7
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      An Online Ethics Curriculum for Short-Term Global Health Experiences: Evaluating a Decade of Use

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Background:

          Medical students and early career healthcare professionals commonly participate in short-term experiences in global health (STEGH).

          Objective:

          The authors evaluate the use of a free-to-access, case-based online curriculum addressing ethical issues trainees should consider prior to engaging in STEGH.

          Methods:

          Demographic data and feedback on specific cases were collected from 5,226 respondents accessing the online curriculum between November 1, 2011 and October 31, 2021. Feedback on the curriculum included 5-point Likert scale and open-ended responses. Quantitative data were analyzed using standard descriptive statistics. Qualitative data were independently dual coded and analyzed thematically in NVivo.

          Findings:

          The curriculum reached respondents from 106 countries. Undergraduate (36%) and graduate (38%) respondents included those from several different professional specialties. Less than a quarter of all of respondents, less than half with previous global health experience, and one-third with planned future global health experiences had received prior global health ethics training. Overall, the curriculum was highly rated; respondents felt it provided necessary tools to improve their thought processes, confidence, and behavior when encountering ethical issues during STEGH. Areas for curriculum improvement include balancing case specificity with generalizability.

          Conclusion:

          This curriculum has met a need for accessible introductory global health ethics education and demonstrates successful use of an online platform in case-based ethics learning.

          Related collections

          Most cited references41

          • Record: found
          • Abstract: found
          • Article: not found

          Global health in medical education: a call for more training and opportunities.

          Worldwide increases in global migration and trade have been making communicable diseases a concern throughout the world and have highlighted the connections in health and medicine among and between continents. Physicians in developed countries are now expected to have a broader knowledge of tropical disease and newly emerging infections, while being culturally sensitive to the increasing number of international travelers and ethnic minority populations. Exposing medical students to these global health issues encourages students to enter primary care medicine, obtain public health degrees, and practice medicine among the poor and ethnic minorities. In addition, medical students who have completed an international clinical rotation often report a greater ability to recognize disease presentations, more comprehensive physical exam skills with less reliance on expensive imaging, and greater cultural sensitivity. American medical students have become increasingly more interested and active in global health, but medical schools have been slow to respond. The authors review the evidence supporting the benefits of promoting more global health teaching and opportunities among medical students. Finally, the authors suggest several steps that medical schools can take to meet the growing global health interest of medical students, which will make them better physicians and strengthen our medical system.
            Bookmark
            • Record: found
            • Abstract: found
            • Article: found
            Is Open Access

            Ethics and Best Practice Guidelines for Training Experiences in Global Health

            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.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: found
              Is Open Access

              Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

              Introduction Case-based learning (CBL) is a newer modality of teaching healthcare. In order to evaluate how CBL is currently used, a literature search and review was completed. Methods A literature search was completed using an OVID© database using PubMed as the data source, 1946-8/1/2015. Key words used were “Case-based learning” and “medical education”, and 360 articles were retrieved. Of these, 70 articles were selected to review for location, human health care related fields of study, number of students, topics, delivery methods, and student level. Results All major continents had studies on CBL. Education levels were 64% undergraduate and 34% graduate. Medicine was the most frequently represented field, with articles on nursing, occupational therapy, allied health, child development and dentistry. Mean number of students per study was 214 (7–3105). The top 3 most common methods of delivery were live presentation in 49%, followed by computer or web-based in 20% followed by mixed modalities in 19%. The top 3 outcome evaluations were: survey of participants, knowledge test, and test plus survey, with practice outcomes less frequent. Selected studies were reviewed in greater detail, highlighting advantages and disadvantages of CBL, comparisons to Problem-based learning, variety of fields in healthcare, variety in student experience, curriculum implementation, and finally impact on patient care. Conclusions CBL is a teaching tool used in a variety of medical fields using human cases to impart relevance and aid in connecting theory to practice. The impact of CBL can reach from simple knowledge gains to changing patient care outcomes.
                Bookmark

                Author and article information

                Contributors
                Journal
                Ann Glob Health
                Ann Glob Health
                2214-9996
                Annals of Global Health
                Ubiquity Press
                2214-9996
                26 August 2022
                2022
                : 88
                : 1
                : 74
                Affiliations
                [1 ]Johns Hopkins Berman Institute of Bioethics, Baltimore, MD, US
                [2 ]Department of Infectious Diseases, Johns Hopkins University School of Medicine, Baltimore, MD, US
                [3 ]Center for Bioethics and Humanities, University of Colorado, Aurora, CO, US
                [4 ]Division of General Internal Medicine, University of Colorado, Aurora, CO, US
                [5 ]Center for Innovation in Global Health, Stanford University, Stanford, CA, US
                [6 ]Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, US
                Author notes
                CORRESPONDING AUTHORS: Chelsea Modlin, MD 1717 E. Monument St, Baltimore, MD 21205, US cmodlin2@ 123456jh.edu ; Jeremy Sugarman, MD, MPH, MA 1809 Ashland Ave, Baltimore, MD 21205, US jsugarman@ 123456jhu.edu
                Author information
                https://orcid.org/0000-0001-9005-9812
                https://orcid.org/0000-0002-9371-8729
                https://orcid.org/0000-0001-7022-8332
                Article
                10.5334/aogh.3716
                9414809
                f04f4946-dca6-4c74-b52d-9d88ef21083d
                Copyright: © 2022 The Author(s)

                This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.

                History
                : 23 January 2022
                : 28 July 2022
                Funding
                Funded by: Doris Duke Charitable Foundation, doi open-funder-registry10.13039/open_funder_registry10.13039/100000862;
                Funded by: Wellcome Trust, doi open-funder-registry10.13039/open_funder_registry10.13039/100010269;
                Award ID: 221719
                Award ID: 216355
                Curriculum development was supported by the Doris Duke Charitable Foundation. Chelsea Modlin was supported as a post-doctoral fellow of the Oxford-Johns Hopkins Global Infectious Disease Ethics Collaborative funded by the Wellcome Trust [grant numbers 221719 and 216355]. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
                Categories
                Original Research

                short-term global health experiences,global health education,ethics education,online education,case-based education,curriculum evaluation

                Comments

                Comment on this article