Medical Students Engage in Directing Global Health Education

Medical students engage in directing global health education at Canadian medical schools. Claudia Kraft Vice President - International Programs & Partnerships, Canadian Federation of Medical Students April 21, 2006 v. 1 The CFMS • Represents 14 medical student societies • Offers: Representation, Communication, Services • International Health Program (IHP) – clinical & research exchanges & other opportunities – national campaigns – venue for sharing ideas, resources & opportunities • IHP collaborates with: – students from Québec (IFMSA-Quebec), – faculty members (AFMC global health resource group) – other organizations • Represents Canadian students internationally Why a national strategy? • Student interest & perceived need • Variable support at the individual faculty level • Encouraging progress at some schools • Evolving resources Strategic Approach 1. bottom-up, supporting student groups at each school in their discourse with local curriculum decision-makers; 2. top-down, targeting key policy-makers regarding medical curricula; and 3. collaborative sharing of resources and efforts among students and faculty members to facilitate implementation of best-practices in GH education nationwide. 1. bottom-up • history of uncoordinated efforts – & encouraging successes • a strategy proposed: – “Advancing IH Training for Medical Students (talking w/ Deans)” – influenced by efforts at: U of Alberta; U of Toronto; Western • local committees began implementation in school-specific ways Advancing IH Training for Medical Students presented at the CFMS AGM, Sept, 2005 Why International Health? •Globalization: IH issues are Canadian health issues •Global citizens / global docs •Increased Primary Care participation •Increased interest in Care of Underserved Populations •Applied lessons to improve Canadian health-care delivery Thompson et al. Educational Effects of International Health Electives on U.S. and Canadian Medical Students and Residents: A Literature Review. Academic Medicine. 2003, 78(3): 342-347. HOW to increase IH in the curriculum? Assess/Evaluate •interest at your school? Develop Goals •what is already in the curriculum? •where does your school fit it? Gather Resources Act HOW to increase IH in the curriculum? Assess/Evaluate •a wish-list of things you‟d like to see: “Essential IH Curriculum” •prioritize Develop Goals Gather Resources Act A working proposal: Core Concepts in Global Health 1. Burden of Disease / Diseases of Global Significance  2. Determinants of Health  3. Maternal/Child and Reproductive Health  4. Health Promotion 5. Environmental and Occupational Health  6. Health Care Delivery  7. Travel Medicine 8. Ethics and Social Advocacy  9. Cross-cultural Issues 10. Migration and Crisis Response HOW to increase IH in the curriculum? Assess/Evaluate •interested: students - to provide the impetus and energy Develop Goals Gather Resources Act faculty - to advise / act as resources / develop content & implement (faculty survey/database) •prêt-à-porter content available HOW to increase IH in the curriculum? Assess/Evaluate •Present a proposal Develop Goals •Justify in terms of reference relevant to your decision-makers (first, the Deanery, then the curriculum leaders) Gather Resources Act 2. top-down • need for concurrent top-down approach identified • strong justification required when arguing for limited curriculum resources – existing documents were pitched to local audiences • local committees asked for CFMS policy statement 3. collaboration • Association of Faculties of Medicine of Canada (AFMC) Global Health Resource Group - Faculty & student reps – ideal body to assist with policy statement: • rationale • core objectives • inventory of resources Specific recommendations of the AFMC collaboration • national objectives: • An inventory of available faculty and resources for global health teaching, • A central clearinghouse for international health educational tools, curricula and resources through the AFMC, • Minimum learning objects and core materials to be introduced into the undergraduate medical curriculum over the next 3 years, • Minimum international health knowledge and skills to be assessed in comprehensive examinations within 5 years. Specific recommendations • at each school: • Identify a faculty member to oversee international health activities and provide him/her with sufficient resources to undertake necessary activities, • Meet with student liaisons and faculty reps to establish priorities • Provide the Resource Group with assistance in identifying local resources and making them nationally available, • Support faculty who have developed courses and resources to make these resources nationally available, with appropriate recognition and credit, • Allow medical students to register across schools to participate in international health courses and electives as space and resources permit. • taking the lead: “meeting the needs of our students preparing for work in our global society, and the challenges of meeting the goal of health for all.” Outcomes & Products: Highlights • To support local efforts: – a locally adaptable strategy – the „McGill Backgrounder‟ – consensus: joint AFMC / CFMS / IFMSAQuebec policy statement & objectives – early steps towards gathering resources – a new cohort of student leaders, resource people & evolving support networks Challenges & Opportunities • maintaining momentum/continuit y among student leaders • stimulating Decanal action • resource warehousing • building support/finding partners: – social accountability & professionalism, – interprofessionalism, – research / faculty development • encouraging resource development / sharing • IFMSA & other partnerships Please offer suggestions or resources here, or by email: international@cfms.org