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Serraino R, Owachi D, Byekwaso SN, Namara CM, Naigambi K, Castelli F, Torti C. From the Global North to the Global South: preparing students for away rotations. BMC MEDICAL EDUCATION 2023; 23:102. [PMID: 36759807 PMCID: PMC9910765 DOI: 10.1186/s12909-023-04085-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 02/06/2023] [Indexed: 06/18/2023]
Abstract
Makerere University College of Health Sciences, Kampala, Uganda, has established partnerships with several other institutions worldwide, including the University of Brescia and "Magna Græcia" University, which have agreed to collaborate for the primary purpose of student exchange. Our aim is to comment on students' preparation for away rotations based on the authors' own experiences and opinions alongside a review of selected papers on the preparation of students for global health and ethical collaboration. Medical electives represent a unique opportunity for all medical students, not merely for those who will work in resource-limited settings due to increasing globalization. The emergence of ethical international collaborations is of paramount importance to stimulate these projects and ensure that they are implemented safely and with adequate preparation even and especially during the COVID-19 pandemic.
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Affiliation(s)
| | - Darius Owachi
- College of Health Sciences, Makerere University of Kampala, Kampala, Uganda
| | | | | | - Kennedy Naigambi
- College of Health Sciences, Makerere University of Kampala, Kampala, Uganda
| | - Francesco Castelli
- UNESCO Chair “Training and Empowering Human Resources for Health Development in Resource-Limited Countries”, University of Brescia, 25123 Brescia, Italy
| | - Carlo Torti
- “Magna Graecia” University of Catanzaro, Catanzaro, Italy
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MacKechnie MC, Miclau TA, Cordero DM, Tahir P, Miclau T. Leadership development programs for healthcare professionals in low‐and middle‐income countries: A systematic review. Int J Health Plann Manage 2022; 37:2149-2166. [DOI: 10.1002/hpm.3457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 09/10/2021] [Accepted: 03/02/2022] [Indexed: 11/09/2022] Open
Affiliation(s)
- Madeline C. MacKechnie
- Orthopaedic Trauma Institute Department of Orthopaedic Surgery University of California San Francisco School of Medicine Zuckerberg San Francisco General Hospital San Francisco California USA
| | - Theodore A. Miclau
- University of California San Francisco School of Medicine San Francisco California USA
| | - Daniella M. Cordero
- University of California San Francisco School of Medicine San Francisco California USA
| | - Peggy Tahir
- University of California San Francisco UCSF Library San Francisco California USA
| | - Theodore Miclau
- Orthopaedic Trauma Institute Department of Orthopaedic Surgery University of California San Francisco School of Medicine Zuckerberg San Francisco General Hospital San Francisco California USA
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Johnson O, Begg K, Kelly AH, Sevdalis N. Interventions to strengthen the leadership capabilities of health professionals in Sub-Saharan Africa: a scoping review. Health Policy Plan 2021; 36:117-133. [PMID: 33313871 PMCID: PMC7938510 DOI: 10.1093/heapol/czaa078] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/02/2020] [Indexed: 12/12/2022] Open
Abstract
Leadership is a critical component of a health system and may be particularly important in Sub-Saharan Africa, where clinicians take on significant management responsibilities. However, there has been little investment in strengthening leadership in this context, and evidence is limited on what leadership capabilities are most important or how effective different leadership development models are. This scoping review design used Arksey and O’Malley’s approach of identifying the question and relevant studies, selection, charting of data, summarizing of results and consultation. A comprehensive search strategy was used that included published and unpublished primary studies and reviews. Seven databases were searched, and papers written in English and French between 1979 and 2019 were included. Potential sources were screened against inclusion and exclusion criteria. Data were grouped into common categories and summarized in tables; categories included conceptual approach to leadership; design of intervention; evaluation method; evidence of effectiveness; and implementation lessons. The findings were then analysed in the context of the review question and objectives. Twenty-eight studies were included in the review out of a total of 495 that were initially identified. The studies covered 23 of the 46 countries in Sub-Saharan Africa. The leadership development programmes (LDPs) described were diverse in their design. No consistency was found in the conceptual approaches they adopted. The evaluation methods were also heterogeneous and often of poor quality. The review showed how rapidly leadership has emerged as a topic of interest in health care in Sub-Saharan Africa. Further research on this subject is needed, in particular in strengthening the conceptual and competency frameworks for leadership in this context, which would also inform better evaluation. Our findings support the need for LDPs to be accredited, better integrated into existing systems and to put greater emphasis on institutionalization and financial sustainability from their early development.
