PROPOSAL FOR CURRICULUM CHANGE
Making the Links: A Certificate in Global Health
Certificate of Proficiency
College of Medicine
University of Saskatchewan
Making the Links: A Certificate in Global Health
CONTENTS
1. PROPOSAL FOR CURRICULUM CHANGE
1.1 Proposal Identification
1.2 Type of Change
1.3 Acknowledgments
2. EXECUTIVE SUMMARY
3. RATIONALE FOR THE PROGRAM
3.1 Program Background
3.2 Program Objectives
3.3 Rationale for the Proposed Certificate Name
3.4 Need for the Program
3.5 Demand for the Program
3.6 Uniqueness and Expertise of the Sponsoring Unit
3.7 How this Proposal Relates to the Department/College Plans, Systematic
Program Review (SPR), Other Recommendations
3.7.1 University of Saskatchewan
3.7.2 National and International Organizations
3.8 Response to Cross-College and Planning Committee of Council Consultations
4. Description of Program Characteristics
4.1 Program Syllabus
4.2 Program Description
4.3 Draft Calendar Entry
4.4 Program Evaluation and Performance Measures
5. RESOURCES
5.1 College of MEDICINE Statement
5.2 Department of Community Health and Epidemiology Statement
6. BUDGET
6.1 Budget Requirements
6.2 Budget Considerations
7. LETTERS OF SUPPORT
7.1 P.R. Butt, MD CCFP(EM), Medical Director
7.2 Gerri Dickson, Professor, College of Medicine, Director, Training for Health Renewal
Program
7.3 Thomas B. Wishart, Special Advisor on International Initiatives
7.4 Arlene Kent-Wilkinson RN, BSN, MN, PhD, Associate Professor, College of Nursing,
University of Saskatchewan
7.5 Carole Courtney, SWITCH Coordinator
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APPENDIX A: COURSE REQUIREMENTS AND DESCRIPTIONS
1. GLOBAL HEALTH 1 (first year);
2. GLOBAL HEALTH 2 (second year);
3. NURS483: Cultural Diversity and Aboriginal Health (first year); and
4. One course from a discipline other than medicine that has a global, international
or inter-cultural focus.
APPENDIX B: PRACTICUM EXPERIENCES
1. Inner-City Practicum
2. Northern/Remote Practicum Goals and Objectives
3. International Practicum
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1. PROPOSAL FOR CURRICULUM CHANGE
1.1 Proposal Identification
Title of proposal: Making the Links: A Certificate in Global Health
College of Medicine, University of Saskatchewan
Degree(s): Certificate of Proficiency
Field(s) of Specialization: Global Health, Internationalization
Level(s) of Concentration: Certificate
Option(s):
Degree College: Medicine
Department: Community Health and Epidemiology
Home College: Medicine
Contact person(s) (name, telephone, fax, e-mail):
Ron Siemens, Chair, Global Health Certificate Sub-Committee
Clinical Assistant Professor
Department of Pediatrics
University of Saskatchewan
B103 Health Science Building
107 Wiggins Road
Saskatoon, S7N 5E5
Ph: 306.653.7741
Fax: 306.653.7743
Email: rks_ped@yahoo.ca
Date:
Approved by the Degree College and/or home college: (insert date once approved)
Proposed date of implementation: September 2011
1.2 Type of Change
Requiring approval by Council
X A new Degree-Level program or template for program.
 A new Field of Specialization at the Major or Honours Level of Concentration or
template for a major or honours program
 Conversion of an existing program from regular to special tuition program.
 A change in the requirements for admission to a program
 A change in quota for a college
 Program revisions that will use new resources
 A replacement program, including program deletion
 A program deletion (consult Program Termination Procedures, approved by Council in
May 2001)
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1.3 Acknowledgements
The proposed certificate of proficiency in global health is a product of the ideas, experience,
and hard work of a large number of faculty, students, and staff at the College of Medicine. The
vision, expertise, efforts, and commitment of a number of individuals is especially noted:

Dr. Lori Hanson for the development and teaching of two accredited interdisciplinary
courses in global health, the conceptualization and direction of the Global Health
Certificate Initiative and advocacy for its inclusion in the Second Integrated Plan, and
championing internationalization and global health at the University of Saskatchewan.

Dr. Ryan Meili for the design and development of the award-winning Making the Links
program, his active participation in piloting this program and promoting it to students,
colleagues, and the wider medical community locally and nationally; his efforts in
establishing SWITCH (Saskatoon’s inner city student-run clinic); and his leadership role
in the College of Medicine’s Social Accountability Committee.

Dean William Albritton for his strong leadership and commitment to social
accountability, and for providing students with global health academic and service
learning opportunities in low-resourced areas in Saskatchewan and abroad.

Dr. Gerri Dickson, Director of the long-standing, CIDA-supported Training for Health
Renewal Program in Mozambique, and other members of the THRP team, for their
expertise and support for the international component of the proposal.
Members of the Global Health Certificate Subcommittee include:
 Ron Siemens (Chair, Global Health Certificate Sub-Committee)
 Sarah Biss (student)
 Megan Bollinger (student)
 Mahli Brindamour (resident, co-chair College of Medicine, Immigrant and Refugee
Health Committee)
 Louise Buhler (Chair, College of Medicine, Global Health Committee)
 Murray Dickson (THRP team member)
 Lori Hanson (faculty)
 Ryan Meili (Chair, College of Medicine, Social Accountability Committee)
 Kali Nuweiller (student)
 Femi Olatunbosun (faculty)
 Kamini Premkumar (student)
 Vivian Ramsden (faculty)
 Bruce Reeder (faculty)
 Bev Wudel (student)
 Donna Zaleschuk (College of Medicine, Social Accountability Coordinator)
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Dr. Ron Siemens and Dr. Bruce Reeder, College of Medicine, faculty, and Louise Buhler, Chair,
COM Global Health Committee developed the final proposal with the support and assistance of
Dr. Sheryl Mills, Gwenna Moss Centre for Teaching Effectiveness.
2. EXECUTIVE SUMMARY
Global health is of worldwide interest and concern. With a focus on the underlying social
determinants of health and illnesses, especially as they impact poor, vulnerable, and
underserved populations, global health addresses health disparities and challenges throughout
the world—within as well as across borders—using resources, knowledge, and experiences of
diverse societies and disciplines. Medicine and various other disciplines, including nursing and
other health sciences, social sciences, law, economics, history, engineering, biomedical and
environmental sciences, and public policy contribute to global health.
Potentially the first of its kind offered in Canada for undergraduate medical students, the
proposed certificate of proficiency in global health builds on two College of Medicine accredited
global health courses (CHEP 402.3 and 412.3), the long-standing Training for Health Renewal
Program in Mozambique, SWITCH, SEARCH, and the award-winning Making the Links program.
This proposed certificate of proficiency will encourage and recognize students who
demonstrate the interest and commitment to further develop competencies in global health.
The certificate will also be of benefit to the College of Medicine, the University of
Saskatchewan, and the broader health care community. This initiative has the potential to
increase inter-professional partnerships by expanding in time to include other health science
undergraduate and graduate students.
The structure of the proposed certificate is modeled on Making the Links. Currently, students
involved in this two-year program commit to three rigorous and distinctly different practicum
experiences (inner city, northern Saskatchewan, and rural Africa), and additional course work
and foreign language learning over and above the undergraduate medical program. Over the
course of their undergraduate medical education, students taking the proposed certificate will
also require (a) a second course in global health, (b) a Capstone seminar, (c) a course related to
Aboriginal health, and (d) an elective with a global, international or inter-cultural focus from a
discipline other than medicine.
Capitalizing on the existing expertise and resources within the College of Medicine, and
building on the capacity and reputation of Making the Links, the development of a certificate
program is a timely and appropriate way to recognize and institutionalize global health as an
important area of medical education. Historically, approximately twelve students per year have
competed for six seats in Making the Links. In the next five years enrolment in the College of
Medicine will increase from 80 to 100 students. With an increased urgency regarding global
health, it is projected that six seats per year will be insufficient to meet growing demands.
This certificate aligns with several, if not all, current major initiatives at the University of
Saskatchewan (Globalism and the University of Saskatchewan, The Learning Charter,
Foundational Document on Outreach and Engagement, Second Integrated Plan, student and
faculty participatory and applied research, and two thematic headings identified in the Second
Planning Cycle document (Foster an Engaged University, Innovate and Focus) as well as the
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College of Medicine’s Social Accountability platform and global health initiatives from the
regulating bodies in the medical community. By supporting this certificate, the University
demonstrates its on-going commitment to international and innovative programming.
3. RATIONALE FOR THE PROGRAM
3.1 Program Background
As indicated earlier, the vision, impetus, and rationale for the proposed certificate in global
health grew out of a number of innovative and interconnected College of Medicine faculty
initiatives as well as student enthusiasm, interest, and initiatives.
The College of Medicine’s Department of Community Health & Epidemiology has for many
years offered two accredited, interdisciplinary global health courses (CHEP 402.3 and 412.3).
These courses include the theoretical and academic underpinnings of global health. As well,
CHEP 402.3 includes a community service learning component and CHEP 412.3 an international
immersion experience in Nicaragua and a Spanish language requirement. These courses have
been in great demand—medical and health sciences students frequently going above and
beyond the requirements of their degree to take part in them. CHEP 402.3, for example, has
had an average of 20 students per course with over 20 applicants turned away each year.
Alongside these courses, a five-module orientation program, including sessions on crosscultural awareness and risk management, was developed for students participating in
international global health learning experiences.
The Training for Health Renewal Program (THRP) in Mozambique has been supported by the
College of Medicine for many years. Rooted in health promotion and community development
approaches, the CIDA-supported project prepares health workers in underserved areas in rural
Mozambique. The program provides 6-week clinical and community-based health learning
opportunities for medical, as well as for some other health sciences students. Although these
have been mentored, and often transformative, global health service learning experiences,
students have not received credit for them.
The Student Wellness Initiative Toward Community Health (SWITCH), an inter-professional,
student-run clinic located in Saskatoon’s inner city, was initiated and established by students in
2005. SWITCH has offered students opportunities to engage in global health locally. SWITCH
exposes health sciences students to social determinants of health, to the importance of the
community in various settings, and to front-line clinical work in an underserved area.
The Student Energy in Action for Regina Community Health (SEARCH), an inter-professional,
student-run clinic located in Regina’s North Central community, was initiated and established
by students with a vision for helping people live healthier lives through accessible, appropriate,
and available after-hours primary health care services.
Responding to the growing student interest in global health, and building on the global health
courses 402.3 and 412.3, THRP, SWITCH, SEARCH, and the expanded understanding by
medical colleges across Canada of the importance of global health in medical education, the
innovative Making the Links program was conceived. The College of Medicine has been running
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the Making the Links program since 2005. This has been a hugely popular program giving small
cohorts of students a broad and intense set of experiences in aboriginal, rural, inner city, and
global health through seminars, didactic lectures, and practical service learning opportunities in
remote northern communities in Saskatchewan, inner city, and rural Africa.
3.2 Program Objectives
The goal of the proposed Certificate in Global Health program is to ensure that graduating
medical students have a comprehensive, recognized and accredited opportunity to acquire the
knowledge, skills and attitudes to help them work competently with marginalized under-served
communities locally and globally.
This certificate program provides an opportunity for participating undergraduate medical
students to meet the following learning goals:
 To increase awareness of links between local and global health issues;
 To foster increased community involvement and global citizenship;
 To increase cultural sensitivity of health care providers;
 The development of advanced competencies in global health for medical students as
listed in the Association for Faculties of Medicine of Canada (AFMC), Global Health
Education Consortium—Global Health Resource Group document under the following
major headings:
• Global Burden of Disease
• Health Implications of Migration, Travel and Displacement
• Social and Environmental Determinants of Health
• Globalization of Health and Healthcare
• Healthcare in Low-resource Settings
• Health as a Human Right and Development Resource
This initiative will also meet the following operational goals to improve program resources:

