Global Health Knowledge Research Articles

Global health education in Europe: an insight into the student’s perspective

Abstract Background As the world grows ever connected, more importance is placed on aptness in Global Health. For medical students, incorporating social, environmental, cultural, and global issues in the curriculum is pivotal to their success as future medical professionals. In spite of this, students are dissatisfied with ongoing pedagogy. In review of existing evidence, we discovered that there is no set standard for European medical schools to follow in Global Health teaching. This is evidenced by variation in the course requirement and in the topical content covered. Consequently, students have self-perceived and actual gaps in their Global Health knowledge. Another point highlighted in our research was that despite the importance students have placed on Global Health education, they have viewed it as less relevant in comparison to other aspects of Medicine. To improve this lack of engagement, students have made suggestions that could potentially have a positive impact on teaching methods if they were to be implemented. Objectives Our background review and evidence gaps inspired us to conduct an online survey in our university. Examining this, together with reviewing existing evidence on student opinions and experiences from all over Europe, will give us the opportunity to uncover student sentiment towards Global Health education. Results Our survey is underway; its results will be discussed in our presentation. Conclusions In analysing existing survey results and in executing a survey in our medical school, we have gained some insight and understanding into the perspectives, knowledge gaps, and suggestions of medical students as concerns their Global Health education in Europe. These should be considered in forming and refining the Global Health curriculum of European medical schools. Key messages • Explore the attitudes and opinions of European students towards Global Health education. • The medical student’s perspective should be considered to guide a better-suited education in Global Health across Europe; this is of the utmost importance in a now globalised world.

Answering the Call: The Impact of Global Service-Learning on BSN Graduates.

Global migration significantly impacts demographic patterns in the United States, intensifying the need for nurses to deliver culturally competent healthcare to refugees, immigrants, and migrants. By integrating global service-learning (GSL) into nursing curricula, this study aims to provide a comprehensive understanding of GSL benefits in fostering effective intercultural communication, cultural humility, spiritual growth, and global health knowledge among nursing students. The findings suggest that GSL enhances the educational experience and equips nurses with the skills necessary to address the complex needs of a diverse patient population.

Promoting Global Health Knowledge and Cultural Competence of Swedish and Somali Nursing Students Through Collaborative Virtual Seminars: A Qualitative Descriptive Study.

Engaging nursing students in transdisciplinary learning and collaborative activities will prepare them for future roles in promoting global health knowledge and cultural competence. The purpose of this study was to describe undergraduate nursing students' experiences of participating in collaborative virtual seminars intended to promote global health knowledge and increase cultural competence between a university in Sweden and a university in Somaliland. A qualitative descriptive study using semi-structured individual interviews and focus group discussions was conducted. Notably, 27 nursing students who participated in a collaborative virtual seminar were included. Data were analyzed using inductive qualitative content analysis. Nursing students reported having gained profound comprehension of and a broadened perspective on global health, cultural awareness, and curiosity crucial for their roles as future global nurses. Fostering global health knowledge and cultural competence among nursing students through collaborative virtual seminars is advantageous as it enhances their cultural competence in nursing.

Is qualitative social research in global health fulfilling its potential?: a systematic evidence mapping of research on point-of-care testing in low- and middle-income contexts