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Affiliation(s)
- Oliver Johnson
- Centre for Implementation Science, Health Services and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, David Goldberg Centre, De Crespigny Park, London SE5 8AF, UK.,Centre for Health Policy, School of Public Health, School of Public Health Building. University of the Witwatersrand, 27 St Andrews Road, Parktown, 2193 South Africa
| | - Kerrin Begg
- School of Public Health and Family Medicine, University of Cape Town, Falmouth Building, Anzio Road, Cape Town, 7925, South Africa
| | - Ann H Kelly
- Department of Global Health & Social Medicine, School of Global Affairs, Faculty of Social Science & Public Policy, King's College London, Bush House, North East Wing, 40 Aldwych, London, WC2B 4BG, UK
| | - Nick Sevdalis
- Centre for Implementation Science, Health Services and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, David Goldberg Centre, De Crespigny Park, London SE5 8AF, UK
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Liu V, Whitford R, Damji KF. Leadership development facilitated by the "sandwich" and related glaucoma fellowship programs. Leadersh Health Serv (Bradf Engl) 2021; ahead-of-print. [PMID: 34106557 DOI: 10.1108/lhs-10-2020-0085] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE The purpose of this paper is to evaluate leadership training in the Sandwich Glaucoma Fellowship (SGF), a program in which fellows learn skills in a developed world institution and their home country to become leaders in glaucoma care. DESIGN/METHODOLOGY/APPROACH This paper is a retrospective, qualitative and quantitative evaluation. Participants of the SGF between 2007 and 2019 were provided a survey eliciting demographic information, leadership training exposure, development of leadership competencies and feedback for the fellowship program. FINDINGS Seven of nine alumni responded. The fellowship strongly impacted leadership competencies including integrity (8.8, 95% CI 7.8-9.8), work ethic (8.64, 95% CI 7.7-9.6) and empathy (8.6, 95% CI 7.7-9.5). A total of 85% of alumni indicated positive changes in their professional status and described an increasing role in mentorship of colleagues or residents as a result of new skills. Lack of formal leadership training was noted by three respondents. Informal mentorship equipped fellows practicing in regions of Sub Saharan Africa with competencies to rise in their own leadership and mentoring roles related to enhancing glaucoma management. Suggested higher-order learning objectives and a formal curriculum can be included to optimize leadership training catered to the individual fellow experience. ORIGINALITY/VALUE Leadership is necessary in health care and specifically in the context of low- and middle-income countries to bring about sustainable developments. The SGF contains a unique "Sandwich" design, focusing on the acquisition of medical and leadership skills. This evaluation outlines successes and challenges of this, and similar fellowship programs. Other programs can use a similar model to promote the development of skills in partnership with the fellows' home country to strengthen health-care leaders.
