Evaluation of a multidisciplinary global health online course in Mexico

Héctor Carrasco,Sandra Cárdenas,Itzel Eguiluz,Patricia Fuentes,Cesar Lucio-Ramírez,Manuel Pérez-Jiménez,Ilse Mariana Leyva Barrera

doi:10.1186/s41256-020-00179-8

Abstract

BackgroundGlobal Health Education (GHE) focuses on training proactive global citizens to tackle health challenges in an increasingly interconnected and interdependent world. Studies show that health professionals in training have reported that GHE has improved their teamwork, responsiveness to contextual factors that impact health, and understanding of health systems; however, there is little research on the impact of GHE courses in undergraduate settings, especially in low and middle-income countries (LMICs).MethodsOur study analyzes a multidisciplinary online global health course at Tecnologico de Monterrey, México. We conducted a cross-sectional study with pre- and post-design. Students who took the multidisciplinary course of Global Health for Leaders in the Fall of 2019 (n = 153) and Spring of 2020 (n = 348) were selected for this study. Using a five-point Likert scale (strongly agree to strongly disagree), the survey assessed seven competencies as well as questions about course expectations, takeaways, and recommendations to improve the course. We performed descriptive statistical analyses comparing the combined pre-tests (from Fall and Spring cohorts) to the combined post-tests. Fisher’s exact test was used to compare the samples.ResultsOf the 501 pre-course surveys administered, 456 responses were completed in the pre-course and 435 in the post-course (91% overall response rate). Only 8.7% of the respondents in the pre-course survey strongly agreed that they could describe fundamental aspects of global health such as the Millennium Development Goals or Sustainable Development Goals, in contrast to a 56% of the students who strongly agreed in the post-course survey (p < 0.001). Similar differences were captured in understanding the global burden of disease, social determinants of health, the effects of globalization in health, health systems’ goals and functions, and human rights. 38% felt that the course helped them develop a more empathetic perception of the suffering of others experiencing global health-related issues.ConclusionIn this study, we have presented our experience in teaching an online global health course for multidisciplinary undergraduates in a LMIC. The competencies reported by our students indicate that the course prepared them to confront complex global health issues.

Highlights

Global Health Education (GHE) focuses on training proactive global citizens to tackle health challenges in an increasingly interconnected and interdependent world
Mexico has 61 million people living in poverty or extreme poverty, and high rates of obesity, diabetes, and adolescent pregnancy [4, 5]. These health challenges are the result of large-scale global forces such as globalization -understood as the unrestricted exchange of goods, services, infectious agents, and habits, which amplifies the market for harmful substances, enables the rapid proliferation of infectious diseases, and promotes unhealthy lifestyles [6] -- and neoliberalism, which advances freemarket policies that result in privatization, deregulation, and limited government spending [7]
The value of our results relies on exemplifying that institutions in an low and middle-income countries (LMICs) can teach GHE courses focused on developing global health competencies to address global health issues locally

Summary

Introduction

Global Health Education (GHE) focuses on training proactive global citizens to tackle health challenges in an increasingly interconnected and interdependent world. Mexico has 61 million people living in poverty or extreme poverty, and high rates of obesity, diabetes, and adolescent pregnancy [4, 5] Often, these health challenges are the result of large-scale global forces such as globalization -understood as the unrestricted exchange of goods, services, infectious agents, and habits, which amplifies the market for harmful substances, enables the rapid proliferation of infectious diseases, and promotes unhealthy lifestyles [6] -- and neoliberalism, which advances freemarket policies that result in privatization, deregulation, and limited government spending [7]. The field of global health emerged in response to growing health challenges and social inequalities that result from complex global forces [10]

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