Mo-Im Kim Nursing Research institute, College of Nursing, Yonsei University, Seoul, 50-1 Yonsei-ro, Seodaemun-gu, Seoul, 03722, South Korea.
BMC Med Educ. 2019 Nov 21;19(1):429. doi: 10.1186/s12909-019-1826-1.
There is growing recognition of the importance of educating health professional students to enhance their competence in collaborating with individuals from other health professions in the area of global health. This study aimed to identify the performance levels in interprofessional global health competencies (IGHC) of health professional students, their educational needs, and the strategies for successfully developing IGHC.
This study used a mixed methods design involving an online survey followed by focus group interviews. A sample of 325 fourth-year undergraduate students from 14 health-related majors completed a self-report online survey (38.8% response rate). The performance of IGHC was measured on a five-point Likert scale using the IGHC items developed by the Consortium of Universities for Global Health. Additionally, 12 senior students and five professors in global health-related majors participated in focus group interviews. The students' educational needs and priorities were analysed using the Borich needs assessment and the Locus for Focus model.
The participants' IGHC mean score was 3.11 (SD = 0.55) and differed by previous global health activity experiences (t = - 2.10, p = .037). Nine competencies in six domains using the Locus for Focus model were identified as a priority for global health education. Suggested strategies to enhance IGHC included establishing IGHC education in formal curricula, developing value-based content and outcomes, and engaging students in learning activities.
It is necessary to design an interprofessional pre-departure course to achieve the priority IGHC and to organise learning activities where there is cooperation in problem solving while applying the expertise of each major within resource-limited settings. This study supports future health professional education that should foster enhanced roles and scopes of practice as changing agents to assure the achievement of sustainable development goals.
越来越多的人认识到，教育卫生专业学生提高他们在全球卫生领域与其他卫生专业人员合作的能力非常重要。本研究旨在确定卫生专业学生在跨专业全球卫生能力（IGHC）方面的表现水平、他们的教育需求以及成功发展 IGHC 的策略。
本研究采用混合方法设计，包括在线调查后进行焦点小组访谈。来自 14 个卫生相关专业的 325 名四年级本科生完成了一份自我报告的在线调查（38.8%的回复率）。使用全球卫生联盟开发的 IGHC 项目，通过五点李克特量表来衡量 IGHC 的表现。此外，12 名高年级学生和 5 名全球卫生相关专业的教授参加了焦点小组访谈。使用 Borich 需求评估和 Locus for Focus 模型分析学生的教育需求和重点。
参与者的 IGHC 平均得分为 3.11（SD=0.55），且与之前的全球卫生活动经验有关（t=-2.10，p=0.037）。使用 Locus for Focus 模型，在六个领域的九个能力被确定为全球卫生教育的重点。增强 IGHC 的建议策略包括在正式课程中建立 IGHC 教育、开发基于价值观的内容和成果，以及让学生参与学习活动。
有必要设计一门跨专业的出发前课程，以实现优先的 IGHC，并组织学习活动，在这些活动中，在资源有限的情况下，每个专业的专业知识都可以合作解决问题。本研究支持未来的卫生专业教育，应该培养增强的角色和实践范围，作为变革推动者，以确保可持续发展目标的实现。
