Percentage of faculty and students reporting teaching on different global health learning outcomes in the compulsory medical curriculum, 2014–2015
| Global health theme | Global health learning outcome | Faculty n=29 n (%) | Student n=15 n (%) | Faculty n=29 n (%) | Student n=15 n (%) | Faculty n=29 n (%) | Student n=15 n (%) |
| Covered | Not covered | Unsure | |||||
| Global burden of disease | Discuss communicable and non-communicable disease at the global level. | 25 (86) | 13 (87) | 2 (7) | 1 (7) | 2 (7) | 1 (7) |
| Discuss the impact of international travel and migration on the diseases seen in the UK. | 20 (69) | 12 (80) | 5 (17) | 2 (13) | 4 (14) | 1 (7) | |
| Discuss the causes and control of global epidemics. | 21 (72) | 9 (60) | 6 (21) | 3 (20) | 2 (7) | 3 (20) | |
| Socioeconomic and environmental determinants of health | Demonstrate awareness of the non-clinical determinants of health, including social, political, economic, environmental, and gender disparities. | 26 (90) | 15 (100) | 1 (3) | 0 (0) | 2 (7) | 0 (0) |
| Examine how health can be distributed unequally within and between populations in relation to socially defined measures. | 25 (86) | 14 (93) | 2 (7) | 0 (0) | 2 (7) | 1 (7) | |
| Describe how the environment and health interact at the global level. | 17 (59) | 10 (67) | 8 (28) | 2 (13) | 4 (14) | 3 (20) | |
| Health systems | Discuss the essential components of a health system, using the WHO model. | 11 (38) | 9 (60) | 13 (45) | 5 (33) | 5 (17) | 1 (7) |
| Recognise that health systems are structured and function differently across the globe. | 20 (71) | 10 (67) | 7 (25) | 4 (27) | 1 (4) | 1 (7) | |
| Recognise that the NHS has an international workforce and explain the impact of this within the UK and overseas. | 11 (38) | 5 (33) | 13 (45) | 4 (27) | 5 (17) | 6 (40) | |
| Examine the causes and scale of inequalities in health workforce distribution. | 10 (34) | 6 (40) | 12 (41) | 3 (20) | 7 (24) | 6 (40) | |
| Global health governance | Demonstrate awareness of the complexity of global health governance, including the roles of international organisations, the commercial sector and civil society. | 7 (25) | 4 (27) | 15 (54) | 8 (53) | 6 (21) | 3 (20) |
| Discuss the role of WHO as the international representative body of national governments for health. | 10 (36) | 8 (53) | 13 (46) | 4 (27) | 5 (18) | 3 (20) | |
| Discuss how health-related research is conducted and governed globally. | 7 (25) | 5 (33) | 13 (46) | 7 (47) | 8 (29) | 3 (20) | |
| Human rights and ethics | Respect the rights and equal value of all people without discrimination and provide compassionate care for all. | 27 (93) | 14 (93) | 2 (7) | 1 (7) | 0 (0) | 0 (0) |
| Examine how international legal frameworks impact on healthcare delivery in the UK. | 12 (41) | 9 (60) | 8 (28) | 4 (27) | 9 (31) | 2 (13) | |
| Discuss and critique the concept of a right to health. | 13 (48) | 14 (93) | 9 (33) | 1 (7) | 5 (19) | 0 (0) | |
| Describe the particular health needs of vulnerable groups and migrants. | 23 (79) | 10 (67) | 4 (14) | 2 (13) | 2 (7) | 3 (20) | |
| Discuss the role of doctors as advocates for their patients, including the importance of prioritising health needs over other concerns and adhering to codes of professional conduct. | 25 (86) | 14 (93) | 1 (3) | 1 (7) | 3 (10) | 0 (0) | |
| Cultural diversity and health | Demonstrate understanding that culture is important and may influence behaviour, while acknowledging the dangers of assuming that those from a particular social group will behave in a certain way. | 24 (83) | 13 (87) | 3 (10) | 1 (7) | 2 (7) | 1 (7) |
| Communicate effectively with people from different ethnic, religious, and social backgrounds, where necessary using external help. | 25 (86) | 13 (87) | 2 (7) | 2 (13) | 2 (7) | 0 (0) | |
| Work effectively with colleagues from different ethnic, religious, and social backgrounds. | 22 (79) | 12 (80) | 3 (11) | 2 (13) | 3 (11) | 1 (7) | |
| Other global health core competencies | Humanism | 5 (20) | 7 (47) | 10 (40) | 5 (33) | 10 (40) | 3 (20) |
| Taking adequate patient histories and physical examinations in resource poor settings. | 7 (26) | 6 (40) | 12 (44) | 7 (47) | 8 (30) | 2 (13) | |
| Cost-consciousness; using physical diagnosis without high technological support. | 8 (30) | 8 (53) | 12 (44) | 4 (27) | 7 (26) | 3 (20) | |
| Globalisation and health. | 18 (64) | 11 (73) | 8 (29) | 3 (20) | 2 (7) | 1 (7) | |
| International elective and exchange opportunities. | 25 (86) | 12 (80) | 2 (7) | 3 (20) | 2 (7) | 0 (0) | |
| International health and development. | 17 (61) | 7 (50) | 8 (29) | 3 (21) | 3 (11) | 4 (29) | |
| Analytic skills (skills in epidemiology and in monitoring and evaluation). | 23 (85) | 14 (93) | 2 (7) | 1 (7) | 2 (7) | 0 (0) | |
| Management and leadership skills. | 17 (63) | 11 (73) | 5 (19) | 3 (20) | 5 (19) | 1 (7) | |
| Policy analysis and development skills. | 4 (15) | 5 (33) | 11 (42) | 8 (53) | 11 (42) | 2 (13) | |
NHS, National Health Service.