S10 8:15 - 9:00
Global Health Program at Nuvance Health/UVMLCOM for Senior Medical Students
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Lead: Majid Sadigh, MD
Method: A formal lecture followed by Q/A session
Objectives:
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To make the students familiar with the structure and content of the global health program at Nuvance Health and the opportunities available to the medical students to participate.
Since our inception in 2012, our intention has been to inspire a more global vision of healthcare in undergraduate and graduate medical education. Hopefully, some of our trainees will become global health leaders in the future. The elective is 2 weeks for faculty and 6 weeks for all students and most residents. The emphasis is on immersion in patient care, culture, and community.
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Our partners around the world are mainly among major universities: Makerere University in Uganda, University of Zimbabwe, University of Botswana, University of Medicine and Pharmacy in Vietnam, UNIBE in the Dominican Republic, Walailak University in Thailand, DMIMS in India, or major tertiary medical institutions like Cho Ray Hospital in Vietnam, or Heart Institute in Dominican Republic, or big rural care centers like ACCESS in Uganda, St. Francis and St. Stephen Hospitals in Uganda. Overall, we have 16 partners in 7 countries outside the USA.
Link to the Slides
The Global Health Program at Nuvance Health
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Link to the program website
Feedback:
Please complete the feedback form for this session
S10. Global Health Articles session feedback form.
S11: 9:00- 10:30
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Health professions education to improve global health: A case study in Vietnam
Lead: Dr. Duy Khoa Duong
Method: Workshop; After a short lecture, there are questions and a case study for students to discuss
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Introduction:
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Health professions education worldwide has gone through tremendous innovations and reforms in the last 10 years. There has been a focus on competency-based education and a shift from informative and formative learning to transformative learning. During this workshop, the participants will reflect on their medical curriculum and desired competencies in relation to local and global health needs.
Objectives
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Explain competency-based medical education according to the international competency-based medical education collaborative’s five principles
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Explain the challenges and opportunities of health professions education after the COVID-19 pandemic
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Develop personal objectives and plan for professional development using competency-based medical education and global health knowledge
Questions
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How is your home country’s education for health professionals carried out to meet the healthcare needs of the people, using a competency-based approach?
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You are visiting country A for the Global Health elective. In your opinion, how is this country’s education for health professionals carried out to meet the healthcare needs of its people, using a competency-based approach?
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How could global health help to inform health professions education in your home country and globally?
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How could global health affect your personal education?
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Background Papers
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Frenk J., Chen L.C., Chandran L., et al. (2022). Challenges and opportunities for educating health professionals after the COVID-19 pandemic. The Lancet, 400(10362), 1539–1556.
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Frenk J., Chen L., Bhutta Z.A., et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756), 1923–1958.
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Tran T.D., Vu P.M., Pham H.T.M., et al. (2022). Transforming medical education to strengthen the health professional training in Viet Nam: A case study. The Lancet Regional Health – Western Pacific, 27.
Link to the PowerPoint Presentation
Health Professions Educations to Improve Global Health; A Case Study in Vietnam
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S12: 10:45 - 11:30
A Case from Mulago: A Dramatic Heart and Lung Problem
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Leads: Alex Kayongo & Majid Sadigh
Objective:
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To become familiar with the most challenging aspects of practicing medicine in resource-scarce settings, both from the perspective of locally trained and internationally trained physicians.
Method:: Interactive Case-Based Discussion
Questions
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1. What are the main challenges of practicing medicine in resource-scarce settings for an internationally trained physician?
2. What are the main challenges of practicing medicine in resource-scarce settings for locally trained physicians?
Pre-session assignments to students:
1. Please read the following article;
A Piece of My Mind; Collaterals by M. Allison Arwady, MD, MPH
JAMA, June 9, 2010—Vol 303, No. 22, pages: 2229 - 2230
2. Please make yourself familiar with the following:
Pulsus Paradoxus
Kussmaul Sign
Cardiac tamponade pathophysiology and etiologies
Link to the Slides: A Dramatic Hearth and Lung Problem
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S13: 11:30-12:00
Articles (Self-study)
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Method: Students will be divided into eight groups. Each group will be assigned an article in advance to review.
