University of Illinois Chicago Center for Global Health, 1940 W. Taylor St., 2nd floor, Chicago, IL, 60612, USA.
Brigham and Women's Hospital, Harvard Humanitarian Initiative, Harvard Medical School, Boston, MA, USA.
BMC Med Educ. 2020 May 19;20(1):159. doi: 10.1186/s12909-020-02070-z.
Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum.
The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed.
The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship.
A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.
近年来，面向医学和公共卫生专业人员的全球健康教育培训项目大幅增加。伊利诺伊大学芝加哥医学院（UICOM）于 2012 年为部分学生开设了全球医学（GMED）课程，此后已毕业四届。作为四年课程的一部分，学生完成一个纵向的全球健康顶点项目。本文将全球健康顶点项目描述为基于能力的课程中的一种创新教育工具。
作者定义并描述了纵向全球健康顶点项目，包括具体要求、学生可交付成果，以及如何将全球健康顶点项目用作更大课程的一部分，以教授全球健康大学联盟确定的能力领域。作者还审查了 35 名毕业生的最终顶点项目，以描述完成的顶点项目的特征。
全球健康顶点项目是为医学生更广泛的全球健康课程中的一个教育工具而开发的。在 35 个顶点项目中，26 个项目涉及原创研究（74%），25 个项目涉及国际旅行（71%）。有 9 个项目导致了会议摘要/演示（26%），有 5 个项目导致了出版物（14%）。21 个项目（60%）有以主题为重点的教师指导。
纵向全球健康顶点项目是教授特定全球健康能力的可行工具，并且可以为研究和职业指导提供有意义的机会。需要进一步完善顶点项目流程，以加强指导，并需要额外的评估方法。