To formalize and increase the profile of current global health education, research and
training at the University of Saskatchewan;

To increase the national profile of the University as providing excellence in global
health training through a recognized certificate program;

To attract and recruit students interested in an engaged, socially accountable medical
school with an optional accredited program in global health studies;

To support the College of Medicine’s commitment to social accountability;

To sustain funding for the certificate program through program and student tuition
fees;

To ensure the quality and adequate supervision in international practicum sites by
establishing protocol and procedures for safe international engagements.
This initiative has the potential, in time, to be made available to other health science students
and/or become a graduate level program.
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3.3 Rationale for the Proposed Certificate Name
To capitalize on the award-winning origins and legacy of Making the Links and highlight the
credential opportunity with a university recognized certificate, the proposed name for this
certificate is the Making the Links Certificate in Global Health.
“Global” was decided on over “international” as the students will be engaged in remote and
under-served areas of Saskatchewan as well as international locations. “Global health” differs
from “international health” both conceptually and by definition. Global Health relates to health
issues and concerns that transcend national borders, race, ethnicity and culture. The term
stresses the commonality of health issues and the need for collective (partnership-based)
action. International Health, on the other hand, relates more to health practices, policies and
systems in countries other than one’s own and stresses more the differences between countries
than their commonalities. It is a concept more focused on bilateral foreign aid activities than on
collective action, to disease control in poor countries, and to medical missionary work (Global
Health Education Consortium).
3.4 Need for the Program
The College of Medicine recognizes the disparities in health and development that exist within
communities here and elsewhere in the world and is committed to preparing its students to
work in socially accountable ways to decrease these inequalities. Physicians who (a) have global
perspectives and experiences concerning the rapid transmission of disease, (b) understand and
take action on the social determinants of health, and (c) reflect critically on ethical issues and
strategies necessary to support equitable engagement in low-resource settings often in the
Global South, but also in our local communities, are best able to help those affected by the
unequal burden of illness—locally and globally.
The Association of Faculties of Medicine in Canada (AFMC)’s document The Future of Medical
Education in Canada (FMEC): A Collective Vision for MD Education (2010) indicated ten
recommendations for medical education programs. Several of the recommendations
specifically address global health and are directly addressed through this proposed certificate
program:

Provide students with opportunities to learn in low-resource and marginalized
communities as well as international settings. To emphasize student and patient safety
in a socially and ethically accountable framework, students should experience adequate
training and preparation prior to working in these communities and should have
adequate support throughout.

Teach learners how to look at individuals in the context of their environments, think
about both patient-doctor and population-doctor relationships, and identify patients
who are part of “at-risk” populations.

Create opportunities for early and extensive learning in a variety of community settings,
including longitudinal and integrated clerkships.
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
Encourage generalists with a focus on comprehensive family medicine

Base MD education primarily on the development of core foundational competencies
and complementary broad experiential learning. In addition to pre-defined curriculum
requirements, MD education must provide flexible opportunities for students to pursue
individual scholarly interests in medicine.
3.5 Demand for the Program
1. Student Demand
Every year an increasing number of students in the College of Medicine participate in a variety
of international health-related learning experiences. In 2009 approximately 20 students spent
part of their summer abroad. This year 26 students went to 16 different countries, mostly in the
Global South, to engage in clinical, research or community-based learning activities.
To date, up to 10-12 students have competed annually for six spots in Making the Links. With (a)
the growing awareness and focus on global health and social accountability by the medical
community and other influential organizations and (b) increased enrolments in Medicine (from
60 to 80 and then 100), we anticipate student demand will increase.
Currently, participation in Making the Links (as is the case with most other international learning
experiences) is not recognized on graduating students’ transcripts. Students have indicated
that they want recognition for this commitment. Having a recognized credential is of benefit to
students in a variety of ways.
2. Medical Education Requirements
As indicated earlier, there is growing emphasis on social accountability, experiential and service
learning, and global health by the medical education community and regulating bodies. There
is also an increased recognition that international learning experiences for students require
long-term reciprocal relationships and accompanying global health curricula that does not only
include bio-medical content, but also includes awareness of social determinants of health and
health inequities.
3. University support for and encouragement of global initiatives.
The University recognizes the importance of offering opportunities for students to become
more globally aware. This certificate program will be an attractive feature for forward-thinking
students applying from out of province. As well, this certificate demonstrates another
innovative initiative offered by the University of Saskatchewan that distinguishes our institution
from other accredited undergraduate medical education programs. This is potentially the first
undergraduate medical certificate in global health being offered in Canada.
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3.6 Uniqueness and Expertise of the Sponsoring Unit
Uniqueness
Several institutions offer global health education at the graduate level. A recent search
indicated undergraduate global health certificate programs are offered at Princeton and Duke
universities, but there were no listings for other Canadian universities. This is definitely an
opportunity to offer a unique program in Canada that will (a) engage students in global health
in their first year of medical education; (b) begin building competencies from the onset of their
physician training; and (c) connect local community experience with global health experience.
Expertise
The College of Medicine has a long-standing and active Global Health Committee, which
oversees various programs and initiatives, such as the Global Health Speakers Series and
various bursary programs for students and faculty involved in global health activities. The
College has a considerable number of faculty members engaged in international research,
service and teaching activities in various countries (including Nicaragua, India, China, South
Africa, Congo), and is home to the University’s flagship international Training for Health
Renewal Program in Mozambique. The College has expertise in inner city, Aboriginal, and
northern health. The College is an active participant in international initiatives at the University,
and as noted earlier, already offers two courses in global health and has included the basic
elements of global health into its core curriculum.
3.7 How this Proposal Relates to the Department/College Plans, Systematic
Program Review (SPR), Other Recommendations
3.7.1 University of Saskatchewan
As indicated earlier, the University of Saskatchewan’s Learning Charter indicates Core Learning
Goals for graduates. The certificate in Global Health offers opportunities for Discovery,
Knowledge, Integrity, Skills, and Citizenship. In this program students will be encouraged and
provided with opportunities to learn actively, think broadly, act ethically, and engage
respectfully. Instructors and facilitators will have the opportunity to exemplify learning, teach
effectively, assess fairly, and solicit feedback. The Institution, in supporting this certificate, is
providing opportunities, ensuring quality, building environments, and supporting learning for
students.
Additionally, this certificate program will also foster greater awareness of and participation in
international activities, enhance the international content of curricula, increase participation in
international student mobility programs, and strengthen support systems for students and
faculty engaged in international activities, all indicted in the foundational document Globalism
and the University of Saskatchewan.
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College of Medicine
The development of a global health certificate is part of the approved College of Medicine’s
Second Integrated Plan. The College of Medicine is involved in a number of initiatives that
support the development of a Certificate in Global Health through participation in universitycommunity partnerships that incorporate international and interdisciplinary health
programming.






