Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents

Introduction The Hiatt Residency in Global Health Equity program at Brigham and Women's Hospital partnered with Loyola University Medical Center and the Stritch School of Medicine to build and share an innovative global health dinner curriculum (GHDC) based on the methodologies of transformativ...

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Autores principales:	Peter J. Frank, Katherine E. Schreck, Alexis Steinmetz, Erik S. Carlson, Conrad Stasieluk, Brian Borah, Hannah Reiser, Lucia Garcia, Ruth Kafensztok, Brian Medernach, Daniel Palazuelos
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Global Health Health Equity Global Health Pedagogy Global Health Education Dinner Curriculum Resident Education Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/6c1ed6693fcf4bfb930439828d3ca857
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spelling	oai:doaj.org-article:6c1ed6693fcf4bfb930439828d3ca8572021-11-19T15:20:22ZTransformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents10.15766/mep_2374-8265.110442374-8265https://doaj.org/article/6c1ed6693fcf4bfb930439828d3ca8572020-12-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11044https://doaj.org/toc/2374-8265Introduction The Hiatt Residency in Global Health Equity program at Brigham and Women's Hospital partnered with Loyola University Medical Center and the Stritch School of Medicine to build and share an innovative global health dinner curriculum (GHDC) based on the methodologies of transformative learning theory. This educational approach encourages trainees to critically analyze their frame of reference and has the potential to create practitioners equipped to advance health equity. Methods The GHDC explored broad global health (GH) topics through facilitated discussions with faculty and an experienced guest discussant over dinner. Medical students and internal medicine residents attended sessions based on their availability and interest. Participants completed surveys before and after every dinner. Comprehensive post-curriculum surveys were collected after participants had been involved for at least 1 year. Results In 2017–2018, 98% of the 37 participants preferred the dinner-style learning session to a didactic-style lecture (97% of the 37 participants in 2018–2019). Eighty-five percent (2017–2018) agreed or strongly agreed that dinners provided them with new knowledge on a GH topic (92% in 2018–2019). Seventy-two percent (2017–2018) agreed that the dinner introduced them to a new potential mentor in GH (66% in 2018–2019). Discussion The GHDC has been particularly successful in introducing participants to unfamiliar areas of medicine and new mentors. A second strength is its accessibility to medical students and residents. Its dependence on local resources allows versatility and customization; however, this trait also makes it difficult to prepackage the curriculum for interested institutions.Peter J. FrankKatherine E. SchreckAlexis SteinmetzErik S. CarlsonConrad StasielukBrian BorahHannah ReiserLucia GarciaRuth KafensztokBrian MedernachDaniel PalazuelosAssociation of American Medical CollegesarticleGlobal HealthHealth EquityGlobal Health PedagogyGlobal Health EducationDinner CurriculumResident EducationMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Global Health Health Equity Global Health Pedagogy Global Health Education Dinner Curriculum Resident Education Medicine (General) R5-920 Education L
spellingShingle	Global Health Health Equity Global Health Pedagogy Global Health Education Dinner Curriculum Resident Education Medicine (General) R5-920 Education L Peter J. Frank Katherine E. Schreck Alexis Steinmetz Erik S. Carlson Conrad Stasieluk Brian Borah Hannah Reiser Lucia Garcia Ruth Kafensztok Brian Medernach Daniel Palazuelos Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents
description	Introduction The Hiatt Residency in Global Health Equity program at Brigham and Women's Hospital partnered with Loyola University Medical Center and the Stritch School of Medicine to build and share an innovative global health dinner curriculum (GHDC) based on the methodologies of transformative learning theory. This educational approach encourages trainees to critically analyze their frame of reference and has the potential to create practitioners equipped to advance health equity. Methods The GHDC explored broad global health (GH) topics through facilitated discussions with faculty and an experienced guest discussant over dinner. Medical students and internal medicine residents attended sessions based on their availability and interest. Participants completed surveys before and after every dinner. Comprehensive post-curriculum surveys were collected after participants had been involved for at least 1 year. Results In 2017–2018, 98% of the 37 participants preferred the dinner-style learning session to a didactic-style lecture (97% of the 37 participants in 2018–2019). Eighty-five percent (2017–2018) agreed or strongly agreed that dinners provided them with new knowledge on a GH topic (92% in 2018–2019). Seventy-two percent (2017–2018) agreed that the dinner introduced them to a new potential mentor in GH (66% in 2018–2019). Discussion The GHDC has been particularly successful in introducing participants to unfamiliar areas of medicine and new mentors. A second strength is its accessibility to medical students and residents. Its dependence on local resources allows versatility and customization; however, this trait also makes it difficult to prepackage the curriculum for interested institutions.
format	article
author	Peter J. Frank Katherine E. Schreck Alexis Steinmetz Erik S. Carlson Conrad Stasieluk Brian Borah Hannah Reiser Lucia Garcia Ruth Kafensztok Brian Medernach Daniel Palazuelos
author_facet	Peter J. Frank Katherine E. Schreck Alexis Steinmetz Erik S. Carlson Conrad Stasieluk Brian Borah Hannah Reiser Lucia Garcia Ruth Kafensztok Brian Medernach Daniel Palazuelos
author_sort	Peter J. Frank
title	Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents
title_short	Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents
title_full	Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents
title_fullStr	Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents
title_full_unstemmed	Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents
title_sort	transformative global health pedagogy: a dinner curriculum for medical students and residents
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/6c1ed6693fcf4bfb930439828d3ca857
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Transformative Global Health Pedagogy: A Dinner Curriculum for Medical Students and Residents

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