Improving the Quality of Global Health Education:Teaching Modules with a Wiki Capability : Improving the Quality of Global Health Education: Teaching Modules with a Wiki Capability Thomas Hall, Univ. of California at San Francisco & GHEC Evaleen Jones, Stanford University & Child Family Health International Kevin Chan, University of Toronto Andre-Jacques Neusy, New York University Jose Arocha, TAVOS Thomas Goddard, TAVOS 16 February 2007


Global health workforce realities: Global health workforce realities Grossly inadequate workforce in many countries to apply available health care technologies Limited numbers Low productivity Poor geographic distribution Limited skills or poor ‘skill mix’ Hence need to expand training program outputs to make training more efficient and effective


Global health education realities: Global health education realities But many training programs in both industrialized and developing countries Lack qualified instructors Lack of good program guidance Make inefficient use of class time In industrialized countries students have put great pressure to expand global health training


Global health education realities: Global health education realities Significant increase in student interest and opportunities for overseas experiences -1984: 6 % of US medical students participated in overseas activities -2004 :>27% participated in such activities


Slide5: GHEC takes on the educational challenge with four initiatives


Global Health Education Collaborations: Global Health Education Collaborations I: Guidebook for a Global Health Curriculum II: Educational Modules Project III. Guidebook for a Global Health Residency IV. Annotated Global Health Bibliography


Educational Modules Project: Educational Modules Project Objective To develop high quality internet-based modular teaching materials to increase scope and effectiveness of global health education Overview Started, January 2006 Initial (and partial) funding, $200K grant Target completion, late 2008


Slide8: Rationale for internet-based modules Students can acquire ‘content’ in advance of class, resulting in: Less class time in lectures, more in discussion, case studies, problem-solving Modules eliminate need to take notes Modules supplement and extend faculty expertise across a wide variety of topics


Slide9: Preparation and collaboration Collaboration with organizations AMSA, APHASA, CFHI, GHC, IFMSA, SAAAPA, SUNSIH Reuters Digital Vision Program at Stanford University for programming work Guidelines for module development Innovative software and Wiki features


Slide10: Module features Content equivalent to one hour lecture Specified learning objectives Supplementary notes (graphics, expanded text, case studies, pictures, suggested readings) linked to PowerPoint slides Many modules end with a quiz Useful in self-instructional and CE mode Common ‘look-and-feel’ presentation


Slide11: Quality control: Online reviews by… Four health professions students Is module interesting, well documented, with good graphics and useful supplementary notes? Were learning objectives achieved? Was quiz useful? Students receive $25 per review


Slide12: Quality control: Online reviews by… Four faculty / health practitioners Was topic adequately covered, were subtopics well sequenced, was content accurate, appropriate, documented? Were learning objectives achieved? Final review by the Modules Project Editorial Board before posting on GHEC website


And as a bonus!: And as a bonus! Global health education is not just for those who travel abroad Modules also relevant to those who remain home by helping them become more skilled at working across cultural, social, economic, linguistic and organizational barriers


Slide14: Project status 106 modules to be prepared by 70+ authors at 50+ institutions Many authors outside of GHEC 6 modules will be done by students Others by student-faculty teams Authors receive $500 for a finished module Other organizations interested US Dept. of State, a new Saudi Arabian University, several overseas universities


Slide15: Project status 8 draft modules now or soon on website Microbicides Gender and Health Urbanization and Health Global Health: The Basics Global Occupational Health Emerging Infectious Diseases… Planning a Global Health Elective Outbreaks: Identification, Investigation… Most drafts due by mid-2007, & nice graphics


Slide17: Microbicide Mechanisms of Action 2. surfactants 3. entry inhibitors 4. antiretroviral 1. boosts vagina’s natural defenses Source: Shattock, R.; Moore, J. Inhibiting Sexual Transmission of HIV-1 Infection. Nature Reviews Microbiology. Vol 1, October 2003. S


Slide18: Information technology aspects Microsoft SharePoint Services 2007 used SharePoint links PowerPoint with Word content using ‘Flash’ non-volatile memory Modules project was a finalist among 200+ submissions to the 2007 Microsoft Office System "Develop Without Borders" Challenge


Slide19: Information technology aspects Articulate Rapid E-Learning Studio 2nd Edition Pro software is used Program integrates Flash-based quizzes, assessments and surveys into courses Quiz slides can be inserted into a course to provide feedback based on responses Articulate license (worth $1800+) was donated to GHEC


Slide20: Information technology aspects Automated online reviews start in March Designated student & peer reviewers are informed they have a month to review a specific module Reviewers complete a short questionnaire and add text comments, suggestions Review site closes & author is notified reviews are available Author has one month for revisions


Slide21: Information technology aspects Wiki feature ready in April Users can comment on and provide supplementary notes to modules Members can create ‘files’ on diverse topics and then add content, chat, etc. GH teaching methods GH curricula & residency development GH teaching materials GH program evaluation, etc. Developed in collaboration with Child Family Health International


Slide22: And now some features that will soon be on the GHEC website


Slide23: Global health learning modules, wikis and forums, all in your browser.


Slide24: A directory of 100+ learning modules on global health from authors around the world. Tags defined by users ease the engagement and access to relevant discussions, wiki pages and modules.


Slide25: Every learning module with core references and a YouTube-style preview of author materials. Relevant wiki pages and forum discussions are syndicated to the module page for community engagement.


Slide26: Full-window view with outline of the module presentation delivered in your web browser.


Slide27: Feedback-rich, interactive quizzes delivered within the learning modules.


Slide28: A click on the “Notes” button delivers web browser-based supplementary notes for the respective slides.


Slide29: The global health community can collaborate online through Wiki pages Wiki pages can be tagged to learning modules and topics defined by users.


Slide30: Users can create email alerts and syndicate RSS (file format) feeds to monitor latest contents on the Global Health Education platform, including new modules, wiki pages and discussions.


Pending issues and questions: Pending issues and questions Module distribution Free vs. controlled to member universities Internet only or also DVD Feasible to download or not Program maintenance & module updates Quality control & standardization Evaluation of module use and effectiveness Potential for e-learning software upgrades


Slide32: Criteria for decisions regarding… New module topics, more advanced topics New module types, e.g., clinical topics Case study and case example modules Module ‘packaging’ into certificate courses CE courses, verification of use, sponsorship Self-instructional use Pending issues and questions


Slide33: ‘Internationalization’ of the modules Translation into other languages Collaboration with overseas universities Preparation of ‘module sets’ that address regional, institutional or topical needs Criteria for accepting joint sponsorship arrangements with other institutions Pending issues and questions


Slide34: And so, off we go on this new and exciting venture!


Acknowledgments: Acknowledgments The authors gratefully acknowledge the contributions of many authors, reviewers, the Modules Project Steering Committee, Microsoft Corp. (for SharePoint Services 2007), Articulate, Inc., Reuters Digital Vision Program at Stanford, and the five student representatives to the project Shaun Cleaver, Student Univ. Network for Social & Int’l Health (SUNSIH/Canada) Meredith Masel, American Public Health Assn Student Assembly (APHASA) Sural Shah, American Medical Student Association (AMSA) Emily White, International Federation of Medical Student Associations (IFMSA-USA) David Wood, Student Academy of the Am. Acad. of Physician Assistants (SAAAPA)