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The 'global health' education framework: a conceptual guide for monitoring, evaluation and practice.

Bozorgmehr K, Saint VA, Tinnemann P - Global Health (2011)

Bottom Line: Currently, 'new' health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term 'global health'.It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce.Ten indicators are deduced for use in monitoring and evaluation.

View Article: PubMed Central - HTML - PubMed

Affiliation: Department for International Health Sciences; Institute for Social Medicine, Epidemiology and Health Economics; Charité - University Medical Center, Berlin, Germany. kayvan.bozorgmehr@googlemail.com.

ABSTRACT

Background: In the past decades, the increasing importance of and rapid changes in the global health arena have provoked discussions on the implications for the education of health professionals. In the case of Germany, it remains yet unclear whether international or global aspects are sufficiently addressed within medical education. Evaluation challenges exist in Germany and elsewhere due to a lack of conceptual guides to develop, evaluate or assess education in this field.

Objective: To propose a framework conceptualising 'global health' education (GHE) in practice, to guide the evaluation and monitoring of educational interventions and reforms through a set of key indicators that characterise GHE.

Methods: Literature review; deduction.

Results and conclusion: Currently, 'new' health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term 'global health'. The lack of a common definition of this term complicates attempts to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of 'social determinants of health' and 'globalisation and health' and is oriented towards 'health for all' and 'health equity'. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.

No MeSH data available.


Perspectives of actors in society with relevance for health professional education: The example of medical education.
© Copyright Policy - open-access
Related In: Results  -  Collection

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Figure 5: Perspectives of actors in society with relevance for health professional education: The example of medical education.

Mentions: The history of medical education in Germany demonstrates that socio-medical issues in medical training reflect specific socio-political conditions. Changing socio-political conditions function as drivers for reforms of health professionals' education, for example by requiring inclusion of new educational objects (Figure 5).


The 'global health' education framework: a conceptual guide for monitoring, evaluation and practice.

Bozorgmehr K, Saint VA, Tinnemann P - Global Health (2011)

Perspectives of actors in society with relevance for health professional education: The example of medical education.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3107787&req=5

Figure 5: Perspectives of actors in society with relevance for health professional education: The example of medical education.
Mentions: The history of medical education in Germany demonstrates that socio-medical issues in medical training reflect specific socio-political conditions. Changing socio-political conditions function as drivers for reforms of health professionals' education, for example by requiring inclusion of new educational objects (Figure 5).

Bottom Line: Currently, 'new' health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term 'global health'.It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce.Ten indicators are deduced for use in monitoring and evaluation.

View Article: PubMed Central - HTML - PubMed

Affiliation: Department for International Health Sciences; Institute for Social Medicine, Epidemiology and Health Economics; Charité - University Medical Center, Berlin, Germany. kayvan.bozorgmehr@googlemail.com.

ABSTRACT

Background: In the past decades, the increasing importance of and rapid changes in the global health arena have provoked discussions on the implications for the education of health professionals. In the case of Germany, it remains yet unclear whether international or global aspects are sufficiently addressed within medical education. Evaluation challenges exist in Germany and elsewhere due to a lack of conceptual guides to develop, evaluate or assess education in this field.

Objective: To propose a framework conceptualising 'global health' education (GHE) in practice, to guide the evaluation and monitoring of educational interventions and reforms through a set of key indicators that characterise GHE.

Methods: Literature review; deduction.

Results and conclusion: Currently, 'new' health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term 'global health'. The lack of a common definition of this term complicates attempts to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of 'social determinants of health' and 'globalisation and health' and is oriented towards 'health for all' and 'health equity'. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.

No MeSH data available.