A global health capstone: an innovative educational approach in a competency-based curriculum for medical students
Abstract Background Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated fou...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-020-02070-z |
| _version_ | 1818656041303277568 |
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| author | Stacey Chamberlain Nicole Gonzalez Valerie Dobiesz Marcia Edison Janet Lin Stevan Weine |
| author_facet | Stacey Chamberlain Nicole Gonzalez Valerie Dobiesz Marcia Edison Janet Lin Stevan Weine |
| author_sort | Stacey Chamberlain |
| collection | DOAJ |
| description | Abstract Background Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum. Methods The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed. Results The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship. Conclusions A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed. |
| first_indexed | 2024-12-17T03:19:16Z |
| format | Article |
| id | doaj.art-a1310205d29b47f5b4a1d05cea1aa839 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-17T03:19:16Z |
| publishDate | 2020-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-a1310205d29b47f5b4a1d05cea1aa8392022-12-21T22:05:33ZengBMCBMC Medical Education1472-69202020-05-012011810.1186/s12909-020-02070-zA global health capstone: an innovative educational approach in a competency-based curriculum for medical studentsStacey Chamberlain0Nicole Gonzalez1Valerie Dobiesz2Marcia Edison3Janet Lin4Stevan Weine5University of Illinois Chicago Center for Global HealthUniversity of Illinois Chicago Center for Global HealthBrigham and Women’s Hospital, Harvard Humanitarian Initiative, Harvard Medical SchoolUniversity of Illinois Chicago Center for Global HealthUniversity of Illinois Chicago Center for Global HealthUniversity of Illinois Chicago Center for Global HealthAbstract Background Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum. Methods The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed. Results The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship. Conclusions A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.http://link.springer.com/article/10.1186/s12909-020-02070-zGlobal healthMedical educationCompetenciesCapstoneCurriculum |
| spellingShingle | Stacey Chamberlain Nicole Gonzalez Valerie Dobiesz Marcia Edison Janet Lin Stevan Weine A global health capstone: an innovative educational approach in a competency-based curriculum for medical students BMC Medical Education Global health Medical education Competencies Capstone Curriculum |
| title | A global health capstone: an innovative educational approach in a competency-based curriculum for medical students |
| title_full | A global health capstone: an innovative educational approach in a competency-based curriculum for medical students |
| title_fullStr | A global health capstone: an innovative educational approach in a competency-based curriculum for medical students |
| title_full_unstemmed | A global health capstone: an innovative educational approach in a competency-based curriculum for medical students |
| title_short | A global health capstone: an innovative educational approach in a competency-based curriculum for medical students |
| title_sort | global health capstone an innovative educational approach in a competency based curriculum for medical students |
| topic | Global health Medical education Competencies Capstone Curriculum |
| url | http://link.springer.com/article/10.1186/s12909-020-02070-z |
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