Global Health Education—Global Health Programs: Nicholas Comninellis
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Essential Elements of Global Health Education Nicholas Comninellis, Institute for International Medicine (INMED)
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Global Health Education—Global Health Programs: Nicholas Comninellis
- 1. Essential Elements in Global Health Education Nicholas Comninellis, MD, MPH President, Institute for International Medicine www.inmed.us - INMED Experience to date -
- 3. Ours Is A Very Needy World Sudan 1993
- 4. Tom Dooley in Vietnam, 1955
- 5. Clinica Evangelica Morava Eastern Honduras Dr. Sam Marx hosted over 150 medical students during his 40 year career in Honduras.
- 6. Comninellis at Shanghai Charity Hospital,1981-83 Challenges: Water and air borne illnesses, TB, rheumatic fever, schistosomiasis
- 7. Comninellis at Shanghai Charity Hospital,1981-83 Challenges: Language, world-view, concepts of health and diseases
- 8. Comninellis in Angola, Africa, 1989-91 Measles, malaria, malnutrition, land mines
- 9. Comninellis at the University of Missouri-Kansas City To revive the International Medicine program at UMKC
- 13. Institute for International Medicine Equipping healthcare professional students to serve in medical missions
- 19. 25 renowned faculty Joe LeMaster MPH Nancy Crigger PhD, RN Daniel Hinthorn MD
- 21. Preceptorships – Not Group Trips With faculty who live on-site and have US-recognized credentials
Editor's Notes
- Title: Fighting the Diseases of Poverty Learning Objectives: At the completion of this presentation, participants will be able to more effectively: • Advocate economic development as it relates to health • Advocate for ending military conflict • Advocate for effective disease interventions Abstract: The academic community laudably continues to respond to international health concerns. A growing number of institutions now offer students opportunities to augment their understanding through didactic exercises and study abroad. Encouragingly, research demonstrates that such students are more likely to incorporate international service into their careers. But enormous deficiencies remain. Nursing schools, for example, seldom give academic credit for study abroad. Of 159 schools of medicine and osteopathy in the U.S., only some 40 percent report study opportunities in developing nations. Of 446 family medicine residencies, only about 20 percent actively participate in international service. Why such deficiencies? Significant reasons stems from the concerns of educators to assure academic excellence and verify that students are achieving defined learning objectives. This forces educators to define essential elements of global health education, with attention to the needs of low-resource communities. The core knowledge especially germane to the field includes 1. Determinants of Health - An orientation to the main factors influencing health; including nutrition, contraception and obstetric care, infectious diseases prevention, injury prevention, and provision of medical care. 2. Diseases of Poverty – An understanding of those medical conditions most frequently associated with low-resource communities, including their epidemiology, prevention and management. 3. Cross-Cultural Skills – Those tools necessary to work effectively with people of diverse values and world-views. 4. Health Leadership - How healthcare professionals can work in cooperation with communities to design and lead effective health systems. Mastery of this core knowledge is essential for effective study of and service within such communities. Discussion Questions: • What are the most important health problems in poorer nations? • Why are poverty and economic status so closely linked together? • What happens to a nation’s health when war breaks out?