Overview
The Vanderbilt Collaborative for Global Health Equity (VCGHE) provides high-level training for graduate medical trainees (i.e. VUMC Residents) seeking to integrate global health service, research, education and development into their professional careers.
VCGHE aims to use a combination of multidisciplinary and specialty-specific didactic teaching, small group discussion, mentorship, research and practical clinical experiences to build the knowledge, skills and attitudes expected of physicians competent in global health work. This will be accomplished through a curriculum shared among all programs with monthly modules covering global health foundations for resident participants in their first year followed by specialty-specific education for residents in the remainder of the program.
Residents enrolled in the Global Health Equity and Access Leadership in Surgery certificate program are required to complete this course as part of their training.
Course Information
Program Expectations
- Attend and thoughtfully participate in at least 80% of sessions
- Prepare for sessions by completing reading assignments, which should take no more than 2 hours for each module/month
- Contribute to monthly discussions in the VCGHE Teams group
Program Syllabus
- Click the link above to view the syllabus or scroll down this page to view the Monthly Modules with learning objectives and readings that should be completed prior to each session
Textbook and Primary Resources
- Consortium of Universities for Global Health (CUGH) Competency Sub-Committee (2018). CUGH Global Health Education Competencies Tool Kit (2nd edition), Washington, DC.
- Farmer P, Kim JY, Kleinman A, Basilico M. Reimagining global health: an introduction. Univ of California Press; 2013 Sep 7.
- Burgess, RA. Rethinking Global Health: Frameworks of Power (1st ed.). Routledge. 2023. https://doi.org/10.4324/9781315623788 (free e-book)
Contact information
- Co-directors: Rondi Kauffmann and Lindsey Zamora
Monthly Modules
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- Orientation PowerPoint
- Global Health Opportunities Database - find opportunities to partner with VUMC faculty on their global projects
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Learning Objectives
- Describe the major causes of morbidity and mortality around the world
- Describe major public health efforts to reduce disparities in global health
- Become familiar with various metrics used to measure the quality of and track improvement of a healthcare system
Milestones
- CUGH Global Health Competencies 1a, 1b
- ACGME Milestones: Systems-based practice, practice-based learning and improvement
Pre-reading and viewing list
- The Sustainable Development Goals: https://sdgs.un.org/2030agenda
- Fried LP, Bentley ME, Buekins P, Burke DS, et al. Global Health is Public Health. Lancet 2010 Feb 13;375(9714): 535-7.
- Koplan JP, Bond TC, Merson MH, Reddy KS, Rodriguez MH, Sewankambo NK, and Wasserheit JN. Towards a common definition of global health. Lancet 2009 June 6; 373(9670):1993-1995.
- Global Health Estimates: Life expectancy and leading causes of death and disability 2019 (WHO). https://www.who.int/data/gho/data/themes/mortality-and-global-health-estimates
- Wallace LS. A View of Health Care Around the World. Ann Fam Med, 2013;11(1):84.
- Beaglehole R, Bonita R. What is global health?. Glob Health Action. 2010;3:10.3402/gha.v3i0.5142.
- Reimagining Global Health – Chapter 1 (Introduction: A Biosocial Approach), Chapter 12 (A Movement for Global Health Equity?)
Required preparation – Be prepared to discuss the following
- Based on the readings, write a 1-2 sentence definition of global health. Be prepared to discuss how your definition reflects concerns of high and low-resource settings, can influence policy and research toward improving global health, and distinguishes global health from other related health domains (international health, public health, etc.).
- Based on your definition of global health, what distinguishes education in global health from general medical education? What educational priorities are different? Which priorities overlap?
- Summarize key findings from GBD 2017. What stands out to you? What are some possible factors that account for recent trends?
- How might a focus on ‘Global Health Delivery’ change the approach to addressing problems in global health? Give examples of major public health efforts that take a health delivery or biosocial approach to reducing disparities in global health.
- Consider this statement: “Many failures in global health can be attributed to a lack of historical reflection and biosocial analysis.” Why is this the case? What examples can you cite?
Discussion leaders
- Merranda Holmes
- Michael Dewan
Meeting recording (from 2022-23)
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Learning Objectives
- Compare the aims of key stakeholders in global health experiences with a focus on areas of alignment and conflict.
- Reflect on ethically, clinically, and educationally appropriate objectives for short-term experiences in low-resource settings based on needs of all actors involved.
Milestones
- CUGH 10a: Describe the roles and relationships of the major entities influencing global health and development.
- ACGME: Systems-based practice, professionalism
Pre-reading and viewing list (articles can be accessed in this SharePoint folder)
- Kung TH, et al. Host perspectives on trainees participating in short-term experiences in global health. Med Educ 2016; 50(11): 1122-30. doi: 10.1111/medu.13106.
- Eichbaum QG, Adams LV, Evert J, Ho MJ, Semali IA, van Schalkwyk SC. Decolonizing Global Health Education: Rethinking Institutional Partnerships and Approaches. Acad Med. 2021 Mar 1;96(3):329-335. doi: 10.1097/ACM.0000000000003473. PMID: 32349015.
