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Joint Master’s Degree Program in
Health Professions Education and Global Health

Collaborative Project with the University of Zimbabwe Faculty of Medicine and Health Sciences

In response to the growing need for Global Health (GH) education and training, particularly in low-middle-income countries (LMICs), the Majid Sadigh, MD GH Academy at Nuvance Health and the University of Zimbabwe Faculty of Medicine and Health Sciences (UZFMHS) are joining forces to offer a groundbreaking joint master’s degree program in health professions education (HPE) with a major in GH education. This initiative aims to equip health professions educators with the necessary skills and knowledge to address the transnational nature of health issues in an interconnected world.

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Recent global events have underscored the importance of incorporating GH into medical school curricula. However, the majority of GH programs are located in high-income countries (HICs), leaving a significant gap in training opportunities for educators in LMICs. Additionally, there is a lack of consensus on the type of training needed and a tendency for GH domains and competencies to be "colonized" by Western perspectives.

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The joint master’s degree program seeks to address these challenges by providing a comprehensive curriculum designed and reviewed jointly by the Education and Curriculum Committee, comprising members from University of Zimbabwe and the GH Academy. Participants will gain familiarity with key concepts in GH, research methodology, digital literacy, leadership, and management. They will also have the opportunity to connect with a network of GH leaders.

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Shalote Chipamaunga-Bamu, PhD, is Director of the Master’s Program in HPE at the University of Zimbabwe and is spearheading this collaborative effort. 

Pilot Cohort

The first cohort of Master’s students from University of Zimbabwe arrived in Danbury in November 2023 for the inaugural Global Health (GH) module. Over two weeks, they engaged in intensive coursework covering topics such as the administration and management of GH programs, research and innovation in education and GH, and the ethical considerations of GH practice.

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The participating students were:

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Fiona Makoni, MD

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Executive Dean in the Faculty of Medicine and Health Sciences at the University of Zimbabwe, Zimbabwe

Senior Lecturer and former Chairperson of the Department of Oral Health

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Caryn Tatenda Kazembe Mhangara BSc, MSc, WITS, ILWTI, MHPE

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Clinical Instructor at the University of Zimbabwe and Principal Physiotherapist at Parirenyatwa Group of Hospitals, Zimbabwe

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Cladious Verenga, MD

Fetal Medicine specialist and Lecturer at the University of Zimbabwe and Parirenyatwa Group of Hospitals, Zimbabwe

The goals for the two-week pilot course included the following:

 

  1. 1.Develop a Holistic Understanding of GH and Ability to Analyze GH Disparities

  2. Examine the Global Burden of Diseases and Associated Challenges and Solutions​

  3. .Build Awareness of the Colonial Mindset in GH​

  4. Encourage Ethical and Equitable GH Practices​

  5. Apply Frameworks for Development of a GH Curriculum and Best-Practices in Organizing GH Electives​

  6. Plan Professional Development Using Technology in Education and Research​

  7. Meet Leaders in GH, Engage in Bilateral Exchange of Ideas, and Work Together to Solve Problems

 

During the two-week course, the Master's students participated in forty educational modules (see figure below), sixteen of which were part of the GH Bridge course which was organized for UVMLCOM medical students. These modules were taught by faculty members of the GH Academy, invited guests, and by Dr. Shalote Chipamaunga-Bamu.

Overview of the Two-Week Course

Day 1

  1. System of medical education in the US

  2. Establishing a GH Program + Electives

  3. GH Elective orientation

  4. Hospital and simulation lab tour

Day 6

  1. Debriefing session on GH Bridge

  2. Competency-Based Medical Education (CBME)

  3. CBME Through Global View

  4. Leadership Styles and Approaching

  5. Leadership from a GH and HPE Perspective (1)

Day 2

  1. Structure of global health at Nuvance Health

  2. Policy Making in global health

  3. Colonization in GH

  4. Decolonization in GH

Day 7

  1. Approaching Leadership from a GH and HPE Perspective (2)

  2. Theory-guided research in HPE

  3. How to integrate Education for Critical Consciousness

  4. Role of the Educator for Critical Consciousness Education

Day 3

  1. Global Health - Foundations

  2. Intercultural Learning

  3. Clinical cases - Rabies

  4. Rabies session

  5.  Videos: Trapped in plastic

  6. Global Health as a Career

Day 8

  1. GH and HPE areas of need for transformation

  2. Ethics in Research and Education

  3. Global Mental Health for Medical Educators - Part 1

  4. How to Conduct Literature Search

Day 4

  1. Videos: Racism

  2. Decolonization of Global Health

  3. Dengue Fever and Climate Change

  4. Latinx Panel

  5. Advocacy in GH

  6. Review of Articles

Day 9

  1. How to Conduct a Journal Club

  2. Global Mental Health for Medical Educators - Part 2

Day 5

  1. GH Opportunities for Senior Medical Students

  2. Homestay Model

  3. HPE to Improve GH: Case Study in Vietnam

  4. Public Health Perspective on Armed Conflict

Day 10

  1. Innovation in Global Health

  2. Artificial Intelligence in Research and Medical Education

Day 1

On the last day of the two-week pilot course, the Master’s students and Master's Program Director, Dr. Shalote Chipamaunga-Bamu, met with Dr. John Murphy, President and Chief Executive Office of Nuvance Health. During this meeting, future directions of the joint-degree program were discussed, and Dr. Murphy presented students with their Certificates of Completion of the inaugural GH course.

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Moving Beyond the Pilot Program
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Looking ahead, the program aims to develop a comprehensive curriculum for future participants, including longitudinal delivery of GH modules throughout the HPE master’s program. Additionally, there are plans to expand collaboration and develop similar joint master’s degree programs with other GH partners and sites.

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The joint master’s degree program represents a significant step towards building competitive educational programs in LMICs, reducing dependence on HICs, and improving the overall quality, depth, and relevance of GH training and research. It is poised to become a model for institutions seeking to strengthen their GH education initiatives and enhance their impact on health outcomes worldwide.

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