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Development of an Interactive Global Surgery Course for Interdisciplinary Learners

INTRODUCTION: Global surgical care is increasingly recognized in the global health agenda and requires multidisciplinary engagement. Despite high interest among medical students, residents and other learners, many surgical faculty and health experts remain uniformed about global surgical care. METHO...

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Autores principales: Fitzgerald, Tamara N., Muma, Nyagetuba J. K., Gallis, John A., Reavis, Grey, Ukachukwu, Alvan, Smith, Emily R., Ogbuoji, Osondu, Rice, Henry E.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Ubiquity Press 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8015709/
https://www.ncbi.nlm.nih.gov/pubmed/33828951
http://dx.doi.org/10.5334/aogh.3178
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author Fitzgerald, Tamara N.
Muma, Nyagetuba J. K.
Gallis, John A.
Reavis, Grey
Ukachukwu, Alvan
Smith, Emily R.
Ogbuoji, Osondu
Rice, Henry E.
author_facet Fitzgerald, Tamara N.
Muma, Nyagetuba J. K.
Gallis, John A.
Reavis, Grey
Ukachukwu, Alvan
Smith, Emily R.
Ogbuoji, Osondu
Rice, Henry E.
author_sort Fitzgerald, Tamara N.
collection PubMed
description INTRODUCTION: Global surgical care is increasingly recognized in the global health agenda and requires multidisciplinary engagement. Despite high interest among medical students, residents and other learners, many surgical faculty and health experts remain uniformed about global surgical care. METHODS: We have operated an interdisciplinary graduate-level course in Global Surgical Care based on didactics and interactive group learning. Students completed a pre- and post-course survey regarding their learning experiences and results were analyzed using the Wilcoxon signed-rank test. RESULTS: Fourteen students completed the pre-course survey, and 11 completed the post-course survey. Eleven students (79%) were enrolled in a Master’s degree program in global health, with eight students (57%) planning to attend medical school. The median ranking of surgery on the global health agenda was fifth at the beginning of the course and third at the conclusion (p = 0.11). Non-infectious disease priorities tended to stay the same or increase in rank from pre- to post-course. Infectious disease priorities tended to decrease in rank (HIV/AIDS, p = 0.07; malaria, p = 0.02; neglected infectious disease, p = 0.3). Students reported that their understanding of global health (p = 0.03), global surgery (p = 0.001) and challenges faced by the underserved (p = 0.03) improved during the course. When asked if surgery was an indispensable part of healthcare, before the course 64% of students strongly agreed, while after the course 91% of students strongly agreed (p = 0.3). Students reported that the interactive nature of the course strengthened their skills in collaborative problem-solving. CONCLUSIONS: We describe an interdisciplinary global surgery course that integrates didactics with team-based projects. Students appeared to learn core topics and held a different view of global surgery after the course. Similar courses in global surgery can educate clinicians and other stakeholders about strategies for building healthy surgical systems worldwide.
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spelling pubmed-80157092021-04-06 Development of an Interactive Global Surgery Course for Interdisciplinary Learners Fitzgerald, Tamara N. Muma, Nyagetuba J. K. Gallis, John A. Reavis, Grey Ukachukwu, Alvan Smith, Emily R. Ogbuoji, Osondu Rice, Henry E. Ann Glob Health Original Research INTRODUCTION: Global surgical care is increasingly recognized in the global health agenda and requires multidisciplinary engagement. Despite high interest among medical students, residents and other learners, many surgical faculty and health experts remain uniformed about global surgical care. METHODS: We have operated an interdisciplinary graduate-level course in Global Surgical Care based on didactics and interactive group learning. Students completed a pre- and post-course survey regarding their learning experiences and results were analyzed using the Wilcoxon signed-rank test. RESULTS: Fourteen students completed the pre-course survey, and 11 completed the post-course survey. Eleven students (79%) were enrolled in a Master’s degree program in global health, with eight students (57%) planning to attend medical school. The median ranking of surgery on the global health agenda was fifth at the beginning of the course and third at the conclusion (p = 0.11). Non-infectious disease priorities tended to stay the same or increase in rank from pre- to post-course. Infectious disease priorities tended to decrease in rank (HIV/AIDS, p = 0.07; malaria, p = 0.02; neglected infectious disease, p = 0.3). Students reported that their understanding of global health (p = 0.03), global surgery (p = 0.001) and challenges faced by the underserved (p = 0.03) improved during the course. When asked if surgery was an indispensable part of healthcare, before the course 64% of students strongly agreed, while after the course 91% of students strongly agreed (p = 0.3). Students reported that the interactive nature of the course strengthened their skills in collaborative problem-solving. CONCLUSIONS: We describe an interdisciplinary global surgery course that integrates didactics with team-based projects. Students appeared to learn core topics and held a different view of global surgery after the course. Similar courses in global surgery can educate clinicians and other stakeholders about strategies for building healthy surgical systems worldwide. Ubiquity Press 2021-03-31 /pmc/articles/PMC8015709/ /pubmed/33828951 http://dx.doi.org/10.5334/aogh.3178 Text en Copyright: © 2021 The Author(s) http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.
spellingShingle Original Research
Fitzgerald, Tamara N.
Muma, Nyagetuba J. K.
Gallis, John A.
Reavis, Grey
Ukachukwu, Alvan
Smith, Emily R.
Ogbuoji, Osondu
Rice, Henry E.
Development of an Interactive Global Surgery Course for Interdisciplinary Learners
title Development of an Interactive Global Surgery Course for Interdisciplinary Learners
title_full Development of an Interactive Global Surgery Course for Interdisciplinary Learners
title_fullStr Development of an Interactive Global Surgery Course for Interdisciplinary Learners
title_full_unstemmed Development of an Interactive Global Surgery Course for Interdisciplinary Learners
title_short Development of an Interactive Global Surgery Course for Interdisciplinary Learners
title_sort development of an interactive global surgery course for interdisciplinary learners
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8015709/
https://www.ncbi.nlm.nih.gov/pubmed/33828951
http://dx.doi.org/10.5334/aogh.3178
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