Global Health Committee
Making the Links
CHEP 402.3 and 412.3
THRP
SWITCH
SEARCH
Student Global Health Initiatives
a) Health Everywhere
Health Everywhere is a multi-disciplinary group of students and professions dedicated to
improving access to health care while addressing its broader determinants. Through clinical,
educational, research and outreach programs, they seek to provide opportunities for students
and health professionals to better serve, both locally and internationally, those presently
neglected. They work to establish initiatives that are community driven and sustainable,
building on the strengths to provide meaningful change. Recent activities included: Global
Health Speaker Series, World AIDS week, Make Poverty History coalition council, HE/Child
Hunger and Education Program (CHEP) fundraising dinner.
b) Global Health Research Interest Group
An interdisciplinary Global Health Research Interest Group comprised of faculty and students at
the U of S was formed in February 2005 in response to a growing interest in international health
research. It became a ratified student group within the Graduate Students’ Association later
that year. The group seeks to build student and faculty capacity to engage in global health
research, through information sharing, advocacy, education, and by supporting and
strengthening student and institutional relationships locally and internationally. The group
encourages both faculty and student involvement and has hosted two half-day forums
highlighting global health research at the U of S.
c) Aboriginal Rural & Remote Health Group (ARRHG)
The objectives of ARRHG are to provide professional/educational opportunities related to
Aboriginal, rural, and remote health through experiential learning; outreach to
rural/remote/Aboriginal students to promote careers in the health sciences; and facilitate peer
education on various interdisciplinary health issues, with a focus on issues most relevant to
working with rural/remote/Aboriginal populations.
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d) The Student Wellness Initiative Toward Community Health (SWITCH)
As one of the first steps to becoming a socially accountable physician, under the umbrella of
Making the Links, students serve in an urban underserved community in Saskatoon. This
exposes students to the determinants of health and the importance of community in various
settings.
e) The Student Energy in Action for Regina Community Health (SEARCH), an inter-professional,
student-run clinic located in Regina’s North Central Community, was initiated and established
by students with a vision for helping people live healthier lives through accessible, appropriate,
and available after-hours primary health care services.
3.7.2 National and International Organizations
Association of Faculties of Medicine in Canada, Resource Group on Global Health
The AFMC Resource group on Global Health seeks to address curriculum needs within the
Canadian medical schools programs, as they relate to global health. It received official group
status in the AFMC in June 2005 and is currently developing a set of core competencies in global
health for medical students. The University of Saskatchewan has representation within this
group.
Since its inception in September of 2008, the Committee has completed an inventory of 199
global health websites and a comprehensive literature search of global health curriculum
content. Based on this background research, and after multiple conference calls, six major
global health subject areas appropriate for all medical students were identified. These areas
are:
• Global Burden of Disease
• Health Implications of Migration, Travel and Displacement
• Social and Environmental Determinants of Health
• Globalization of Health and Healthcare
• Healthcare in Low-resource Settings
• Health as a Human Right and Development Resource
Within each of these major themes the joint Committee has identified basic knowledge,
attitudes, and skills necessary for medical students to be competent in global health, as well as
those advanced skills and knowledge suitable for students interested in moving beyond the
global health basics. The proposed certificate addresses the advanced set of core
competencies.
The Royal College of Physicians and Surgeons
The Royal College of Physicians and Surgeons has stipulated that practicing physicians integrate
core competencies into their practice. The CANmed Competencies are: Medical Expert,
Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional.
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This proposed certificate programs addresses these areas with the following objectives:
1. To increase awareness of global health issues among health care trainees and develop
effective advocacy skills. (Advocate)
2. To introduce healthcare trainees to management skills necessary for the planning,
development, and administration of a range of programs, health system components, and
complex humanitarian emergencies. (Manager)
3. To augment participants’ knowledge of diseases and syndromes affecting global
communities and develop their skills in managing patients in challenging circumstances and
with limited resources. (Medical expert—medicine)
4. To familiarize trainees with goals and means of public health interventions, including
population health assessment, health promotion, health protection, health surveillance, and
disease and injury prevention for application in Canada and abroad (Medical expert—public
health)
5. To enhance trainee communication skills with patients, colleagues and others in the settings
of language and cultural barriers; and to enhance trainee’s ability to share knowledge, teach,
and build local capacity. (Communicator)
6. To help participants understand the roles of community groups, health service providers,
faith groups, governments and other non-governmental organizations and to facilitate
collaboration with these groups. (Collaborator)
7. To supplement trainee’s ability to access and contribute to relevant literature and apply it to
the global context, and to encourage appropriate and ethical research with the goal of
improving community health. (Scholar)
8. To develop trainee competence in identifying and resolving ethical dilemmas encountered in
the practice of medicine internationally, and provide framework for ensuring professional
behaviour in challenging environments. (Professional)
College of Family Physicians of Canada
The purpose of CanMEDS-Family Medicine (CanMEDS-FM) is to guide curriculum and to form
the basis for the design and accreditation of residency programs. Its ultimate goal is to improve
patient care and to ensure that postgraduate training programs in family medicine are
responsive to societal needs. CanMEDS-FM retains the Four Principles of Family Medicine by
integrating them into the appropriate CanMEDS-FM roles.
This proposed certificate programs addresses these areas with the following objectives:
1. To increase awareness of global health issues among participants and develop effective
advocacy skills. In addition, to implement health promotion and disease prevention policies and
interventions for individuals, families and community being served (Advocate)
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2.To build on and enhance management/leadership skills necessary for planning, development,
implementation and administration of a broad range of programs, resources for the health
system and complex humanitarian emergencies (Manager).
3. To augment knowledge of diseases and syndromes affecting patients and families within the
context of their communities, and their ability to use a patient-centred clinical method
effectively (Family Medical Expert)
4. To enhance communication skills, facilitate the doctor-patient relationship and the dynamic
exchanges that occur with patients, colleagues and others with cultural differences and in
challenging situations; and, to enhance the ability to engage in mutual learning, share
knowledge, and build local capacity. (Communicator)
5. To facilitate better understanding of the roles of patients, families, communities, healthcare
teams, other health professionals, and community-based organizations in achieving optimal
care at the local, region, national and international levels. (Collaborator)
6. To model a commitment to life long and reflective learning; as well as, the creation,
dissemination, application and translation of knowledge. In addition to this, to encourage
appropriate and ethical research with the communities being served with the goal of
improving their health and well-being. (Scholar)
7. To further enhance commitment to health and well-being of individuals and society through
ethical practice, profession-led regulation, and high personal standards of behavior in less
than optimal environments. (Professional)
Canadian Coalition for Global Health Research
The Canadian Coalition for Global Health Research is a Canadian NGO that promotes and
supports better and more equitable health worldwide by: 1) mobilizing greater Canadian
investment in global health research; 2) nurturing productive partnerships among Canadians
and people from low- and middle-income countries; and 3) turning research into action. Many
Global Health Committee members are also members of this organization.
People’s Health Movement
The People’s Health Movement is a worldwide movement of groups and individuals working
toward the goal of health for all. The Global Health Committee has hosted a forum with the
Movement’s Secretariat and encourages members to learn more about their worldwide primary
health care campaigns online.
3.8 Response to Cross-College and Planning Committee of Council Consultations
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4. Description of Program Characteristics
4.1 Program Syllabus
1. Global Health 1 (Appendix A)
2. Global Health 2 (Appendix A)
3. NURS483: Cultural Diversity and Aboriginal Health (or equivalent) (Appendix A)
4. One course from a discipline other than medicine that has a global, international or
inter-cultural focus. Examples of University of Saskatchewan courses that meet these
criteria are provided. (Appendix A)
5. A first year course in second language training through appropriate accredited
language learning center or evidence of proficiency in a second language relevant to
the country of the international practicum.
6. Fifteen shifts at an inner city student-run clinic such as SWITCH (Saskatoon) or SEARCH
(Regina). (Appendix B)
7. A 6-week service learning practicum in a low-resourced, under-served, rural, remote
Saskatchewan setting. (Appendix B)
8. A 6-week service learning practicum in a low-resourced, under-served, University of
Saskatchewan-approved international setting. (Appendix B)
4.2 Program Description
Year 1




