Abstract
Global health education in tertiary institutions worldwide is at an all-time high. Until recently, most evaluations of student learning from a global exposure was in the form of a reflective paper with little information that would enable standardized assessment of the competencies gained. In 2015, the Consortium of Universities for Global Health (CUGH) published a set of interprofessional global health competencies that were drawn upon to create a Global Health Competency Self-Confidence Scale and workbook. This study reports the development and validation of the scale and its implications for global health education. In total, 126 graduate students from a university in New York State participated in the validation process of the Global Health Competency Self-Confidence Scale-an 11-domain, 22-item competency self-assessment to measure the level of confidence of students before and after undertaking a global learning experience. The team used factor analysis to compare the scale to the Global Health Competency Survey for content validity and reliability. Reliability and validity of the scale was determined. An exploratory factor analysis identified 4 standalone components as: (1) Ethical and Professional Practice, (2) Capacity Strengthening and Planning, (3) Structural and Social Determinants of Health, and (4) Strategic Analysis. The scale showed excellent internal consistency (Cronbach's alpha=0.92) and test-retest reliability (reliability (r)=0.455; P<.001). Concurrent validity was established. The Global Health Competency Self-Confidence Scale contributes to a further consolidation and refinement of competency groupings into components of global health education and offers a scale to assess student learning in global placements.
Highlights
Global Health: Science and Practice 2018 | Volume 6 | Number 3 contributed to the current explosion in student- and academic-driven global health education: globalization and interprofessional education
The move toward interprofessional education has been in response to demands for the health industries to provide better coordinated care and reduce errors created by inadequate communication across the disciplines
Www.ghspjournal.org if the items were consistent with the Consortium of Universities for Global Health (CUGH) competencies
Summary
Global Health: Science and Practice 2018 | Volume 6 | Number 3 contributed to the current explosion in student- and academic-driven global health education: globalization and interprofessional education.Globalization is, in part, a result of policies promoting the international marketplace that have increased global travel, education, and employment. Technologies of the Internet and mass communication have enabled events around the globe to be witnessed as they happen, exposing the world to a range of cultures and experiences. This exposure has highlighted the plight of peoples with poor health conditions resulting from political and economic factors and has fueled student interest and activism in understanding and addressing health disparities. This study reports the development and validation of the scale and its implications for global health education
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