Required preparation – Be prepared to discuss the following
- What are risks of professionals and trainees participating in short-term global health experiences? What are risks to hosting institutions and communities?
- How do short-term experiences in global health by professionals from high-resource settings benefit participants? How do they benefit host institutions and communities?
- What does “mutually beneficial” partnership for institutions engaged in global health education, research and care delivery look like?
Discussion leader
- Elizabeth Rose
Additional resources
- “Chapter 4. Health for all? Competing theories and geopolitics.” In, Reimagining Global Health: An Introduction. Paul Farmer, Jim Yong Kim, Arthur Kleinman, Matthew Basilico. University of California Press, 2013. https://www.amazon.com/Reimagining-Global-Health-Introduction-Anthropol…
- Rose E. Traveling Abroad and Culture Shock. VIGH Global Health Education Videos. https://www.youtube.com/watch?v=q32hy5bNrlQ&index=23&list=PLLPXs6I58e7cN3Y85o5wSJC4Oeft5sVBK [8:00]
- Crump JA, Sugarman J. Ethical considerations for short-term experiences by trainees in global health. JAMA 2008;300(12): 1456-8
- Brocher Declaration. Advocacy for Global Health Partnerships
- Cultural Competency Course. Unite for Sight. Retrieved from: http://www.uniteforsight.org/cultural-competency/
Meeting recording (from 2022-23)
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Learning Objectives
- Collaborate with a host or partner organizations to assess the organization’s operational capacity.
- Co-create strategies with the community to strengthen community capabilities and contribute to reduction in health disparities and improvement of community health.
- Integrate community assets and resources to improve the health of individuals and populations.
Milestones
- CUGH Global Health Competencies 4a, 4b, 4c
- ACGME Milestones: Systems-based practice, practice-based learning and improvement
Pre-reading and viewing list (articles can be viewed in this SharePoint folder)
- Harges, D. (2014, Nov 18). Making the invisible visible [TEDx Indianapolis]. Retrieved from https://www.youtube.com/watch?v=y6yiRXVP90g
- Reimagining Global Health – Chapter 6: Building an effective Rural Health Delivery Model in Haiti and Rwanda (please read pgs 135-141, 167-172 and 179-182) and Chapter 7: Scaling Up Health Delivery Models Worldwide.
- Crisp BR, Swerissen H, Duckett SJ. Four approaches to capacity building in health: consequences for measurement and accountability. Health Promot Int. 2000;15(2):99-107. doi:10.1093/heapro/15.2.99
- Russell, C., & Smeaton, T. (2009). From needs to assets: Charting a sustainable path towards development in sub-Saharan African countries. United Kingdom: Practical Action Publishing. (Read pgs 1-6)
- Setting SMART goals, A Quick Overview – https://www.youtube.com/watch?v=1-SvuFIQjK8&t=29
Required preparation – Be prepared to discuss the following
- How critical is the role of the Public Sector/Government in capacity strengthening?
- What are the factors influencing Human Capital Flight (“Brain Drain” and “Brain Gain”) What are the net costs and net benefits for the migrants and countries involved? What are some of the possible solutions to Human Capital Flight?
Bonus questions
- Based on the readings, how would you definite Capacity Strengthening? What are some of the core indicators or measures of capacity Strengthening? How do we evaluate the outcomes or impacts of capacity strengthening efforts?
- How would you apply concepts from readings to how you might form your own partnerships with organizations or communities?
Discussion leaders
- Joseline Haizel-Cobbina
- Christopher Bonfield
Additional resources
- Wallerstein N, Muhammad M, Sanchez-Youngman S, et al. Power Dynamics in Community-Based Participatory Research: A Multiple–Case Study Analysis of Partnering Contexts, Histories, and Practices. Health Educ Behav. 2019;46(1_suppl):19S-32S. doi:10.1177/1090198119852998
- World Health Organization, ed. Monitoring the Building Blocks of Health Systems: A Handbook of Indicators and Their Measurement Strategies. World Health Organization; 2010
- Duncan, D. H. (2012). The classic duo: Accountability and community development can help unlock an abundance of resources. Public Management Magazine, 20–23.
- Loh LC, Cherniak W, Dreifuss BA, Dacso MM, Lin HC, Evert J. Short term global health experiences and local partnership models: a framework. Glob Health. 2015;11(1):50. doi:10.1186/s12992-015-0135-7
Meeting recording (from 2022-23)
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Learning Objectives
- Describe how cultural context influences perceptions of health and disease.
- List major social and economic determinants of health and their impacts on health services and morbidity and mortality.
- Describe the relationship between access to and quality of water, sanitation, food and air on individual and population health.