BackgroundQualitative social research has made valuable contributions to understanding technology-based interventions in global health. However, we have little evidence of who is carrying out this research, where, how, for what purpose, or the overall scope of this body of work. To address these questions, we undertook a systematic evidence mapping of one area of technology-focused research in global health, related to the development, deployment and use of point-of-care tests (POCTs) for low-and middle-income countries (LMICs).MethodsWe conducted an exhaustive search to identify papers reporting on primary qualitative studies that explore the development, deployment, and use of POCTs in LMICs and screened results to identify studies meeting the inclusion criteria. Data were extracted from included studies and descriptive analyses were conducted.ResultsOne hundred thirty-eight studies met our inclusion criteria, with numbers increasing year by year. Funding of studies was primarily credited to high income country (HIC)-based institutions (95%) and 64% of first authors were affiliated with HIC-based institutions. Study sites, in contrast, were concentrated in a small number of LMICs. Relatively few studies examined social phenomena related to POCTs that take place in HICs. Seventy-one percent of papers reported on studies conducted within the context of a trial or intervention. Eighty percent reported on studies considering POCTs for HIV and/or malaria. Studies overwhelmingly reported on POCT use (91%) within primary-level health facilities (60%) or in hospitals (30%) and explored the perspectives of the health workforce (70%).ConclusionsA reflexive approach to the role, status, and contribution of qualitative and social science research is crucial to identifying the contributions it can make to the production of global health knowledge and understanding the roles technology can play in achieving global health goals. The body of qualitative social research on POCTs for LMICs is highly concentrated in scope, overwhelmingly focuses on testing in the context of a narrow number of donor-supported initiatives and is driven by HIC resources and expertise. To optimise the full potential of qualitative social research requires the promotion of open and just research ecosystems that broaden the scope of inquiry beyond established public health paradigms and build social science capacity in LMICs.

Awareness, Knowledge, and Attitude Towards Urinary Tract Infections: An Appraisal From Saudi Arabia.

Introduction Urinary tract infections (UTIs) are a common global health issue, yet awareness and knowledge about UTIs among the general population can vary widely. This study aimed to assess the awareness, knowledge, and attitudes regarding UTIs among Saudi Arabian citizens residing in Al-Ahsa, Saudi Arabia. Methods A descriptive cross-sectional study was conducted among Saudi Arabian citizens aged 18 and above residing in Alhassa. A structured questionnaire was used to collect data on participants' awareness, knowledge, attitudes, and experiences related to UTIs. Data were analyzed using IBM® SPSS® Statistics. Results The study included 445 participants, predominantly males, with 279 (62.7%) and a range of educational backgrounds. Approximately 302 (70.1%) of the participants were aware of UTIs. However, misconceptions about the definition of UTI and its risk factors were common. Most participants recognized bacteria as the primary cause of UTIs, with 261 (58.7%) identifying this factor. Symptoms such as painful urination were recognized by 390 participants, which is a significant proportion. When experiencing UTI symptoms, 285 (66.1%) indicated they would go to the hospital. Significant associations were found between awareness, knowledge, and socio-demographic factors. Conclusion This study highlights the need for increased awareness and knowledge about UTIs among Saudi Arabian citizens in Alhassa. Tailored educational interventions are essential to correct misconceptions, promote accurate risk factor awareness, and encourage appropriate management strategies. Public health campaigns can contribute to reducing the burden of UTIs in the community.

Global Health Education Revamped: Implementation of a Cross-Cultural Virtual Elective Through Continuous Improvement Methods.

Virtual platforms can increase access to global health (GH) education and cross-cultural communication. The Cleveland-Cusco Connection (CCC) is a virtual GH elective between medical schools in the USA and Peru. This elective was held annually from 2020 to 2023, with monthly virtual sessions held in English and Spanish to facilitate bidirectional learning about healthcare systems, culture, and barriers to care in both nations. Using student surveys throughout the electives, we report the outcomes, barriers, and changes of the CCC over 3years. We administered pre- and post-elective surveys to students in the elective in their native languages. We evaluated self-reported non-native language skills, health systems, GH knowledge, and cultural sensitivity. We also surveyed students about course efficacy in achieving learning objectives and areas for improvement. We performed non-parametric statistical analyses to evaluate trends in survey responses. Over three academic years, 92 students participated in CCC. Students from the US had statistically significant increases in their self-reported understanding of the Peruvian healthcare and medical education systems (p = 0.013). US students also saw an increase in cultural sensitivity scores, with statistically significant increases in the knowledge (p = 0.035) and motivation components (p = 0.031). The most frequently reported challenges encountered throughout the course included: competing coursework assignments, scheduling conflicts, and language barriers. Cross-cultural virtual electives demonstrate effectiveness in teaching trainees about international healthcare systems and can improve cultural sensitivity. Strategies to improve the elective include reducing workload, improving engagement for partner countries, and teaching bilingually. The online version contains supplementary material available at 10.1007/s40670-023-01941-6.

