University of North Carolina, Chapel Hill, NC, USA.
Rollins School of Public Health, Emory University, Atlanta, GA, USA.
Glob Health Sci Pract. 2017 Mar 28;5(1):164-174. doi: 10.9745/GHSP-D-16-00138. Print 2017 Mar 24.
The American Mock World Health Organization (AMWHO) is a model for experiential-based learning and student engagement in global health diplomacy. AMWHO was established in 2014 at the University of North Carolina at Chapel Hill with a mission to engage students in health policy by providing a simulation of the World Health Assembly (WHA), the policy-forming body of the World Health Organization that sets norms and transforms the global health agenda. AMWHO conferences are designed to allow students to take their knowledge of global health beyond the classroom and practice their skills in diplomacy by assuming the role of WHA delegates throughout a 3-day weekend. Through the process of developing resolutions like those formed in the WHA, students have the unique opportunity to understand the complexities behind the conflict and compromise that ensues through the lens of a stakeholder. This article describes the structure of the first 2 AMWHO international conferences, analyzes survey results from attendees, and discusses the expansion of the organization into a multi-campus national network. The AMWHO 2014 and 2015 post-conference survey results found that 98% and 90% of participants considered the conference "good" or "better," respectively, and survey responses showed that participants considered the conference "influential" in their careers and indicated that it "allowed a paradigm shift not possible in class."
美国模拟世界卫生组织（AMWHO）是体验式学习和学生参与全球卫生外交的典范。AMWHO 于 2014 年在北卡罗来纳大学教堂山分校成立，其使命是通过模拟世界卫生大会（WHA）使学生参与卫生政策制定，WHA 是世界卫生组织的政策制定机构，负责制定规范并改变全球卫生议程。AMWHO 会议旨在让学生将全球卫生知识从课堂延伸到实践，并通过在为期三天的周末期间担任 WHA 代表来练习外交技巧。通过制定类似于 WHA 形成的决议的过程，学生有机会从利益相关者的角度了解冲突和妥协背后的复杂性。本文介绍了前两届 AMWHO 国际会议的结构，分析了与会者的调查结果，并讨论了该组织扩展为多校区全国性网络的情况。2014 年和 2015 年 AMWHO 会议的会后调查结果发现，分别有 98%和 90%的参与者认为会议“好”或“更好”，调查结果还显示，参与者认为会议对他们的职业发展有影响，并表示它“允许课堂上不可能实现的范式转变”。