Milestones
- CUGH Global Health Competencies 3a, 3b, 3c
- ACGME Milestones: Medical knowledge, Practice-based learning and improvement, Systems-based practice
Pre-reading and viewing list (articles can also be viewed in this SharePoint folder)
- Social Determinants of Health: https://www.youtube.com/watch?v=SXcSjTcrskM
- Marmot, M. (2005). Social determinants of health inequalities. The Lancet, 365(9464), 1099-1104. doi:10.1016/S0140-6736(05)71146-6
- Manchanda, R. What makes us get sick? A look upstream. https://www.ted.com/talks/rishi_manchanda_what_makes_us_get_sick_look_upstream
- Prüss-Üstün, A., & Corvalán, C. (2006). Preventing disease through healthy environments: Towards an estimate of the environmental burden of disease: Executive summary. Geneva, Switzerland: World Health Organization. Retrieved from https://www.who.int/quantifying_ehimpacts/publications/prevdisexecsume.pdf?ua=1
- Patz, J. et. al. (2014) Climate Change: Challenges and Opportunities for Global Health. JAMA, Oct 15;312(15):1565-80. doi: 10.1001/jama.2014.13186.
Required preparation – Be prepared to discuss the following
- Describe a sociocultural approach to health.
- Choose an example of a communicable or non-communicable disease and describe biosocial factors responsible for their prevalence in low/middle income countries.
- Describe two cultural practices that promote health. Describe two cultural practices that are harmful.
- Think about and be prepared to discuss an example. Illustrate your ability to apply concepts of social determinants of health inequities by answering the following questions about a community of your choosing: Is this a healthy community? Are some people healthier than other people in this community? Why or why not?
- List three different diseases or conditions that can be caused by each of the following: poor water quality; poor sanitation; lack of access to safe, healthy food; and poor air quality. Consider how global warming affects these diseases and conditions.
Discussion leaders
- Lindsey Zamora
Additional resources
- World Health Organization. (2010). A conceptual framework for action on the social determinants of health. Retrieved from https://www.who.int/sdhconference/resources/ConceptualframeworkforactiononSDH_eng.pdf
- Braveman P, Arkin E, Orleans T, Proctor D, and Plough A. (2017). What Is Health Equity? And What Difference Does a Definition Make? Princeton, NJ: Robert Wood Johnson Foundation, p. 1-17. http://nccdh.ca/images/uploads/comments/RWJ_Foundation_-_What_Is_Health_Equity.pdf
- Napier, A. D., Ancarno, C., Butler, B., Calabrese, J., Chater, A., Chatterjee, H.,…Woolfe, K. (2014). Culture and health. The Lancet, 384(9954), 1607–1639. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/25443490
- CDC. (n.d). A Practitioner’s Guide to Advancing Health Equity. Retrieved from https://www.cdc.gov/nccdphp/dch/pdf/HealthEquityGuide.pdf
- Woolf, S. H., & Aron, L. (Eds.). (2013). US health in international perspective: Shorter lives, poorer health. Washington, DC: National Academies Press. https://pubmed.ncbi.nlm.nih.gov/24006554/
- de Andrade, L.M., Pellegrini Filho, A., Solar, O., Rigoli, F., de Salazar, L.M., Serrate, P.C., & …Atun, R. (2015). Social determinants of health universal health coverage, and sustainable development: case studies from Latin American countries. Lancet, 395(9975), 1343-1351. Doi:10.1016/S0140-6736(14)61494-X
- Committee on Educating Health Professionals to Address the Social Determinants of Health; Board on Global Health; Institute of Medicine; National Academies of Sciences, Engineering, and Medicine. (2016). A Framework for Educating Health Professionals to Address the Social Determinants of Health. Washington (DC): National Academies Press
- Adelman, L., Smith, L., Herbes-Sommers, C., Strain, T. H., MacLowry, R., Stange, E., Garcia, R. P.,…Public Broadcasting Service (U.S.). (2008). Unnatural causes: Is Inequality Making Us Sick? San Francisco, CA: California Newsreel. Retrieved from http://www.unnaturalcauses.org/for_educators.php and http://www.unnaturalcauses.org/assets/uploads/file/UC_DiscussionGuide_All.pdf
- https://unnaturalcauses.org/for_educators.php
- https://www.unhcr.org/pages/49c3646cef.html
- https://www.who.int/teams/environment-climate-change-and-health
- https://www.un.org/sustainabledevelopment/sustainable-development-goals/
- https://youtu.be/8PH4JYfF4Ns
Meeting recording (from 2022-23)
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Learning Objectives
- Describe different national models or health systems for provision of healthcare and their respective effects on health and healthcare expenditure.
- Describe how global trends in healthcare practice, commerce and culture, multinational agreements and multinational organizations contribute to the quality and availability of health and healthcare locally and internationally.
- Describe general trends and influences in the global availability and movement of health care workers
Milestones
- CUGH Global Health Competencies 2a, 2b, 2d
- ACGME Milestones: Systems-based practice, practice-based learning and improvement
Pre-reading and viewing list
- Redditt V, ole-Moi Yoi K, Rodriguez W, Talbot JR, Weintraub R. Malaria Control in Zambia (Condensed Version). Harvard Business Publishing. 2012.
