When disruption strikes the curriculum: Towards a crisis-curriculum analysis framework

The future of health professions education: Emerging trends in the United States.

BackgroundGlobal health has created new challenges for education and training of health professionals. Changing demand on humanitarian aid and infection control arising from the new corona virus outbreak, antimicrobial resistance, neglected tropical diseases (NTDs), immunisation gaps and care needs of refugees meet with conditions that are only since recently considered as major health threats, including gender inequality, health workforce shortage, environmental risks and climate change as well as poor mental health. These developments have resulted in high-level meetings and new policy frameworks, such as the Sustainable Development Goals (SDGs). However, action on the ground has still to follow. Health professionals are poorly prepared to respond to new global health needs. Public health and healthcare systems face an urgent need to strengthen global health in the education and training of all groups of healthcare workers to create a future workforce, which is capable to implement the SDGs and serve the needs of the population both locally and globally.ObjectivesThis workshop addresses these questions and fosters critical debate. It has three major Objectives: improve advocacy for global health and the SDGs, introduce different models to support and implement global health and the SDGs in health professional education, and strengthen the role of public health in global health. The workshop brings together knowledge and expertise from different countries/regions of the world, professional groups and educational institutions. It seeks to build bridges between disciplines and stakeholder groups, including giving stronger voice to students and young professionals. The workshop illustrates diversity of advocacy and action in global health education, and reveals strong demand for multidisciplinary approaches to respond to population needs. It begins with information on competencies currently valued by global health employers in relation to those developed in graduates of public health programs. This is followed by novel models of global health education, including an institutional collaboration model as West-East hub and a students' driven participatory trans-sectoral model. Further case studies illustrate the benefits of a transdisciplinary approach to respond to major health threats, such as vaccine resistance and Ebola, and the need for including the Global South in gender sensitive research and methodology. The workshop will improve networking of global health advocates. It will add value through knowledge exchange beyond the professional silos, as well as across the global North-South/ East-West. Finally, it will strengthen connections between global health and public health and build capacity for multi-professional, trans-sectoral leadership in global health education and research, which is sensitive to gender and cultural/ethnic diversity.Key messages Strengthening global health competencies in education is a key to respond effectively to new public health challenges and to implement the SGDs.There is growing demand and urgent need for multidisciplinary approaches and transnational collaboration in global health education.

This empirical study in global education was conducted over a decade ago at a time when the Mixed Methods Research (MMR) methodology, a new paradigm in education research, was emerging. The global education research community was slow to this new phenomenon. This paper discusses MMR as a viable alternate method of inquiry in global education research. The paper contributes to the discourse and promotes the values of MMR in global education research. The study combines quantitative and qualitative research elements to answer critical questions about secondary school teachers’ lack of global knowledge, global mindedness, and teaching skills. Secondary school teachers’ lack of global education undermines their ability to develop programs and activities that will become the foundation for local and national consciousness for global engagement and community service activism. The MMR becomes a metaphor for a new concept in global citizenship education, in a complex, rapidly changing world, where students continually see themselves and the world through the lenses of human abuses, insecurity, prejudice and intolerance leading to various violent and destructive engagements.

Strategies for Partnering with Health Care Settings to Increase Physical Activity Promotion

Individuals employed in traditional institutions of higher learning may encounter "time" in different ways due in part to increased collaborative project work undertaken to foster organizational change in the face of disruption in the higher education sector. Resulting temporal issues may impact wellbeing at the individual and system level, which may be costly for both an employee and the organization. Though general temporal theories abound, the contemporary organizational literature lacks a temporal focus, and minimal research attention has been directed specifically towards the impact of time on higher education work teams. Using an interpretative phenomenological analysis (IPA), this study investigated the following research question: How do professional administrators working on change projects in a higher education setting understand the experience of time as a resource? The participants expressed that time norms played significant roles in their lived experience and acknowledged that the phenomenon of time influenced how they critique their work. Significant findings which emerged during data analysis consisted of four super-ordinate themes: encountering change and complexity, navigating new resource scarcity, employing best practices, and personal coping and resilience. These findings suggest that "temporal awareness" (TA) and understanding a "temporally complex setting" (TCS) may contribute positively to project leadership. Additional research is needed to explore time-related factors that might augment change project work processes and personal resilience. This research provides a greater understanding of work time; the findings are relevant for human resources professionals responsible for change initiatives and project management, as well as health professionals in addressing stress, and leaders in general. Keywords: organizational behavior, higher education administration, psychology, time, project management, human resources

Changing the health care workforce: lessons from foundation-sponsored programs.

