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This study aims to provide a brief overview of the history and development of global health education (GHE) as academic degree programs worldwide,and to identify GHE's development opportunities and obstacles in China.This is a state-of-the-art review of published and unpublished information that described and evaluated disci-plinary development of global health degree programs worldwide,written in English,and published or shared be-tween 1990 and 2020.Data were derived from official websites of leading global health institutions,like "Google Scholar","PubMed",and unpublished information such as presentation files and unpublished manuscripts col-lected from knowledgeable leaders in the field.We retrieved and reviewed a total of 35 articles and a large amount of unpublished information or sources on the internet.Global Health emerged as a new discipline around the end of the last millennium and proliferated in the last two decades in developed nations,especially the United States and the United Kingdom.The development of China's GHE programs was built on China's increasing engagement in global health affairs and research.In 2012,Wuhan University established the first official global health de-partment in China.Several universities such as Peking University and Duke Kunshan University subsequently set up departments or programs to offer undergraduate and postgraduate majors and degrees.The first school-level global health unit was established in Shanghai in 2019.The Consortium of Chinese Universities for Global Health(CCUGH) grew from 10 founding members in 2013 to 25 in 2020.Major desirable attributes "unique" to stu-dents majoring in global health include global-mindedness,health interests,compassion,intercultural sensitivity,and adventurous spirit.Graduates from GHE programs have a diverse set of career choices spanning research,government,not-for-profit,and private sector occupations.We identified a number of strengths,weaknesses,opportunities,and threats to the future development of GHE in China.To ensure sustainable future growth,we advocate addressing the following key aspects:(1) clearer disciplinary distinctions;(2) multidisciplinary col-laborations;(3) public-sector investments;and (4) non-public sectors participation.Amidst China's increasing engagement in health affairs globally and the proliferation of GHE programs in developed nations,China has experienced fast growth in GHE degree programs since 2012 while a number of challenges remain for its future development.
RESUMO
Objective@#To assess the effectiveness of sexual education intervention among seventh grade students, and to provide support tools for sex education for middle school students.@*Methods@#Seventh grade students from six schools in Longnan, Gansu Province were randomly assigned to an intervention group (251 students) and a control group (222 students). After 8 weeks of school based sex education in the intervention group, the results were compared before and after the intervention using self assessment knowledge and attitude scales.@*Results@#The knowledge score in the control group decreased by (2.46±1.21) in the follow up survey compared to the baseline survey. The intervention group scored (30.54±1.34) significantly higher than baseline ( t =22.76, P <0.01). After adjusting the sex ratio to 1∶1, the mean difference between the two groups after the intervention was (27.86±1.87) ( t =14.90, P <0.01). The interaction dit between time and intervention was (33.01±2.50) ( t =13.19, P <0.01) in difference analysis. The intervention effect size Hedge s g on knowledge in the intervention group was 1.27. The proportion of positive attitudes towards sex increased in the intervention group on 12 out of 14 questions, with percentage ranging from 7.5% to 25.9%. At the follow up, the improvement in attitudes towards 12 questions was substantial for girls and 8 questions for boys in the intervention group. The attitude effect size Hedge s g was 0.99 in the intervention group.@*Conclusion@#The implementation of school based sex education is capable of significant improving students sexual knowledge and attitude in the short term.