- World Health Organization & Alliance for Health Policy and Systems Research. (2010, May 14). Systems thinking for health systems strengthening [Video file]. Retrieved from https://www.youtube.com/watch?v=iIs6zQXUpAU [6:30]
- World Health Organization & Alliance for Health Policy and Systems Research. (2010, May 14). Systems thinking for health systems strengthening. Overview document. https://www.who.int/alliance-hpsr/alliancehpsr_overview_fr_eng.pdf?ua=1
- Global Health with Greg Martin. Health Systems [Video file]. Retrieved from https://www.youtube.com/watch?v=ECkeJQd2IdY [7:15]
- Martin M. Global Health Systems, Governance and Actors. VIGH Global Health Education Videos. Retrieved from https://www.youtube.com/watch?v=qqsla6KBVc0&list=PLLPXs6I58e7cN3Y85o5wSJC4Oeft5sVBK&index=9 [10:00]
- WHO. Global strategy on human resources for health: Workforce 2030. Geneva. 2015. https://www.who.int/hrh/resources/global_strategyHRH.pdf?ua=1
Required preparation – Be prepared to discuss the following
- Describe the building blocks of health systems. How does considering the interrelatedness of these components influence efforts to provide health systems strengthening? What are examples?
- What are the key components of Universal Health Coverage (UHC), and what are the models of health care systems that can most effectively promote UHC
- Using the WHO Workforce 2030 document, describe general trends and influences in the global availability and movement of healthcare workers. Choose one objective from Workforce 2030 and summarize a policy option proposed for LMICs to advance toward stated milestones.
- Define universal healthcare and the current focus on its growth globally
- What are they key elements of a high-quality health system? Is there a difference between high-, middle- and low-income countries?
- Identify various stakeholders in global healthcare market. What are their interests and how do they affect operations at the country level?
Additional resources
- De Savigny D, Taghreed A (eds). Systems thinking for health system strengthening. Full report. World Health Organization & Alliance for Health Policy and Systems Research. (2009). https://apps.who.int/iris/bitstream/handle/10665/44204/9789241563895_eng.pdf;jsessionid=C69B7F5909BBE1FFD5A5A34B7AC93BF0?sequence=1
- Bloom DE, Khoury A, Subbaraman R. The promise and peril of universal health care. Science. 2018;361(6404):eaat9644. doi:10.1126/science.aat9644
- Kaiser Family Foundation. Global Health: A Primer. https://www.kff.org/report-section/the-u-s-government-engagement-in-global-health-a-primer-report/
- Frenk, J., Gomez-Dantes, O., & Moon, S. (2014). From sovereignty to solidarity: A renewed concept of global health for an era of complex interdependence. The Lancet, 383(9911), 94–97. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/24388312-
- Global Health Funding: How much, where it comes from and where it goes. David McCoy, Sudeep Chand, Devi Sridhar, Global health funding: how much, where it comes from and where it goes, HEALTH POLICY AND PLANNING, Volume 24, Issue 6, November 2009, Pages 407–417, https://doi.org/10.1093/heapol/czp026
- Kim JY, Farmer P, Porter ME. Redefining global healthcare delivery. The Lancet 2013; 382(9897):1060-9. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(13)61047-8/fulltext
Discussion leader
- Matt Kynes
Meeting recording (from 2022-23)
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Milestones
- CUGH domain: 7b, 7c, 11c
- CUGH domain: 2d, 4a, 4b, 4c, 5a, 5b, 5d, 53, 5f, 9a, 9b, 11a, 11c, 11d
Pre-reading and viewing list (articles can be viewed in this SharePoint folder)
- Maternal Health on the Global Stage. https://my.vanderbilt.edu/globalhealth/projectdevelopment/topical-modules/
- Wiggs H. Maternal health: An overview. VIGH Global Health Education Videos. https://www.youtube.com/watch?v=PXM1UE9uHBM&list=PLLPXs6I58e7cN3Y85o5wSJC4Oeft5sVBK&index=27 [7:57]
- Say L, Chou D, Gemmill A, et al. Global causes of maternal death: a WHO systematic analysis. Lancet Glob Health 2014; 2:e323-33
- TA Reynolds. The impact of trauma care systems in low-and-middle income countries. Annu Rev Public Health. 2017 Mar 20:38;507-532.
- Hunter DJ, Reddy KS. Noncommunicable diseases. N Engl J Med. 2013;369(14):1336-1343.
- Saving lives, spending less: A strategic response to noncommunicable diseases. Geneva, Switzerland. World Health Organization; 2018 (WHO/NMH/NVI/18.8). License: CC BY-NC-SA 3.0 IGO
- Disease Control Priorities, Vol. 3 – Essential Surgery. Chapter 15 “Anesthesia and Perioperative Care” http://dcp-3.org/chapter/1796/anesthesia-and-perioperative-care
- Law TJ, Lipnick M, Joshi M, Rath GP, Gelb AW. The path to safe and accessible anaesthesia care. The path to safe and accessible anaesthesia care. Indian J Anaesth 2019;63:965-71.
