scholarly journals A Multidisciplinary Global Health Course with an Integrated International Field Experience

2020 ◽  
Author(s):  
Michael Rust ◽  
Steven Northrup
Keyword(s):  
Global Health ◽  
Field Experience ◽  
Health Course ◽  
International Field Experience

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

Fostering Global Citizenship in Higher Education

2016 ◽  
pp. 398-419
Author(s):  
Lee Stoner ◽  
Lane Perry ◽  
Daniel Wadsworth ◽  
Mikell Gleason ◽  
Michael A Tarrant ◽  
...  
Keyword(s):  
Higher Education ◽  
Global Health ◽  
Global Citizenship ◽  
Student Evaluation ◽  
Public Awareness ◽  
Socially Responsible ◽  
Global Citizen ◽  
Lifestyle Choices ◽  
Health Course ◽  
Individual Self

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.

scholarly journals The undergraduate field-research experience in Global Health: Study abroad, service learning, professional training or 'none of the above'?

2013 ◽  
Vol 6 (2) ◽  
pp. 53-71 ◽  
Author(s):  
Kearsley A. Stewart
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Global Health ◽  
Study Abroad ◽  
Professional Training ◽  
Field Experience ◽  
Health Study ◽  
Short Term ◽  
Health Training ◽  
Health Field

Interest in short-term international placements in global health training for U.S.-based medical students is growing; the trend is mirrored for global health undergraduate students. Best practices in field-based global health training can increase success for medical students, but we lack a critical framework for the undergraduate global health field experience. In what ways does an undergraduate field experience in global health resemble a medical student's first international health elective? Is it more similar to a study-abroad programme or a service-learning experience with a focus on personal development, civic responsibility and community engagement? This article suggests that an undergraduate global health field experience contains features of both the international medical elective and a traditional service-learning programme. I analyse a case study of a short-term U.S.-based undergraduate global health project and explore the intersections of research, professional training and service learning.

scholarly journals Applying equity-centered principles in an interprofessional global health course: a mixed methods study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Lisa Stallwood ◽  
Prince A. Adu ◽  
Kate Tairyan ◽  
Barbara Astle ◽  
Annalee Yassi
Keyword(s):  
Mixed Methods ◽  
Global Health ◽  
Mixed Methods Study ◽  
Health Course

Uncovering cultural assumptions: Using a critical incident technique during an international student-teaching field experience

2017 ◽  
Vol 20 (2) ◽  
pp. 146-162 ◽  
Author(s):  
Samara Madrid Akpovo
Keyword(s):  
Young Children ◽  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
Critical Incidents ◽  
Field Experience ◽  
Critical Incident Technique ◽  
Cultural Assumptions ◽  
The Us ◽  
International Field Experience

This research examined the critical incidents of 10 United States (US) early childhood student teachers during a three-week university-sponsored international field experience conducted in three urban preschools in Kathmandu, Nepal. The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically on successful and unsuccessful intercultural interactions in an effort to identify cultural assumptions about teaching young children. The approach was used not only to make assumptions visible, but also to make conceptual and behavioral changes based on what was learned from the critical reflection. The student teachers wrote weekly critical incidents, which were then discussed during weekly individual interviews. Three group discussions, a research journal, and field notes were used to triangulate the findings. A qualitative thematic analysis revealed five types of written critical incidents: descriptive, hypothetical, resistive, reflective, and integrative. Illustrative critical incidents are presented to compare and contrast how the international field experience allowed for productive reflection of cultural assumptions for some student teachers while leading to resistance to cultural assumptions for other student teachers. The findings suggest that outcomes vary based on the student teachers’ ability not only to identify their cultural assumptions, but also to challenge their cultural assumptions with actions grounded in ethnorelative reflection when teaching diverse groups of young children in the US and abroad.

GEOLOGY FIELD CAMP IN ITALY: A NEW INTERNATIONAL FIELD EXPERIENCE IN GEOLOGIC MAPPING AND GEOLOGIC HAZARDS

2017 ◽  
Author(s):  
Alan Pitts ◽  
◽  
Giuseppina Kysar-Mattietti ◽  
Randolph A. McBride ◽  
Claudio Di Celma ◽  
...  
Keyword(s):  
Field Experience ◽  
Geologic Mapping ◽  
Geologic Hazards ◽  
International Field Experience

Fostering Global Citizenship in Higher Education

2016 ◽  
pp. 826-847
Author(s):  
Lee Stoner ◽  
Lane Perry ◽  
Daniel Wadsworth ◽  
Mikell Gleason ◽  
Michael A. Tarrant ◽  
...  
Keyword(s):  
Higher Education ◽  
Global Health ◽  
Global Citizenship ◽  
Student Evaluation ◽  
Public Awareness ◽  
Socially Responsible ◽  
Global Citizen ◽  
Lifestyle Choices ◽  
Health Course ◽  
Individual Self

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.

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