William Cherniak1, Emily Latham2, Barbara Astle3, Geoffrey Anguyo4, Tessa Beaunoir5, Joel Buenaventura6, Matthew DeCamp7, Karla Diaz8, Quentin Eichbaum9, Marius Hedimbi10, Cat Myser11, Charles Nwobu12, Katherine Standish13, Jessica Evert14. 1. Bridge to Health Medical and Dental and University of Toronto, Department of Family and Community Medicine, Division of Emergency Medicine at the Markham-Stouffville Hospital, Toronto, Ontario, Canada. Electronic address: w.cherniak@mail.utoronto.ca. 2. University of Wisconsin, Madison, WI. 3. Trinity Western University, Langley, British Columbia, Canada. 4. Kigezi Healthcare Foundation/Mbarara University of Science and Technology, Mbarara, Uganda. 5. Blue Roof Life Space, Durban, South Africa. 6. Child Family Health International, Quezon, Philippines. 7. Johns Hopkins University, Baltimore, MD. 8. Universidad San Francisco de Quito, Quito, Ecuador. 9. Vanderbilt University and Consortium of New Sub-Saharan Medical Schools, Nashville, TN. 10. University of Namibia, and Consortium of New Sub-Saharan Medical Schools, Windhoek, Namibia. 11. Rosalind Franklin University of Medicine and Science, North Chicago, IL. 12. Child Family Health International, Accra, Ghana. 13. Yale University, New Haven, CT. 14. Child Family Health International/University of California, San Francisco, CA.
Abstract
BACKGROUND: Current competencies in global health education largely reflect perspectives from high-income countries (HICs). Consequently, there has been underrepresentation of the voices and perspectives of partners in low- and middle-income countries (LMICs) who supervise and mentor trainees engaged in short-term experiences in global health (STEGH). OBJECTIVE: The objective of this study was to better understand the competencies and learning objectives that are considered a priority from the perspective of partners in LMICs. METHODS: A review of current interprofessional global health competencies was performed to design a web-based survey instrument in English and Spanish. Survey data were collected from a global convenience sample. Data underwent descriptive statistical analysis and logistic regression. FINDINGS: The survey was completed by 170 individuals; 132 in English and 38 in Spanish. More than 85% of respondents rated cultural awareness and respectful conduct while on a STEGH as important. None of the respondents said trainees arrive as independent practitioners to fill health care gaps. Of 109 respondents, 65 (60%) reported that trainees gaining fluency in the local language was not important. CONCLUSIONS: This study found different levels of agreement between partners across economic regions of the world when compared with existing global health competencies. By gaining insight into host partners' perceptions of desired competencies, global health education programs in LMICs can be more collaboratively and ethically designed to meet the priorities, needs, and expectations of those stakeholders. This study begins to shift the paradigm of global health education program design by encouraging North-South/East-West shared agenda setting, mutual respect, empowerment, and true collaboration.
BACKGROUND: Current competencies in global health education largely reflect perspectives from high-income countries (HICs). Consequently, there has been underrepresentation of the voices and perspectives of partners in low- and middle-income countries (LMICs) who supervise and mentor trainees engaged in short-term experiences in global health (STEGH). OBJECTIVE: The objective of this study was to better understand the competencies and learning objectives that are considered a priority from the perspective of partners in LMICs. METHODS: A review of current interprofessional global health competencies was performed to design a web-based survey instrument in English and Spanish. Survey data were collected from a global convenience sample. Data underwent descriptive statistical analysis and logistic regression. FINDINGS: The survey was completed by 170 individuals; 132 in English and 38 in Spanish. More than 85% of respondents rated cultural awareness and respectful conduct while on a STEGH as important. None of the respondents said trainees arrive as independent practitioners to fill health care gaps. Of 109 respondents, 65 (60%) reported that trainees gaining fluency in the local language was not important. CONCLUSIONS: This study found different levels of agreement between partners across economic regions of the world when compared with existing global health competencies. By gaining insight into host partners' perceptions of desired competencies, global health education programs in LMICs can be more collaboratively and ethically designed to meet the priorities, needs, and expectations of those stakeholders. This study begins to shift the paradigm of global health education program design by encouraging North-South/East-West shared agenda setting, mutual respect, empowerment, and true collaboration.
Authors: Mellissa Withers; Hsien-Ho Lin; Terry Schmidt; John Paul Caesar Robles Delos Trinos; Shubha Kumar Journal: Ann Glob Health Date: 2019-03-26 Impact factor: 2.462
Authors: Divyanshi Jalan; Helene Morakis; Neil Arya; Yassen Tcholakov; Jennifer Carpenter; William Cherniak Journal: Fam Med Community Health Date: 2020-03-15
Authors: Efua Esaaba Mantey; Daniel Doh; Judith N Lasker; Sirry Alang; Peter Donkor; Myron Aldrink Journal: Global Health Date: 2021-09-25 Impact factor: 4.185