N.E. St Clair is associate professor and director, Pediatric Residency Global Health Track, Department of Pediatrics, University of Wisconsin School of Medicine & Public Health, Madison, Wisconsin; ORCID: https://orcid.org/0000-0002-5741-8542. S.M. Butteris is associate professor, medical director, Division of Pediatric Hospital Medicine, vice chair of clinical affairs, and chief, Division of Global Pediatrics, Department of Pediatrics, University of Wisconsin School of Medicine & Public Health, Madison, Wisconsin. C. Cobb is assistant professor and codirector, Pediatric Residency Global Health Track, Department of Pediatrics, Medical College of Wisconsin, Milwaukee, Wisconsin; ORCID: https://orcid.org/0000-0002-6506-6620. E. Connolly is assistant professor, Department of Pediatrics, University of Cincinnati and Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; ORCID: https://orcid.org/0000-0002-1671-3190. E. Groothuis is instructor and assistant program director, McGaw Global Health Clinical Scholars Program, Department of Pediatrics, Northwestern University Feinberg School of Medicine and Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois. A. Jones is clinical assistant professor, Department of Pediatrics, University of Wisconsin School of Medicine & Public Health, Madison, Wisconsin. S. Lauden is assistant professor, Department of Pediatrics, The Ohio State University and Nationwide Children's Hospital, Columbus, Ohio; ORCID: https://orcid.org/0000-0001-7932-1680. K. Miller is adolescent medicine fellow and instructor, Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota; ORCID: https://orcid.org/0000-0001-9130-578X. J. Winter is assistant professor, Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota; ORCID: https://orcid.org/0000-0002-9143-8483. M.B. Pitt is associate professor and associate chair, Faculty Development, Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota; ORCID: https://orcid.org/0000-0002-7123-2613.
Acad Med. 2019 Dec;94(12):1916-1921. doi: 10.1097/ACM.0000000000002794.
Approximately 25% of trainees participate in a global health elective during their undergraduate or graduate medical education. Increasingly, educators in the United States and international partners are calling for improved predeparture preparation training for global health experiences. Yet, freely available, easily modifiable curricula are rare.
Educators who created the Simulation Use for Global Away Rotations (SUGAR) curriculum formed a workgroup in September 2017 to develop the SUGAR Pre-Departure Activities Curricular Kit (S-PACK). Using Kern's 6-step approach to curriculum development, they identified 10 essential domains for global health preparation, developed learning objectives, created interactive activities pertinent to those domains using different education strategies, piloted and refined the curriculum, packaged it for online facilitator training, and disseminated it in March 2018.
The S-PACK curriculum includes 6 interactive, modifiable modules that use a variety of educational strategies to enable educators to comprehensively prepare trainees for global health electives. Modules incorporate simulations, procedural training, small-group case-based discussions, and reflection exercises on topics ranging from providing treatment when resources are limited to mitigating culture shock to considering wellness while away. Each module includes a facilitator training packet, curricular resources, and introduction videos. All are freely available at sugarprep.org.
Since an initial in-person workshop at a national conference, the S-PACK curriculum has been available online. Further evaluation is underway, including developing assessments for educators to measure trainee readiness for global health electives. Piloting the feasibility of regional S-PACK preparation bootcamps to support training programs with limited global health resources is planned.
在本科或研究生医学教育期间，约有 25%的学员参加了全球健康选修课程。越来越多的美国教育工作者和国际合作伙伴呼吁为全球健康体验增加行前准备培训。然而，免费提供的、易于修改的课程却很少。
创建 Simulation Use for Global Away Rotations（SUGAR）课程的教育工作者于 2017 年 9 月成立了一个工作组，以开发 SUGAR 行前活动课程包（S-PACK）。他们使用 Kern 的 6 步课程开发方法，确定了全球健康准备的 10 个基本领域，制定了学习目标，使用不同的教育策略为这些领域创建了相关的互动活动，对课程进行了试点和改进，将其包装为在线培训师培训，并于 2018 年 3 月进行了传播。
S-PACK 课程包括 6 个互动、可修改的模块，使用各种教育策略使教育工作者能够全面地为全球健康选修课程做好学员准备。模块采用模拟、程序训练、小组案例讨论和对从资源有限时提供治疗到减轻文化冲击再到考虑外出期间的健康等主题的反思练习。每个模块都包括培训师培训包、课程资源和介绍视频。所有这些都可以在 sugarprep.org 上免费获得。
自首次在全国会议上的现场研讨会以来，S-PACK 课程已经可以在线使用。正在进行进一步的评估，包括开发评估工具，以衡量学员对全球健康选修课程的准备情况。计划试点区域性 S-PACK 准备速成课程，以支持资源有限的全球健康培训计划。
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