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S1: 8:15 - 9:00 Global Health - Foundations


Speaker: Swapnil Parve, MD


Method: Lecture


Objectives


At the end of this session, students should have gained an understanding of the
following:

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  1. The mission and evolution of global health, from tropical medicine to planetary health.

  2. Social disparities and the critical role of social justice as a core element of global health.

  3. Different methods of assessment of the burden of diseases as well as availability of healthcare workers in different parts of the world.

  4. Sustainable development goals and their role in the global health arena.

  5. The most reliable global health resources and means of accessing them.


View the slideset

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Supplementary material:

 

  1. Robert Beaglehole and Ruth Bonita; What is global health? Global Health Action 2010, 3: 5142 - DOI: 10.3402/gha.v3i0.5142


What is global health?


   2. Sustainable Development Report

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Questions:

1.

Koplan et al. define global health as: ‘an area for study, research, and practice that places a priority on improving health and achieving health equity for all people worldwide’.

a) What are your thoughts regarding this definition?

2.

The sum of mortality and morbidity is referred to as the 'burden of disease'

a) What metric should we use to measure it?

3.

The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.

a) What are your top three SDG priorities for the global public?
b) What are the projected challenges to achieve them by 2030?

4.

Countries are ranked by their overall score. The overall score measures the total progress towards achieving all 17 SDGs. The score can be interpreted as a percentage of SDG achievement. A score of 100 indicates that all SDGs have been achieved.

a) What is the USA’s rank?
b) What is Somalia's rank?

5.

Countries are ranked by their spillover score. Each country's actions can have positive or negative effects on other countries' abilities to achieve the SDGs. The Spillover Index assesses such spillovers along three dimensions: environmental & social impacts embodied into trade, economy & finance, and security. A higher score means that a country causes more positive and fewer negative spillover effects.

a) What is the USA’s rank?
b) What is Somalia's rank?

S2: 9:00- 10:30 Intercultural Development: An Active Learning Experience


Presenter: Beth West


Method: This workshop utilizes adult learning theory and active learning practices for medical students to grow their own intercultural learning and development practices. Learning will involve individual and group exercises, active reflection, discussion, short lectures, and experiential activities to apply knowledge and practice developing essential skills.


Purpose: The purpose of this 90-minute workshop is to support Global Health Bridges students in their journey to becoming more culturally competent healthcare providers. The presenter will facilitate participants' critical self-awareness about one's own culture as well as the cultural "other", examine core concepts and theories related to intercultural learning, engage participants in exercises that actively build intercultural competencies across a four-phase developmental framework, and work with participants to define specific intercultural development goals.

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Questions

 

  1. How is culture defined?

  2. Describe how Hofstede’s cultural value patterns resemble a bell curve and the danger in thinking of cultural value patterns as predictive absolutes.

  3. How might you apply concepts or practices uncovered today in your own life as a medical student, future healthcare professional, and global citizen?

 

Please click here for answers.

 

 

Results/Objectives

 

Through ACTIVE participation in this workshop, the learner will:

 

  • Define what intercultural learning entails (concepts, theories, frameworks)

  • Recognize the influence of cultural contexts on how you and others view the world (cultural self-awareness)

  • Construct new awareness of yours’ and others’ cultural identities and values (cultural other awareness)

  • Develop skills to engage more effectively across cultures through active-practice (bridge cultural gaps). 

 

Conclusion

 

Participants will develop skills, knowledge, and understanding to communicate and engage more appropriately and effectively as health care professionals as well as in other intercultural contexts.

 

Supplementary Reading Materials

 

  1. TEDtalk. (2009, October 7). Chimamanda Ngozi Adichie: The danger of a single story | ted. YouTube. https://www.youtube.com/watch?v=D9Ihs241zeg

  2. Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014

  3. Shaya, F. T., & Gbarayor, C. M. (2006). The case for cultural competence in health professions education. American journal of pharmaceutical education, 70(6), 124. https://doi.org/10.5688/aj7006124

 

Link to the PowerPoint Presentation: View the slideset

S3: 10:45 - 12:00 Clinical cases - Rabies

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Lead: Stephen Scholand, MD


Method: Slide presentation with interactive Q/A

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Objectives: 

  • Learn more about rabies, particularly its devastating impact on individuals and communities.

  • Recognize there is a disproportionate burden of rabies on children  

  • Learn the important questions needed to elicit rabies exposure history and identify potential transmission risks.

  • Recognize the concept of 'One Health' and its significance in addressing global health challenges, including rabies prevention and control.

  • Apply the principles of evidence-based medical management and post-exposure prophylaxis to rabies-exposed individuals.

 

 

Link to PowerPoint presentation: View the slideset


Supplementary material:

  1. Dimaano E, Scholand S, Alera M, Belandres D.  Clinical and epidemiological features of human rabies cases in the Philippines: A review from 1987 to 2006. Int J Infect Dis., 2011. 15(7): e495-9.