Will Ebola change the game? Ten essential reforms before the next pandemic. The report of the Harvard-LSHTM Independent Panel on the Global Response to Ebola

The role of the academic, both inside and beyond the university, is under scrutiny across global higher education. In part, this is tied to the neo-liberal agenda for universities, which is underpinned by a discourse of marketisation and commodification. In part, it is amplified by the production and use of digital technologies, and the contested nature of those technologies in reproducing or reinscribing existing practices. One emerging area of interest is the role of digital technology in academic futures, especially in a world of increasing complexity and disruption. In future scenarios that are disrupted by socio-environmental crises like peak oil and climate change, the development of individual and social resilience, or the ability to adapt to such disruption, becomes imperative. This article examines how digital technologies might impact the practices of the academic in the face of disruption. Three key areas of interplay between academics and technologies are identified: firstly, in developing open educational opportunities; secondly, in engaging with the preservation of data, relationships and narratives; and thirdly, in understanding the interconnections between technology and humanity, revealed as the ‘cybernetic hypothesis’. Thus, it is argued that digital technologies might enable academics to take an activist role in helping communities to engage with uncertainty.

Introduction:Unfortunately, before SARS-CoV-2, a global workforce crisis in health care had already been flagged internationally and is only expected to grow. Health care workers are the critical driving force underpinning all health systems. A skilled workforce takes years to develop, and staff shortages have enduring negative impacts on patients, patient safety, and the ability to deliver Universal Health Coverage.Method:A scoping literature review on health care worker mortality and morbidity resulting from SARS-CoV-2 was undertaken and included reviewing the peer-reviewed and grey literature.Results:Four opportunities for improving the protection of health care workers during a pandemic were identified: 1)Strengthening data collection and reporting standards of health care worker mortality and morbidity due to SARS-CoV-22)Improving the protection of health care workers3)Accelerating the vaccination of health care workers against SARS-CoV-2, and4)Addressing gender inequities in health careThese four approaches provide opportunities for improvement and are only preliminary steps in addressing the ‘perfect storm’ that the shortage of global health care workers and the ongoing SARS-CoV-2 pandemic have created.Conclusion:The global community has a unique opportunity to protect health care workers and improve pandemic preparedness and response. The health and socioeconomic impact of SARS-CoV-2 has been unprecedented, and health care workers have borne the brunt of this pandemic. We owe our health care workers more. Without a well-trained and adequately resourced health care workforce that is prepared to face the next pandemic, we as a global community will not be able to deliver global health care or global security at the level that is required.

Ebola outbreak declared a PHEIC, world waits for next steps

This chapter concentrates on offering a conceptual model of “Global Higher Education Shared Community”. It practically focuses on narrowing the gap between forward mapping or top-down policy implementation and backward mapping or bottom-up policy implementation for enhancing the globalization and internationalization of higher education institutions through focusing on building global higher education regime. Firstly, the term global higher education shared community is identified to examine the rationales of constructing cross-cultural competitiveness at different levels. Secondly, in addition to identifying global higher education shared community, the model of global higher education shared community is initiated to explore the rationale of globalization and internationalization of higher education institutions, which include three major components, such as a global dimension of cross-border engagement and cross-cultural engagement; a global dimension of higher education related to cultivating global learning and global competence; a community dimension of community, associated with norms, religion, values, identity, orientation, belief, resources, preferences, requirements, membership, influence, integration, fulfillment of needs, emotional connection. Lastly, the conclusion is offered to summarize the findings related to the construction of global higher education shared community.

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Global health education and health promotion have the potential to engage students, scholars, and practitioners in ways that go beyond the classroom teaching routine. This engagement in global communities, can range from reflection on continuing deep-seated questions about human rights and civic responsibility to the use of health education and promotion-related theoretical, intellectual, and practical skills. In the arena of global health education and promotion, these skills also range from leadership and advocacy to decision making, critical and creative thinking, teamwork, and problem solving. In recent times, there has been a growing interest in cross-cultural collaborations and educational initiatives to improve stakeholder's understanding of global health principles and practices, to enrich the experiences of health professionals, and to improve the lives of those who are disenfranchised and live across borders. In this article of Health Promotion Practice, we highlight two unique cases of cross-national collaborations and provide a glimpse of the various shapes and forms taken by cross-cultural educational initiatives for global health education and promotion. We summarize the history, philosophy, and current working practices relevant to these collaborations, keeping in view the global health domains, competencies, and activities. In addition, we also compare the key components and activities of these two case studies from Rwanda and Mexico, wherein communities in these two countries collaborated with academic institutions and health professionals in the United States.

During these difficult times, it is not easy to learn all the nursing lessons from the COVID-19 epidemic in Italy. It is not easy because - at the time of writing - Italian nurses are in the middle of this emergency that shows no sign of diminishing. Whatever is said today can change completely after only 24 hours. As a global community we have only known about this virus for a few months, but it has invaded lives, hospitals and homes, subverting habits, practices, and protocols. Some of the lessons learned will emerge later - after reflection and retrospective analysis. However, some things are now so evident that sharing them now is vital to help prepare those who are getting ready to face this emergency.

Provider Burnout and Fatigue During the COVID-19 Pandemic: Lessons Learned From a High-Volume Intensive Care Unit.