko (2016) also define curriculum as the medium in which knowledge is translated, selected and transferred between lecturers and students and also represents the educational intentions of an academic institution and the student's lived experience.…”

“…Wedekind and Mutereko (2016) also define curriculum as the medium in which knowledge is translated, selected and transferred between lecturers and students and also represents the educational intentions of an academic institution and the student's lived experience. A curriculum that follows a learner-centred approach focusses on what students need to learn to be successful post-graduation (Schleiff et al 2021). In other words, TVET colleges must be responsive to the needs of society in providing graduates who are ready to address the needs of society (Ogude, Nel, and Oosthuizen 2005).…”