Global Health Faculty Competency Checklist for US Medical School and Family Medicine Residencies: Development and Initial Validation (Published 2015)
Apr 06, 2016
Zink T, Dahlman B, Brink D, Solberg E and Markert R
Literature reviews show little written on the competencies needed for US faculty who teach global health to US medical students. In this paper the authors adopt Srinivasan’s ten teaching competency domains for global health teaching in the medical school and residency settings.
Introduction: Literature reviews show little written on the competencies needed for US faculty who teach global health to US medical students and family medicine residents. The authors, three family medicine physicians with global health expertise and one medical educator, adapted Srinivasan’s ten teaching competency domains for global health teaching in the medical school and residency settings.
Methods: The checklist was developed and self-assessments were completed over several years at two Annual Family Medicine Global Health Conferences and using a listserve with predominantly US Family Medicine physician educators. Srinivasan’s adapted framework was presented to family medicine educators who participated in a workshop at the Annual American Academy of Family Physicians (AAFP) Global Health Workshop (2013) to further define knowledge, skills, and attitudes important for a comprehensive approach to global health. A modified Delphi process was used to further refine the objectives and finalize the checklist. The finalized 55-item checklist was presented at a workshop at the 2014 AAFP Global Health Workshop for self-assessment of skills as novice, master, or expert for each item. Then, participants self-identified as predominantly novice, master, or expert and broke into groups to discuss faculty development needs.
Results: The 55-item checklist defines the competency objectives for faculty development of educators teaching global health in the medical school and residency setting in the US. While the participants were predominantly family physicians, many of the objectives are relevant to other specialties.
Discussion and next steps: The checklist is a first step in guiding and developing global health educators to train students and residents to deliver culturally appropriate health care in international settings. Self-assessment by more educators is needed for full validation. Initial findings show that faculty who self-identified as novice or master/expert reported different needs. Participants who identified as novices wanted resources to further their medical knowledge, cultural competence, and understanding of public health and health systems in different countries. Masters/experts suggested educational sessions on ethics, tools for program evaluation, resources for funding, leadership development, and program implementation.
The concept of global health is gaining momentum and is featuring in many curricula. This well written paper begins to add to that area of knowledge by looking at faculty competencies. It demonstrates some interesting references. I wondered if the competency list would be different if developed by other nationalities or indeed by those receiving the education.
Global health is a very important issue but often neglected in curricula. In recent years it became of increasing importance in the health professional society and also in new curricula. Therefore it is very important to look at and develop the faculty competencies. It would also be very interesting to get data from other nationalities and cultures to see if there are differences in the competencies.
Deborah Murdoch Eaton
If I was being "challenging", I would ask whether the items in their checklist were in fact those of a highly competent teacher, who was teaching in a "socially responsible / responsive (or even accountable!) " medical school. And a teacher whose aim was to ensure their learners were facilitated to be independent, reflective practitioners, and able to practice in what is the "real" world ie culturally diverse. The checklist was thus valuable and applicable in all situations, not solely to that of coverage of global health.