Nelson Brett D, Kasper Jennifer, Hibberd Patricia L, Thea Donald M, Herlihy Julie M
J Grad Med Educ. 2012 Sep;4(3):301-6. doi: 10.4300/JGME-D-11-00299.1.
Global health is an expansive field, and global health careers are as diverse as the practice of medicine, with new paths being forged every year. Interest in global health among medical students, residents, and fellows has never been higher. As a result, a greater number of these physicians-in-training are participating in global health electives during their training. However, there is a gap between the level of trainee interest and the breadth and depth of educational opportunities that prepare them for a career in global health.
Global health experiences can complement and enhance each step of traditional physician training, from medical school through residency and fellowship. Global health experiences can expose trainees to patients with diverse pathologies, improve physical exam skills by decreasing reliance on laboratory tests and imaging, enhance awareness of costs and resource allocation in resource-poor settings, and foster cultural sensitivity. The aim of this article is to describe issues faced by physicians-in-training and the faculty who mentor them as trainees pursue careers in global health.
We conducted a narrative review that addresses opportunities and challenges, competing demands on learners' educational schedules, and the need for professional development for faculty mentors.
A widening gap between trainee interest and the available educational opportunities in global health may result in many medical students and residents participating in global health experiences without adequate preparation and mentorship. Without this essential support, global health training experiences may have detrimental consequences on both trainees and the communities hosting them. We discuss considerations at each training level, options for additional training, current career models in global health, and challenges and potential solutions during training and early career development.
全球健康是一个广阔的领域，全球健康职业与医学实践一样多样化，每年都有新的发展路径。医学生、住院医师和研究员对全球健康的兴趣从未如此高涨。因此，越来越多的这些医学培训人员在培训期间参加全球健康选修课程。然而，学员的兴趣水平与为他们从事全球健康职业做准备的教育机会的广度和深度之间存在差距。
全球健康经历可以补充和加强传统医师培训的每一个阶段，从医学院到住院医师培训和研究员培训。全球健康经历可以让学员接触到患有各种病症的患者，通过减少对实验室检查和影像学检查的依赖来提高体格检查技能，增强对资源匮乏地区成本和资源分配的认识，并培养文化敏感性。本文的目的是描述医学培训人员以及在学员追求全球健康职业时指导他们的教员所面临的问题。
我们进行了一项叙述性综述，探讨了机会与挑战、对学习者教育日程的相互竞争的需求以及教员导师的专业发展需求。
学员兴趣与全球健康领域现有教育机会之间日益扩大的差距可能导致许多医学生和住院医师在没有充分准备和指导的情况下参与全球健康经历。没有这种至关重要的支持，全球健康培训经历可能会对学员和接待他们的社区都产生不利影响。我们讨论了每个培训阶段的考虑因素、额外培训的选择、全球健康领域当前的职业模式以及培训和早期职业发展期间的挑战与潜在解决方案。
