Department of Surgery, Duke University, Durham, NC, USA.
Duke Global Health Institute, Durham, NC, USA.
Ann Glob Health. 2021 Mar 31;87(1):33. doi: 10.5334/aogh.3178.
Global surgical care is increasingly recognized in the global health agenda and requires multidisciplinary engagement. Despite high interest among medical students, residents and other learners, many surgical faculty and health experts remain uniformed about global surgical care.
We have operated an interdisciplinary graduate-level course in Global Surgical Care based on didactics and interactive group learning. Students completed a pre- and post-course survey regarding their learning experiences and results were analyzed using the Wilcoxon signed-rank test.
Fourteen students completed the pre-course survey, and 11 completed the post-course survey. Eleven students (79%) were enrolled in a Master's degree program in global health, with eight students (57%) planning to attend medical school. The median ranking of surgery on the global health agenda was fifth at the beginning of the course and third at the conclusion (p = 0.11). Non-infectious disease priorities tended to stay the same or increase in rank from pre- to post-course. Infectious disease priorities tended to decrease in rank (HIV/AIDS, p = 0.07; malaria, p = 0.02; neglected infectious disease, p = 0.3). Students reported that their understanding of global health (p = 0.03), global surgery (p = 0.001) and challenges faced by the underserved (p = 0.03) improved during the course. When asked if surgery was an indispensable part of healthcare, before the course 64% of students strongly agreed, while after the course 91% of students strongly agreed (p = 0.3). Students reported that the interactive nature of the course strengthened their skills in collaborative problem-solving.
We describe an interdisciplinary global surgery course that integrates didactics with team-based projects. Students appeared to learn core topics and held a different view of global surgery after the course. Similar courses in global surgery can educate clinicians and other stakeholders about strategies for building healthy surgical systems worldwide.
全球外科护理在全球卫生议程中日益受到重视，需要多学科参与。尽管医学生、住院医师和其他学习者对此非常感兴趣，但许多外科教员和卫生专家对全球外科护理仍知之甚少。
我们开设了一门基于教学法和互动小组学习的全球外科护理跨学科研究生课程。学生们在课程前后完成了一份关于学习体验的调查，使用 Wilcoxon 符号秩检验分析结果。
共有 14 名学生完成了课前调查，11 名学生完成了课后调查。11 名学生（79%）正在攻读全球健康硕士学位，其中 8 名学生（57%）计划就读医学院。在课程开始时，外科手术在全球卫生议程中的排名中位数为第五位，在课程结束时排名第三（p = 0.11）。非传染性疾病的优先事项从课前到课后往往保持不变或有所增加。传染病的优先事项趋于下降（艾滋病毒/艾滋病，p = 0.07；疟疾，p = 0.02；被忽视的传染病，p = 0.3）。学生报告说，他们对全球健康（p = 0.03）、全球外科（p = 0.001）和服务不足人群面临的挑战（p = 0.03）的理解在课程中有所提高。在课程开始前，64%的学生强烈认为外科手术是医疗保健不可或缺的一部分，而课程结束后，91%的学生强烈认为外科手术是医疗保健不可或缺的一部分（p = 0.3）。学生们报告说，课程的互动性质增强了他们在协作解决问题方面的技能。
我们描述了一门跨学科的全球外科课程，该课程将教学与团队项目相结合。学生们在课程结束后似乎学习了核心主题，并对全球外科有了不同的看法。类似的全球外科课程可以教育临床医生和其他利益相关者有关在全球范围内建立健康外科系统的策略。
