A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting

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Abstract

This article describes a model employed by the Academic Collaborative to Support Medical Education in Liberia to augment medical education in a postconflict setting where the health and educational structures and funding are very limited. We effectively utilized a cohort of visiting US pediatric faculty and trainees for short-term but recurrent clinical work and teaching. This model allows US academic medical centers, especially those with smaller residency programs, to provide global health experiences for faculty and trainees while contributing to the strengthening of medical education in the host country. Those involved can work toward a goal of sustainable training with a strengthened host country specialty education system. Partnerships such as ours evolve over time and succeed by meeting the needs of the host country, even during unanticipated challenges, such as the Ebola virus outbreak in West Africa.

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Ethics and Best Practice Guidelines for Training Experiences in Global Health

John Crump, Jeremy Sugarman (2010)

Academic global health programs are growing rapidly in scale and number. Students of many disciplines increasingly desire global health content in their curricula. Global health curricula often include field experiences that involve crossing international and socio-cultural borders. Although global health training experiences offer potential benefits to trainees and to sending institutions, these experiences are sometimes problematic and raise ethical challenges. The Working Group on Ethics Guidelines for Global Health Training (WEIGHT) developed a set of guidelines for institutions, trainees, and sponsors of field-based global health training on ethics and best practices in this setting. Because only limited data have been collected within the context of existing global health training, the guidelines were informed by the published literature and the experience of WEIGHT members. The Working Group on Ethics Guidelines for Global Health Training encourages efforts to develop and implement a means of assessing the potential benefits and harms of global health training programs.

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Medical schools in sub-Saharan Africa.

Marian Jacobs, Joseph C Kolars, Fitzhugh Mullan … (2011)

Small numbers of graduates from few medical schools, and emigration of graduates to other countries, contribute to low physician presence in sub-Saharan Africa. The Sub-Saharan African Medical School Study examined the challenges, innovations, and emerging trends in medical education in the region. We identified 168 medical schools; of the 146 surveyed, 105 (72%) responded. Findings from the study showed that countries are prioritising medical education scale-up as part of health-system strengthening, and we identified many innovations in premedical preparation, team-based education, and creative use of scarce research support. The study also drew attention to ubiquitous faculty shortages in basic and clinical sciences, weak physical infrastructure, and little use of external accreditation. Patterns recorded include the growth of private medical schools, community-based education, and international partnerships, and the benefit of research for faculty development. Ten recommendations provide guidance for efforts to strengthen medical education in sub-Saharan Africa. Copyright © 2011 Elsevier Ltd. All rights reserved.

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Responding to the HIV pandemic: the power of an academic medical partnership.

R Einterz, J Mamlin, Máire Quigley … (2007)

Partnerships between academic medical center (AMCs) in North America and the developing world are uniquely capable of fulfilling the tripartite needs of care, training, and research required to address health care crises in the developing world. Moreover, the institutional resources and credibility of AMCs can provide the foundation to build systems of care with long-term sustainability, even in resource-poor settings. The authors describe a partnership between Indiana University School of Medicine and Moi University and Moi Teaching and Referral Hospital in Kenya that demonstrates the power of an academic medical partnership in its response to the HIV/AIDS pandemic in sub-Saharan Africa. Through the Academic Model for the Prevention and Treatment of HIV/AIDS, the partnership currently treats over 40,000 HIV-positive patients at 19 urban and rural sites in western Kenya, now enrolls nearly 2,000 new HIV positive patients every month, feeds up to 30,000 people weekly, enables economic security, fosters HIV prevention, tests more than 25,000 pregnant women annually for HIV, engages communities, and is developing a robust electronic information system. The partnership evolved from a program of limited size and a focus on general internal medicine into one of the largest and most comprehensive HIV/AIDS-control systems in sub-Saharan Africa. The partnership's rapid increase in scale, combined with the comprehensive and long-term approach to the region's health care needs, provides a twinning model that can and should be replicated to address the shameful fact that millions are dying of preventable and treatable diseases in the developing world.

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Author and article information

Journal

Journal ID (nlm-ta): Glob Pediatr Health

Journal ID (iso-abbrev): Glob Pediatr Health

Journal ID (publisher-id): GPH

Journal ID (hwp): spgph

Title: Global Pediatric Health

Publisher: SAGE Publications (Sage CA: Los Angeles, CA )

ISSN (Electronic): 2333-794X

Publication date (Electronic): 16 December 2014

Publication date Collection: 2014

Volume: 1

Electronic Location Identifier: 2333794X14563383

Affiliations

[1 ]University of Massachusetts Medical School, Worcester, MA, USA

[2 ]University of Liberia Dogliotti School of Medicine, Monrovia, Liberia

[3 ]Boston Children’s Hospital and Harvard Medical School, Boston, MA, USA

[4 ]SUNY Upstate Medical University, Syracuse, NY, USA

[5 ]Baystate Medical Center, Springfield, MA, USA

[6 ]University of Washington School of Medicine, Seattle, WA, USA

Author notes

[*]Patricia McQuilken, UMass Memorial Medical Center, University Campus, 55 Lake Avenue North, Worcester, MA 01655, USA. Email: Patricia.McQuilkin@ 123456umassmemorial.org

Article

Publisher ID: 10.1177_2333794X14563383

DOI: 10.1177/2333794X14563383

PMC ID: 4804687

PubMed ID: 27335926

SO-VID: 50b97d4d-c6f2-44db-ab31-abac2d207ffa

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This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License ( http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ( http://www.uk.sagepub.com/aboutus/openaccess.htm).

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edited-state corrected-proof

cover-date January-December 2014

Keywords: international educational exchange,developing countries,graduate medical education,delivery of health care

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Keywords: international educational exchange, developing countries, graduate medical education, delivery of health care

A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting

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SDG 1: No Poverty

Most cited references 8

Ethics and Best Practice Guidelines for Training Experiences in Global Health

Medical schools in sub-Saharan Africa.

Responding to the HIV pandemic: the power of an academic medical partnership.

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