Abstract
This article was migrated. The article was marked as recommended. Introduction:Several reports highlight the importance of global health education (GHE) for training tomorrow's doctors. In 2006, Newcastle University Medical School developed a Student Selected Component (SSC) in Global Health. We followed up students who completed the SSC to assess the impact on their experience as practising clinicians and postgraduate career development. Methods:We developed an electronic survey including questions about speciality choice, postgraduate qualifications, extracurricular activity and international work. Surveys were sent to 72 SSC participants identified between 2006-2017 through the Newcastle University Alumni and Supporters network and social media. Results: Surveys were returned by 37 (51%) SSC participants; 25 (71%) and 16 (46%) believed the SSC had influenced their clinical practice and career choice, respectively. Twenty-two (59%) obtained an intercalated degree programme, of whom nine (24%) did a Masters programme specifically in Global Health and four (11%), and two (5%) completed a Masters degree in Epidemiology and Control of Infectious Diseases respectively, both key themes within GHE. Four (11%) undertook, and 10 (29%) were considering postgraduate study related to global health, of whom three (9%) specified undertaking a Diploma in Tropical Medicine and Hygiene (DTM&H) and one (3%) studying a Masters degree in Public Health. Five (14%) had, and 19 (54%) were planning to work abroad, most referring to work in humanitarian or low resource settings and GHE programmes. Discussion and Conclusion:Participation in an SSC in Global Health may affect positive change in students' clinical practice and help inform academic and clinical career choice. Whilst a causative relationship cannot be inferred, the experience may support or increase the pursuit of additional global health-related qualifications, research and international health work. Medical schools that endeavour to produce graduates motivated to tackle our society's global health challenges should champion comprehensive global health modules for students.
Highlights
Several reports highlight the importance of global health education (GHE) for training tomorrow’s doctors
It is well documented by health professionals, medical students and expert panels that global health is an essential part of compulsory modern medical education (Haq et al, 2000; Bateman et al, 2001; McAlister and Orr, 2006; Drain et al, 2007; Houpt, Pearson and Hall, 2007; Jessop and Johnson, 2009; Tissingh, 2009; Frenk et al, 2010; Rowson et al, 2012; Willott et al, 2012)
In 2001, Newcastle University had no dedicated teaching on international health issues, and a survey of medical students showed 56% were dissatisfied with the amount of global health teaching and 61% would welcome more in both the core curriculum and as a special module (Edwards, Rowson and Piachaud, 2001)
Summary
Several reports highlight the importance of global health education (GHE) for training tomorrow’s doctors. Students have continued to lobby for more global health in the compulsory curriculum, leading to increased formal global health teaching for all medical students (Dotchin, van den Ende and Walker, 2010) This trend has continued with Newcastle Medical School implementing a reformed global health curriculum in 2018 (Deivanayagam et al, 2018) and running an intercalated Master of Research (MRes) programme in Global Health. Evidence shows such growth in GHE occurring nationally, with a 2015 study of UK medical schools finding an increase in the number of institutions reporting GHE in the core curriculum from 24% in 2006 (4/17 according to students) (Dotchin, van den Ende and Walker, 2010) to 83% (according to medical school faculty) or 67% (according to students) and almost all offered optional global health programmes (Matthews, Davies and Ward, 2020)
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