Guiding principles for the development of global health education curricula in undergraduate medical education

Michael J. PelusoYale University School of Medicine, USA; MICHAEL PELUSO is a fourth-year student at Yale School of Medicine. He has served for three years as the program manager of the Global Health Working Group, which works alongside faculty to oversee several aspects of the global health curriculum for medical students at Yale.Correspondence[email protected]

John EncandelaColumbia University Mailman School of Public Health, USA; JOHN ENCANDELA is an Associate Executive Director for Research, Evaluation, and Quality Assurance at New Alternatives for Children in New York City. He is adjunct faculty at the Mailman School of Public Health and has worked on numerous projects involving evaluation of medical education programs. He was a participant at Bellagio.

Janet P. HaflerYale University School of Medicine, USA; JANET HAFLER is a Professor of Pediatrics and Assistant Dean for Educational Scholarship at Yale School of Medicine. She runs an educator development program, an active research program, and collaborates with faculty in medical education and GHE. She was a participant at Bellagio.

Carmi Z. MargolisBen Gurion University, Israel; CARMI MARGOLIS, is Dean Emeritus of the Medical School for International Health in Beer-Sheva, Israel. He served as Vice Dean for Medical Education and Chairman of the Department of Health in the Community at Ben Gurion University. He chaired the Bellagio conference discussed in this article.

Abstract

Background: Global health education (GHE) at undergraduate medical institutions has expanded significantly over the last 30 years, but many questions remain regarding the best practices for the development and implementation of global health programs.

Aim: To identify key themes essential to the development of GHE programs.

Method: We discuss five themes relevant to GHE in the context of existing literature and practice.

Results: The following themes are essential to the development of GHE programs: the definition and scope of GHE, student competencies in global health, the challenges and opportunities associated with inter-institutional relationships, principles for GHE student placements, and the evaluation of GHE programs. We place these themes in the context of current literature and practice, and provide practical guidance on how these themes might be successfully implemented by institutions seeking to develop or refine GHE programs.

Conclusions: Institutions developing or evaluating GHE programs should focus on these themes as they build their global health curricula.

Notes

1. Two other areas emerged at the Bellagio meeting but were not completely discussed. These include the question of what role information technology can and should play in the development and enhancement of global health competencies among learners, and the question of how multidisciplinary collaboration could and should contribute to GHE.

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Guiding principles for the development of global health education curricula in undergraduate medical education

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