- “Solving the Global Anesthesia Crisis” by Kelly McQueen. TEDx Nashville, September 2017. https://www.youtube.com/watch?v=tt8_2Qdhexg [15:00]
- Meara J et al. Global Surgery 2030: Evidence and solutions for achieving health, welfare and economic development. Int J Obstet Anesth 2016 Feb;25:75-8.
- Farmer PE. Surgery and global health: a view from beyond the OR. World J Surg 2008 Apr;32(4):533-6.
- Why did Mrs. X die? https://www.youtube.com/watch?v=Ugg-ipHnj6U
Discussion leaders
- Ryan Belcher
Additional resources
- Morgan D. Global cancer: An emerging international health priority. VIGH Global Health Education videos. https://youtu.be/pIjMW-OYOBs [24:00].
Meeting recording (from 2022-2023)
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Learning Objectives
- Understand what it means to collaborate/partner with diverse stakeholders to establish a successful academic partnership.
- Identify key concepts of successful academic partnerships.
- Discuss why building trust with local community members/stakeholders is the cornerstone to successful projects, research and programs.
Milestones
- CUGH Global Health Competencies 5a, 5b, 5f
- ACGME Milestones: Systems-Based Practice, Professionalism, Interpersonal and Communication Skills
Pre-reading and viewing list (articles can be viewed in this SharePoint folder)
- John, C. C., Ayodo, G., & Musoke, P. (2016). Successful global health research partnerships: What makes them work? The American Journal of Tropical Medicine and Hygiene, 94(1), 5–7. Retrieved from https://www.ajtmh.org/view/journals/tpmd/94/1/article-p5.xml
- Christopher, S., Watts, V., McCormick, A. K., & Young, S. (2008). Building and maintaining trust in a community-based participatory research partnership. American Journal of Public Health, 98(8), 1398–13406. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2446462/
- Yates BA. Luke 9:2 Ministries: Safe Water Project. Yates. Luke 9-2 Ministries Safe Water Project.docx
- Loewenberg, S. (2013, February 1). Learning from failure. New York Times. Retrieved from https://www.nytimes.com/2013/02/03/opinion/sunday/learning-from-research-failure.html
- Forget, N., Rohde, J., Rambaran, N., Rambaran, M., Wright, S. (2013). Emergency Medicine in Guyana: Lessons from Developing the Country’s First Degree-conferring Residency Program. Western Journal of Emergency Medicine. Volume XIV, No 5, 477-481. Retrieved from https://escholarship.org/uc/item/7hr5n2dj
- Busse, H., Aboneh, E. A., & Tefera, G. (2014). Learning from developing countries in strengthening health systems: An evaluation of personal and professional impact among global health volunteers at Addis Ababa University’s Tikur Anbessa specialized hospital (Ethiopia). Globalization and Health, 10(64), 1–7. Retrieved from https://globalizationandhealth.biomedcentral.com/articles/10.1186/s12992-014-0064-x
Required preparation – Be prepared to discuss the following
- What does it mean to establish academic partnerships?
- What are key components in establishing and maintaining successful academic partnerships?
- What does community based participatory research project mean? Discuss several tactics for building and maintaining trust with community from a research project standpoint?
- Be prepared to use the knowledge gained from your required reading to participate in a panel discussion about projects that did and did not involve key community stakeholders and how this lead to the success/failure of projects. Additionally, we will be discussing the Safe Water project in more detail during small group.
Discussion leaders
- Kristen Dettorre
- Panel discussion leaders: BethAnn Yakes (Vanderbilt, Luke 9:2 Nonprofit), Guyanese EM colleagues
Additional resources
- Afsana, K., Habte, D., Hartfield, J., Murphy, J., & Neufeld, V. (2009). Partnership assessment toolkit. Ottawa, Ontario: Canadian Coalition for Global Health Research. Retrieved from http://www.elrha.org/wp-content/uploads/2014/08/PAT_Interactive_e-1.pdf
- Crump, J. A., Sugarman, J., & Working Group on Ethics Guidelines for Global Health Training (WEIGHT). (2010). Ethics and best practice guidelines for training experiences in global health. American Journal of Tropical Medicine and Hygiene, 83(6), 1178–1182. Retrieved from https://www.ajtmh.org/view/journals/tpmd/83/6/article-p1178.xml
- Damberger, D. (2011, April 21). What happens when an NGO admits failures [TEDxYYC]. Retrieved from https://www.youtube.com/watch?v=HGiHU-agsGY
- Giachello AL, author; Ashton D, Kyler P, Rodriguez ES, Shanker R, Umemoto A, eds.(2007). Making Community Partnerships Work: A Toolkit. White Plains, NY: March of Dimes Foundation. Retrieved from https://www.aapcho.org/wp/wp-content/uploads/2012/02/Giachello-MakingCommunityPartnershipsWorkToolkit.pdf
- Gormley, G., Guyer-Miller, L., & Training Resources Group. (2007). Partnership building: Practical tools to help you create, strengthen, assess, and manage your partnership or alliance more productivity. Chapel Hill, NC: The Capacity Project. Retrieved from http://www.who.int/workforcealliance/knowledge/toolkit/35.pdf
- Riviello, R., Ozgediz, D., Hsia, R. Y., Azzie, G., Newton, M., & Tarpley, J. (2010). Role of collaborative academic partnerships in surgical training, education, and provision. World Journal of Surgery, 34(3), 459–465. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2816823/
Meeting recording (from 2022-23)
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Learning Objectives
- Describe what is meant by the term “structural violence” in the context of the global burden of disease.
