Improving the Quality of Global Health Education Teaching modules with a wiki capability

Improving the Quality of Global Health Education: Teaching Modules with a Wiki Capability Thomas Hall, Univ. of California at San Francisco & GHEC Evaleen Jones, Stanford University & Child Family Health International Kevin Chan, University of Toronto Andre-Jacques Neusy, New York University Jose Arocha, TAVOS Thomas Goddard, TAVOS 16 February 2007 Global health workforce realities • Grossly inadequate workforce in many countries to apply available health care technologies – Limited numbers – Low productivity – Poor geographic distribution – Limited skills or poor „skill mix‟ • Hence need to expand training program outputs to make training more efficient and effective Global health education realities • But many training programs in both industrialized and developing countries – Lack qualified instructors – Lack of good program guidance – Make inefficient use of class time • In industrialized countries students have put great pressure to expand global health training Global health education realities • Significant increase in student interest and opportunities for overseas experiences -1984: 6 % of US medical students participated in overseas activities -2004 :>27% participated in such activities GHEC takes on the educational challenge with four initiatives Global Health Education Collaborations • • • • I: Guidebook for a Global Health Curriculum II: Educational Modules Project III. Guidebook for a Global Health Residency IV. Annotated Global Health Bibliography Educational Modules Project • Objective – To develop high quality internet-based modular teaching materials to increase scope and effectiveness of global health education • Overview – Started, January 2006 – Initial (and partial) funding, $200K grant – Target completion, late 2008 • Rationale for internet-based modules – Students can acquire „content‟ in advance of class, resulting in: • Less class time in lectures, more in discussion, case studies, problem-solving • Modules eliminate need to take notes – Modules supplement and extend faculty expertise across a wide variety of topics • Preparation and collaboration – Collaboration with organizations • AMSA, APHASA, CFHI, GHC, IFMSA, SAAAPA, SUNSIH • Reuters Digital Vision Program at Stanford University for programming work – Guidelines for module development – Innovative software and Wiki features • Module features – Content equivalent to one hour lecture – Specified learning objectives – Supplementary notes (graphics, expanded text, case studies, pictures, suggested readings) linked to PowerPoint slides – Many modules end with a quiz – Useful in self-instructional and CE mode – Common „look-and-feel‟ presentation • Quality control: Online reviews by… – Four health professions students • Is module interesting, well documented, with good graphics and useful supplementary notes? • Were learning objectives achieved? • Was quiz useful? – Students receive $25 per review • Quality control: Online reviews by… – Four faculty / health practitioners • Was topic adequately covered, were subtopics well sequenced, was content accurate, appropriate, documented? • Were learning objectives achieved? • Final review by the Modules Project Editorial Board before posting on GHEC website And as a bonus! • Global health education is not just for those who travel abroad – Modules also relevant to those who remain home by helping them become more skilled at working across cultural, social, economic, linguistic and organizational barriers • Project status – 106 modules to be prepared by 70+ authors at 50+ institutions • Many authors outside of GHEC • 6 modules will be done by students • Others by student-faculty teams • Authors receive $500 for a finished module – Other organizations interested • US Dept. of State, a new Saudi Arabian University, several overseas universities • Project status – 8 draft modules now or soon on website • • • • • • • • Microbicides Gender and Health Urbanization and Health Global Health: The Basics Global Occupational Health Emerging Infectious Diseases… Planning a Global Health Elective Outbreaks: Identification, Investigation… – Most drafts due by mid-2007, & nice graphics Microbicide Mechanisms of Action 1. boosts vagina’s natural defenses 2. surfactants 4. antiretroviral 3. entry inhibitors Source: Shattock, R.; Moore, J. Inhibiting Sexual Transmission of HIV-1 Infection. Nature Reviews Microbiology. Vol 1, October 2003. S • Information technology aspects – Microsoft SharePoint Services 2007 used • SharePoint links PowerPoint with Word content using „Flash‟ non-volatile memory • Modules project was a finalist among 200+ submissions to the 2007 Microsoft Office System "Develop Without Borders" Challenge • Information technology aspects – Articulate Rapid E-Learning Studio 2nd Edition Pro software is used • Program integrates Flash-based quizzes, assessments and surveys into courses • Quiz slides can be inserted into a course to provide feedback based on responses • Articulate license (worth $1800+) was donated to GHEC • Information technology aspects – Automated online reviews start in March • Designated student & peer reviewers are informed they have a month to review a specific module • Reviewers complete a short questionnaire and add text comments, suggestions • Review site closes & author is notified reviews are available • Author has one month for revisions • Information technology aspects – Wiki feature ready in April • Users can comment on and provide supplementary notes to modules • Members can create „files‟ on diverse topics and then add content, chat, etc. – GH teaching methods – GH curricula & residency development – GH teaching materials – GH program evaluation, etc. • Developed in collaboration with Child Family Health International And now some features that will soon be on the GHEC website Global health learning modules, wikis and forums, all in your browser. A directory of 100+ learning modules on global health from authors around the world. Tags defined by users ease the engagement and access to relevant discussions, wiki pages and modules. Every learning module with core references and a YouTube-style preview of author materials. Relevant wiki pages and forum discussions are syndicated to the module page for community engagement. Full-window view with outline of the module presentation delivered in your web browser. Feedback-rich, interactive quizzes delivered within the learning modules. A click on the “Notes” button delivers web browser-based supplementary notes for the respective slides. The global health community can collaborate online through Wiki pages Wiki pages can be tagged to learning modules and topics defined by users. Users can create email alerts and syndicate RSS (file format) feeds to monitor latest contents on the Global Health Education platform, including new modules, wiki pages and discussions. Pending issues and questions • Module distribution • Free vs. controlled to member universities • Internet only or also DVD • Feasible to download or not • Program maintenance & module updates • Quality control & standardization • Evaluation of module use and effectiveness • Potential for e-learning software upgrades Pending issues and questions • Criteria for decisions regarding… – New module topics, more advanced topics – New module types, e.g., clinical topics – Case study and case example modules • Module „packaging‟ into certificate courses – CE courses, verification of use, sponsorship – Self-instructional use Pending issues and questions • „Internationalization‟ of the modules – Translation into other languages – Collaboration with overseas universities – Preparation of „module sets‟ that address regional, institutional or topical needs • Criteria for accepting joint sponsorship arrangements with other institutions And so, off we go on this new and exciting venture! Acknowledgments The authors gratefully acknowledge the contributions of many authors, reviewers, the Modules Project Steering Committee, Microsoft Corp. (for SharePoint Services 2007), Articulate, Inc., Reuters Digital Vision Program at Stanford, and the five student representatives to the project Shaun Cleaver, Student Univ. Network for Social & Int‟l Health (SUNSIH/Canada) Meredith Masel, American Public Health Assn Student Assembly (APHASA) Sural Shah, American Medical Student Association (AMSA) Emily White, International Federation of Medical Student Associations (IFMSA-USA) David Wood, Student Academy of the Am. Acad. of Physician Assistants (SAAAPA)