An Area of Concentration in Global Health

An Area of Concentration in Global Health Thomas E. Novotny, MD MPH University of California, San Francisco, School of Medicine Goals of the AoC in Global Health • To provide core background in pre-clinical education; • To provide significant experiential learning in clinical years; • To create a product with a legacy for other learners and for the health of the global population. Photo: Jeremy Perlman, MS3 Who would be interested? Students with: • Previous international experience; • Interest in cross-cultural learning; • Interest in solving the grand challenges in public health: infectious and non-infectious diseases; • Career interest in international health research, non-governmental organizations, international organizations, and government. Photo: Jeanne Noble, MS4 What is the Program? Courses and Electives • Topics in International Health (1st yr. Elective) • Preparation for Field Experiences • Summer experience abroad • Global Health Summer Course + Training In Clinical Research (4 th Yr. required) • Extra year option • Mentored senior practicum Legacy Product Topics in International Health Elective Course Objectives • Introduce critical global health issues, key international health players, and main channels of professional development for careers in international health. • Help students plan for an international field experience based on new concepts about how to promote lasting change. Elective Course Schedule 1-5 1-12 1-19 1-26 2-2 2-9 2-17 2-23 3-2 3-9 Intro./Global Burden of Disease Interventions: Basic approaches Creating Change Creating Change: Bottom Up Creating Change: Outside In Creating Change: Top Down Barriers to Change: Poverty Preparing to Go Abroad Understanding Culture Project review and evaluation AoC in Global Health: Core Course Objectives • Understand the breadth of health problems that transcend national borders and that require multinational and multi-sectoral solutions • Be able to describe in both quantitative and qualitative terms the background, disease burden, possible solutions, and barriers to solving these major global health problems • Case studies approach • Develop an approved research plan for a required project for the Area of Concentration in Global Health • Understand major career pathways appropriate to the student's interest in global health. Required Course: Training in Clinical Research • One month concentrated didactic material • Develop research protocol • Integrate clinical research with Legacy Project Extra Year Option • MPH, MSc, other degree program; • NIH, CDC, or other Fellowship; • Custom designed research or experiential project abroad. Photo: Phillip Coffin, MS3 Steps to the AoC in Global Health First tier mentoring (Year One); First year elective Think about career goals; Declare AoC interest (Year Three); Identify Second tier mentor and project; Consider applications for degree programs and fellowships; • Seek funding; • Complete senior practicum; and • Write “legacy” project. • • • • • • Mentoring and the Global Health AoC • Two tiers – First year: generalized, career counseling – Second Tier: AoC students: specific project • Second Tier Mentoring (n=2) – UCSF-based – Host institution-based First Tier Mentors • Small core of internationally-oriented faculty to provide general advice • Help hook up students to possible projects and study abroad/language sites between first and second year • Begin career development advice • Connect to opportunities for funding • Link to Advisory College Second Tier (AoC and/or Project) Mentor • Specific focus on AoC project development • Assist in finding resources or applying for existing funding streams • Helping connect with project site abroad • Those who ‘DO’ global health projects Mentoring Guidelines • Define expectations of both mentor and mentoree • Include student perspectives • Develop faculty rewards • Distinguish the role of “introductory” mentors for MS1s from the role of AoC or “Project” Mentors • Develop matching process Mentoring and Criteria for Academic Advancement • Outstanding mentoring may be part of membership requirement for Haile T. Debas Academy of Medical Educators • Mentoring is recognized as a criterion for academic advancement • Electronic faculty “portfolio” will track academic achievements including mentoring Funding Sources • • • • • • • Dean’s Research funding Office of International Programs Rotary Club Doris Duke Fellowship Faculty Research Fellowships (ISDA, other) Fogarty-Ellison Fellowship Legacy Projects: Papers, Presentations, Curriculum Legacy Projects, Year One • MDRTB in Russia with WHO • Community-based surveys on malaria risks, compliance, and knowledge in Uganda • Vaginal microbicide clinical trial in Zimbabwe • Post partum hemorrhage interventions in Mexico and Egypt Current Status-- Global Health Area of Concentration 18 16 14 12 10 8 6 4 2 0 1st 2nd 3rd yr yr yr No. of students • As of Spring 2005, >30 students expressed interest in GH AoC • 82 students have consulted OIP for international health experiences Global Health AoC Next Steps • Further refine interactive data base of international opportunities; • Develop mentor agreement for faculty and participants; • Longitudinal evaluation project – Decisions about postgraduate training – Career tracking – Value of AoC UCSF Area of Concentration • Thomas E. Novotny, MD, MPH: tnovotny@psg.ucsf.edu • George Rutherford, MD: grutherford@psg.ucsf.edu • Victoria Ruddick, Coordinator: ruddickv@medsch.ucsf.edu • http://medschool.ucsf.edu/ intlprograms/IHCurriculum/AoC.aspx Photos: Madeline Slater, MS3