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Affiliation(s)
| | - Rita Whitford
- Department of Ophthalmology and Visual Sciences, University of Alberta, Edmonton, Canada
| | - Karim F Damji
- Department of Ophthalmology and Visual Sciences, University of Alberta, Edmonton, Canada
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Bunting SR, Garber SS, Goldstein RH, Ritchie TD, Batteson TJ, Keyes TJ. Student Education About Pre-exposure Prophylaxis (PrEP) Varies Between Regions of the United States. J Gen Intern Med 2020; 35:2873-2881. [PMID: 32080792 PMCID: PMC7573046 DOI: 10.1007/s11606-020-05736-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Accepted: 02/10/2020] [Indexed: 01/07/2023]
Abstract
BACKGROUND Daily, oral pre-exposure prophylaxis (PrEP) is an effective and safe prevention strategy for people at risk for HIV. However, prescription of PrEP has been limited for patients at the highest risk. Disparities in PrEP prescription are pronounced among racial and gender minority patients. A significant body of literature indicates that practicing healthcare providers have little awareness and knowledge of PrEP. Very little work has investigated the education about PrEP among health professionals in training. OBJECTIVE The objective of this study was to compare health professions students' awareness of PrEP and education about PrEP between regions of the US, and to determine if correlations between regional HIV incidence and PrEP use were present. DESIGN Survey study. PARTICIPANTS A cross-sectional sample of health professions students (N = 1859) representing future prescribers (MD, DO, PA), pharmacists, and nurses in the US. KEY RESULTS Overall, 83.4% of students were aware of PrEP, but only 62.2% of fourth-year students indicated they had been taught about PrEP at any time during their training. Education about PrEP was most comprehensive in the Northeastern US, the area with the highest PrEP to need ratio (4.7). In all regions, transgender patients and heterosexual men and women were least likely to be presented in education as PrEP candidates, and men who have sex with men were the most frequently presented. CONCLUSIONS There are marked differences in education regarding PrEP both between academic programs and regions of the USA.
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Affiliation(s)
- Samuel R Bunting
- Chicago Medical School, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA.
| | - Sarah S Garber
- Pharmaceutical Sciences, College of Pharmacy, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA
| | - Robert H Goldstein
- Division of Infectious Disease, Department of Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | | | - Tamzin J Batteson
- DeWitt C. Baldwin Institute for Interprofessional Education, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA
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Mboweni SH, Makhado L. Challenges influencing nurse-initiated management of antiretroviral therapy training and implementation in Ngaka Modiri Molema district, North West province. Health SA 2020; 25:1174. [PMID: 32284885 PMCID: PMC7136686 DOI: 10.4102/hsag.v25i0.1174] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Accepted: 01/11/2020] [Indexed: 11/03/2022] Open
Abstract
Background The increasing number of people testing human immunodeficiency virus positive and who demand antiretroviral therapy (ART) prompted the Department of Health to adopt World Health Organization's task shifting where professional nurses (PNs) initiate ART rather than doctors. This resulted in decentralisation of services to primary healthcare (PHC), generating a need to capacitate PNs on nurse-initiated-management of ART (NIMART). The impact of NIMART was assessed and even though there was an increased number of patients on ART, the quality of care is of serious concern. Aim The aim of this study was to explore and describe the challenges influencing NIMART training and implementation amongst PNs and programme managers. Setting The study was conducted from the PHC facilities, in the rural districts of the North West province. Methods An exploratory programme evaluation and contextual research design was used in the study. Purposive sampling was used. Focus group discussion (n = 28) and individual interviews were used to collect data. Data was analysed using ATLAS.ti software. Results The results revealed two themes: inadequacy in NIMART training and the healthcare system challenges that influence NIMART training and implementation. Theme 1 included among others the lack of standardised curriculum and model or conceptual framework to strengthen NIMART training. And theme 2 included patient and district healthcare structural system. Conclusion There a need to improve NIMART training and implementation through the standardisation of NIMART curriculum, introduction of pre-service NIMART training in institutions of higher learning, addressing staff shortages and negative attitude of PNs providing ART.