Then faculty will be presenting the articles, each for 6 minutes. A 12-minute Q&A will be held at the end of the session.
Objectives:
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Students will become familiar with diverse concepts in global health, including climate change, human impact on ecosystems, challenges in the decolonization of global health, moral values of health, harm of the reductive seduction, physicians as activists, the bats as reservoirs of certain viruses, and how to prevent pandemics.
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Please refer to Session 15 For the list of articles and faculty.
S14: 1:00-2:30
Intercultural Development: An Active Learning Experience
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Lead: Beth West
Purpose
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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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Method
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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.
Questions
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How is culture defined?
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Describe how Hofstede’s cultural value patterns resemble a bell curve and the danger in thinking of cultural value patterns as predictive absolutes.
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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
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Through ACTIVE participation in this workshop, the learner will:
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Define what intercultural learning entails (concepts, theories, frameworks)
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Recognize the influence of cultural contexts on how you and others view the world (cultural self-awareness)
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Construct new awareness of yours’ and others’ cultural identities and values (cultural other awareness)
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Develop skills to engage more effectively across cultures through active-practice (bridge cultural gaps).
Conclusion
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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
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TEDtalk. (2009, October 7). Chimamanda Ngozi Adichie: The danger of a single story | ted. YouTube. https://www.youtube.com/watch?v=D9Ihs241zeg
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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
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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
S15: 2:30-3:30
Review of Articles
Lead: Dr. Majid Sadigh
Method
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Students will be divided into eight groups. Each group will be assigned an article in advance to review.
Then faculty will be presenting the articles, each for 6 minutes. A 12-minute Q&A will be held at the end of the session.
Objectives
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Students will become familiar with diverse concepts in global health, including climate change, human impact on ecosystems, challenges in the decolonization of global health, moral values of health, harm of the reductive seduction, physicians as activists, the bats as reservoirs of certain viruses, and how to prevent pandemics.
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Articles
1. Can an Artists' Collective in Africa Repair a Colonial Legacy?
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By Alice Gregory New Yorker, July 18, 2022
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“Its founders believe that they can use the tools of the Western art world to help heal the effects of more than a century of plunder.”
Faculty: Dr. Elina Mukhametshina
2. Linking Health Justice, Social Justice, a Climate Justice
Khadj Rouf, Tony Wainwright
The Lancet, The Planetary Health, Volume 4, Issue 4, April 01, 2020
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“Linking health, social, and climate justice can lead to the transformative activism that is needed for a better, healthier, and fairer world for everyone. The question now is, are you willing to help?”
Faculty: Dr. Dilyara Nurkhametova
3. Covid-19’s Devastating Effect on Tuberculosis Care — A Path to Recovery
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Madhukar Pai, M.D., Ph.D.,Tereza Kasaeva, M.D., Ph.D., and Soumya Swaminathan, M.D.
NEJM; April 21, 2022
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We believe world leaders should commit to vaccinating people globally to help end the Covid-19 pandemic. They should also reaffirm their commitment to ending the tuberculosis epidemic, work harder to mitigate the effects of the pandemic, and address the social, environmental, and economic determinants of tuberculosis infection and mortality.
Faculty: Dr Swapnil Parve
4. The Reductive Seduction of the Other People's Problems
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Courtney Martin
January 11, 2016
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“If you’re young, privileged, and interested in creating a life of meaning, of course you’d be attracted to solving problems that seem urgent and readily solvable. Of course you’d want to apply for prestigious fellowships that mark you as an ambitious altruist among your peers. Of course you’d want to fly on planes to exotic locations with, importantly, exotic problems.”
