Author year | Educational approach | Description | Institutions involved | Results of evaluation |
Evert 201551 | Global health experience | Child Family Health International (CHFI) Global Health Education Programmes Principles of learning: non-maleficence, respect for persons, cultural humility and social justice. Delivery: 2 to 16 week global health education programmes for individual students and university partners predominantly from the Global North. CHFI places learners in clinical, public health and NGO settings in LMICs. Interaction with host community and partners: Offers social entrepreneurship opportunities (hosts to create and administer educational programmes), honoraria for local preceptors, compensation for homestay families, remuneration of community members for programme coordination and leadership and opportunities for professional development and CHPs. Claims to use an Asset-Based Community Development approach. | Child Family Health International |
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Ferrel et al 202052 | Curriculum or course | Social Medicine Immersion Month; Residency Programme in Social Medicine at Montefiore Topics:
Delivery: 27, 1 to 2 hour sessions delivered over 3 weeks (lectures, panel discussions, workshops, reflection sessions, optional after-hours off-site activities). Facilitators who were engaged in the community were sought out. | Residency Programme in Social Medicine at Montefiore |
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Finnegan et al 201742 | Global health experience | SocMed and Equal Health Social Medicine Course Topics (from website http://www.equalhealth.org/socialmedicine-2021, not article): Part 1—Social Determinants of Health: Accounting for Local and Global Contexts Part 2—Health Interventions: paradigms of Charity, Development and Social Justice Part 3—Core Issues in Social Medicine: Primary Healthcare, Community Health Workers, Health and Human Rights and Health Financing Part 4—Making Social Medicine Visible: Writing, Narrative Medicine, Deep Listening, Photography and Community Organising and Leadership Delivery: 3 to 4 week courses in Uganda, Haiti and the USA for medical, nursing and other health professions students from host country and other countries. Instruction through community visits, film, group work, theatre of the oppressed and small-group and large-group discussion. Teaching philosophy focused on facilitating the cocreation of knowledge with participants, developing critical self-awareness and developing equitable partnerships. | SocMed and EqualHealth | Participants identified the following challenges:
Lessons Learnt:
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Hutchins et al 201453 | Global health experience | University of Wisconsin–Madison Global Health Institute Field School for the Study of Language, Culture and Community Health Pilot Programme Preparatory course curriculum: Spanish language, region-specific topics, community engagement principles In-country curriculum: Language classes; anthropology seminars informed by medical anthropology, medical geography and applied anthropology (study, discussion, field observations and community visits); CBPR-informed community engagement activities and service-learning projects supervised by UW faculty and collaborating HCPs (eg, distributing antiparasitic medications, leading health workshops). Delivery: Semester long preparatory course involving didactic lectures. Spring orientation with course director; 5 week placement in Ecuador (students placed with homestays). | University of Wisconsin–Madison Field School for the Study of Language, Culture and Community Health. | Lessons Learnt:
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Neff et al 202055 | Curriculum or course | Structural Competency Curriculum for Medical Students, Residents and Interprofessional Teams Learning objectives:
Delivery: 3, 1 hour modules led by a facilitator in a classroom environment. Modules 1 and 2: cases, discussion, arrow diagrams, didactics with definitions of terms to provide trainees with shared frameworks and vocabulary. Module 3: Examples of responses to harmful social structures, brainstorming exercise designed to inspire action at various scales among participants. All modules: ‘Reflective segments to encourage trainees to apply the learning to their own experience thus far and to their intentions moving forward’. | University of California San Francisco |
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Sbaiti 202159 | Curriculum or course | Virtual Roundtable for Collaborative Education Design (ViRCoED) model of curriculum design Process: Educators elect stakeholders/partners to work with. Educators conduct roundtables with workgroups and define team objectives (and operations limits). Goals of programme: ‘Model attempts towards reflexivity and better inclusivity in their own work, thus contributing to students’ meta-learning’. | Imperial College London |
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Willott et al 201956 | Predeparture course; global health experience | Dundee online preparation modules for global health electives (required for all students) Topics: Module 1: Planning your elective (aims; factors influencing destination and specialty choices; concept of medical tourism; attitude; potential language, cultural and ethical issues) Module 2: Knowing your environment (introduces global health issues) Module 3: Thinking about risk (explores risks under seven themes: communication, personal health, clinical risks, accommodation, travel and leisure, people and culture and regional factors) Module 4: Elective ethics (using case examples explores the impact of language barriers; working within competency; impact of limited resources; decision-making in different cultures and consent) Goals of programme: ‘Optimise student learning, including developing a strong sense of global citizenship and promoting a more considered and fairer “trade” in electives, where host sites benefit’. Delivery: 6 week elective in the fifth year of undergraduate medical education focused on longitudinal engagement with existing partner sites. Students fundraise for the benefit of the host. Interaction with host community and partners: MOU developed with host sites. | University of Dundee, UK LMIC partners in Zambia and Malawi | Programme outcomes:
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Willott et al 201956 | Global health experience | Ben-Gurion University of the Negev, Beer-sheva, Israel Medical School for International Health (MSIH) Predeparture orientation Curriculum: Health, safety, cross-cultural clinical care, 2 day intensive simulation programme with actors. Delivery: Predeparture orientation in third year. Global health experience Curriculum: Not reported. Delivery: 8 week global health experience for capstone experience in fourth year of undergraduate medical education; required for all students. Relationship with partners: Students from host countries receive scholarships to do clinical rotations at MSIH for 12 weeks. LMIC partners compensated for costs associated with student placement. | Medical School for International Health, Israel (MSIH) LMIC partners in Ghana, Ethiopia, India (three sites), Nepal, Sri Lanka, Mexico and Peru |
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Wu 202158 | Curriculum or course | Short-term structured international online programming Learning objectives:
Delivery: 8 week online programme with international peer networking and exchanges. Weekly small group and large group online meetings; sessions facilitated by student leaders. | Columbia University, King’s College London, Kyoto University, Ludwig Maximilians University, Martin Luther University, McGill University, Medical University of Vienna, National Taiwan University, Tokyo Women’s Medical University, University of Cambridge, University of Copenhagen, University of Paris |
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Zaidi et al 201757 | Instructional approach | Online educator discussion Topics: Training to introduce and handle sensitive cultural topics, particularly if educators were to facilitate such discussions, including when and how to pose clarifying questions to deepen the dialogue and how to navigate crucial/sensitive conversations. Issues related to cross-cultural competence being embedded within the curriculum rather than being addressed out of context. Delivery: Online discussion facilitated by three educators in an international health professions educator fellowship programme. Four scenarios were developed to facilitate cross-cultural conversations. | Foundation for the Advancement of International Medical Education & Research (FAIMER); Maastricht University’s School of Health Science Education (SHE) |
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CBPR, community-based participatory research; HCP, healthcare providers; MOU, memorandum of understanding; NGO, non-governmental organisation; UW, University of Wisconsin.