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Affiliation(s)
| | - Lufuno Makhado
- Department of Public Health, School of Health Science, University of Venda, Thohoyandou, South Africa
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Manyaapelo T, Sifunda S, Ruiter RA, Nyembezi A, van den Borne B, Reddy P. Feeling Under Pressure: Perspectives of the Meaning of Love and Sexual Relationships Amongst Young Men in KwaZulu-Natal Province, South Africa. Am J Mens Health 2019; 13:1557988319836632. [PMID: 30895845 PMCID: PMC6440041 DOI: 10.1177/1557988319836632] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Revised: 02/15/2019] [Accepted: 02/16/2019] [Indexed: 01/11/2023] Open
Abstract
This study aimed to explore perspectives on the meaning of love and sexual relations amongst young men in KwaZulu-Natal province of South Africa. Gaining insights into these perspectives will help to understand the sexual behaviors of these young men better and to eventually develop more effective HIV prevention interventions. Focus group discussions were conducted in two study areas using a predetermined semistructured discussion guide. The findings indicate that the phenomenon of romantic relationship try-outs together with the idea of "feeling under pressure" to propose love to more than one woman seem to be accepted practices that often lead to multiple concurrent sexual partners and therefore potentially risky sexual behaviors. The fear of impregnating a woman is seen to be of a more significant concern than acquiring a sexually transmitted infection due to the stigma and embarrassment associated with pregnancy outside marriage. Given these findings, it is recommended that future studies investigate perspectives on sexuality and reproductive health in male populations in great detail prior to the development of behavioral change interventions because failure to do so may hamper well-intended but poorly targeted health interventions.
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Affiliation(s)
- Thabang Manyaapelo
- Human Sciences Research Council, Population Health, Health Systems and Innovation, Pretoria, South Africa
| | - Sibusiso Sifunda
- Human Sciences Research Council, HIV/AIDS, STIs and TB, Pretoria,
Gauteng, South Africa
| | - Robert A.C. Ruiter
- Department of Work & Social Psychology, Maastricht University, Netherlands
| | - Anam Nyembezi
- School of Public Health, University of the Western Cape, Cape Town, Western Cape, South Africa
| | - Bart van den Borne
- Department of Health Education & Health Promotion, Maastricht University, Netherlands
| | - Priscilla Reddy
- Human Sciences Research Council, Population Health, Health Systems and Innovation, Cape Town, Western Cape, South Africa
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Mboweni SH, Makhado L. Impact of NIMART training on HIV management in Ngaka Modiri Molema District, North WEST province. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2019. [DOI: 10.1016/j.ijans.2019.100170] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Daniels J. Building Global Health Capacity at a Minority-Serving Institution in the Bronx: The Potential Role of PhotoVoice and the Geo-Social Pathway Framework in This Endeavor. INTERNATIONAL QUARTERLY OF COMMUNITY HEALTH EDUCATION 2018; 39:19-30. [PMID: 30479193 DOI: 10.1177/0272684x18809508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Global health training programs for undergraduate students are expanding in the United States, which includes Minority-Serving Institutions (MSIs), but capacity building is needed at MSIs to develop career pathways into the field, especially for those institutions that serve low-income students who live in communities with high health disparities. Often, global health pathways begin by building a global lens through the examination of local health issues coupled with international educational experiences. This approach is limited for students who come from low-income settings with limited funding for international experiences, and as a result, may not see the feasibility of a global health career. However, there may be opportunity in harnessing student motivations and participatory research methods to build interest in a global health career. This article outlines the course, Fundamentals of Global Health, offered at a public MSI in the Bronx. The course was grounded in the Geo-Social Pathway Framework and utilized PhotoVoice to engage students in individual research projects. A constant comparison method was used to analyze papers, photos, reflections, and presentations in order to identify themes. Analysis of course materials submitted by students suggests that they were motivated to examine health disparities using PhotoVoice and that they focused their research projects on their family and community health disparities, or aligned with educational or professional goals to address their community health needs. This course model may inform future training in global health for students at MSIs, but community-based participatory research priority funding is needed to sustain global health at these key institutions.
