Tips for Teaching Staff:
How to include global health and the United Nations Millennium Development Goals (UNMDG) –
i.e. core UQ MBBS Curriculum – in Learning Activities throughout MBBS 1, 2, 3 and 4.
1. Refer students AND teaching staff to the UNMDG website regularly.
• Become familiar with the content & layout of the site / resources: Curricular AND Extracurricular
• A range of the links may be useful in various contexts
• See “About the Project” for an overview of why the UNMDG Project is a focus at UQ Medicine
2. Don’t overload students. Minimise your workload. Use the core resources
that were created specifically for the UNMDG Project at UQ Medicine.
• Resources are relevant throughout MBBS 1, 2, 3 and 4. Multi-purpose: reusable.
• All are linked to SOM Learning Objectives. Assessable. Concise. Comprehensive.
• Available (along with quizzes & other activities) on the “Teaching and Learning” page or:
- Developing World Health and the UNMDG: click here
- Australian Indigenous Health: click here
- Global Ethics and Law: click here
- Climate Change and Health: click here
3. Burden of disease statements: make comparisons (graphics are excellent).
How does the burden of Disease ABCD in the “mainstream” Brisbane population compare to:
• Indigenous Australians?
• Indigenous populations in other countries (including comparisons of respective mainstream gap in
those countries)? Especially Canada: relevant as there are many Canadian students in the
course who would engage in such statistics. Maori in New Zealand. Others…
• Countries in various stages of economic / social development
• Key online information resources, including Global Health statistics: click here
4. Make global health relevant to students here in Brisbane (i.e. part of the
whole picture and not just a ‘far away’ problem).
• Local clinical anecdotes (students generally enjoy anecdotes from clinicians).
• Identify clinics here in Brisbane where interested students can gain exposure, e.g. travel medicine
/ refugee health / indigenous health / HIV-AIDS clinics
• Where appropriate, occasionally use global health examples to illustrate general points, e.g. within
lectures, formative assessment, assignments, etc. However, please avoid tokenism!
5. Offer students your insight / experience and encourage participation.
• Identify relevant conferences, training or other such pursuits in your field of expertise that students
(or graduates) may be interested in – locally and further afield
• Speak of your experiences in developing world / Australian Indigenous health settings
6. Involve students.
• Interactive activities, perhaps using students to help teach other students (where possible)
• Encourage students to share their experiences in indigenous / developing world settings
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