Lee Adrienne, Quinn Matthew
Anaesthetic Department, University Hospitals Plymouth NHS Trust, Plymouth, Devon PL68DH, United Kingdom.
Universities Allied for Essential Medicines, Akazienstraße 3A, Berlin 10823, Germany.
Glob Health J. 2021 Sep;5(3):155-162. doi: 10.1016/j.glohj.2021.06.001. Epub 2021 Jun 15.
The coronavirus disease 2019 (COVID-19) pandemic has led to a paradigm shift in global health, casting a previously niche academic discipline into a headline dominating field of research. However, accurate information on the delivery of global health education (GHE) at a university level is lacking. This study aims to assess current GHE practices in U.K. universities, by identifying the availability of dedicated global health qualifications, as well as the breadth of inclusion of GHE topics across university course content.
Universities selected were the top 25 recipients of MRC funding in 2015-2016, as well as universities who were included in previous iterations of the "Global Health League Table". We used the Consortium of Universities for Global Health "GHE Competencies Toolkit" to identify the presence of global health content across university global health and other course offerings. Universities were additionally judged on opportunities available in global health and on the presence of sustainable partnerships.
Our results showed that 20 universities (74%) offer a post-graduate global health related course, with 9 (33%) offering an undergraduate global health related course. 13 (48%) were identified as centers of global health excellence. Just 12 (44%) universities had registered sustainable partnerships with Tropical Health and Education Trust. The London School of Hygiene and Tropical Medicine was identified as the top deliverer of GHE, with the Universities of Leicester and the Universities of Exeter joint bottom. We were unable to standardize quality assessments in this iteration of the project, but the release of student feedback to future assessors would help to improve the reliability of this study methodology. Additionally, much of our data was based on information available online, and thus some aspects of degree courses not published publicly may not have been accounted for in our scoring.
Those institutions wishing to improve their delivery of GHE should consider the establishment of a postgraduate or undergraduate degree course. Breadth of global health content across curricular was a major discriminating factor between institutions, and we would advise universities to consider including more global health topics across their curricular - especially in light of the intersectional impacts of the COVID-19 pandemic.
2019年冠状病毒病（COVID-19）大流行导致全球卫生领域发生了范式转变，将一个以前小众的学术学科变成了占据新闻头条的研究领域。然而，目前缺乏关于大学层面全球健康教育（GHE）开展情况的准确信息。本研究旨在通过确定专门的全球健康资质的可得性以及大学课程内容中全球健康教育主题的涵盖范围，来评估英国大学当前的全球健康教育实践。
所选大学为2015 - 2016年医学研究理事会（MRC）资金的前25大接受者，以及之前几期“全球健康排行榜”中包含的大学。我们使用全球健康大学联盟的“全球健康教育能力工具包”来确定大学全球健康课程和其他课程中全球健康内容的存在情况。此外，还根据全球健康方面的可用机会以及可持续伙伴关系的存在情况对大学进行评判。
我们的结果显示，20所大学（74%）提供研究生阶段与全球健康相关的课程，9所（33%）提供本科阶段与全球健康相关的课程。13所（48%）被确定为全球健康卓越中心。只有12所（44%）大学与热带卫生与教育信托建立了可持续伙伴关系。伦敦卫生与热带医学院被确定为全球健康教育的最佳提供者，莱斯特大学和埃克塞特大学并列垫底。在本项目的这一阶段，我们无法对质量评估进行标准化，但向未来评估者公布学生反馈将有助于提高本研究方法的可靠性。此外，我们的许多数据基于在线可得信息，因此学位课程中未公开的某些方面可能未在我们的评分中得到考虑。
那些希望改善其全球健康教育开展情况的机构应考虑开设研究生或本科学位课程。各机构之间课程中全球健康内容的广度是一个主要的区分因素，我们建议大学在其课程中考虑纳入更多全球健康主题——尤其是鉴于COVID - 19大流行的交叉影响。