Faculty: Wendi Cuscina
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5. Virchow at 200 and Lown at 100 — Physicians as Activists
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Salvatore Mangione, M.D., and Mark L. Tykocinski, M.D.; NEJM July 22, 2021
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“German physician Rudolf Virchow, born 200 years ago this October, was so certain that disease was a reflection of societal failures that he claimed, “medicine is a social science, and politics nothing but medicine at a larger scale.” Virchow saw physicians as “natural attorneys of the poor” and viewed social problems as their responsibility, and he was willing to pay a price for his advocacy.”
Faculty: Mary Shah
6. Offline: The incontestable moral value of health
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Richard Horton; Lancet, January 15, 2022
“…the crucial distinction this pandemic has revealed—that health and health research have a special moral importance to society, an importance that should demand zero tolerance to any barrier limiting access to healthcare and health information.”
Faculty: Dr. Bulat Ziganshin
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7. Africa is bringing vaccine manufacturing home
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Editorial, Nature 09 February 2022
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“A major milestone was reached last week when scientists in South Africa reproduced Moderna’s COVID-19 vaccine. COVID-19 patents must now be shared.”
Faculty: Dr. Alex Kayongo
8. Want to prevent pandemics? Stop spillovers
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Neil M. Vora, Lee Hannah, Susan Lieberman, Mariana M. Vale, Raina K. Plowright & Aaron S. Bernstein
Nature | Vol 605 | 19 May 2022
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“Decision-makers discussing landmark agreements on health and biodiversity must include four actions to reduce the risk of animals and people exchanging viruses.”
Faculty: Dr. Duy Khoa Duong
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S16: 3:30-5:00
Role of Public Health in Response to Armed Conflict
Lead: Kaveh Khoshnood
Objectives
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Define and describe different types of humanitarian crises and their resulting impacts on population health
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Characterize the role and contributions of public health academicians to the health of populations impacted by humanitarian crises
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Discuss ethical challenges in conducting research in a humanitarian setting
Method
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After a short lecture, there are questions and a case study for students to discuss.
Questions
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War and other forms of armed conflict have profound adverse effects on population health. It is important to document these effects to inform the general public and policymakers about the consequences of armed conflict, provide services to meet the needs of affected populations, protect human rights and document violations of international humanitarian law, and help to prevent future armed conflict.How can Documentation be accomplished?
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What are the unique ethical concerns surrounding data ownership when conducting research in the humanitarian setting?
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What was the most frequent age and sex deaths due to conflicts in the year 2000?
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Identify the correct statement (s) among the following 5 choices:
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a. Conflict-related death and injury are major contributors to the global burden of disease
b. Information systems break down during conflict, leading to great uncertainty in the magnitude of mortality and disability
c. The World Health Survey may provide a reliable and valid basis for assessing conflict-related mortality and disability
d. Forecasting models may provide a plausible basis for assessing risk of conflict and thus prevention
e. Improved collaboration between political scientists and experts in public health would benefit measurement, prediction, and prevention of conflict-related death
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5. Can public health professionals contribute to prevention of armed conflict ? If yes, how?
6. How can schools of public health in the U.S contribute to reducing harms related to armed conflict?
7. What are the ethical issues related to conducting research with populations affected by armed conflict?
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Video to Watch
Public Health in Times of War and Conflict
Background Papers
A systematic literature review of the ethics of conducting research in the humanitarian
Setting; Bruno and Haar Conflict and Health, BMJ, (2020) 14:27
Armed conflict as a public health problem; C J L Murray, G King, A D Lopez, N Tomijima, E G Krug; BMJ, VOLUME 324 9 FEBRUARY 2002
Documenting the Effects of Armed Conflict on Population Health; Barry S. Levy and Victor W. Sidel, Annu. Rev. Public Health 2016. 37:205–18
Link to the Powerpoint
The Effect of Armed Conflict on Population Health
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