Development of global health education at Johns Hopkins University School of Medicine: a student-driven initiative

Figures & data

Fig. 1 Overview of the timeline of events crucial for the development and implementation of a structured global health curriculum at Johns Hopkins.

Table 1 Barriers and solutions to the adoption of a global health curriculum at Johns Hopkins School of Medicine

Barriers	Solutions
Multiple student and institutional interests	• Implement a Global Health Interest Group (GHIG) to facilitate student interest, coordinate global health-related activities, and develop a presence on campus • Objectively demonstrate student interest through a needs assessment survey • Administrative support and student empowerment
Funding to support a structured global health program	• Objectively demonstrate the interest for a structured program and the importance of financial support to student participation through a needs assessment survey • Obtain support from the institution to help with targeted fundraising • Apply for outside grants
Developing an innovative global health program	• Capitalize on institutional strengths, such as close links between SOM, SON and SPH and a large global research footprint • Review literature and web resources • Seek guidance from other universities with established programs
Coordinating the efforts of three Schools at Johns Hopkins	• Clear communication between SOM, SON, and SPH leadership • Use students to facilitate communication between faculty in different departments/schools that have global health expertise
Modifying an established curriculum	• Take advantage of moments of curricular change to advocate for a course in global health
Lack of a formalized international elective experience	• Survey students to objectively demonstrate desired qualities in a global health program • Implement and standardize pre-departure training

SOM: School of Medicine; SON: School of Nursing; SPH: School of Public Health.