Valois Carol, Foley Véronique, Grand'Maison Paul, Dumont Johanne
Faculty of Medicine and Health Sciences, Université de Sherbrooke, Quebec, Canada.
Can Med Educ J. 2017 Apr 20;8(2):e75-e83. eCollection 2017 Apr.
Globalization results in a rapidly diversifying population, increased inequities, and more complex health problems affecting populations. This forces medical schools to integrate global health (GH) into the training of health-care professionals from curriculum development to practical learning activities, here and abroad.
The approach aims at enriching existing programs in GH competencies in an interdisciplinary context. The goal is to ensure that all health-science students develop a certain level of GH competency. The main actions are the mobilization of key stakeholders, the development of a competency framework (CF) to perform gap analysis, tool formalization, and monitoring and evaluation activities. Subsequent to scoping review and stakeholder consultations, ten principles are identified and used to guide the enrichment process.
Actual outputs cover a broad scope, from key decision-makers' support and endorsement to the formalization of tools and the consolidation and creation of activities such as service-learning activities, rotations among underserved populations, and training for international rotations.
While this unique approach is proving to be a major challenge, the preliminary results are well worth the effort. The project's tangible impacts on health-sciences teaching, the GH competence of graduates, and care delivery are topics of interest for future investigation.
全球化导致人口迅速多样化、不平等加剧以及影响人群的健康问题更加复杂。这迫使医学院校将全球健康（GH）从课程开发到国内外实践学习活动纳入医疗保健专业人员的培训中。
该方法旨在跨学科背景下丰富现有的全球健康能力课程。目标是确保所有健康科学专业的学生都能培养出一定水平的全球健康能力。主要行动包括动员关键利益相关者、制定能力框架（CF）以进行差距分析、工具形式化以及监测和评估活动。在范围审查和利益相关者协商之后，确定了十条原则并用于指导丰富过程。
实际产出范围广泛，从关键决策者的支持和认可到工具的形式化以及服务学习活动、服务不足人群轮岗和国际轮岗培训等活动的整合与创建。
虽然这种独特的方法被证明是一项重大挑战，但初步结果很值得付出努力。该项目对健康科学教学、毕业生的全球健康能力以及护理服务的切实影响是未来调查感兴趣的主题。
