The UTMB Global Health Inter-
Professional Core Course:
Successes, Works in Progress, and
Open Questions
Lexi Nolen, PhD, ...
Objectives
 Describe the context of UTMB in relation to
IEGH
 Present the process for creating the course
 Outline some...
Definitions
 Inter-professional (IP)
 “When two or more professions learn with, from, and
about one another”
 Inter-dis...
The UTMB context
 Health Professions
campus
 SOM (1st and 2nd yr
students)
 GSBS
 *basic science and clinical
science ...
synergy and GHICC
Steering Committee
rep.
synergy support
 Financial: tuition
support for students (3
years)
 Curricul...
synergy Program Participation
Highlights of the GH Program at
UTMB
 Global Health Track for medical students (2005)
 HABLE (2005), Spanish SOM curricu...
Creation of GHICC
 Began last spring
 Inter-professional faculty (self-identified but
broad)
 Curriculum and Syllabus d...
GHICC curricular structure
 Wed 5-6:30, Sept-April
 16 Large group Inter-professional classes
 16 Small group professio...
Large Group Meeting Topics
 Overview of Global Health and
Introduction to Course
 The Global Crisis in Human
Resources f...
Distance Learning
 Tegrity
 Records video,
audio along with
PowerPoint
presentation
 BlackBoard
 Upload resources
such...
Administrative Challenges
The Usual Suspects…
 Schedules between
schools, Curricular
time, Credits and
uniformity, Academ...
Curricular Challenges
More suspects…
 *Learning modalities
(PBL, sm groups, com
based, etc)
 *Use of language (e.g.
med ...
Student Comments after 1st
Semester
 Lots of positive
 Content—liked the gh competencies (unexpected for
some)
 Structu...
Future Directions
(administrative)
 Review of scheduling (student
obligations)
 Improvement in physical educational
envi...
Proposed SOM Elective
 *16 bi-weekly 90-minute inter-professional
lecture/discussion sessions
 16 bi-weekly 60-minute me...
Future Directions (curricular)
 Clear introduction (emerging gh curriculum; not
skills building, “field” talk; other oppo...
Open questions….
 Sustaining broad student participation (tuition,
distance education)
 Inter-professional quality w/ in...
References
1. G Goelen, G de Clercq, L Huyghens, and E Kerckhofs.
(2006). Measuring the effect of interprofessional proble...
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  • UTMB has a 20-year history of providing students early global health learning opportunities, guided by preparation and long-term relationships with international field sites.
  • Faculty unevenly compensated (variations in leadership’s attitudes, priorities, needs re GH among schools)
    “credits” vs. track requirements
  • Slide 1

    1. 1. The UTMB Global Health Inter- Professional Core Course: Successes, Works in Progress, and Open Questions Lexi Nolen, PhD, MPH and Caley Satterfield, MEd Laura Rudkin, PhD; Liz Reifsnider, PhD, RN; Carolyn Utsey PhD, PT; Gretchen Stone, PhD, OTR; Vicki Freeman, PhD, LeeAnn Bryant, MHS Janice Smith, MD, MPH
    2. 2. Objectives  Describe the context of UTMB in relation to IEGH  Present the process for creating the course  Outline some challenges  Describe future directions  Identify some key unanswered questions
    3. 3. Definitions  Inter-professional (IP)  “When two or more professions learn with, from, and about one another”  Inter-disciplinary  “collaboration within a single profession, e.g. among pediatricians, pediatric cardiologists and pediatric surgeions in the care of children with congenital heart defects”  Multidisciplinary  “other disciplines are invited to participate in an independent, discipline-specific team that conducts separate assessment, planning, and provision of services with little coordination”
    4. 4. The UTMB context  Health Professions campus  SOM (1st and 2nd yr students)  GSBS  *basic science and clinical science research students  public health students--not primary degree  SON  *Undergraduate  graduate  SHP  Occupational Therapy  Physical Therapy  Clinical Lab Sciences  *Physicians’ Assistant  *Respiratory Therapy  Growing GH Program  Fogarty Grant  Significant $ for students  Growing decentralization  Increasing coordination  Various opportunities  Field site experiences  Monthly potlucks  Lecture series  Global Grand Rounds  Major hurricane  Departure of key faculty  Funding disruptions  Planning disruptions
    5. 5. synergy and GHICC Steering Committee rep. synergy support  Financial: tuition support for students (3 years)  Curricular: IP activity development, faculty development  Educational research: evaluation of educational experience, tracking Benefits to synergy  Popular class with high and mixed participation  Early IP experience for We used synergy’s momentum to support our GH goals
    6. 6. synergy Program Participation
    7. 7. Highlights of the GH Program at UTMB  Global Health Track for medical students (2005)  HABLE (2005), Spanish SOM curriculum to support training of bilingual providers  Global Grand Rounds  GH lecture series  International field site electives  Structured, inter-professional domestic field sites in Galveston and in 4 Texas colonias  Active global health student interest group (chapters across the state)  Monthly potlucks  Fogarty International Research Fellowships, SOM Scholarships  UT System Global Health Resource Center (2008- )  Global Health Interprofessional Core Course (2009- ) Coming year  International Research Ethics Area of Concentration within the Master of Arts Program in Medical Humanities  Global Health Concentration within the Master of Public Health (MPH)  Certificates in GH in several programs (OT, PT, CLS)  Mentoring Program  Regional GHEC conference
