Remote Supervision in Short-Term Global Health Experiences.

Pryanka Relan,Kristy C Y Yiu,Lawrence C Loh,Henry C Lin

doi:10.1155/2018/5629109

Abstract

The global health development community is increasingly examining the phenomenon of short-term experiences in global health (STEGH), with an aim to mitigate the negative impacts of such activities on host communities. Appropriate supervision is one strategy, but various barriers (e.g., institutional requirements) limit the availability of qualified supervisors. Remote supervision represents one potential model to provide supervision that may mitigate the negative impacts of STEGH. This paper reports observed outcomes from a description of a pilot remote supervision program employed in a global health program for Canadian undergraduate students. Benefits for learners included greater confidence and independence, greater perceived effectiveness in conducting their project abroad, and reassurance of remote support from their supervisor, supplemented with day-to-day guidance from the local partner. Host communities reported greater trust in the bidirectional nature of partnership with the visiting institution, empowerment through directing students' work, and improved alignment of projects with community needs. Finally, faculty noted that remote supervision provided greater flexibility and freedom when compared to traditional in-person supervision, allowing them to maintain professional duties at home. Collectively, this pilot suggests that remote supervision demonstrates a potential solution to mitigating the harms of STEGHs undertaken by learners by providing adequate and appropriate remote supervision.

Highlights

Short-term experiences in global health (STEGH) continue to increase in frequency and popularity, among premedical undergraduate students, medical trainees, and young professionals [1]
While extensive research has been conducted on the traditional models of successful faculty supervision and mentorship in other disciplines, there is a lack of literature addressing the potential of remote supervision for global health learners at the undergraduate and graduate levels [12,13,14,15]
Our pilot study has demonstrated that remote supervision could play an integral role in the conduct of STEGH and in fulfilling this need

Summary

Introduction

Short-term experiences in global health (STEGH) continue to increase in frequency and popularity, among premedical undergraduate students, medical trainees, and young professionals [1]. Literature has highlighted various strategies to address these concerns, including the incorporation of cross-cultural effectiveness and cultural humility training into educational programs [1] and appropriately preparing and engaging learners ahead of their participation [5,6,7]. Another strategy commonly mentioned is appropriate supervision of participants. While extensive research has been conducted on the traditional models of successful faculty supervision and mentorship in other disciplines, there is a lack of literature addressing the potential of remote supervision for global health learners at the undergraduate and graduate levels [12,13,14,15]. We identify successes and challenges encountered with the model and propose opportunities for future evaluation

The Remote Supervision Program Pilot

Section 1

Observations

Discussion

Future Directions