What is the role of global health and sustainable development in Swedish medical education? A qualitative study of key stakeholders’ perspectives

BackgroundGlobal health and sustainable development have increasingly been recognised as important parts of medical education, yet education on these issues remains fragmented and scarce. In 2020, a bill to reform the national medical curricula across all Swedish medical schools was introduced, including a greater emphasis on global health and sustainable development. This study aimed to explore the perspectives of key stakeholders in medical education on the role of global health and sustainable development in Swedish medical education.MethodsThis was a qualitative study based on semi-structured interviews with 11 key stakeholders in medical education, broadly defined as faculty board members (dean and/or vice-deans for medical education) and/or programme chairs representing six universities. Data were analysed using qualitative content analyis (QCA). The study was conducted according to the Consolidated Criteria for Reporting Qualitative research (COREQ) guidelines.ResultsStakeholders discussed the challenges and opportunities associated with the modification of medical education, which was seen as necessary modernisation to fit the changing societal perception of the role of medical doctors. The anchoring process of redesigning the curriculum and integrating global health and sustainable development was discussed, with emphasis on ownership and mandate and the role of teachers and students in the process. Finding a shared understanding of global health and sustainable development was perceived as a challenge, associated with resistance due to fear of curriculum overload. To overcome this, integrating global health and sustainable development with other topics and developing existing components of the curricula were seen as important. Additionally, it was stressed that fostering capacity building and developing infrastructure, including utilization of digital tools and collaborations, were essential to ensure successful implementation.ConclusionsMedical institutions should prepare future doctors to respond to the needs of a globalised world, which include knowledge of global health and sustainable development. However, conceptual uncertainties and questions about ownership remain among key stakeholders in medical education. Yet, key stakeholders also highlight that the inclusion of global health and sustainable development in the new curricula represents multiple overarching educational opportunities that can bring about necessary improvement.

Decolonizing public and planetary health, or Chthulucene mediations.

The struggle for decolonization, especially in public and planetary health, indeed requires a relational space as a call for global accountability.1 The recent correspondence rightly pointed out the dominance of Western academia in the discussions and worried about treating ‘decolonization’ as just another buzzword. It can be argued whether newer terms of mediation such as Chthulucene within the language of systems thinking can intervene for the future of global health. The concept of the Chthulucene enters the debates as a current synthesis of the previous analyses on the current epoch, i.e. Anthropocene, Capitalocene and Plantationocene. Donna Haraway coined the term to mean the ‘name for the dynamic ongoing sym-chthonic forces’ that makes possible the ‘flourishing for rich multispecies assemblages’.2 In these assemblages, Haraway notes, ‘it matters which figures figure figures, which systems systematize systems’.2 On this note, we can highlight the panelists on Decolonizing Health at Harvard Medical School, Mariam Olivia Fofana, Desmond Jumbam and Munshi Shehnaz, who discussed how global health cannot easily disentangle the uneven power relations of the existing system. They review the origins of global health and deliberate how its legacy impacts current practices and identify imbalances in global health knowledge production research practices, funding opportunities and acknowledgment of research contributions from researchers in the global South.

