Evaluation of a multidisciplinary global health online course in Mexico
| Autor: | Ilse Mariana Leyva Barrera, Cesar Lucio-Ramírez, Itzel Eguiluz, Hector Carrasco, Manuel Pérez-Jiménez, Sandra Cárdenas, Patricia Fuentes |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
medicine.medical_specialty
Health (social science) Global Health training Epidemiology media_common.quotation_subject Health Personnel Interdisciplinary Studies Global Health LMICs Likert scale Education Distance Multidisciplinary approach Global health medicine Social determinants of health Mexico media_common Medical education Teamwork Health Policy Public health Research lcsh:Public aspects of medicine Public Health Environmental and Occupational Health lcsh:RA1-1270 Millennium Development Goals Global Health Education Cross-Sectional Studies Global citizenship Psychology |
| Zdroj: | Global Health Research and Policy, Vol 5, Iss 1, Pp 1-11 (2020) Global Health Research and Policy |
| ISSN: | 2397-0642 |
| DOI: | 10.1186/s41256-020-00179-8 |
| Popis: | Background Global Health Education (GHE) focuses on training proactive global citizens to tackle health challenges in an increasingly interconnected and interdependent world. Studies show that health professionals in training have reported that GHE has improved their teamwork, responsiveness to contextual factors that impact health, and understanding of health systems; however, there is little research on the impact of GHE courses in undergraduate settings, especially in low and middle-income countries (LMICs). Methods Our study analyzes a multidisciplinary online global health course at Tecnologico de Monterrey, México. We conducted a cross-sectional study with pre- and post-design. Students who took the multidisciplinary course of Global Health for Leaders in the Fall of 2019 (n = 153) and Spring of 2020 (n = 348) were selected for this study. Using a five-point Likert scale (strongly agree to strongly disagree), the survey assessed seven competencies as well as questions about course expectations, takeaways, and recommendations to improve the course. We performed descriptive statistical analyses comparing the combined pre-tests (from Fall and Spring cohorts) to the combined post-tests. Fisher’s exact test was used to compare the samples. Results Of the 501 pre-course surveys administered, 456 responses were completed in the pre-course and 435 in the post-course (91% overall response rate). Only 8.7% of the respondents in the pre-course survey strongly agreed that they could describe fundamental aspects of global health such as the Millennium Development Goals or Sustainable Development Goals, in contrast to a 56% of the students who strongly agreed in the post-course survey (p Conclusion In this study, we have presented our experience in teaching an online global health course for multidisciplinary undergraduates in a LMIC. The competencies reported by our students indicate that the course prepared them to confront complex global health issues. |
| Databáze: | OpenAIRE |
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