transforming medical trips into a significant learning opportunity in global health pilar martin,...
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Transforming Medical Trips into a Significant Learning
Opportunity in Global Health
Pilar Martin, MD, MPH, MHSA 1,2 , Michael Melchior, PhD, MPH 2, Brian Kunkle, PhD, MPH 2, Karlyn Guirard-Emile, MPH 2, Leriche Louis, MPH, NP 2, Rebecca Cole, MS2 3, Eric Knott, MS2 3
(1) School of Allied Health and Life Sciences, University of West Florida, Pensacola, FL. (2) International Health Connection (IHC), Miami, FL, a non-profit organization. (3) Medical students, Florida International University (FIU), College of Medicine, Miami, FL.
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Presenter DisclosuresKarlyn G. Emile, MPH, CHES
The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months:
“No relationships to disclose”
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Agenda Background
Objectives
Methods: ◦ Program Description◦ Learning Experience ◦ Outcomes
Conclusions
Future Plans
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Background
The increase in global migration, mobilization and new emerging diseases have created the need for formal training in global health issues within medical education.
For the last several years, medical mission trips during medical school have become an increasingly common vehicle through which expose future doctors to the field of global health.
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Background Cont’
Medical students from Florida International University's (FIU), College of Medicine, started participating in medical trips to Haiti in 2010 under the auspices of International Health Connection, a non-profit organization created by former faculty and students.
First intended as mere international experience, the trips quickly evolved into an important component of the comprehensive training of future physicians.
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Rationale
Limited international opportunity along medical curriculum
Gain first-hand experience practicing with limited resources
Physicians are better able to address the heath needs of underserved populations when trained in Global Health (Crandall, 1993)
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Objectives of Medical Trips
Provide medical students with international learning experiences that are easily applicable and integrated within their medical curriculum, e.g. clinical skill competency
Enhance understanding of global health issues and increase cultural competency
Enhance health care administration skills in settings with limited resources
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Objectives of Medical Trips
Improve clinical skills to provide effective care in limited-resource settings
Promote interdisciplinary work and cooperation within medical teams composed of physicians, nurses, and medical and public health students, among other disciplines
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Evolving
From missionaries & volunteers
From charity
To Global Health professionals
To social justice and sustainable development
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Global Health Experience: Integrated dimensions
Medical mission trips for medial, nursing, & public health students: Interdisciplinary experience
Internship opportunities for public health students Scholar opportunities:
◦ Research◦ Conferences◦ Publications Servic
e clinica
l
Internships
Scholar
opportunities
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Trip Stages Before the trip:
◦ Planning and Preparation◦ Fundraising ◦ Tropical medicine training . Language training
During the trip◦ Accountability◦ Data / cases collection
After the trip: ◦ Presentation of specific cases◦ Sharing their experience◦ Follow ups
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Our Trips
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Trip Components
GLOBAL HEALTH TRIPS
Training
Clinic
Orphanage
Local Hospital
Research
Sharing experience
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Hospital / Institutions Visit
Art
Sociocultural Component
Environment
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Intake/ Waiting room
Vital Examination room
Health Education
Pharmacy
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Competencies and Learning Outcomes
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Global Health Competencies*
1. Capacity-building
2. Collaboration and Partnering
3. Ethical Reasoning and Professional Practice
4. Health Equity and Social Justice Leadership
5. Project and Process Management
6. Socio-cultural and Political Awareness
7. Strategic Analysis and Evaluation
* Source: ASPH
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Global Health Competencies
GLOBAL HEALTH
COMPETENCIES
Health Equity
Epidemiology
Planning/ programmi
ng
Interdisciplin
ary work
Research/Scholar
Cultural competenc
y
ClinicalSocial
Medicine
Public Health
Health Care
Administrat
PH competencies3 Categories
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Learning outcomes
By attending trips, students learn:• SDH and Health Equity: The impact of poverty and
socioeconomic conditions on health status
• Medicine and Public Health must work hand-in-hand:• Immigrant health – connection between local
population with those in the US
• Cross Cutting competencies: Social justice and unfair conditions , Cultural competency, Interdisciplinary work
• :
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Summary of IHC Activities
Nine medical trips to Haiti: 38 students
2 Public Health trips to Peru
5 MPH student interns in Haiti and Peru
Mobile clinics are set up in orphanages, schools,
buildings and existing clinics in urban and rural areas
1,400 patients treated with more than 2,000
encounters
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Trip Evaluation
An anonymous, online survey was conducted following two of the most recent trips to Haiti – November 2012 and June 2013◦ 24 responses
Questions covered clinical experience, logistics, satisfaction with staff, facilities and operational component
100% of student participants were either satisfied or very satisfied with their overall experience in Haiti
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Student Comments
I can't think of anything to improve this clinic, it ran extremely smoothly.
