22 muster2014 Siedlecki

22 muster2014 Siedlecki

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  Global health andhealth equity: developing a global medical curriculum Dr. Basia Siedlecki MD PhD Assistant Professor, Global Health Coordinator, NOSM Hospitalist/ ER Physician, Georgian Bay General Hospital
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  Faculty/Presenter Disclosure Slide1 • Faculty: • Dr. J Basia Siedlecki • Relationships with commercial interests: • Faculty of NOSM • Staff Physician at Georgian Bay General Hospital
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  Outline • Whya Global Health curricular enhancement in a school that has a local social mandate? • What process can foster the goals of promoting awareness and altruism, social accountability? • What curricular components inform a competency in Global Health? • How does this fit into the existing curriculum? • The long road ahead…
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  Why? • Purposeof global health curricular enhancement: – Global health as part of modern medical practice – Global influences and health foster an awareness of the social context of practicing medicine – Global nature of Aboriginal populations (circupolar, etc) – Determinants of health: poverty, environment – Social accountability: local and global – Global citizenship: fostering altruism and activism • vs/+ local social mandate
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  Process • WorkingGroup – including faculty, staff, curriculum designers and students – consultative/consensus group – discussing/developing curricular areas of focus • Process is iterative, creative, serendipitous • Many guidelines for global health competencies (institutional, governing bodies, student groups) • Champions and individuals • Research promotion/partnerships
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  Quick overview ofNOSM curriculum Surgery, Internal Medicine, Children’s Health, Women’s Health, Mental Health, phase 1 (years 1 and 2) community-based specialist clerkship rotations: Emergency Medicine, and Family Medicine comprehensive community clerkship (CCC) The four-year MD curriculum is split into three phases: Phase 1 covers years 1 and 2 and involves a sequence of 11 modules with ongoing community integrated learning Phase 2 consists of a 8.5 month long community clerkship Phase 3 consists of seven specialist clerkship rotrations Five themes link teaching, learning and assessment into a single integrated curriculum module 111 module 110 module 109 module 108 module 107 module 106 module 105 module 104 module 103 module 102 module 101 themes: Northern and Rural Health Personal and Professional Aspects of Medical Practice Social and Population Health Foundations of Medicine Clinical Skills in Health Care phase 2 (year 3) phase 3 (year 4) 1 2 3 Northern Ontario School of Medicine MD Program Curriculum Structure community integrated learning (CIL) 4 5
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  Process • CurrentGlobal health consists of a single case in a case based curriculum in Phase 1 • Theme chairs invited to participate • Both undergrads and grads have specifically asked for sessions on travel medicine/global health clinical/epidemiological issues • Recognition and development of current international elective activities (Pre-departure workshop)
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  Competencies 1 Globalburden of disease 2 Health implication of travel, migration and displacement 3a Social and economic determinants of health 3b Population resources and the environment 4 Globalization of health and healthcare 5 Healthcare in low resource settings 6 Human rights in global health • Canadian Federation of Medical Students has mapped these to the CanMEDS roles • Joint Association of Faculties of Medicine of Canada Resource Group on Global Health and Global Health Education Consortium 2008
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  GH Curricular Areasof Interest • Epidemiology/Biostatistics • Travel Medicine • Mental Health • Cultural Safety • Ethics and bioethics • History of medicine • Environmental health • Research and Service Learning • Clinical International electives • Clinical work with global populations in Canada • Global Aboriginal Health
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  Purpose/reflection • Coreof the experience – to reflect on the purpose • Service Learning sets up a paradigm of transaction – social, financial, ethical, cultural • Work on facilitating institutional and faculty modeling of social accountability • Work with Aboriginal communities sets the groundwork
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  Long Road Ahead • My personal view: 1. Safety 2. Ethics 3. Cultural knowledge 4. Clinical components Next steps: 1. Theme committee suggestions 2. Curriculum designers
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  Reading list •Evert J., Drain P., Hall T. (Eds). Developing Global Health Programming: A Guidebook for Medical and Professional Schools, 2nd Ed. San Francisco: Global Health Education Collaborations Press, 2014. • Global Health Resource Group of the Association of Faculties of Medicine of Canada. “Towards a medical education relevant to all: the case for global health in medical education.” 2006 • Arthur M., Battat R., Brewer T., “Teaching the basics: core competencies in global health.” Global Health, Global health Education and Infections Disease: The New Millennium, Part 1. Ed. Anvar Velji. Infect Dis Clin N Am (2011) 347-358 • Houpt E., Pearson R., Hall T. “Three Domains of Competency in Global Health Education for all Medical Students.” Academic Medicine 82:3 (2007): 222-25. • Redwood-Campbell L., Pakes B., Rouleau K., et al. “Developing a Curriculum Framework for Global Health in Family Medicine: Emerging Principles, Competencies and Educational Approaches.” BMC Medical Education, 11:46 (2011)
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  Questions?