Johns Hopkins School of Public Health, Baltimore, MD, United States of America.
Johns Hopkins School of Medicine, Baltimore, MD, United States of America.
PLoS One. 2020 Oct 1;15(10):e0239917. doi: 10.1371/journal.pone.0239917. eCollection 2020.
As the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies.
This scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches.
A review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches.
Out of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peer-reviewed and three were from the grey literature. Most of the sources focused on post-graduate public health students, professional trainees pursuing continuing education training, and clinical and allied health professionals working in global health. Two approaches were identified to defining skill level or milestones, namely: (i) defining levels of increasing ability or (ii) changing roles across career stages. Pedagogical approaches featured field experience, direct engagement, group work, and self-reflection. Assessment approaches included self-assessment surveys, evaluations by peers and supervisors, and mixed methods assessments.
The implementation of global health competencies needs to respond to the needs of specific agencies or particular groups of learners. A milestones approach may aide these efforts while also support monitoring and evaluation. Further development is needed to understand how to assess competencies in a consistent and relevant manner.
随着全球卫生领域的扩展，人们越来越认识到需要为实地公共卫生专业人员提供结构化培训。人们已经付出了大量努力来确定在全球范围内工作的公共卫生专业人员的能力领域。但是，关于如何将基于能力的培训纳入学习课程和评估策略，相关文献有限。
本范围界定审查旨在汇集与全球卫生课程中实施能力相关的现状、共识程度和最佳实践，以及差距和分歧领域。具体而言，我们试图研究：（i）目标受众；（ii）水平或里程碑；以及（iii）教学法和评估方法。
对已发表和灰色文献进行了审查，以确定提出有关实施或支持全球卫生和公共卫生基于能力的教育计划的信息的已发表和灰色文献来源。特别是，我们试图捕获任何尝试分配水平或里程碑，任何评估策略以及不同教学方法的信息。
在审查的 68 份文件中，有 21 份文件包含与实施基于能力的培训计划相关的数据；其中 18 份是同行评议的，3 份来自灰色文献。大多数来源都集中在研究生公共卫生学生、专业培训生继续教育和在全球卫生领域工作的临床和联合卫生专业人员上。确定了两种定义技能水平或里程碑的方法，即：（i）定义能力不断提高的水平；或（ii）在职业阶段改变角色。教学方法包括实地经验、直接参与、小组工作和自我反思。评估方法包括自我评估调查、同行和主管的评估以及混合方法评估。
全球卫生能力的实施需要针对特定机构或特定学习者群体的需求。里程碑方法可以帮助这些努力，同时也支持监测和评估。需要进一步开发来了解如何以一致和相关的方式评估能力。