- Elucidate the relationship between poverty and disease, including specific past and present examples.
- Describe ways to incorporate knowledge of the link between poverty and disease into your practice.
Milestones
- CUGH domain: 2c, 3c, 7b, 7c, 11a
- ACGME Milestones: Systems-based practice, medical knowledge
Pre-reading and viewing list (articles can be accessed in this SharePoint folder)
- *priority viewing: “A Reflection of Growing Inequality”: Dr. Paul Farmer on the Deadly Ebola Outbreak in West Africa
- *priority reading: Health Equity in Nashville 2021 – Metro Public Health Department
- Farmer PE. Shattuck Lecture. Chronic infectious disease and the future of health care delivery. N Engl J Med. 2013 Dec 19;369(25):2424-36. https://pubmed.ncbi.nlm.nih.gov/24350951/ (If you prefer, feel free to read Dr. Farmer’s book, Infections and Inequalities: The Modern Plagues)
- A social movement to fight AIDS, malaria, and TB and end the epidemics: Mark Dybul at TEDxAmRing. https://www.youtube.com/watch?v=Hxi5VUXvGUg [16:00]
- Pacete J. How pandemics spread: Introduction to infectious diseases. http://ed.ted.com/on/b6v8CZfb#review.
- Manchanda R. What makes us get sick? (Look upstream). https://www.youtube.com/watch?v=dJEwC4wCM70
- Braveman P & Gotlieb L. The social determinants of health: It’s time to consider the causes of the causes. Public Health Reports. 2014 129(2):19-31. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3863696/
Required preparation – Be prepared to discuss the following
- What are the main factors that determine your personal health? What are the main factors that would determine the health of a poor person in a poor country?
- If you could only pick one indicator to describe the health status of a poor country, which indicator would you use and why?
- Summarize how travel and trade contribute to the spread of communicable and chronic diseases.
- List three different diseases or conditions that can be caused by each of the following: poor water quality; poor sanitation; lack of access to safe, healthy food; and poor air quality.
- How do barriers to care differ by specialty or service (for example, access to primary care versus to mental healthcare versus to sub specialty care)?
Discussion leader
- Jon Niconchuk
Additional resources
- CUGH. Parasitic Infectious Diseases. https://www.cugh.org/resources/educational-products/infectious-parasitic-communicable-diseases/
- FARMER, PAUL. Infections and Inequalities: The Modern Plagues. 1st ed., University of California Press, 1999.
Meeting recording (from 2022-23)
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Learning Objectives
- Apply social justice and human rights principles in addressing global health problems.
- Understand the unique challenges facing immigrant populations worldwide in obtaining and navigating healthcare.
Milestones
- CUGH Global Health Competencies: 8a, 8c, 8e, 8f, 11a, 11c
- ACGME Milestones: Patient care, Medical knowledge, Professionalism, Practice-based learning and improvement, Systems-based practice
Pre-reading and viewing list (articles can be viewed in this SharePoint folder)
- Backman, G., Hunt, P., Khosla, R., Jaramillo-Strouss, C., Fikre, B. M., Rumble, C., Vladescu, C. (2008). Health systems and the right to health: An assessment of 194 countries. The Lancet, 372(9655), 2047–2085. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(08)61781-X/fulltext
- https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justice
- Read the executive summary (Pages 1-2) and then scan the rest: https://www.migrationpolicy.org/research/integration-outcomes-us-refugees-successes-and-challenges
- I-PACK Immigration and Asylum PowerPoint (can be found on sugarprep.org or in the Box folder linked above)
Required preparation – Be prepared to discuss the following
- Identify a social justice issue that faces your community and propose a strategy to enhance social justice and address this issue.
- Identify an ethnic group in your community. What health disparities exist in this group? Reflect on what you learn with regard to their access to health services, including mental health services, what language barriers exist, what biases did you observe from others or your own? Think about what you learned and how you would apply this in a global health setting.