Global health officers’ competency gaps on knowledge and skills and its associated factors in Vietnam

Objective: This study aimed to characterize the gaps in competencies related to global health knowledge and skills among global health officers (GHOs) in Vietnam. Methods: A cross-sectional study was conducted with the participation of 181 GHOs who engaged in global health activities in health facilities across Vietnam. The study employed a self-development questionnaire to measure the gaps in knowledge and skills among the GHOs. Results: The results showed that the domain with the highest competency gap score for global health knowledge was Social, Economic, and Environmental Determinants of Health (mean score = 5.3, SD = 6.2). Regarding global health skills, Strategic Analysis (mean score = 5.8, SD = 5.4) was the domain with the highest competency gap score. Program Management (mean score = 4.7, SD = 5.9) was the domain with the lowest competency gap score for global health knowledge. Responders gave the Ethics and Professionalism (mean score = 5.1, SD = 5.5) and Global Health Governance (mean score = 5.1, SD = 5.4) domains the lowest competency gap scores for global health skills. Furthermore, the study identified that gender, education level, working organization, and specialty were associated with the competency gaps in global health knowledge and skills among GHOs. Conclusion: The study showed significant gaps in competencies related to global health knowledge and skills among GHOs in Vietnam. The findings highlight the need for targeted training and education in specific skill areas such as: Capacity Strengthening for workforce, Ethics and Professionalism, Communication, Collaboration, and Partnership, Program Management for non-medical field GHOs to enhance their overall global health competency.

Student-led interprofessional global health course: learning impacts during a global crisis

BackgroundThis study assesses the impact of the Interprofessional Global Health Course (IPGHC) on students’ fundamental global health knowledge and personal viewpoints on global health domains. It explores the evolution of students’ understanding of global health specifically in relation to the COVID-19 pandemic.MethodsNinety-nine students were selected from 123 McGill student applicants based on their motivation and commitment to take part in IPGHC’s ten-week 2020 curriculum. These IPGHC students were eligible to participate in the study. The study’s design is sequential explanatory mixed methods. The cross-sectional survey (quantitative phase) appraises students’ global health learning outcomes using pre- and post-course surveys, with the use of 5-point Likert-scale questions. The descriptive qualitative survey (qualitative phase) further explores the impact of IPGHC on student’s understanding of global health and the reflections of students on the COVID-19 pandemic after IPGHC. The post-course survey included a course evaluation for quality improvement purposes.ResultsOf the 99 students, 81 students across multiple undergraduate and graduate disciplines participated in the study by completing the course surveys. Mean knowledge scores of the following 11 global health topics were increased between pre- and post-course survey: Canadian Indigenous health (P < 0.001), global burden of disease (P < 0.001), global surgery (P < 0.001), infectious diseases and neglected tropical diseases (P < 0.001), refugee and immigrant health (P < 0.001), research and development of drugs (P < 0.001), role of politics and policies in global health (P = 0.02), role of technology in global health (P < 0.001), sexual violence (P < 0.001), systemic racism in healthcare (P = 0.03), and trauma in the global health context (P < 0.001). A positive change in student viewpoints was observed in response to questions regarding their perception of the importance of global health education in their own professional health care programs (P < 0.001), and their understanding of the roles and responsibilities of other healthcare professionals (P < 0.001). In the post-course survey open-ended questions, students exemplified their knowledge gained during the course to create a more informed definition of global health. Several recurring themes were identified in the student reflections on the COVID-19 pandemic, notably policy and politics, followed by access to healthcare and resources.ConclusionThis study emphasizes the need for interprofessional global health education at the university level and demonstrates how rapidly global health learners can apply their knowledge to evolving contexts like the COVID-19 pandemic.

The persistence of HIV stigma in Kenya

Through a collection of contextual anecdotal evidence and diligent examination, Viral frictions: global health and the persistence of HIV stigma in Kenya, written by Elizabeth J Pfeiffer carefully analyses the ongoing stigma that persists around HIV and AIDS in Kenya—specifically through a decade of research (2010–19) in a small town called Mahali. Pfeiffer is an Assistant Professor of anthropology at Rhode Island College (Providence, RI, USA) who specialises in medical anthropology, global health, and African studies. In her previous work, The cultural politics of secrecy during HIV home counselling and testing campaigns in Kenya (2021), she ethnographically investigated how biomedical and institutionalised global health knowledge and management of HIV overlap with the local cultural politics of secrecy in Kenya. She continues to explore this concept further in Viral frictions.

