Educating and Mentoring
Medical Students and
Residents in Global Health:
Short and Medium Term
International Experiences
Inis Jane Bardella, MD, FAAFP
Associate Dean Faculty Development & Global Health Initiatives
Professor Department of Family & Preventive Medicine
Chicago Medical School, Rosalind Franklin University
North Chicago, IL USA
Session Objectives




Discuss the need and opportunity for sustainable
models of medical education globally that honor God.
Explore models and strategies for medical student and
resident GH education & mentoring that maximize incountry partner benefit, minimize harm and disruption,
and facilitate sustainability.
Discuss the benefits, challenges and outcomes of
short and medium term international experiences for
medical students and residents.
Apply these concepts for education & mentoring of
future medical education leaders globally.
Rationale

Commanded

Go ye therefore, and make disciples of
all nations, baptizing them into the
name of the Father and of the Son and
of the Holy Spirit: teaching them to
observe all things whatsoever I
commanded you: and lo, I am with you
always, even unto the end of the world.
Matthew 28:19-20 ASV
Rationale

Opportunity

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
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More than 25% of US medical students participate
in international experiences during medical school.
Most of this interest continues into residency.
Students and residents in low-income and middle
income countries desire/demand enhanced
education and training.
Concern


Wide array of experiences and opportunities
Harm and disruption from non-evidence-based,
non-biblical-value-based approaches
Rationale

Jesus’ effective model
Spiritual teaching
 Professional development
 Modeling
 Interactive discussion
 Experiential learning
 Entrustable professional activities (EPAs)

Rationale

Responsibility


And to whomsoever much is given, of him shall
much be required; and to whom they commit
much, of him will they ask the more.
Luke 22:48b ASV
Who better to teach the next generation?
Value human life
 Believe we are accountable to God


What better method than living your life as a
Christian health professional?
Needs and Opportunities
Needs and Opportunities
High level of student, resident & faculty
interest in global health in high-income
countries
 Desire and need for clinical, research,
education development in low- and middleincome countries
 Student & resident call to Christian faithbased domestic & international missions

Needs and Opportunities
Global need and desire for health equity –
improved morbidity and mortality in all
countries
 Faculty have a high level of influence on
students, patients and colleagues.
 Thus, desire and need for …

Needs and Opportunities

…
Educationally appropriate, worthwhile experiences
 Reasonable safety, accountability in experiences
 Discipleship and mentoring of students, residents,
colleagues
 Development of low- and middle-income partners
 Sustained, collaborative, equitable partnerships
focused on the needs and priorities of the partner
 Minimizing harm and disruption for the partner

Models and Strategies

Caveats

Think long-term outcomes.
• Spiritual
• Professional
• Clinical
Inspire and communicate vision.
 Modeling speaks louder than words.

• Your life is being watched.

Students, residents, colleagues desire
meaningful relationships.
Curriculum Models: Literature Search

Independent elective courses
Didactic
 Experiential

• Clinical
• Project, non-clinical
• Research

Selective options for required courses

Required clerkship at an international site
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Curriculum Models: Literature Search

Formal (required) curriculum
Integrated into courses
 Specific global health courses


Tracks, programs, concentrations
Dedicated program with requirements
 Recognized at graduation


Fellowships
Post residency
 May offer additional degree

13
Models and Strategies

Be the US partner.

Medical school or residency US partner
• Judeo-Christian values and principles to guide
the partnership, even if is a secular institution

US “local” global health site for a medical
school or residency
• Required experiences
• Elective experiences
• Teach, model Judeo-Christian principles,
values, even if the institution(s) is/are secular.
Models and Strategies

Be the low-income partner.

Institutional partnership
• Education
• Research
• Clinical care

Engage faculty
• Foundation
• Core

Engage students, residents
• Clinical
• Research
• Development project
Models and Strategies

Be an advisor.
Career
 Specialty
 Take the student/resident with you


Be a mentor.
Global health program
 Global health projects and research
 Student/resident Christian group
 Take the student/resident with you

Models and Strategies

Be clinical faculty.
Consistent involvement
 Permits credit for experience
 Substantiates your teaching role
 Provides opportunity for broader engagement

•
•
•
•
•
Admissions
Curriculum
Affiliations
Research
Development
Models and Strategies

Maximize in-country partner benefit,
minimize harm and disruption, and
facilitate sustainability.
Long-term partnerships with shared vision
and goals
 Clear expectations, goals, objectives
 Consistent involvement and engagement
 Pre-travel preparation
 Post-travel debriefing

Benefits for Students and Residents

Refinement, clarification of call, vision, direction


Can better prepare for the future
Spiritual, academic, professional development
More fruit
 More effective

Fulfillment of curricular requirements
 Exploration of new directions, possibilities

Challenges for Students and Residents
Expense
 Insurance

Medical liability
 Travel

State Department travel warnings
 For residents, may not have salary and
benefits during experiences outside the US.
 Appropriate, required supervision
 Coordination of time with school/program
schedule.

Outcomes for Students and Residents
Clarification of call and life direction
 Maturity of faith
 Enhanced knowledge, skills, attitudes for
professional Christian practice
 Gaining a mentor
 Initiate opportunities for long term engagement

Application

How can you engage with students
and residents?

What are the challenges to consider
and address?

What are the potential benefits for
you/your practice?

What additional models, approaches
should be considered?
Summary

Seek out methods to engage students
and residents in your international and
local missions endeavors.

Be a mentor.

Be clinical faculty.

Embrace opportunities to disciple and
mentor the next generation.
Content Resources
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GHEC/CUGH modules
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PRiME

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http://www.cugh.org/resources
http://www.prime-international.org.uk/home.htm
Millions Saved: Proven Successes in Global Health
(Ruth Levine)
Understanding Global Health (William Markle, Melanie
Fisher, Jr., Ray Smego)
Burden of Disease


http://www.thelancet.com/themed/global-burden-of-disease
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http://www.who.int/topics/global_burden_of_disease/en/
Content Resources


Social Determinants of Health (Michael Marmot, Richard
G. Wilkinson)
USAID Global Health eLearning
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Unite for Sight, Global Health eLearning
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http://kff.org/slides/global-health-policy/
Harvard School of Public Health: Teaching cases (pdf)
and Case Studies (video recordings of lectures)
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http://www.uniteforsight.org/global-healthuniversity/courses
Kaiser Family Foundation, Global Health Policy
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http://www.globalhealthlearning.org/
http://www.globalhealthdelivery.org/case-studies/
John Hopkins School of Public Health Open Courseware
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http://ocw.jhsph.edu/
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Murakoze Chane
Shume Falemindarit
Merci Beaucoup
Asante Sana
Mucho gracias
inisbardella@gmail.com