This was one of the best experiences--clinical and overall--that I've ever had. I knew it would be, and I was not disappointed in the least bit!
I learned more about pharmacology during the trip because I spent a lot of time filling prescriptions.
I learned about focused-history taking and patient examination. I improved upon my general practice abilities.
I feel a lot more confidant in my physical examination skills. I also learned what people with nutritional deficiencies looked and felt like.
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Areas for Improvement
Translators: Barriers to language is one of the big obstacles
Ensuring that exchange between examination/pharmacy goes smoothly
Moving a big group is a challenge of resources and timing
Daily debriefing after work
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Key Elements for Success ACADEMIC
Develop learning objectives to meet core MED/GH competencies
Provide activities which are integrated in their respective curriculum: PH Internships, enhance clinical skills, research and scholarly opportunities
Include cross-cutting competencies ◦ Social Justice & Health Equity ◦ Cultural Competency
Continuity of learning experience ◦ Follow-up of cases, additional
research, scholarly publications and presentations
Develop evaluation tools and make programmatic changes based on feedback
OPERATIVE / LOGISTIC
Assigning responsibilities from the beginning:◦ Medication ◦ Protocols
Provide training prior to the trip:◦ Diagnosis and treatment of common
health conditions ◦ Local language◦ Pharmacy
Collecting feedback and evaluation
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Conclusion
Systematically planned medical trips can prove an essential component of global health training within medical education by designing relevant and specific learning objectives within the medical curriculum.
Key elements for success include assigning responsibilities and providing training, feedback, and evaluation.
Students gain confidence in clinical skills and management.
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Acknowledgments
People of Haiti for allowing us to enter into their lives Haitian doctors: Dr. Whistler St. Louis, Dr. Billy Ysac University General Hospital of Haiti (HUEH), Dept. of
Pediatrics (Dr. Colimon) The municipality of Zanglais The We Advance clinic in Cite Soleil: Alison Thompson and
Albert Gomez To the IHC team: Dr. Melchior, Dr. Kunkle, Karlyn Guirand-
Emile and Leriche Louis. The students of FIU
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Contact information
http://www.ihcworld.org/
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References
ASPH . Global Health competencies . http://www.asph.org/document.cfm?page=1084 Drain, P.; Primack, A.; Hunt, D.; Fawzi, W.; Holmes, K.; Gardner, P. Global Health in Medical
Education: A Call for More Training and Opportunities. Acad Med. 2007; 82:226–230. Crane J. Scrambling for Africa? Universities and global health. Lancet. 2011; 377:1388– 1390. Crandall SJ, Volk RJ, Loemker V. Medical students’ attitudes toward providing care for the
underserved. Are we training socially responsible physicians? JAMA. 1993;269: 2519–2523 Crump JA, Sugarman J. Ethical considerations for short-term experiences by trainees in global
health. JAMA. 2008;300: 1456–1458 Crump JA, Sugarman J. Ethics and best practice guidelines for training experiences in global health. Am J Trop Med Hyg. 2010;83: 1178–1182. Drain, P.; MD, Holmes, K.; Skeff, K.; Hall, T.; Gardner, P.; MD Global Health Training and International
Clinical Rotations During Residency: Current Status, Needs, and Opportunities Acad Med. 2009; 84:320–325.
Fried LP, Bentley ME, Buekens P, et al. Global Health is Public Health. Lancet 2010; 375: 535-537.
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References, Cont’
Houpt, E.; Pearson, R.; Hall, T. Three Domains of Competency in Global Health Education: Recommendations for All Medical Students. Acad Med. 2007; 82:222–225.
Izadnegahdar R, Correia S, Ohata B, et al. Global health in Canadian medical education: Current practices and opportunities. Acad Med. 2008;83:192–198.
Panosian C, Coates TJ. The new medical missionaries”—Grooming the next generation of global health workers. N Engl J Med. 2006;354:1771–1773.
• Lahey, T. Perspective: A Proposed Medical School Curriculum to Help Students Recognize and Resolve Ethical Issues of Global Health Outreach Work. Acad Med. 2012 ;87:210–215.
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