Pati Sanghamitra, Sinha Rajeshwari, Panda Meely, Pati Sandipana, Sharma Anjali, Zodpey Sanjay
Department of Health Research, Regional Medical Research Centre (ICMR), Bhubaneswar, India.
Independent Researcher, New Delhi, India.
Front Public Health. 2017 Sep 27;5:259. doi: 10.3389/fpubh.2017.00259. eCollection 2017.
Today, health has transcended national boundaries and become more multifaceted. Global health has evolved as a new paradigm and is recently being identified as a thrust area now in India. Despite an existing need for a standardized global health curriculum, there is little information available on its education and curriculum in medical and health education space. In the Indian context, we are yet to have a fuller picture of the current status, including, content, structure, selection, teaching methods of global health, and how students are evaluated in India. The objective of this study was to map courses relating to studies on global health in India and analyze its mode of delivery. A detailed Internet search was carried out to identify global health courses and analyzed for: (i) whether global health is a part of the teaching curriculum, (ii) mode of teaching, (iii) broad contents, (iv) instructional formats, (v) assessment, and (vi) selection process. It was found that delivery of global health education in India was fragmented with limited focus at the undergraduate and postgraduate levels. Global health teaching was largely based on certificate courses or online courses, with hardly any institutions imparting a distinct global health education program. There is also no definite specification as to which institutes can impart teaching on global health education and what the specific eligibility requirements are. Our analysis suggests that efforts should be directed toward integrating global health education into broader public health curriculum. At the same time, the need for generation of global health leaders, creation of a common forum for addressing merits and demerits of global health issues, as well as creation of more opportunities for placements are recognized.
如今，健康已超越国界，变得更加多元化。全球健康已发展成为一种新的范式，最近在印度被视为一个重点领域。尽管对标准化的全球健康课程存在需求，但在医学和健康教育领域，关于其教育和课程的信息却很少。在印度的背景下，我们尚未全面了解当前的状况，包括全球健康的内容、结构、选择、教学方法，以及印度如何对学生进行评估。本研究的目的是梳理印度与全球健康研究相关的课程，并分析其授课模式。通过详细的网络搜索来确定全球健康课程，并对其进行分析，内容包括：（i）全球健康是否是教学课程的一部分，（ii）教学模式，（iii）广泛内容，（iv）教学形式，（v）评估，以及（vi）选拔过程。研究发现，印度的全球健康教育授课分散，本科和研究生阶段的关注度有限。全球健康教学主要基于证书课程或在线课程，几乎没有机构提供独特的全球健康教育项目。对于哪些机构可以教授全球健康教育以及具体的资格要求也没有明确规定。我们的分析表明，应努力将全球健康教育纳入更广泛的公共卫生课程。与此同时，人们认识到需要培养全球健康领域的领导者，创建一个讨论全球健康问题优缺点的共同论坛，以及创造更多实习机会。
