A Longitudinal Case-Based Global Health Curriculum for the Medical Student Clerkship Year

MedEdPORTAL

Nora Y. Osman¹  Jennifer Kasper²  Robert Riviello³  Bram Wispelwey⁴  Navin L. Kumar⁵  Yves Nezerwa⁶  Gavin G. Ovsak⁷  Parisa N. Fallah⁸ 

[1] Assistant Professor, Internal Medicine, Brigham and Women's Hospital and Harvard Medical School;Assistant Professor, Pediatrics and Global Health and Social Medicine, Brigham and Women's Hospital and Harvard Medical School;Associate Professor, Surgery and Global Health and Social Medicine, Brigham and Women's Hospital and Harvard Medical School;Instructor, Internal Medicine and Global Health Equity, Brigham and Women's Hospital and Harvard Medical School;Instructor, Internal Medicine, Brigham and Women's Hospital and Harvard Medical School;Plastic Surgery Resident, Rwanda Military Hospital and College of Surgeons of East, Central and Southern Africa (COSECSA);Resident, Anesthesiology, Brigham and Women's Hospital and Harvard Medical School;Resident, Obstetrics and Gynecology, Brigham and Women's Hospital, Massachusetts General Hospital, and Harvard Medical School;

关键词: Global Health;    Social Determinants of Health;    Core Clerkships;    Clinical Clerkship;    Case-Based Learning;    Clinical Education;   

DOI  :  10.15766/mep_2374-8265.11038

来源: DOAJ

【 摘 要 】

Introduction Over 20% of U.S. medical students express interest in global health (GH) and are searching for opportunities within the field. In addition, domestic practice increasingly requires an understanding of the social factors affecting patients’ health. Unfortunately, only 39% of medical schools offer formal GH education, and there is a need to incorporate more GH into medical school curricula. Methods We designed a longitudinal case-based curriculum for the core clerkships. We conducted an institution-wide survey to determine baseline GH interest and developed three case-based sessions to incorporate into medicine, surgery, and pediatrics clerkships. The cases included clinical learning while exploring fundamental GH concepts. Cases were developed with GH faculty, and the pilot was implemented from October to December 2019 with 55 students. We used pre- and postdidactic surveys to assess interest in GH and elicit qualitative feedback. A follow-up survey assessed students’ identification of barriers faced by their patients domestically. Results Students felt that clinical management, physical exam skills, epidemiology, and social determinants of health were strengths of the sessions and that they were able to apply more critical thinking skills and cultural humility to their patients afterwards. Students felt that simulation would be a great addition to the curriculum and wanted both more time per session and more sessions overall. Discussion Integrating GH didactics into the core clerkships has potential to address gaps in GH education and to help students make connections between clinical learning and GH, enhancing their care of patients both domestically and in future GH work.

【 授权许可】

Unknown