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...

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Autores principales:	Meike J. Schleiff, Patrick Mwirigi Mburugu, John Cape, Rama Mwenesi, Nathanael Sirili, Sean Tackett, David P. Urassa, Bhakti Hansoti, Yohana Mashalla
Formato:	article
Lenguaje:	EN
Publicado:	Ubiquity Press 2021
Materias:	Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/1dbd5441ba404658b259f552eb51d522
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spelling	oai:doaj.org-article:1dbd5441ba404658b259f552eb51d5222021-12-02T15:07:23ZTraining Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned2214-999610.5334/aogh.3212https://doaj.org/article/1dbd5441ba404658b259f552eb51d5222021-07-01T00:00:00Zhttps://annalsofglobalhealth.org/articles/3212https://doaj.org/toc/2214-9996Objectives: 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.Meike J. SchleiffPatrick Mwirigi MburuguJohn CapeRama MwenesiNathanael SiriliSean TackettDavid P. UrassaBhakti HansotiYohana MashallaUbiquity PressarticleInfectious and parasitic diseasesRC109-216Public aspects of medicineRA1-1270ENAnnals of Global Health, Vol 87, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
spellingShingle	Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270 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
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.
format	article
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
title	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_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_sort	training curriculum, skills, and competencies for global health leaders: good practices and lessons learned
publisher	Ubiquity Press
publishDate	2021
url	https://doaj.org/article/1dbd5441ba404658b259f552eb51d522
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Training Curriculum, Skills, and Competencies for Global Health Leaders: Good Practices and Lessons Learned

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