Global Health 1 (Term 2)
NURS483: Cultural Diversity and Aboriginal Health (or equivalent) (Term 2 or Spring
Session)
A 6 week practicum in an low-resource rural, remote health setting (July-August)
SWITCH (Saskatoon) or SEARCH (Regina) (On-going)
Year 2




Global Health 2 (Term 1)
Training through appropriate accredited language learning center or evidence of
proficiency in the main language of the international practicum (Flexible)
A 6 week practicum in an low-resourced University of Saskatchewan approved
international service learning opportunity (Could also be taken in Year 3-4) (June-July)
SWITCH (Saskatoon) or SEARCH (Regina) (On-going)
Year 3-4
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Making the Links: A Certificate in Global Health


Capstone Seminar (September, following final practicum)
SWITCH (Saskatoon) or SEARCH (Regina) (On-going)
At any time students must also complete an additional 3-credit course as outlined in Appendix
A. See item 4 above. (Flexible)
4.3 Draft Calendar Entry
The Certificate in Global Health is a comprehensive, accredited program that prepares students
with the knowledge, skills and attitudes to help them work competently with marginalized
under-served communities locally and globally. Requirements include course work, a second
language, and three practica—inner-city, northern, and international. Rich in interactive,
experiential, and didactic learning opportunities, this is currently the only undergraduate global
health certificate in Canada.
4.4 Program Evaluation and Performance Measures
The Certificate of Global Health will be evaluated on the following measures of success:
o
o
o
o
o
o
o
o
o
o
The number of students in the program
Increased number of students applying to for admission to the College of Medicine
because of their interest in global health
Increased recruitment and support of faculty specializing in global health
Increased number of students who remain involved in community/global health
organizations after graduation
Increased number of students pursuing graduate level work in global health
Increased national visibility of global health programs at the University of
Saskatchewan
Increased awareness of links between local and global health issues among graduates
of certificate program
Increased faculty global health awareness and knowledge
Increased knowledge and skills in core competencies in global health for medical
students
Increased opportunities for the College of Medicine students and faculty to collaborate
with other health science units at the University and with communities off campus.
Data will be collected through surveys, interviews and focus groups.
5. RESOURCES
5.1 College of MEDICINE Statement
5.2 Department of Community Health and Epidemiology Statement
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Making the Links: A Certificate in Global Health
6. BUDGET
6.1 Budget Requirements for Global Health Certificate
This budget was prepared in consultation with financial officers of the College of Medicine
NOTE: Many of the costs indicated for this program currently exist in Making the Links.
Students are already linked into the University system. There may be new one time costs when
new practica sites are required to meet student demand for the program.
Expenditures
2010-11
10
students
2011-12
10
students
2012-13
15
students
32,336
32,336
32,336
14,924
14,924
14,924
23,076
28,846
28,846
Personnel
Faculty Program
Coordinator 1
0.25 FTE
Faculty Practicum
Preceptor – N. Sask 2
6 week
Faculty Practicum
Preceptor International2
6 week
Administrative
Coordinator 3
0.25 FTE
Program Secretary 4
0.25 FTE
20,607
20,607
20,607
13,603
13,603
13,603
9,000
9,000
9,000
17,000
17,000
25,500
5,000
5,000
7,500
Preceptor travel
International
Saskatchewan
3,000
1,500
3,000
1,500
3,000
1,500
Preceptor per diem 8
International
Saskatchewan
1,825
2,009
1,825
2,009
1,825
2,009
Community Liaison
Coordinator stipend 5
Non-salary
expenditures
Student food and
accommodation 6
Student field travel and
logistical support 7
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Making the Links: A Certificate in Global Health
Office expenses 9
Total
1,000
1,000
1,000
144,880
144,880
155,880
Notes:
1
Faculty Program Coordinator. This faculty position uses the current U of S position valuation
of $129,343 at .25 FTE. Duties include: leadership and accountability for the program in the
College of Medicine; representation of the program to external agencies including practicum
sites; teaching of one of the core classes per year; student monitoring and advising.
2
Faculty Practicum Preceptors. Two on-site faculty preceptors are required to accompany and
instruct students during two practica per year (Northern Saskatchewan and International sites).
The Northern Saskatchewan Preceptor is remunerated as a non-clinician using the current U of
S position valuation of $129,343 per year, pro-rated for a 6-week period. The International
Preceptor is remunerated as a Family Medicine clinician using the current College of Medicine
rate of $200,000 per year, pro-rated for a 6-week period. Duties of each preceptor include: onsite instruction of one of the practicum courses; monitoring of student progress and evaluation
of students; interaction with field site personnel and local problem resolution. As the program
matures, it is hoped that the capacity of local preceptors will be built so that they could take on
these roles.
3
Administrative Coordinator. ASPA Phase 2 Managerial valued at $70,451 full-time + 17%
benefits, pro-rated to .25 FTE. Duties include: overall administrative responsibility for the
program; budget management; program marketing and communication; routine
communication with personnel in the practicum sites and students when on their practicum;
routine student monitoring and advising.
4
Program Secretary. CUPE Phase 4 valued at $3875 per month plus 17% benefits, pro-rated to
.25 FTE. Duties include: routine secretarial support for the program; establishment and
maintenance of student files; routine communication on behalf of the program under the
direction of the faculty and administrative coordinators.
5
Community Liaison Coordinator. Stipend of $1500 per year for the local field coordinator in
each of three northern Saskatchewan and three international community sites. The
Coordinator will assist with local issues including: arrangements for accommodation, meals,
and linkage with community leaders, community groups and members; provide cultural
training; be a resource for students; in international sites, provide translation service.
6
Student food and accommodation. Based upon the recent experience of the Making the Links
program six week practica: in northern Saskatchewan, $1000 per student for 10 students =
$10,000; in Mozambique (or other international sites), $700 per student for 10 students = $7000.
In 2012-13 for 15 students, northern Saskatchewan = $15,000, international sites = $10,500.
7
Student field travel and logistical support (International site only). Based upon the recent
experience of the Making the Links program six week practica in Mozambique (or other
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Making the Links: A Certificate in Global Health
international sites): $500 per student for 10 students = $5000. For 2012-13 for 15 students =
$7,500.
8
Per diem based upon U of S rates for Mozambique (International practicum: $37.24 per day x 7
weeks) and Saskatchewan (Northern Saskatchewan practicum: $41.00 per day x 7 weeks).
9
Office expenses: stationery, telephone, fax, photocopy and courier charges.
6.2 Budget Considerations
Potential revenue includes tuition, alumni contributions, and the Saskatchewan Medical
Association (SMA). The Office of the Registrar proposes tuition of $3000 for the entire program.
The SMA currently provides $27,000 per year toward Making the Links. The Association may
consider extending this funding to support the Global Health Certificate program.
There is no existing precedent for an undergraduate global health certificate or a certificate at
any level that includes as extensive practica opportunities as does this certificate. The cost per
student is approximately $15,000 estimating an intake of 10 students per year and $11,000 per
student with 15 students in 2012-13 and thereafter. Tuition and travel/living costs during the
practica will be the responsibility of the individual student.
There is an existing travel awards program available to students participating in international
learning experiences. These will be available to students in this certificate program to offset
travel and living costs.
Presently the Making the Links budget is $ 11,000 per student. This is paid for by the College of
Medicine and a grant from the Saskatchewan Medical Association.
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Making the Links: A Certificate in Global Health
7. Support
LETTERS OF SUPPORT
7.1 P.R. Butt, MD CCFP(EM), Medical Director
7.2 Gerri Dickson, Professor, College of Medicine, Director, Training for Health Renewal
Program
7.3 Thomas B. Wishart, Special Advisor on International Initiatives
7.4 Arlene Kent-Wilkinson RN, BSN, MN, PhD, Associate Professor, College of Nursing,
University of Saskatchewan
7.5 Carole Courtney, SWITCH Coordinator
Support: List any issues that were discussed at both the Department and College
levels in preparing the proposal. Include internal and external stakeholders’ actual
letters and memos letters of support.
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Making the Links: A Certificate in Global Health
NORTHERN MEDICAL SERVICES
404, 333 – 25th Street East
Saskatoon, SK S7K 0L4
Phone: (306) 665-2898
Fax:
(306) 665-6077
Website: www.northerndocs.com
Email: butt.nms@sasktel.net
September 17, 2010
Dr. Ron Siemens
Global Health Initiative
College of Medicine