    8. 8. Creation of GHICC  Began last spring  Inter-professional faculty (self-identified but broad)  Curriculum and Syllabus developed quickly  Goals for the course  Mapping of gh core competencies among programs, or program competencies when gh not available  Agreement on public health and systems focus  Complement to existing GH activities  Distance learning, repository
    9. 9. GHICC curricular structure  Wed 5-6:30, Sept-April  16 Large group Inter-professional classes  16 Small group professional classes (PT, OT, CLS, MPH)
    10. 10. Large Group Meeting Topics  Overview of Global Health and Introduction to Course  The Global Crisis in Human Resources for Health; Healthcare Teams in different Global Settings  Healthcare Systems  Introduction to Public Health and Epidemiology  Health Equity and Social Determinants of Health  Global Health Organizations; The Role of Civil Society and Universities in Global Health  Achieving the Millennium Development Goals  Human Rights and Social Justice; Ethical Issues in Global Health  Culturally Appropriate Healthcare; Health Promotion and Behavior Change  Women’s Health; Child Health  Nutrition and Malnutrition  Travel Safety and Health  Global Infectious Disease  Health Impacts of Disasters  Occupational and other Injuries in Developing Countries  Appropriate technology in low resource settings  Oral health in low income countries
    11. 11. Distance Learning  Tegrity  Records video, audio along with PowerPoint presentation  BlackBoard  Upload resources such as web links, readings, etc  Travel Safety lecture made available to all UT System
    12. 12. Administrative Challenges The Usual Suspects…  Schedules between schools, Curricular time, Credits and uniformity, Academic policies  *Faculty time/compensation  (resistance by administration) …plus some more  Sustainable interprofessional enrollment  Faculty development—dual skills in gh and interprofessional education
    13. 13. Curricular Challenges More suspects…  *Learning modalities (PBL, sm groups, com based, etc)  *Use of language (e.g. med students vs health professions students)  *Breadth v. depth  *Variations in students’ educational level …more more  Global health and IP goals double the work!  Developing or finding good IP/GH interactive activities The problems of serving two
    14. 14. Student Comments after 1st Semester  Lots of positive  Content—liked the gh competencies (unexpected for some)  Structure  Group activities  Info on careers, online resources and databases, etc  Liked having an IP faculty, esp when they worked together  Class on IP teams was the favorite  A few negative  More “field” talk, clinical skills building; didn’t get the gh competencies
    15. 15. Future Directions (administrative)  Review of scheduling (student obligations)  Improvement in physical educational environment  Global Health Tracks/Certificates in the Health Professions programs  Integration of SON, PA students  *Secured faculty time/incentives  *Faculty development  Potential elective credit for SOM
    16. 16. Proposed SOM Elective  *16 bi-weekly 90-minute inter-professional lecture/discussion sessions  16 bi-weekly 60-minute medical student discussions  *Completion of the Welcome Trust Topics in Global Health learning modules on CD  *Participate in the global health mentoring program  Service learning experience: 2+ days  Development of class presentations, group projects, short research project  End of semester quiz and student evaluation by faculty  Could complete over 2 years (?)
    17. 17. Future Directions (curricular)  Clear introduction (emerging gh curriculum; not skills building, “field” talk; other opportunities on campus; career development)  Less lecture, more group and IP activities  Further development of online course delivery (req.)  Linked to service-learning experiences  Mainstreaming GH into schools’ curricula  Developing further opportunities to increase depth of knowledge in gh competency areas
    18. 18. Open questions….  Sustaining broad student participation (tuition, distance education)  Inter-professional quality w/ increased distance education  Role of each faculty in the course  Your experiences? Other helpful literature?  Examples of inter-professional, global health class activities?  Should we be working and thinking together on a regular basis?
    19. 19. References 1. G Goelen, G de Clercq, L Huyghens, and E Kerckhofs. (2006). Measuring the effect of interprofessional problem- based learning on the attitudes of undergraduate health care students, Medical Education, 40, 555-561. 2. K McPherson, L Headrick, and F Moss. (2001). Working and learning togther: good quality care depnds on it, but how can we achieve it, Quality in Health Care, 10(Supp. II), ii46-ii53. 3. JA Dyer. (2003). Multidisciplinary, Interdisciplinary, and Transdisciplinary Educational Models and Nursing Education, Nursing Education Perspectives, 24(4), 186- 188. 4. F Carpenter. (1995). Interprofessional education for
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