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Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience

There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To a...

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Autores principales: Sbaiti, Mariam, Streule, Mike J, Alhaffar, Mervat, Pilkington, Victoria, Leis, Melanie, Budhathoki, Shyam Sundar, Mkhallalati, Hala, Omar, Maryam, Liu, Lillian, Golestaneh, Amelia Kataria, Abbara, Aula
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BMJ Publishing Group 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8413871/
https://www.ncbi.nlm.nih.gov/pubmed/34475023
http://dx.doi.org/10.1136/bmjgh-2021-006262
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author Sbaiti, Mariam
Streule, Mike J
Alhaffar, Mervat
Pilkington, Victoria
Leis, Melanie
Budhathoki, Shyam Sundar
Mkhallalati, Hala
Omar, Maryam
Liu, Lillian
Golestaneh, Amelia Kataria
Abbara, Aula
author_facet Sbaiti, Mariam
Streule, Mike J
Alhaffar, Mervat
Pilkington, Victoria
Leis, Melanie
Budhathoki, Shyam Sundar
Mkhallalati, Hala
Omar, Maryam
Liu, Lillian
Golestaneh, Amelia Kataria
Abbara, Aula
author_sort Sbaiti, Mariam
collection PubMed
description There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health Bachelor of Science (BSc) curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by codesigning and codelivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education.
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spelling pubmed-84138712021-09-24 Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience Sbaiti, Mariam Streule, Mike J Alhaffar, Mervat Pilkington, Victoria Leis, Melanie Budhathoki, Shyam Sundar Mkhallalati, Hala Omar, Maryam Liu, Lillian Golestaneh, Amelia Kataria Abbara, Aula BMJ Glob Health Practice There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health Bachelor of Science (BSc) curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by codesigning and codelivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education. BMJ Publishing Group 2021-09-02 /pmc/articles/PMC8413871/ /pubmed/34475023 http://dx.doi.org/10.1136/bmjgh-2021-006262 Text en © Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. https://creativecommons.org/licenses/by-nc/4.0/This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ (https://creativecommons.org/licenses/by-nc/4.0/) .
spellingShingle Practice
Sbaiti, Mariam
Streule, Mike J
Alhaffar, Mervat
Pilkington, Victoria
Leis, Melanie
Budhathoki, Shyam Sundar
Mkhallalati, Hala
Omar, Maryam
Liu, Lillian
Golestaneh, Amelia Kataria
Abbara, Aula
Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience
title Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience
title_full Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience
title_fullStr Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience
title_full_unstemmed Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience
title_short Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience
title_sort whose voices should shape global health education? curriculum codesign and codelivery by people with direct expertise and lived experience
topic Practice
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8413871/
https://www.ncbi.nlm.nih.gov/pubmed/34475023
http://dx.doi.org/10.1136/bmjgh-2021-006262
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