When the messenger is more important than the message: an experimental study of evidence use in francophone Africa

BackgroundEpistemic injustices are increasingly decried in global health. This study aims to investigate whether the source of knowledge influences the perception of that knowledge and the willingness to use it in francophone African health policy-making context. MethodsThe study followed a randomized experimental design in which participants were randomly assigned to one of seven policy briefs that were designed with the same scientific content but with different organizations presented as authors. Each organization was representative of financial, scientific or moral authority. For each type of authority, two organizations were proposed: one North American or European, and the other African. ResultsThe initial models showed that there was no significant association between the type of authority or the location of the authoring organization and the two outcomes (perceived quality and reported instrumental use). Stratified analyses highlighted that policy briefs signed by the African donor organization (financial authority) were perceived to be of higher quality than policy briefs signed by the North American/European donor organization. For both perceived quality and reported instrumental use, these analyses found that policy briefs signed by the African university (scientific authority) were associated with lower scores than policy briefs signed by the North American/European university. ConclusionsThe results confirm the significant influence of sources on perceived global health knowledge and the intersectionality of sources of influence. This analysis allows us to learn more about organizations in global health leadership, and to reflect on the implications for knowledge translation practices.

A learner-centered global oral health education approach

Objectives: The present research indicates an increased interest in global health among dental students. We focused on developing our future dental practitioners with the skills and capacity to treat underserved populations as international experiences. Materials and Methods: This pilot explored the perspective of dental learners regarding global oral health knowledge who had experienced mission trips. Participants were assessed with a validated global oral health survey to understand their existing knowledge. Gaps in training were noted and a global oral health interactive module was created to address international community service learning approaches. Later, all students who intended to participate in a global oral health education or mission trip were administered the same validated pre-test. Finally, on the completion of mission trips or global oral health experiences, the same post-global oral health questionnaire survey was administered to assess knowledge gained. Results: Thirty-two dental students (Female = 18 and Male = 14) and learners who had completed mission trips to Jamaica and the Dominican Republic were invited to complete the pre-survey. Twenty-seven students completed the pre-survey in its entirety. About 41% (11/27) were not aware of developed and developing countries’ oral healthcare systems. Participant dental learners (56%) expressed limited cultural competency. They also expressed the lack of global health ethics (52%) awareness (knowledge). Conclusion: Results indicated that students benefited from a structured global oral health module, where their perspectives shifted positively. The results suggested that a shift from “mission trip” perspectives to a global oral health readiness is feasible as a student empowerment approach.

Population health in a global society: Preparing nurses for the future.

The COVID-19 pandemic has reinforced awareness that the health of populations is inextricably linked around the globe. Nurses require increased knowledge and preparation in global health. Nursing educators need examples of how to improve content in the curriculum. The purpose of this paper is to describe reconceptualization of a master's level nursing course entitled "Population Health in a Global Society" to include global health competencies. We identified four global health competencies within the following three domains: globalization of health and healthcare; collaboration, partnering, and communication; and sociocultural and political awareness. We utilized guest lectures, a panel discussion, discussion forums and an independent research assignment. The methods used were well received by students, and the content delivered improved their perceived knowledge in global population health. The global health domains and competencies provided a roadmap for improving our course to focus on population health from a global perspective. In order to prepare nurses to contribute to global population health, population health courses should integrate global health competencies. The content of the revised course will better prepare nurses who will practice in a wide variety of settings and is designed for interdisciplinary education.

Factors Affecting the Global Health and Cultural Competencies of Nursing Students.

