S13: 8:15 - 9:00 Global Health Program at NVH for Senior Medical Students
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Lead: Bulat Ziganshin, MD
Method: A formal lecture followed by Q/A session
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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.
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Link to the Slides: TO BE HOSTED LATER
Link to the program website
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S14: 9:00 - 9:45 Homestay Model​
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Lead: Samuel Luboga
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Method: Lecture
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Objectives:
At the end of the session, students will learn about the
· Genesis of the Homestay model in global health
· Our experiences
· Future opportunities and expectations
Supplementary materials:
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Video: Homestay Model https://youtu.be/u9hvur5ZE4U
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Chia, D., Sadigh, M., Goller, T., Kristiansen, K., Luboga, C., Luboga, S., Sadigh, M. A Homestay Model for Global Health and Medical Education in Resource-Limited Settings. Med. Sci. Educ. (2015) 25(3):317. https://doi.org/10.1007/s40670-015-0154-2.
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S15: 10:00-11:30 Health professions education to improve Global Health: Case Study in Vietnam
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Lead: Dr. Duy Khoa Duong
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Method: Workshop; After a short lecture, there are questions and a case study for students to discuss.
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Introduction:
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?
Background Papers
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.
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.
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: TO BE HOSTED LATER
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S16: 11:30-12:50 Public Health in Response to Armed Conflict
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Lead: Kaveh Khoshnood
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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
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Method: After a short lecture, there are questions and a case study for students to discuss.
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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
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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
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