Subject(s)
COVID-19 , Education, Distance , Education, Medical, Graduate/organization & administration , Geriatrics/education , Program Evaluation , COVID-19/epidemiology , COVID-19/prevention & control , Communicable Disease Control , Curriculum , Education, Distance/methods , Education, Distance/organization & administration , Humans , Organizational Innovation , SARS-CoV-2 , Teaching , Training Support/methods , United StatesABSTRACT
Global health and its predecessors, tropical medicine and international health, have historically been driven by the agendas of institutions in high-income countries (HICs), with power dynamics that have disadvantaged partner institutions in low- and middle-income countries (LMICs). Since the 2000s, however, the academic global health community has been moving toward a focus on health equity and reexamining the dynamics of global health education (GHE) partnerships. Whereas GHE partnerships have largely focused on providing opportunities for learners from HIC institutions, LMIC institutions are now seeking more equitable experiences for their trainees. Additionally, lessons from the COVID-19 pandemic underscore already important lessons about the value of bidirectional educational exchange, as regions gain new insights from one another regarding strategies to impact health outcomes. Interruptions in experiential GHE programs due to COVID-19-related travel restrictions provide an opportunity to reflect on existing GHE systems, to consider the opportunities and dynamics of these partnerships, and to redesign these systems for the equitable benefit of the various partners. In this commentary, the authors offer recommendations for beginning this process of change, with an emphasis on restructuring GHE relationships and addressing supremacist attitudes at both the systemic and individual levels.
Subject(s)
Developing Countries/economics , Global Health/education , Health Equity/statistics & numerical data , Training Support/methods , COVID-19/diagnosis , COVID-19/epidemiology , COVID-19/virology , Developing Countries/statistics & numerical data , Health Education/statistics & numerical data , Health Equity/trends , Humans , Interdisciplinary Communication , International Cooperation , Leadership , SARS-CoV-2/isolation & purificationABSTRACT
Hands-on wet lab simulation training is a vital part of modern surgical training. Since 2010, surgical 'boot camps' have been run by many UK deaneries to teach core surgical trainees basic entry level skills. Training in advanced skills often requires attendance at national fee-paying courses. In the Wessex Deanery, multiple, free of charge, core surgical 'field camps' were developed to provide more advanced level teaching in the particular specialty preference of each core surgical trainee. After the COVID-19 pandemic, national hands-on courses will be challenging to provide and deanery-based advanced skills training may be the way forward for craft-based specialties. The experiences over 2 years of delivering the Wessex core surgical field camps are shared, giving a guide and advice for other trainers on how to run a field camp.