Recently, various global health issues, including coronavirus disease 2019 (COVID-19), have been observed in relation to rapid changes in world health conditions; consequently, nurses’ global health and cultural knowledge have become increasingly important. Therefore, this study aimed to identify factors affecting the global health and cultural competencies of nursing students. The study design was a cross-sectional study with 108 participants; all participants were fourth-year nursing college students in S and C cities. Global health competency, cultural competency, global health confidence, cultural nursing confidence, and metacognition were surveyed online, and the data were collected from October 30 to November 7, 2018. The collected data were analyzed using descriptive statistics, independent t-test, Pearson’s correlation, and hierarchical multiple regression. The total mean scores for global health competency and the cultural nursing competency were 63.01 ± 8.78 and 134.94 ± 17.78, respectively. Global health competency had a positive correlation with cultural competency (r = 0.49, p < 0.001), cultural nursing confidence (r = 0.26, p = 0.006), and metacognition (r = 0.22, p = 0.023). Cultural competency showed a positive correlation with global health confidence (r = 0.31, p = 0.001), cultural nursing confidence (r = 0.51, p < 0.001), and metacognition (r = 0.40, p < 0.001). Cultural competency was found to be a significant factor affecting global health competency, with an explanatory power of 23.1% (F = 17.10, p < 0.001). Cultural nursing confidence and metacognition had significant effects on cultural competency, with an explanatory power of 34.3% (F = 14.97, p < 0.001). Cultural confidence and metacognition were important factors influencing cultural competency, and cultural competency was shown to be an important factor influencing global health competency.

Integrating Urban Land Tenure Security in Health Determinants: The Design of Indicators for Measuring Land Tenure Security and Health Relationships in Developing Country Contexts.

Both urban land tenure insecurity and poor urban health outcomes are research topics of urban geographers and health experts. However, health outcomes or patterns are hardly measured in relation to land tenure security. There are no clear measures or indicators of if and how these two issues interrelate and which type of land tenure deficiency is likely to lead to which kind of health outcomes or patterns. To address this knowledge quandary, we reviewed literature to identify which characteristics of land tenure could relate to which types of health outcomes. The review found four specific land tenure security pathways which significantly influence health outcomes. For each of these, it is possible to identify a set of indicators which could measure the extent of interrelation between land tenure security and health. The result of this process is the design of a list of 46 land tenure-enabled indicators that can be applied empirically. The indicators demonstrate how to design a transdisciplinary approach that connects land management and global urban health knowledge spaces.

An Updated Analysis on the Risk Factors Associated with COVID-19 Transmission

BACKGROUND: The coronavirus disease 2019 (COVID-19) is a global public health disaster and knowledge of its associated risk factors provides protection/slowdown against its transmission. AIM: This study was undertaken to investigate all major risk factors associated with transmission of the COVID-19 infection. METHODS: The data on the risk associated factors for the COVID-19 transmission were collected from the Texas Medical Association, Center for Disease Prevention and Control, World Health Organization, and Health and Safety Executive. The collected data were combined, analyzed, and presented as percentage mean ± SD. RESULTS: The collective data showed that among games such as playing football and basketball are highly risky followed by swimming in public pool and playing at the beach. Whereas, playing golf and tennis are not risky (p &lt; 0.05). Moreover, the carryout food from the restaurants is much safer as compared with eating at buffet, in restaurants (p &lt; 0.01). The data on social gathering showed that religious places, sports stadium, music concert, cinema halls, amusement parks, attending funerals, and wedding showed a higher risk of spreading COVID-19. The data on general outing showed that going to gymnasium, traveling by bus or plane, and visiting in salon are highly risky (p &lt; 0.01) for COVID-19 infection. Moreover, hugging, shaking hands, and kissing are also highly risky for the COVID-19 infection. CONCLUSIONS: This study provides the collective information on the risk factors associated with the COVID-19 transmission. The findings can contribute to the concerned authorities to formulate the preventive measures to limit spread of the COVID-19 infection.

Long-Term Impact of Global Pediatrics Curriculum, Experience, and Mentorship in Pediatric Residency.

