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Reading: Visiting Trainees in Global Settings: Host and Partner Perspectives on Desirable Competencies

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Original Research

Visiting Trainees in Global Settings: Host and Partner Perspectives on Desirable Competencies

Authors:

William Cherniak ,

Bridge to Health Medical and Dental and University of Toronto, Department of Family and Community Medicine, Division of Emergency Medicine at the Markham-Stouffville Hospital, Toronto, Ontario, Canada
About William
MD, MPH
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Emily Latham,

University of Wisconsin, Madison, WI
About Emily
MPH
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Barbara Astle,

Trinity Western University, Langley, British Columbia, Canada
About Barbara
RN, PhD
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Geoffrey Anguyo,

Kigezi Healthcare Foundation/Mbarara University of Science and Technology, Mbarara, Uganda
About Geoffrey
MB, ChB
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Tessa Beaunoir,

Blue Roof Life Space, Durban, South Africa
About Tessa
RN
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Joel Buenaventura,

Child Family Health International, Quezon, Philippines
About Joel
MD, MPH
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Matthew DeCamp,

Johns Hopkins University, Baltimore, MD
About Matthew
MD
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Karla Diaz,

Universidad San Francisco de Quito, Quito, Ecuador
About Karla
PhD
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Quentin Eichbaum,

Vanderbilt University and Consortium of New Sub-Saharan Medical Schools, Nashville, TN
About Quentin
MD, MPH, MFA, PhD
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Marius Hedimbi,

University of Namibia, and Consortium of New Sub-Saharan Medical Schools, Windhoek, Namibia
About Marius
PhD
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Cat Myser,

Rosalind Franklin University of Medicine and Science, North Chicago, IL
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PhD
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Charles Nwobu,

Child Family Health International, Accra, Ghana
About Charles
MB, ChB
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Katherine Standish,

Yale University, New Haven, CT
About Katherine
MD
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Jessica Evert

Child Family Health International/University of California, San Francisco, CA
About Jessica
MD
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Abstract

Background

Current competencies in global health education largely reflect perspectives from high-income countries (HICs). Consequently, there has been underrepresentation of the voices and perspectives of partners in low- and middle-income countries (LMICs) who supervise and mentor trainees engaged in short-term experiences in global health (STEGH).

Objective

The objective of this study was to better understand the competencies and learning objectives that are considered a priority from the perspective of partners in LMICs.

Methods

A review of current interprofessional global health competencies was performed to design a web-based survey instrument in English and Spanish. Survey data were collected from a global convenience sample. Data underwent descriptive statistical analysis and logistic regression.

Findings

The survey was completed by 170 individuals; 132 in English and 38 in Spanish. More than 85% of respondents rated cultural awareness and respectful conduct while on a STEGH as important. None of the respondents said trainees arrive as independent practitioners to fill health care gaps. Of 109 respondents, 65 (60%) reported that trainees gaining fluency in the local language was not important.

Conclusions

This study found different levels of agreement between partners across economic regions of the world when compared with existing global health competencies. By gaining insight into host partners' perceptions of desired competencies, global health education programs in LMICs can be more collaboratively and ethically designed to meet the priorities, needs, and expectations of those stakeholders. This study begins to shift the paradigm of global health education program design by encouraging North–South/East–West shared agenda setting, mutual respect, empowerment, and true collaboration.

How to Cite: Cherniak, W., Latham, E., Astle, B., Anguyo, G., Beaunoir, T., Buenaventura, J., DeCamp, M., Diaz, K., Eichbaum, Q., Hedimbi, M., Myser, C., Nwobu, C., Standish, K. and Evert, J., 2017. Visiting Trainees in Global Settings: Host and Partner Perspectives on Desirable Competencies. Annals of Global Health, 83(2), pp.359–368. DOI: http://doi.org/10.1016/j.aogh.2017.04.007
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Published on 26 May 2017.
Peer Reviewed

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