Rule Amy R L, Haq Heather A, Barnes Adelaide, Bowen DeMarco, Chiume-Kayuni Msandeni, Cameron Whitney, Fanny S Aya, Groothuis Elizabeth, Hodge Bethany, Howard Cindy, Hudspeth James C, Langford Sheridan, McHenry Megan S, Opara Ijeoma Nnodim, Kamath-Rayne Beena D, Suchdev Parminder S, Tam Reena P, Taylor Franci, Musiime Victor
is an Assistant Professor of Pediatrics, Emory University School of Medicine, and Attending Pediatrician, Divisions of Neonatology and Hospital Medicine, Emergency Medicine Children's Healthcare of Atlanta, Atlanta, Georgia, USA.
is an Assistant Professor, Department of Pediatrics, Baylor College of Medicine, Houston, Texas, USA.
J Grad Med Educ. 2025 Feb;17(1):28-37. doi: 10.4300/JGME-D-24-00264.1. Epub 2025 Feb 14.
Global health (GH) interest is rising among graduate medical education (GME) trainees, yet GH engagement is marred by the impact of colonization or racism, and there remains a lack of training to confront these challenges. To develop a modular, open-access curriculum that provides training in decolonization for GH GME and evaluate its feasibility and impact on learners' critical reflection on decolonization. From 2019 to 2022, 40 GH educators, including international and indigenous scholars from diverse organizations, created the Global Health Education for Equity, Anti-Racism, and Decolonization (GHEARD) curriculum. Using Kern's 6 steps of curriculum development, critical gaps were identified and shaped into 8 modules, including a facilitator training module. Learning objectives and activities were developed using strategies grounded in transformative learning theory and trauma-informed educational approaches. The curriculum was peer-reviewed and piloted at multiple national conferences and institutions to assess feasibility and effectiveness in fostering critical reflection on decolonization. Pilot testing demonstrated GME implementation feasibility. Based on initial educator feedback, facilitator tools and an implementation guide were incorporated to enhance usability. Nearly all (59 of 61) trainees felt GHEARD was effective or very effective in encouraging reflection on decolonization, and 72% (32 of 44) felt GHEARD encouraged reflection on motivations for engaging in GH. GHEARD was launched as a free online resource in June 2023 and garnered 3192 views by December 2024. To our knowledge, GHEARD is the first comprehensive decolonization curriculum designed specifically for GME. Program evaluation indicates GHEARD is feasible to implement and effective in promoting critical reflection on decolonization.
全球健康（GH）在研究生医学教育（GME）学员中的受关注程度正在上升，但GH参与受到殖民主义或种族主义影响的损害，并且仍然缺乏应对这些挑战的培训。开发一个模块化的开放获取课程，为GH GME提供去殖民化培训，并评估其可行性以及对学习者关于去殖民化的批判性反思的影响。2019年至2022年期间，40名GH教育工作者，包括来自不同组织的国际和本土学者，创建了全球健康公平、反种族主义和去殖民化教育（GHEARD）课程。利用克恩课程开发的6个步骤，确定了关键差距并将其形成8个模块，包括一个促进者培训模块。学习目标和活动是使用基于变革性学习理论和创伤知情教育方法的策略制定的。该课程经过同行评审，并在多个全国性会议和机构进行试点，以评估在促进对去殖民化的批判性反思方面的可行性和有效性。试点测试证明了GME实施的可行性。根据教育工作者的初步反馈，纳入了促进者工具和实施指南以提高可用性。几乎所有（61名中的59名）学员认为GHEARD在鼓励对去殖民化进行反思方面有效或非常有效，72%（44名中的32名）学员认为GHEARD鼓励对参与GH的动机进行反思。GHEARD于2023年6月作为免费在线资源推出，到2024年12月获得了3192次浏览量。据我们所知，GHEARD是第一个专门为GME设计的全面去殖民化课程。项目评估表明，GHEARD实施可行，在促进对去殖民化的批判性反思方面有效。
