Beyond the surface: unraveling global health curriculum insights through interviews of learners and educators using the CIPP model
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Purpose: Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model.Methods: From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis.Results: The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine’s essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape.Conclusion: This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum’s goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.
Abstract
Purpose: Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model.Methods: From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis.Results: The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine’s essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape.Conclusion: This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum’s goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.
참고문헌 (26)
- Drain PK, "Global health in medical education : a call for more training and opportunities", Acad Med, 82(3), pp.226~230 (2007)
- Stys D, "What is the value of global health electives during medical school?", Med Teach, 35(3), pp.209~218 (2013)
- Versluis MA, "International Health Electives : defining learning outcomes for a unique experience", BMC Med Educ, 23(1), pp.157~ (2023)
- Anderson KC, "Are we there yet? : preparing Canadian medical students for global health electives", Acad Med, 87(2), pp.206~209 (2012)
- Clarke E, "Equal opportunities? : examining global health teaching at UK medical schools", MedEdPublish, 8, pp.183~ (2019)
- Khan OA, "Global health education in U. S. medical schools", BMC Med Educ, 13, pp.3~ (2013)
- Liu Y, "Gaps in studies of global health education : an empirical literature review", Glob Health Action, 8, pp.25709~ (2015)
- Izadnegahdar R, "Global health in Canadian medical education : current practices and opportunities", Acad Med, 83(2), pp.192~198 (2008)
- Thompson MJ, "Educational effects of international health electives on U. S. and Canadian medical students and residents : a literature review", Acad Med, 78(3), pp.342~347 (2003)
- Lee SJ, "The feasibility and satisfaction of an online global health education course at a single medical school : a retrospective study", Korean J Med Educ, 32(4), pp.307~315 (2020)
- Graneheim UH, "Qualitative content analysis in nursing research : concepts, procedures and measures to achieve trustworthiness", Nurse Educ Today, 24(2), pp.105~112 (2004)
- Mathison S, "Why triangulate?", Educ Res, 17(2), pp.13~17 (1988)
- Ehn S, "Global health education in Swedish medical schools", Scand J Public Health, 43(7), pp.687~693 (2015)
- Altillo BS, "Global health on the front lines : an innovative medical student elective combining education and service during the COVID-19pandemic", BMC Med Educ, 21(1), pp.186~ (2021)
- Battat R, "Global health competencies and approaches in medical education : a literature review", BMC Med Educ, 10, pp.94~ (2010)
- Park J, "Exploring the interest of medical students in global health in South Korea : does taking a global health course matter?", BMC Med Educ, 23(1), pp.750~ (2023)
- Di Benedetti M, "Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering", Eur J Eng Educ, 48(1), pp.59~74 (2023)
- Moschovis PP, "Remote online global health education among U. S. medical students during COVID-19 and beyond", BMC Med Educ, 22(1), pp.353~ (2022)
- Park H, "How the coronavirus disease 2019 pandemic changed medical education and deans’ perspectives in Korean medical schools", Korean J Med Educ, 33(2), pp.65~74 (2021)
- Shah S, "The medical student global health experience : professionalism and ethical implications", J Med Ethics, 34(5), pp.375~378 (2008)
- Loh LC, "Ethical considerations of physician career involvement in global health work : a framework", J Bioeth Inq, 12(1), pp.129~136 (2015)
- Czabanowska K, "Public health competences through the lens of the COVID-19 pandemic : what matters for health workforce preparedness for global health emergencies", Int J Health Plann Manage, 36(S1), pp.14~19 (2021)
- Houpt ER, "Three domains of competency in global health education : recommendations for all medical students", Acad Med, 82(3), pp.222~225 (2007)
- Rowson M, "The evolution of global health teaching in undergraduate medical curricula", Global Health, 8, pp.35~ (2012)
- Ashghali-Farahani M, "Neonatal intensive care nursing curriculum challenges based on context, input, process, and product evaluation model : a qualitative study", Iran J Nurs Midwifery Res, 23(2), pp.111~118 (2018)
- Rooholamini A, "Program evaluation of an integrated basic science medical curriculum in Shiraz Medical School, using CIPP evaluation model", J Adv Med Educ Prof, 5(3), pp.148~154 (2017)