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Affiliation(s)
- Joseph Daniels
- 1 Lehman College, City University of New York, Bronx, NY, USA
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Tudor Car L, Kyaw BM, Atun R. The role of eLearning in health management and leadership capacity building in health system: a systematic review. HUMAN RESOURCES FOR HEALTH 2018; 16:44. [PMID: 30176899 PMCID: PMC6122658 DOI: 10.1186/s12960-018-0305-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Accepted: 08/07/2018] [Indexed: 05/22/2023]
Abstract
BACKGROUND Health leadership and management are essential for ensuring resilient health systems. Relevant training opportunities are often scarce, and the use of digital education could help address this gap. Our aim was to assess the effectiveness of eLearning for healthcare leadership and management capacity building. METHODS We performed a systematic review on the effectiveness of eLearning for health leadership and management training. We also reviewed literature on relevant competencies and training programmes. We conceptualise the role of health leadership and management capacity building in health system strengthening and explore the use of eLearning in this area. RESULTS No evidence was found on the effectiveness of eLearning for health leadership and management capacity guiding. Evidence on health leadership and management education effectiveness in general is scarce and descriptive and reports learning outcomes. We explore how various forms of eLearning can help meet specific requirements of health leadership and management training. CONCLUSIONS Literature on the effectiveness of health leadership and management education is scarce. The use of eLearning could support this type of training by making it more accessible and tailored. Future research should be carried out in diverse settings, assume experimental designs, evaluate the use of information technology and report health system outcomes.
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Affiliation(s)
- Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, 11 Mandalay Road, Singapore, 308232 Singapore
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, Level 2, Faculty Building, South Kensington Campus, London, SW7 2AZ United Kingdom
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, 677 Huntington Avenue, Harvard, Boston, MA 02115 United States of America
| | - Bhone Myint Kyaw
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, 11 Mandalay Road, Singapore, 308232 Singapore
| | - Rifat Atun
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, 677 Huntington Avenue, Harvard, Boston, MA 02115 United States of America
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Pascal MR, Mann M, Dunleavy K, Chevan J, Kirenga L, Nuhu A. Leadership Development of Rehabilitation Professionals in a Low-Resource Country: A Transformational Leadership, Project-Based Model. Front Public Health 2017; 5:143. [PMID: 28691003 PMCID: PMC5481310 DOI: 10.3389/fpubh.2017.00143] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2016] [Accepted: 06/07/2017] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND AND RATIONALE This paper presents an overview of the activities and outcomes of the Leadership Institute (LI), a short-term leadership development professional development course offered to physiotherapists in a low-resource country. Previous studies have provided examples of the benefits of such programs in medicine and nursing, but this has yet to be documented in the rehabilitation literature. The prototype of leadership development presented may provide guidance for similar trainings in other low-resource countries and offer the rehabilitation community an opportunity to build on the model to construct a research agenda around rehabilitation leadership development. PEDAGOGY The course used a constructivist approach to integrate participants' experiences, background, beliefs, and prior knowledge into the content. Transformational leadership development theory was emphasized with the generation of active learning projects, a key component of the training. OUTCOMES Positive changes after the course included an increase in the number of community outreach activities completed by participants and increased involvement with their professional organization. Thirteen leadership projects were proposed and presented. DISCUSSION The LI provided present and future leaders throughout Rwanda with exposure to transformative leadership concepts and offered them the opportunity to work together on projects that enhanced their profession and met the needs of underserved communities. CONSTRAINTS AND CHALLENGES Challenges included limited funding for physiotherapy positions allocated to hospitals in Rwanda, particularly in the rural areas. Participants experienced difficulties in carrying out leadership projects without additional funding to support them. LESSONS LEARNED While the emphasis on group projects to foster local advocacy and community education is highly recommended, the projects would benefit from a strong long-term mentorship program and further budgeting considerations. CONCLUSION The LI can serve as a model to develop leadership skills and spur professional growth in low-resource settings. Leadership development is necessary to address worldwide inequities in health care. The LI model presents a method to cultivate transformational leadership and work toward improvements in health care and delivery of service.