University of Saskatchewan
Dear Dr. Siemens:
RE: Global Health Certificate
On behalf of Northern Medical Services, I would like to strongly endorse the Global
Health Certificate proposal. Such a program serves to not only attract students with
a personal commitment to social accountability, but also nurtures, develops and
focuses their passion in a manner that will inform and influence the practice of
medicine throughout their professional career. Evaluations from the "Making The
Links" students’ northern experience reflect the impact this program has on both
their personal and professional development. It clearly creates an exceptional
learning environment that both challenges and inspires.
A number of the MTL students have indicated a strong desire to enter Family
Medicine and provide care to the underserved, if not through Northern Medical
Services then through a combination of rural, remote and/or international service.
I applaud the initiative, commitment and thoughtfulness evident in the development
of the Global Health Certificate. I strongly believe that it will both attract and
develop a unique cohort of medical students who will make a difference in the lives
of the underserved through their professional practice. Our communities need
physicians with this type of training, and it is clear that it is an experience desired
by many students. Please make it happen.
Sincerely,
P.R. Butt, MD CCFP(EM)
Medical Director
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Making the Links: A Certificate in Global Health
TRAINING FOR HEALTH RENEWAL PROGRAM
UNIVERSITY OF SASKATCHEWAN
501 -121 Research Drive
Saskatoon, Saskatchewan
S7N 1K2
TELEPHONE: (306) 966-7933
thrp.program@usask.ca
FAX: (306) 966-1667
August 23, 2010
To whom it may concern:
This letter is to support the College of Medicine’s proposal for a Global Health
Certificate Program.
As Canadian Director of the University of Saskatchewan’s Training for Health Renewal
Program (THRP), I am pleased to be part of the growing interest by students and faculty
in being an active part of a global community. Over the years in Mozambique, we have
hosted over 70 U of S students, as well as faculty, staff and graduates. Many of their
efforts could be framed into a systematic, progressive and credited learning path.
Formalizing learning in this Global Health Certificate Program will shape career
directions and assist in producing a new generation of professionals who can become the
future leaders in projects such as THRP. U of S will be known for its cutting edge
academic and field preparation in this important area.
On behalf of the Canada-Mozambique project team, I lend my full support to this
important proposal.
Sincerely,
Gerri Dickson
Professor, College of Medicine
Director, Training for Health Renewal Program
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Making the Links: A Certificate in Global Health
March 22, 2016
Louise Buhler,
College of Medicine.
Dear Louise:
I am very pleased to write in support of the Global Health Certificate. I realize
this letter does not come in time to present it at the meeting of the College of
Medicine’s Budget and Planning Committee, but hope it can be helpful
elsewhere.
I met with Bruce Reeder last spring to learn about the certificate and, this
summer, met with Jim Greer and Sheryl Mills who provided me with an update
and a description of the involvement and support of the Gwenna Moss Centre.
Given the increasing importance of globalization in all its aspects, the Global
Health Certificate is a welcome addition to the Uof S recognitions of
accomplishment of our students. It will serve as a nice accompaniment to the
International Certificate currently being developed by the International Activities
Committee of Council in collaboration with the Gwenna Moss Centre and the
Department of Political Studies.
This sort of initiative matches exactly the vision expressed in Globalism and the
University of Saskatchewan: the Foundational Document for International
Activities at the University of Saskatchewan and the recommendations made
in the Implementation Plan for the foundational document. It will encourage our
students to participate in international activities and be helpful, in the long run, in
providing them with an international perspective they might otherwise not gain.
I strongly support the Global Health Certificate and wish you and your colleagues
great success in promoting it.
Sincerely,
Thomas B. Wishart,
Special Advisor on International Initiatives
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Making the Links: A Certificate in Global Health
___________________________________________
College of Nursing
107 Wiggin Road,
Saskatoon, SK, S7N 5E5
(306) 966-6897
September 27, 2010
Louise Buhler
Chair, Global Health Committee
College of Medicine
B103 Health Sciences
107 Wiggins Road
Saskatoon, Saskatchewan
Canada, S7N 5E5
Re: Support Letter for College of Medicine’s
Global Health Certificate program
Dear Louise Buhler,
I am pleased to provide a letter of support for the College of Medicine’s
initiative for a Certificate in Global Health.
As a faculty member in the College of Nursing and a member of the
Global Health Committee for Nursing, we feel privileged that one of our
multidisciplinary online undergraduate courses N483.3 Cultural diversity
and Aboriginal health will be a required course in your Global Health
Certificate Program. This course covers a wide range of topics related to
Aboriginal health issues relevant to the GHC program and the northern
practicum. It provides students with the theoretical basis for the
systemic examination of the cultural contexts of health.
We are impressed that the College of Medicine has seized the opportunity
to offer a unique undergraduate program to engage students in global
health; begin building competencies from the onset of clinical training;
and, connect local community experience with global health experience.
This certificate program will no doubt foster greater awareness of and
participation in international activities; enhance the international
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Making the Links: A Certificate in Global Health
content of curricula; increase participation in international mobility
programs; and, strengthen support systems for students and faculty
engaged in international activities, all indicated in the foundational
document Globalism and the University of Saskatchewan.
Sincerely,
Arlene Kent-Wilkinson RN, BSN, MN, PhD
Associate Professor, College of Nursing
University of Saskatchewan,
cc.
Lorna Butler RN, PhD
Dean, College of Nursing
cc.
Marlene Smadu, RN, EdD,
Associate Dean,
Southern Saskatchewan Campus and International Student Affairs,
College of Nursing, University of Saskatchewan
Chair, Global Health Committee (Nursing)
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Making the Links: A Certificate in Global Health
1528 20th Street West
Saskatoon, SK S7M 0Z6
(306) 956-2518
Fax: 934-2506
student_clinic@yahoo.ca
www.switch.usask.ca
June 29, 2010
To Whom It May Concern:
I am pleased to provide this letter in support of the College of Medicine’s curriculum
change to include the Making the Links: A Certificate in Global Health. This more
formalized approach to the already successful Making the Links program will allow for
increased student participation in both Making the Links (MTL) and the Student Wellness
Initiative Toward Community Health (SWITCH) one of Canada’s only student managed
primary health care centres. It would allow the program to qualify as an academic
certificate that students could include in their curriculum vitas, which would be a
wonderful acknowledgement of their commitment to global health both locally and
internationally.
This curriculum change would satisfy the College’s desire to institutionalize the MTL
program thus furthering the University of Saskatchewan’s position as a leader in both
social accountability and global health education in Canada and would satisfy the need
to accommodate the increasing interest from medical students in global health
experiences.
SWITCH would certainly benefit from the fact that students who become a part of the
new certificate program would be required to volunteer at SWITCH over the course of
their undergraduate medical degree as well as being required to serve on the Board or
one of SWITCH’s functional committees. These experiences would offer students the
opportunity of improving their understanding of the social determinants of health, which
would ultimately contribute to the improvement of our health care system.
Community service and experiential learning are becoming increasingly important as a
way for students to gain both practical knowledge and experience.
The
acknowledgement of those experiences is of equal importance and we support your
efforts to make those improvements to what is already an outstanding medical
curriculum at the University of Saskatchewan.
Sincerely,
Carole Courtney
SWITCH Coordinator
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Making the Links: A Certificate in Global Health
Support: List any issues that were discussed at both the Department and
College levels in preparing the proposal. Include internal and external
stakeholders’ actual letters and memos letters of support.
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Making the Links: A Certificate in Global Health
APPENDIX A
COURSE REQUIREMENTS AND DESCRIPTIONS
In addition to the undergraduate medical curriculum, four 3-credit classes are required
for this certificate:
1. Global Health 1 (first year);
2. Global Health 2 (second year);
3. NURS483: Cultural Diversity and Aboriginal Health (or equivalent) (first year);
and
4. One course from a discipline other than medicine that has a global, international
or inter-cultural focus. Examples of University of Saskatchewan courses that
