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Integrating Global Health into the Ob/Gyn Residency Core Curriculum: A One-Year Experience
Chadburn B. Ray, MD
Georgia Regents University, Augusta, GA
Study Objective: The Department of Obstetrics & Gynecology at Georgia Regents University sought to integrate both global health education and international experiential learning into the core curriculum for residency training. Our objective was to determine the feasibility and resources needed to successfully integrate global health into the core curriculum.
Methods: Using the Guidebook for Global Health Training, 2nd Edition available online from the Global Health Education Consortium, the department established a global health program outline. Program objectives were determined, including concentrated learning within the discipline of global health and experiential learning in women’s health in an underserved area while utilizing available resources to reduce disease burden. A review of the anticipated residency training impact was undertaken, including improved recruitment of residents, improved quality of residency education, and effect on career choice for participants. Barriers to training were assessed and placed in the three categories: financial, educational, or personal/professional liability. The program explored opportunities for partnership within the parent institution. The program then developed an educational curriculum with competency-based goals and objectives for program participants. Timing in residency was chosen based on resident availability and flexibility within the academic program.
Results: Beginning in May 2012, the program director developed a global health program outline, consulted with stakeholders, and partnered with CerviCusco, a Peruvian registered non-profit association located in Cusco, Peru. The program director performed a site visit in September 2012 to resolve issues of travel, accommodations, personal safety, resident supervision, and hospital affiliation in Cusco. Costs were determined to be air travel, accommodations, meals, ground transports, and medical evacuation insurance. The average cost per resident for travel, insurance, and housing was $2,349, paid by the department. The supervising physician was compensated for her role in resident education. Computer-based language education was purchased by the program for resident education (Rosetta Stone, Latin American Spanish). Curricular goals and objectives were determined based on both epidemiology related to global health (Peru) and disease-specific education (pre-invasive disease of the female genital tract). The rotation was integrated into the intern year. From January to July 2013, four interns successfully completed 4 to 5 weeks at the international practice site. Each intern complied with ACGME requirements for duty hours and supervision. Evaluations were done by the direct supervising physician in Peru. Online modules were completed for didactic education while abroad. Interns also participated in departmental conferences weekly via videoconference (ie, Skype). All interns returned safely and evaluated the rotation as a positive experience.
Conclusions: It is possible to successfully integrate global health into the core curriculum for Obstetrics & Gynecology residency training with limited additional resources and no prior experience in global health education. Key words: Global Health Curriculum
Topics:
CREOG & APGO Annual Meeting, 2014, Osteopathic Faculty, Residency Director, Residency Coordinator, GME, Global Health,