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Affiliation(s)
| | - Monika Mann
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
| | - Kim Dunleavy
- Department of Physical Therapy, University of Florida, Gainesville, FL, United States
| | - Julia Chevan
- Department of Physical Therapy, Springfield College, Springfield, MA, United States
| | - Liliane Kirenga
- Department of Physical Therapy, Rwanda Military Hospital, Kigali, Rwanda
| | - Assuman Nuhu
- Department of Physiotherapy, University of Rwanda College of Medicine and Health Sciences, Kigali, Rwanda
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Garg M, Peck GL, Arquilla B, Miller AC, Soghoian SE, Anderson Iii HL, Bloem C, Firstenberg MS, Galwankar SC, Guo WA, Izurieta R, Krebs E, Hansoti B, Nanda S, Nwachuku CO, Nwomeh B, Paladino L, Papadimos TJ, Sharpe RP, Swaroop M, Stawicki SP. A Comprehensive Framework for International Medical Programs: A 2017 consensus statement from the American College of Academic International Medicine. Int J Crit Illn Inj Sci 2017; 7:188-200. [PMID: 29291171 PMCID: PMC5737060 DOI: 10.4103/ijciis.ijciis_65_17] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
The American College of Academic International Medicine (ACAIM) represents a group of clinicians who seek to promote clinical, educational, and scientific collaboration in the area of Academic International Medicine (AIM) to address health care disparities and improve patient care and outcomes globally. Significant health care delivery and quality gaps persist between high-income countries (HICs) and low-and-middle-income countries (LMICs). International Medical Programs (IMPs) are an important mechanism for addressing these inequalities. IMPs are international partnerships that primarily use education and training-based interventions to build sustainable clinical capacity. Within this overall context, a comprehensive framework for IMPs (CFIMPs) is needed to assist HICs and LMICs navigate the development of IMPs. The aim of this consensus statement is to highlight best practices and engage the global community in ACAIM's mission. Through this work, we highlight key aspects of IMPs including: (1) the structure; (2) core principles for successful and ethical development; (3) information technology; (4) medical education and training; (5) research and scientific investigation; and (6) program durability. The ultimate goal of current initiatives is to create a foundation upon which ACAIM and other organizations can begin to formalize a truly global network of clinical education/training and care delivery sites, with long-term sustainability as the primary pillar of international inter-institutional collaborations.
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Affiliation(s)
- Manish Garg
- Temple University School of Medicine, Philadelphia, Pennsylvania, United States of America
| | - Gregory L Peck
- Rutgers: Robert Wood Johnson Medical School, New Brunswick, United States of America
| | - Bonnie Arquilla
- Suny Downstate Medical Center, Brooklyn, United States of America
| | - Andrew C Miller
- East Carolina University, Greenville, NC, United States of America
| | | | | | - Christina Bloem
- Suny Downstate Medical Center, Brooklyn, United States of America
| | | | - Sagar C Galwankar
- University of Florida College of Medicine, Jacksonville, United States of America
| | - Weidun Alan Guo
- Jacobs School of Medicine and Biomedical Sciences, Buffalo, NY, United States of America
| | - Ricardo Izurieta
- University of South Florida, Tampa, FL, United States of America
| | - Elizabeth Krebs
- Thomas Jefferson University Hospital, Philadelphia, United States of America
| | - Bhakti Hansoti
- Johns Hopkins Medicine, Baltimore, MD, United States of America
| | - Sudip Nanda
- St. Luke's University Health Network, Bethlehem, PA, United States of America
| | - Chinenye O Nwachuku
- St. Luke's University Health Network, Bethlehem, PA, United States of America
| | - Benedict Nwomeh
- Nationwide Children's Hospital, Columbus, United States of America
| | - Lorenzo Paladino
- Suny Downstate Medical Center, Brooklyn, United States of America
| | - Thomas J Papadimos
- University of Toledo College of Medicine and Life Sciences, Toledo, OH, United States of America
| | - Richard P Sharpe
- Warren Hospital, St. Luke's University Health Network, Phillipsburg, NJ, United States of America
| | - Mamta Swaroop
- Northwestern University Feinberg School of Medicine, Chicago, IL, United States of America
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