meet these criteria are included.
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Making the Links: A Certificate in Global Health
1) GLOBAL HEALTH 1
Course Aim: This survey course provides an introduction to ways of critically understanding and acting
on key issues affecting the health of disadvantaged peoples locally and globally. By combining critical
analyses of health and development concepts and theories with hands-on practice in community
organizations, this course helps students understand links between global and local health issues, and
foster their active involvement in communities as informed global citizens.
Course Description: Through active and participatory learning, students enrolled in Global
Health 1 explore issues affecting personal, community and global health development both
overseas and locally. Concepts such as determinants of health, globalization and health, and
participatory strategies and actions for enhancing well-being are introduced along with related
aspects of gender, power, ecology, education, indigenous health, social movements, and
foreign aid. Students volunteer with community-based organizations throughout the term.
Learning Objectives
Students will be able to:
1. Explain how major socio-political-economic factors impact social determinants of health.
Factors include: conflict, debt, and inequitable distribution of wealth.
2. List key areas for action to impact social determinants.
3. Describe barriers to health care access such as economic barriers, gender roles, social norms
and provider acceptability.
4. Explain the impact of change in population growth, unsustainable and inequitable resource
consumption and migration/urbanization on the environment and climate and how these
changes affect health.
5. Discuss the development of a community participatory action research program in a lowresourced area.
6. Explain a public health effort to address housing, malnutrition, infectious diseases,
inadequate water and sanitation.
7. Compare and contrast the implicit and explicit roles of major multinational organizations
such as WHO, UNICEF, UNAIDS, the Global Fund as in providing healthcare in low-income
settings.
8. Identify positive and negative consequences of international aid on the long-term planning,
stability and healthcare system sovereignty of low and middle-income nations.
Evaluation (Pass/Fail)
Concept Dictionary
Global Health Issues Group Assignment
Community Experience Project and Presentation
Class Participation
25%
15%
45%
15%
Pass requirement
60%
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Making the Links: A Certificate in Global Health
Course Outline
WEEK
TOPIC
Population Health Promotion/Social Determinants of Health
Concepts: health, health promotion, population health, “Ottawa
Charter”, social determinants of health.
Globalization, Health and Development
Concepts: WTO, globalization, trade liberalization, privatization,
Structural adjustment policies (SAPs), Poverty Reduction Strategy
papers (PRSPs).
Inequality, Equity and Power
Concepts: equity, inequality, empowerment.
FORMAT
Lecture,
Discussion
Gender, Community Health and Development
Concepts: sex, gender, GAD
Participatory Approaches to Learning Transformative learning
Concepts: participation, transformation, growth-centered or
transformative learning.
Seminar
Community Based Primary Health Care
Concepts: Primary Health Care, T.B.A., community
health promoter, community-based programs.
Concepts: community-based research, participatory action
research.
Seminar
Case studies
Health for All
(Continued discussion on Role of Primary Care in health systems).
Seminar
Discussion
Community Based and Participatory Research in Global Health
Concepts: community-based research, participatory action
research
Seminar
Clinical, Public Health and Research Ethics in the Global Context
Concepts: ethics in low resource settings, cross cultural ethics
Seminar
9
Cross Cultural Communication
Concepts: cultural safety, communication opportunities
Seminar
10
Program Planning and Capacity Building
Concepts: capacity building, program planning
Seminar
11
Building Culturally relevant Educational projects
Concepts: learning styles, cultural learning practices
Seminar
12
Personal Preparation for Field Work, Presentations
Summary
Seminar
1
2
3
4
5
6
7
8
13
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Seminar
Seminar
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OCTOBER 28, 2010
Making the Links: A Certificate in Global Health
2) GLOBAL HEALTH 2
Course Aim: This course aims to critically engage students in global health care challenges and
issues facing under-served and low-resourced populations.
Course Description: Using active and participatory learning strategies including case studies
and discussion, students will critically examine health care in low-resource settings. Topics
include health care challenges and issues, innovative approaches, organizations providing
health care, and the management of emergencies in relation to low-resource settings.
Learning Objectives
The student will be able:
1. Analyze the challenges of promoting health and providing quality health care in low
resource settings.
2. Critique health research that has been done in low-resource settings.
3. Compare innovative, sustainable approaches to health promotion, health research, and the
provision of health care.
4. Discuss the roles of national governments, non-governmental and faith-based organizations
and international bodies, and expatriates in meeting health needs in low-resource settings.
5. Describe the major health issues in low-resource settings: their magnitude, origins,
prevention and treatment.
6. Discuss the assessment and management of humanitarian emergencies in low-resource
settings.
Evaluation (Pass/Fail)
Student Term Project
 Paper
(30%)
 Presentation (20%)
Class Participation
Final examination
50%
Pass Requirement
60%
DRAFT
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40%
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OCTOBER 28, 2010
Making the Links: A Certificate in Global Health
Course Outline
WEEK
TOPIC
Global burden of disease, determinants and major international public health efforts to address this burden.
FORMAT
Lecture
Health as a human right.
1
Political and logistical challenges in providing quality health
care. Roles of national governments, non-governmental and
faith-based organizations, international bodies and
expatriates.
Case study
Panel discussion
Cultural perspectives on health and health care, the role of
traditions and traditional healers.
Seminar
2
3
Primary health care and public health interventions.
Innovative health systems.
Seminar
Case studies
4
Malaria and vector-borne diseases: patterns, prevention and
management.
Seminar
Case study
5
Diarrheal diseases: patterns, prevention, control and
management.
Seminar
Case study
HIV/AIDS: patterns, prevention, and management.
Seminar
Case study
Lecture
Case study
Seminar
Case studies
6
7
8
9
10
11
12
13
DRAFT
Tuberculosis: patterns, control and management.
Double burden of disease: the rise of non-communicable
diseases in low- and middle-income countries.
Maternal and child health: patterns, issues and management
Surgery and Medicine: clinical challenges in low-resource
settings.
Nutrition and food security. Malnutrition: causes, population
and clinical assessment, co-morbidities and management.
Seminar
Case studies
Case studies
Lecture
Seminar
Humanitarian emergencies: principles, ethics and the
practical role of multiple agencies. Migration, travel and
displacement – Globalization of health and health care.
Seminar
Case studies
Student presentations
Review and synthesis
Seminar
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OCTOBER 28, 2010
Making the Links: A Certificate in Global Health
3) NURS483: Cultural Diversity and Aboriginal Health (or equivalent)
Description: This course covers a wide range of topics related to aboriginal health relevant to
the GHC program and the northern practicum. It provides students with the theoretical basis
for the systematic examination of the cultural contexts of health. The primary focus will be on
aboriginal health issues. The relationship between western medical model and the traditional
health model will be explored.
Credit units: .3
Term description: offered on-line T2 January-April and Q1-2 May-June
College: Nursing (open to medical students)
Prerequisite(s): N329 or permission of the department.
College of Nursing
Certificate for Global Health
N483.3 Cultural Diversity and Aboriginal Health
COURSE OUTLINE
___________________________________________________________
Course Description
Course Overview
N483.3 Cultural Diversity and Aboriginal Health, provides students with the
theoretical basis for the systematic examination of the cultural contexts of health.
Because the primary focus is on Aboriginal health, this course provides an overview
of cultural diversity as it relates to Aboriginal health in Canada. An introduction to
Aboriginal history, treaties, traditional health practices and determinants of health
provides the background to applying health belief modules to a more competent
cultural practice when providing care to our Aboriginal patients. The interactions
between the western medical model and the traditional health model will also be
explored.
Course Intents
This course is designed to provide opportunities for participants to do the following:
 reflect on personal values and beliefs regarding culture.
 build knowledge base on cultural diversity, specifically in relation to the
Aboriginal populations of Canada.
 examine strengths and challenges of Canadian Aboriginal peoples in relation to
health.
 provide the basis for culturally competent care.
Course Expectations
A wide variety of opportunities have been provided to demonstrate the depth and