ABSTRACT.Global health education is offered increasingly during residency training. The University of Minnesota has offered a global pediatrics track to residents since 2005. This study aimed to understand the impacts of a global pediatrics track on graduates’ career choices, skills, and current engagement in global health. An electronic survey was sent to 110 track graduates in February to April 2020. Data were analyzed with descriptive statistics and paired t-tests. Content analysis of written comments was conducted. The response rate was 62% overall, varying by question. Overall, 75% of responding graduates reported global pediatrics track participation affected their career choices. Eighty-four percent recalled plans to work in global health after graduation and 64% of respondents reported working in global health abroad or at home at the time of the survey. Incorporation of public health and global research represented the greatest percentage change in career plans from the time of enrollment to graduation (24% and 27%, respectively). Ninety-five percent of respondents reported that track participation improved their ability to elicit information about cultural beliefs and practices, and 86% reported improvement in cost-conscious care. An increase in global health knowledge and skills was the most common category of impact cited by respondents. Neonatal resuscitation, bubble continuous positive airway pressure, and homemade spacers for metered-dose inhalers were the most used global health-adapted skills. Our study found that graduates of the global pediatrics track perceive their participation affected their knowledge, skills, and attitudes positively, with the potential to improve clinical care and promote health equity locally and globally.

Global health from home - results from a German student-led online lecture series during COVID-19

Abstract Background The COVID-19 pandemic calls for a skilled health workforce, yet global health is largely missing in the medical curriculum in Germany. The interdisciplinary national student “Global Health Network” therefore initiated an online lecture series. “Global Health - perspectives, opportunities and challenges” included 14 lectures on a range of topics held by German and international academics from October 2020 to January 2021. Methods Evaluations were performed prior to, at midterm and after the series, including 5-point likert scales and open questions. Using quantitative and qualitative approaches, participants' motivation and learning outcomes of global health education were analysed. Results A total of 1393 students registered for the series. Individual lectures attracted on average 400 participants, mainly female medical students between 20-25 years, but also a variety of ages, genders and disciplines. Main reasons for participation included interest in COVID-19-related developments, learning about global health-specific topics, and professional development. More than 40% of participants reported to know little about global health before attending; after the lecture series, only 10% made this statement. In addition, 90% of participants perceived an increase of motivation to learn more about the topics, while about 40% gained motivation to become practically involved in the field. The lecture series was accredited in the curriculum at some universities, thus innovating the curriculum and enabling formal credits. Conclusions The new model of student-led online teaching proved to be feasible and demonstrated students' interest and positive impact on global health knowledge. Further institutional change and inclusion of global health in the curricula have to follow. Key messages Students need global health education to respond to global health-related challenges. Volunteer student-led initiatives can increase knowledge and interest and be an important driver for change towards improving global health education.

Assessment of global health programs at accredited dental schools in the United States.

Oral diseases pose a serious global health challenge. As such, dental education must integrate global health with emphasis on scalable and sustainable solutions. The aim of our study was to capture the scope of global health programs offered to dental students in the United States and identify ways in which dental schools may modify their curricula to improve global health knowledge and accessibility for students. For this cross-sectional, cohort study, the investigators sent a confidential and electronic survey to 213 faculty members at the 67 accredited dental schools in the United States. This voluntary survey was distributed in September and October of 2020 with answers being self-reported. A total of 40 different schools are represented in this study, representing 59.7% of accredited dental schools in the United States. Using descriptive statistics, the results present existing global health opportunities, barriers preventing schools from expanding global health education, and necessary resources that schools without a program need to establish one. Our results demonstrate promising findings, in relation to global health being a vital part of dental education. However, there is an urgent need for enhanced and more structured education in this space. As the global burden of oral disease contributes to the degree and severity of noncommunicable diseases worldwide, the development of a sustainable, preventive primary care approach must integrate oral health, making future dental professionals a crucial component of global health.