  2. Scholand SJ, Quiambao BP, Rupprecht CE. Time to Revise the WHO Categories for Severe Rabies Virus Exposures–Category IV? Viruses. 2022; 14(5):1111. https://doi.org/10.3390/v14051111

S4: 1:00-2:30 Rabies session


Lead: Charles Rupprecht, MD


Method: Presentation, case reports, discussion, Q&A ad hoc

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Objectives: To understand the basic pathobiology, epidemiology, prevention and control of the disease in a One Health context; to appreciate current challenges and opportunities in the field

 

Link to PowerPoint presentation: View the slideset

Supplementary Materials:​

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  1. Rupprecht CE, Mshelbwala PP, Reeves RG, Kuzmin IV. Rabies in a postpandemic world: resilient reservoirs, redoubtable riposte, recurrent roadblocks, and resolute recidivism. Anim Dis. 2023;3(1):15. doi: 10.1186/s44149-023-00078-8. Epub 2023 May 19. PMID: 37252063; PMCID: PMC10195671.

  2. Natesan K, Isloor S, Vinayagamurthy B, Ramakrishnaiah S, Doddamane R, Fooks AR. Developments in Rabies Vaccines: The Path Traversed from Pasteur to the Modern Era of Immunization. Vaccines (Basel). 2023 Mar 29;11(4):756. doi: 10.3390/vaccines11040756. PMID: 37112668; PMCID: PMC10147034.

  3. Damanet B, Costescu Strachinaru DI, Levêque A. Single visit rabies pre-exposure prophylaxis: A literature review. Travel Med Infect Dis. 2023 Jul-Aug;54:102612. doi: 10.1016/j.tmaid.2023.102612. Epub 2023 Jun 30. PMID: 37394127.

  4. Nadal D, Bote K, Abela B. Is there hope to reach the Zero by 30 target for dog-mediated human rabies? Lancet Glob Health. 2023 Nov;11(11):e1682-e1683. doi: 10.1016/S2214-109X(23)00431-X. Epub 2023 Sep 27. PMID: 37776869.

  5. Ma X, Bonaparte S, Corbett P, Orciari LA, Gigante CM, Kirby JD, Chipman RB, Fehlner-Gardiner C, Thang C, Cedillo VG, Aréchiga-Ceballos N, Rao A, Wallace RM. Rabies surveillance in the United States during 2021. J Am Vet Med Assoc. 2023 Mar 8;261(7):1045-1053. doi: 10.2460/javma.23.02.0081. PMID: 36884381.

  6. Knobel DL, Jackson AC, Bingham J, Ertl HCJ, Gibson AD, Hughes D, Joubert K, Mani RS, Mohr BJ, Moore SM, Rivett-Carnac H, Tordo N, Yeates JW, Zambelli AB, Rupprecht CE. A One Medicine Mission for an Effective Rabies Therapy. Front Vet Sci. 2022 Mar 16;9:867382. doi: 10.3389/fvets.2022.867382. PMID: 35372555; PMCID: PMC8967983.

  7. Jackson AC. Rabies: a medical perspective. Rev Sci Tech. 2018 Aug;37(2):569-580. English. doi: 10.20506/rst.37.2.2825. PMID: 30747124.

  8. ‘Impact of the disease on families’ video: https://youtu.be/dboSxa4F8dY

  9. ‘Historical public health control’ video: https://youtu.be/1z0Mrkd70nE

  10. ‘Historical human rabies’ video (warning - graphic content): https://www.youtube.com/watch?v=r81vv84IqoQ

S5: 2:30-2:45 Videos

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Presenter: Stephen Scholand, MD

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Method: A short video will be shown, which supplements the themes of the other sessions. Time for group discussion is deferred.

 

Objectives:

 

Think about and reflect on environmental issues - a true “Global Health.”
Trapped by Plastic, a six-minute documentary from WaterBear


Award-winning photographer Mandy Barker shows us a new perspective on the
devastating and far-reaching impact of marine plastic pollution through her art.

 

  1. Trapped by Plastic


Supplementary Materials:


Lavers JL et al. Entrapment in plastic debris endangers hermit crabs, Journal of Hazardous Materials, Vol 387, 2020
https://www.sciencedirect.com/science/article/pii/S0304389419316577

 

 

S6: 11:30-12:50 Global Health as a Career
 

Lead: Stephen Scholand, MD

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Objectives:
 

The purpose of this session is 2-fold:

 

  1. to discuss what working in global health might look like

  2. discuss the ethics of working abroad
     

Panelists

 

  • Charles E. Rupprecht

  • Bulat Ziganshin

  • Shalote Chipamaunga Bamu

  • Mitra Sadigh

  • Stanley Kowalski

  • Samuel Luboga

 

 

Supplementary materials:

 

https://globalvolunteers.org/ethical-volunteer-vacations/

https://www.cdc.gov/globalhealth/employment/default.htm

https://www.cugh.org/online-tools/job-board/

4:30-6:00 Networking Reception

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Faculty/panelists/speakers from the Global Health Bridge.


Guests include various representatives from the global health program, Latinx panelists, and invited third year clerkship directors and the Danbury Hospital IM chiefs.


This will be a session where food from the different regions represented during the bridge will be offered in a reception style. It will be a chance for students to network and discuss questions with different faculty from the CT community and global health. It will also be an opportunity for those students interested in joining the global health program to learn more about the Nuvance global health program.

 

Feedback:
Please complete the feedback form for this session:
Networking Reception feedback form.

 

 

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