breadth of understanding of the content presented in NURS 483.3 Grades are
awarded for written assignments and online participation.
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Making the Links: A Certificate in Global Health
Assignments and grading for each are described in more detail elsewhere, but here
is a quick breakdown of the grading. Check your calendar for the due dates.
Assignments
Online Discussion Participation (20%)
Peer Responses & Self-Assessment Online Quizzes (15%)
(required to get 70% in each self assessment quizzes)
Aboriginal Interview Completed
(25%)
Outline of Health Issue Paper (Draft) (10%)
Health Issue Paper (Final)
(30%)
There is no final examination for this course. The term paper will be the major
determinate of assessment of course knowledge acquired.
Syllabus
Course Information
Course title
Cultural Diversity & Aboriginal Health
Course number
N483.3
Course dates
May be offered in Fall, Sept-Dec; Winter January-April; or
Spring, May-June
Required Texts
The following texts are required:
Waldram, J. B., Herring, D. A., & Young, T. K. (2006). Aboriginal health in Canada:
Historical, cultural and epidemiological perspectives (2nd ed.). Toronto, ON:
University of Toronto Press.
ISBN: 0-8020-8579-2
Required texts can be purchased through the U of S bookstore. If anyone has difficulty
getting their textbooks there is one copy of each of the required readings On Reserve at the
Health Science Library, U of S. Saskatoon
Waldram , Herring & Young (2006) Res 2 Hr In -- RA449 .W35 2006 -- IN LIBRARY
Srivastava, R. (2007). RA418.5 .T73H435 2007 -- IN LIBRARY
Required DVD
The following DVD is a required learning component of the course:
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Making the Links: A Certificate in Global Health
Kent-Wilkinson, A., & Roberts, R. (2007). Aboriginal health issues: Aboriginal experts
and elder interviews. [DVD Learning resource]. N483.3, Cultural diversity and
Aboriginal health and N814.3, Aboriginal health issues. College of Nursing.
Saskatoon, SK: University of Saskatchewan.
DVD now available for $16.25, plus $6-10 for shipping depending on
location]
To order Textbooks and DVD visit the Bookstore in Saskatoon or Regina or
NB: Order by Phone using the Mailing Order Direct Line: 888-214-8888
Recommended Texts
The following texts are recommended:
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, D.C.: Author.
ISBN: 1-4338-0560-X
ISBN 13: 978-1-4338-0560-8
APA (2010) 6th Edition – What’s New in the Sixth Edition?
http://books.apa.org/books.cfm?id=4200066&add1=yes
Price: $34.95 retail in Canada (U of S bookstore)
PUBLICATION DATE: July 2009
[The APA (2010) 6th editions will be arriving at the U of S bookstore for
students in mid July.]
Srivastava, R. H. (Ed.). (2007). The healthcare professional's guide to clinical cultural
competence. Toronto, ON: Mosby/Elsevier.
ISBN- 0-77969960-2
Lux, M. K. (2001). Medicine that walks: Disease, medicine and Canadian plains Native
people, 1880-1940. Toronto: University of Toronto Press. ISBN: 0-8020-82955
Online Resources
Aboriginal Health Glossary. (2004). Aboriginal health and cultural diversity online
glossary. Compiled by A. Kent-Wilkinson (assistant professor) & technology
by M. Tomtene (programmer analyst). College of Nursing, University of
Saskatchewan, Saskatoon, SK. Available from
http://www.usask.ca/nursing/aboriginalglossary
Aboriginal Health Timelines. (2007). Aboriginal health timelines in Canada. Compiled
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by A. Kent-Wilkinson (assistant professor), Database by J, Zhang (DMT) & M.
Tomtene (programmer analyst). Tel Funded Project. College of Nursing,
University of Saskatchewan, Saskatoon, SK. Available from
http://valhalla.usask.ca/nursing_timeline (correct temporary link)
http://www.usask.ca/nursing/aboriginaltimelines
IMPORTANT DATES & ASSIGNMENT DUE DATES
Intersession, Spring, 2012 – Term I (Assignment due 2355 hrs on due date)
Approx May 1, 2012
May ??, 2012 (TBD)
May ??, 2012 (TBD)
May 14, 2012 (Mon)
May 21, 2012 (Mon)
May 28, 2012 (Mon)
May 28, 2012 (Mon)
May 28, 2012 (Mon)
May 28, 2012 (Mon)
May 25, 2012 (Fri)
May 25, 2012 (Fri)
June 4, 2012 (Mon)
June ??, 2012 (TBD)
Important Dates
Course Start Date for NURS.483.3 Online (not determined until Jan, 2010)
Last Day to drop or add a course
Last day to withdraw without academic penalty
Assign’t A Discussion Forum–Units 1-2 (Guideline date only)
Assign’t A Discussion Forum–Units 3-4 (Guideline date only)
Assign’t A Discussion Forum–Units 5-8 (Guideline date only)
Assign’t A(1) Discussion Forum (All responses due)
Assign’t A(2a) Discussion Forum–Peer Responses (All 10 responses due)
Assign’t A(2b) All Self Assessment Quizzes to be done by May 24, 2010
Assign’t B Outline of Term Paper
Assign’t C Aboriginal Interview
Assign’t D Final Term Paper
Course Completion Date
N483.3 Cultural Diversity and Aboriginal Health
Course Content Index
Unit 1.0 History
Module 1.1 Cultural Diversity & Identity
Module 1.2 Historical Events
Module 1.3 Treaties, Laws & Acts
Module 1.4 Residential Schools
Unit 2.0 Roles
Module 2.1 Traders/Missionaries/Indian Agents/Interpreters
Module 2.2 Traditional Healers
Module 2.3 Aboriginal Elders
Module 2.4 Aboriginal Families
Module 2.5 Aboriginal Focus for Health Professionals
Unit 3.0 Systems/Services
Module 3.1 Health Care Systems
Module 3.2 Self Governance
Module 3.3 Justice System
Unit 4.0 Practice - Health
Module 4.1 Determinants of Health
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Module 4.2 Poverty
Module 4.3 Alcohol & Substance Use
Module 4.4 Prenatal & Early Childcare (FAS)
Module 4.5 Nutrition/Malnutrition
Module 4.6 Infectious Diseases
Module 4.7 Chronic illness
Module 4.8 Mental Health/ Illness/Suicide
Module 4.9 Accidents/Injury
Unit 5.0 Populations (At Risk)
Module 5.1 Aboriginal Victims of Family Violence
Module 5.2 Aboriginal Offenders
Module 5.3 Aboriginal Seniors
Module 5.4 Aboriginal Women
Module 5.5 Aboriginal Youth
Module 5.6 Aboriginals in the North
Unit 6.0 Concepts and Theories
Module 6.1 Theories & Models
Module 6.2 Medicine Wheel
Unit 7.0 Issues
Module 7.1 Aboriginal Rights
Module 7.2 Colonization
Unit 8.0 Future
Module 8.1 Education
Module 8.2 Research
Module 8.3 Career Opportunities
GRADING SCALE
GRADING SCALE - Literal Descriptors
Grading Scale - Literal Descriptors
Percentage
90 – 100
Literal Descriptor
Exceptional
80 – 89
Excellent
DRAFT
Description
A superior performance with coincident strong evidence of:
 a comprehensive, incisive grasp of the subject matter
 an ability to make insightful critical evaluation of the material given
 an exceptional capacity for original, creative and/or logical thinking
 an excellent ability to organize, to analyze, to synthesize, to integrate
ideas, and to express thoughts fluently
 consistent superior praxis
(applying, adapting and generating
knowledge in practice)
 consistent accountability
 consistent insightful and effective interpersonal relationships
consistent and appropriate self-direction
An excellent performance with strong evidence of:
 a comprehensive grasp of the subject matter
 an ability to make sound critical evaluation of the material given
 a very good capacity for original, creative and/or logical thinking
 an excellent ability to organize, to analyze, to synthesize, to integrate
ideas, and to express thoughts fluently
 superior praxis (applying, adapting and generating knowledge in
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Making the Links: A Certificate in Global Health
practice)
consistently accountability
 consistent effective interpersonal relationships
consistent and appropriate self-direction
70 – 79
A good performance with evidence of:
Good
 a substantial knowledge of the subject matter
 a good understanding of the relevant issues and a good familiarity with
the relevant literature and techniques
 some capacity for original, creative and/or logical thinking
 a good ability to organize, to analyze, and to examine the subject
material in a critical and constructive manner
 sound praxis (applying, adapting and generating knowledge in
practice)
 consistent accountability
 consistent effective interpersonal relationships
decision making which requires minimal support
60 – 69
A generally satisfactory and intellectually adequate performance with
Satisfactory
evidence of:
 an acceptable basic grasp of the subject material
 a fair understanding of the relevant issues
 a general familiarity with the relevant literature and techniques
 an ability to develop solutions to moderately difficult problems related
to the subject material
 a moderate ability to examine the material in a critical and analytical
manner
 reasonable praxis (applying, adapting and generating knowledge in
practice)
 consistent accountability
 effective interpersonal relationships generally
decision making which requires average support
50-59
Minimal Pass
A barely acceptable performance with evidence of:
 a familiarity with the subject material
 some evidence that analytical skills have been developed
 some understanding of relevant issues
 some familiarity with the relevant literature and techniques
 attempts to solve moderately difficult problems related to the subject
material and to examine the material in a critical and analytical manner
are only partially successful
 inconsistent praxis (applying, adapting and generating knowledge in
practice)
 developing accountability
 inconsistent ability to establish effective interpersonal relationships
decision making which requires more than average support
< 50
An unacceptable performance with evidence of:
 poor praxis (applying, adapting and generating knowledge in practice)
 lack of accountability
 inability to establish effective interpersonal relationships
inability and/or inappropriateness in decision making