Discussion leaders
- Lindsey Zamora
- Siloam Healthcare
Additional resources
- United Nations. (1948). Universal Declaration of Human Rights. Paris: United Nations. Retrieved from http://www.un.org/en/universal-declaration-human-rights/
- “Your path to our health” video series on the right of the page: https://www.rwjf.org/en/library/research/2017/09/immigration-status-and-health.html
- Hosseinpoor, A., Bergen, N., & Schlotheuber, A. (2015). Promoting health equity: WHO health inequality monitoring at global and national levels. Global Health Action, 8. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4576419/
- World Health Organization (WHO). (2015) Health and Human Rights. Fact SheetNumber 323. http://www.who.int/mediacentre/factsheets/fs323/en/
- Ahn, R., Alpert, E. J., Purcell, G., Konstantopoulos, W. M., McGahan, A., Cafferty, E. Burke, T. G. (2013). Human trafficking: Review of educational resources for health professionals. American Journal of Preventive Medicine, 44(3), 283–289. https://healtrafficking.files.wordpress.com/2015/03/1-s2-0-s0749379712008811-main.pdf
- WHO Global Health Observatory (GHO) Data. (n.d.). Health equity monitor. www.who.int/gho/health_equity/en/
- UNHCR, The United Nations High Commissioner for Refugees. (n.d.). http://www.unhcr.org/cgi-bin/texis/vtx/home
- Physicians for Human Rights. (n.d.). http://physiciansforhumanrights.org/?referrer=https://www.google.com/
- Amnesty International. (n.d.). http://www.amnestyusa.org
- Reimaging global health textbook: Chapter 12; A movement for global health equity
Meeting recording, part 1 | Meeting recoding, part 2 (from 2022-23)
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Learning Objectives
- Understand and use various tools of program development, management and evaluation including the Theory of Change (TOC), SMART objectives, logical frameworks, stakeholder mapping, Gantt Charts, and budgets.
- Apply principles of program management to a global health issue or intervention.
- Plan, implement and evaluate an evidence-based program.
- Apply project management techniques throughout program planning, implementation, and evaluation.
Milestones
- CUGH Competency 9a: Plan, implement and evaluate an evidence-based program.
- CUGH Competency 9b: Apply project management techniques throughout program planning, implementation, and evaluation
- ACGME Milestones: PBLI (problem based learning and improvement), SBP (systems based practice), COMM (communication and interpersonal skills) and PROF (professionalism)
Pre-reading and viewing list (articles can be accessed in this SharePoint folder)
- Videos:
- Martin M. Project Management Overview (Part 1). VIGH Global Health Education Videos. https://youtu.be/TA0CnO6emAw [16:05]
- Martin M. Project Management Tools (Part 2). VIGH Global Health Education Videos. https://youtu.be/MFncjp-aauE [21:54]
- Supplementary videos: Martin M. Global health funding. VIGH Global Health Education Videos. Retrieved from https://www.youtube.com/watch?v=B1tZYx-rlgw&list=PLLPXs6I58e7cN3Y85o5wSJC4Oeft5sVBK&index=8 [10:00]
- Articles:
- Centers for Disease Control and Prevention (CDC). (2009). Writing SMART objectives. EVALUATION BRIEFS, 3B, 1–2. Retrieved from https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
- W. K. Kellogg Foundation Logic Model Introduction – Retrieved from https://ag.purdue.edu/extension/pdehs/Documents/Pub3669.pdf “This three page chapter concisely “defines logic models and explains their usefulness to program stakeholders. You will learn the relevance of this state-of the-art tool to program planning, evaluation, and improvement.”
- Hailemariam, M., Fekadu, A., Selamu, M., Alem, A., Medhin, G., Giorgis, T, Breuer, E. (2015). Developing a mental health care plan in a low resource setting: the theory of change approach. BMC Health Services Research, 15(429), 1–11. Retrieved from http://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-1097-4 “Theory of Change (ToC), a method employed in the planning, implementation and evaluation of complex community initiatives, is an innovative approach that has the potential to assist in the development of a comprehensive mental health care plan, which can inform the delivery of integrated care. We used the ToC approach to develop a MHCP in a rural district in Ethiopia. The work was part of a cross-country study, the Program for Improving Mental Health Care (PRIME) which focuses on developing evidence on the integration of mental health in to primary care.”
- Loh, L. C., Cherniak, W., Dreifuss, B. A., Dacso, M. M., Lin, H. C., & Evert, J. (2015). Short term global health experiences and local partnership models: A framework. GLOBALIZATION AND HEALTH, 11(1), [50]. https://globalizationandhealth.biomedcentral.com/articles/10.1186/s12992-015-0135-7
- Fleming, M. L., Parker, E., Higgins, H., & Gould, T. (2006). A framework for evaluating health promotion programs. Health Promotion Journal of Australia, 17(1), 61–66. Retrieved from http://eprints.qut.edu.au/9440/1/9440.pdf “The focus of this paper is on the essential elements of the evaluation of health promotion programs. It provides methodical framework for the provision of evaluation guidance to health promotion practitioners and discusses the importance of including evaluation when planning any health promotion intervention.”
