Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned
Objectives: This paper aims to depict unique perspectives and to compare and contrast three leadership programs for global health in order to enable other training institutions to design impactful curricula. Methods: We purposively selected three global health training programs. We used a six-step c...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Ubiquity Press
2021-07-01
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| Series: | Annals of Global Health |
| Online Access: | https://annalsofglobalhealth.org/articles/3212 |
| _version_ | 1818751807290081280 |
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| author | Meike J. Schleiff Patrick Mwirigi Mburugu John Cape Rama Mwenesi Nathanael Sirili Sean Tackett David P. Urassa Bhakti Hansoti Yohana Mashalla |
| author_facet | Meike J. Schleiff Patrick Mwirigi Mburugu John Cape Rama Mwenesi Nathanael Sirili Sean Tackett David P. Urassa Bhakti Hansoti Yohana Mashalla |
| author_sort | Meike J. Schleiff |
| collection | DOAJ |
| description | Objectives: This paper aims to depict unique perspectives and to compare and contrast three leadership programs for global health in order to enable other training institutions to design impactful curricula. Methods: We purposively selected three global health training programs. We used a six-step curriculum development framework to systematically compare the curriculum process across programs and to identify best practices and factors contributing to the impact of each of these programs. Findings: All three fellowship programs undertook an intentional and in-depth approach to curriculum development. Each identified competencies related to leadership and technical skills. Each defined goals, though the goals differed to align with the desired impact of the program, ranging from improving the impact of HIV programming, supporting stronger global health program implementation, and supporting the next generation of global health leaders. All programs implemented the curriculum through an onboarding phase, a delivery of core content in different formats, and a wrap-up or endline phase. During implementation, each program also utilized networking and mentoring to enhance connections and to support application of learning in work roles. Programs faced overlapping challenges and opportunities including funding, strengthening partnerships, and finding ways to engage and support alumni. Conclusions: Local ownership of programs is critical, including tailoring curricula to the needs of specific contexts. Strong partnerships and resources are needed to ensure program sustainability and impact. Key Takeaways Global health competencies and curricula should be linked to local health system needs and contexts where learners are working. Emphasizing both individualistic and collectivist approaches to learning is important in engaging and supporting diverse global health learners. Emphasizing mentorship and opportunities to apply learning in contexts where learners are working is important in order to provide support to learners as they work to integrate what they are learning into their professional roles and activities. Partnerships and resources—including donor support—are essential to implement and sustain robust leadership curricula and to provide opportunities for experiential and didactic learning. |
| first_indexed | 2024-12-18T04:41:26Z |
| format | Article |
| id | doaj.art-1dbd5441ba404658b259f552eb51d522 |
| institution | Directory Open Access Journal |
| issn | 2214-9996 |
| language | English |
| last_indexed | 2024-12-18T04:41:26Z |
| publishDate | 2021-07-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Annals of Global Health |
| spelling | doaj.art-1dbd5441ba404658b259f552eb51d5222022-12-21T21:20:42ZengUbiquity PressAnnals of Global Health2214-99962021-07-0187110.5334/aogh.32122646Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons LearnedMeike J. Schleiff0Patrick Mwirigi Mburugu1John Cape2Rama Mwenesi3Nathanael Sirili4Sean Tackett5David P. Urassa6Bhakti Hansoti7Yohana Mashalla8Johns Hopkins School of Public Health; STARJomo Kenyatta University of Agriculture and Technology, School Of Medicine; Afya Bora ConsortiumGlobal Health CorpsUniversity of Michigan School of NursingSchool of Public Health and Social Sciences, Muhimbili University of Health and Allied Sciences, TZ; Afya Bora ConsortiumJohns Hopkins Bayview Medical CenterSchool of Public Health, Muhimbili University of Health and Allied Sciences, TZ; Afya Bora ConsortiumJohns Hopkins School of Medicine; STARSchool of Health Sciences, University of Botswana, Gaborone, BW; Afya Bora ConsortiumObjectives: This paper aims to depict unique perspectives and to compare and contrast three leadership programs for global health in order to enable other training institutions to design impactful curricula. Methods: We purposively selected three global health training programs. We used a six-step curriculum development framework to systematically compare the curriculum process across programs and to identify best practices and factors contributing to the impact of each of these programs. Findings: All three fellowship programs undertook an intentional and in-depth approach to curriculum development. Each identified competencies related to leadership and technical skills. Each defined goals, though the goals differed to align with the desired impact of the program, ranging from improving the impact of HIV programming, supporting stronger global health program implementation, and supporting the next generation of global health leaders. All programs implemented the curriculum through an onboarding phase, a delivery of core content in different formats, and a wrap-up or endline phase. During implementation, each program also utilized networking and mentoring to enhance connections and to support application of learning in work roles. Programs faced overlapping challenges and opportunities including funding, strengthening partnerships, and finding ways to engage and support alumni. Conclusions: Local ownership of programs is critical, including tailoring curricula to the needs of specific contexts. Strong partnerships and resources are needed to ensure program sustainability and impact. Key Takeaways Global health competencies and curricula should be linked to local health system needs and contexts where learners are working. Emphasizing both individualistic and collectivist approaches to learning is important in engaging and supporting diverse global health learners. Emphasizing mentorship and opportunities to apply learning in contexts where learners are working is important in order to provide support to learners as they work to integrate what they are learning into their professional roles and activities. Partnerships and resources—including donor support—are essential to implement and sustain robust leadership curricula and to provide opportunities for experiential and didactic learning.https://annalsofglobalhealth.org/articles/3212 |
| spellingShingle | Meike J. Schleiff Patrick Mwirigi Mburugu John Cape Rama Mwenesi Nathanael Sirili Sean Tackett David P. Urassa Bhakti Hansoti Yohana Mashalla Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned Annals of Global Health |
| title | Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned |
| title_full | Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned |
| title_fullStr | Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned |
| title_full_unstemmed | Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned |
| title_short | Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned |
| title_sort | training curriculum skills and competencies for global health leaders good practices and lessons learned |
| url | https://annalsofglobalhealth.org/articles/3212 |
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