Tips for Teaching Staff

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					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.
   www.som.uq.edu.au/globalhealth
   •   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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