Required preparation – Be prepared to discuss the following
- What are the key principles to consider when planning a community-based or global health program?
- Propose one SMART objective for evaluating a global health program.
- In your own words, describe a model for planning and assessing the outcomes of a community-based program.
- Present the specific steps involved in program planning, implementation and evaluation for a Case Study-based global health issue.
- Who needs to be involved at the various stages?
- What organizations will you look to for help in each stage?
- How do you involve all stakeholders?
- How would you engage the community in the program planning, implementation and evaluation?
- In what ways can the development of global programs help and hurt existing national health systems?
Discussion (leaders)
- Marie Martin
- Guest: Reeta Gobin, Dean of the College of Medicine, University of Guyana
Additional resources
Program development:- Unite for Sight Global Health University (n.d.) Certificate in Effective Program Development. Retrieved from http://www.uniteforsight.org/effective-program-development/certificate. “The Certificate in Effective Program Development provides a comprehensive understanding about program development, outcomes, and evidence-based program design. Participants learn about effective strategies for program development, metrics, and impact.” A majority of the certificate course content is free and open source.
Logic model frameworks:
- Serowoky, M. L., George, N., & Yarandi, H. (2015). Using the program logic model to evaluate ¡Cuídate!: A sexual health program for Latino adolescents in a school-based health center. Worldviews on Evidence-Based Nursing, 12(5), 297–305. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26422189. “The ¡Cuídate! program logic model was used as the systematic approach to plan, implement, and evaluate a sustainable model of sexual health group programing in a U.S. high school with a large Latino student population.”
- Kellogg Foundation logic model development guide https://www.wkkf.org/resource-directory/resources/2004/01/logic-model-development-guide
Stakeholder mapping:
- Davis, K. (2017). An empirical investigation into different stakeholder groups perception of project success. International Journal of Project Management, 35, 4, 604-617.
Program evaluation:
- International Consortium for Health Outcomes Measurement. (n.d.). Retrieved from http://www.ichom.org/measure “This resource discusses the journey of finding outcome measurements for a global health program by explaining the process’ stages. A video example and links to further information is also available.”
- International Initiative for Impact Evaluation. (n.d.). Retrieved from http://www.3ieimpact.org/en/publications “This resource works to “provide guidance and support to produce, synthesize and quality assure evidence of what works, for whom, how, why and at what cost.” Several publications are available about evaluating impact of global health programs to then use that data to inform decisions, programs and policies.”
- U.S. Department of Health and Human Services, & Centers for Disease Control and Prevention. (2011). Introduction to program evaluation for public health programs: A self-study guide. Atlanta, GA: Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/eval/guide/CDCEvalManual.pdf
Meeting recording (from 2022-2023)
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Learning Objectives
- Demonstrate an understanding of and an ability to resolve common ethical issues and challenges that arise when working in low-resource settings to address global health issues.
- Demonstrate an awareness of local and national codes of ethics relevant to one’s working environment.
- Apply the fundamental principles of international standards for the protection of human subjects in diverse cultural settings.
Milestones
- CUGH domain: 6a, 6b, 6c
- ACGME: PC, MK, PRO
Pre-reading and viewing list (articles can be accessed in this SharePoint folder)
- Crump JS, Sugarman J, & WEIGHT. (2010). Ethics and best practice guidelines for training experiences in global health. The American Journal of Tropical Medicine and Hygiene, 83(6), 1178-1182. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2990028/
- Murphy J, Hatfield J, Afsana K, Neufeld V (2015). Making a commitment to ethics in global health research partnerships: A practical tool to support ethical practice. Journal of Bioethical Inquify, 12 (1), 137-146. Retrieved from http://link.springer.com/article/10.1007/s11673-014-9604-6.
- Ethical Challenges in Short-Term Global Health Cases www.Ethicsandglobalhealth.org
- Rose E. Professionalism and ethics in global health experiences. VIGH Global Health Education Videos. https://youtu.be/jJK-_oOkUNs [18:41]
Required preparation – Be prepared to discuss the following
- What do you perceive to be the primary ethical concerns when working with healthcare professionals in an unfamiliar setting?
- How might the educational and professional expectations at your home institution differ from those on your global health elective and how will you manage those conflicts?
- What ethical considerations accompany global health partnerships, whether they be clinical, educational or research partnerships? What knowledge, attitudes and skills are needed to ensure that these partnerships are mutually beneficial and ethically responsive to home and host institutions?
- Describe considerations important to the process of informed consent when working in a resource-limited or cross-cultural setting.
Discussion (leaders)
- Rondi Kauffmann
- Anji Wall
Additional resources
- Ethics in Global Surgery (book, Anji Wall)
- Unite for Sight Ethics Course https://www.uniteforsight.org/global-health-course/
- “First, Do No Harm” video documentary https://vimeo.com/22008886
Meeting recording (from 2023-2024)