Denotes University of Saskatchewan General Descriptors

Denotes Additional College of Nursing Descriptors
NOTE:

Distinction - 75-79%

Great Distinction - 80% and above

* See Rubric on your Student File for Criteria for marking Discussion Board
Interactivities
DETERMINATION OF FINAL GRADE
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Determination of Final Grade
There will be no final examination for this course, but there are self-assessment online
quizzes at the end of each unit. The Aboriginal Interview Term Paper is the major
determinate of assessment of course knowledge acquired. The student will interview a
person of Aboriginal origin and write a paper around a health related issue relating to that
person or their family. A sample outline of the interview questions and health related paper
will be provided along with detailed marking criteria for each assignment. APA 6th (2010)
Edition format is required.
Notes:
1. All course components must be completed to receive credit for the course.
2. A mark adjustment of 5% a day will be made if assignments are submitted later
than 2400 hrs of the assigned due date. If you require an extension resulting from
unanticipated or extenuating circumstances, you must discuss this with the
professor prior to the due date.
Student Academic Misconduct
Students are required to review the university’s guidelines concerning academic
dishonesty. Students are expected to maintain complete honesty in all academic
work, presenting only that which is your own work in tests or assignments. The
guidelines are available at:
http://www.usask.ca/university_secretary/honesty/
Student Academic Misconduct
http://www.usask.ca/university_secretary/pdf/dishonesty_info_sheet.pdf
University of Saskatchewan - Social Networking Guidelines
Students are reminded that there are privacy requirements, including maintaining
patient/client/clinical practice confidentiality, that must be adhered to when using
social network applications and web sites (e.g., blogs, Facebook, MySpace, YouTube,
Twitter, etc.) in association with a course. Please note that postings must be
professional, respectful, and appropriate. Please also note that policies regarding
academic integrity and provincial/federal laws may be breached if social
networking is used inappropriately, whether used for a course or
personal communication, resulting in serious consequences.
The guidelines are available at the link provided:
http://www.usask.ca/university_secretary/council/committees/academic_support
/report_files/socialnetworking.pdf
Please also note that inappropriate use of social networking applications and
websites reflects not only on the individual but also on the program and institutions
offering the program. Although there is a perception of anonymity and privacy, once
a message is posted it no longer is private. Please see the links below for more
information regarding privacy concerns.
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Video: http://blog.privcom.gc.ca/index.php/privacy-on-social-networks/
Link to site (good resources): http://youthprivacy.ca/en/index.html
Blackboard IT Computer Software Needed
Microsoft Office Professional
Windows (latest version preferred)
(Word perfect, Works - not recommended)
To Access Blackboard
Course will not be available for access until start date of course in 2012.
However, if available sooner Instructor will send an email indicating the availability
date.
To Access the course through Blackboard
http://blackboard.usask.ca
Select on the Green Bar that says Blackboard Login
Select on the grey bar that says Login under Welcome
Put in User Name (NSID) and password
User Name (NSID:
Password:
Select on OK
From the Course List Select on the name of this course
NURS-483-Cult Divers and Aborig Health
Or
To Access the course through Paws
Go to University of Saskatchewan Website
http://www.usask.ca/
Select on paws LogIn in the right corner of the toolbar
In the Secure Login Access box on the left
Put in you User name (NSID) and Password (s/a email)
User Name (NSID:
Password:
Select on Login
Select on ACADEMICS on the toolbar
Select on COURSE TOOLS under My Courses
Select on Cult Divers & Aborig Health under Courses I am enrolled in
Student ID/Library Card
Also make sure you have your Student ID/Library card with barcode for accessing
some of the online journals once you get access to the course.
Contact Information
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Please use Blackboard course email to communicate with your instructor(s), and to
send all Assignments, rather than the instructor’s personal email. It is important
that all the course information is to be kept within Blackboard so that it can be
archived there.
The Instructor(s) can be called at office or home phone numbers if needing to
discuss something right away. Otherwise every attempt is made to respond to email
on Blackboard within 24 hrs.
INSTRUCTOR – Spring
INSTRUCTOR/ Marker -
Office - Saskatoon, SK
Arlene Kent-Wilkinson RN, BSN, MN, PhD
Assistant Professor -College of Nursing
University of Saskatchewan
103 Wiggins Road
Saskatoon, SK, Canada, S7N 5E5
(H) (306) 244-4117 (Saskatoon)
(W) (306) 966-6897
(W) Fax: (306) 966-1745
(W) Email: arlene.kent@usask.ca
Office – Prince Albert, SK
Shirley Woods RN, BScN, MSc.
Nurse Epidemiologist
Northern Inter-Tribal Health Authority
Prince Albert, SK, S6V 5S4
(H) 306-922-6639
(Cell) 306-961-3621
(H) s.woods@sasktel.net; swoods@nitha.com
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4) COURSE EXAMPLES: The following are examples of courses that (a) use a disciplinary
lens other than that of Medicine to examine (b) content that is global, international or intercultural in nature:
ANTH 230: Introduction to Cultural Dynamics
Description: Examines some of the major dimensions of non-material culture including
religion, magic, and constructs of space and time. It also examines processes of enculturation
and culture change.
Credit units: .3
Term description: 1/2(3L)
College: Arts and Science
Department: Archaeology and Anthropology
Prerequisite(s): ANTH 111.
ANTH 231: Anthropology of Health Systems: A Cross-Cultural Perspective
Description: Examines the medical systems of practice and belief utilized by non-Western
traditional societies in contending with the universal realities of disease and mental illness. The
attempts to extend Western medical systems into traditional societies will also be considered.
Credit units: .3
Term description: 1/2(3L)
College: Arts and Science
Department: Archaeology and Anthropology
Prerequisite(s): A 100-level course in the social sciences.
ANTH 309: Motherhood and Maternal Care – Anthropological Perspectives
Description: Critically examines how categories of motherhood and experiences of maternal
care are constructed cross-culturally. Although the course adopts an interdisciplinary approach
and introduces students to diverse theories of maternity, anthropological perspectives on
maternal care and ethnographic studies of mother identities and nurturing behavior are central.
Credit units: .3
Term description: (3L)
College: Arts and Science
Department: Archaeology and Anthropology
Prerequisite(s): ANTH 111 or WGST 110
ANTH 310: Anthropology of Gender
Description: Introduces students to the anthropological approaches to gender, looking
specifically at the gendered norms of collective behaviours and identities. The course centers
on two questions: How is gender understood in different cultural contexts? What are the
processes by which people learn to identify themselves as gendered and sexual citizens.
Credit units: .3
Term description: 1/2(3L)
College: Arts and Science
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Department: Archaeology and Anthropology
Prerequisite(s): ANTH 111 or WGST 110
ANTH 332: Anthropology of Contagion and Infectious Disease -Critical Gender and Race
Perspectives
Description: Examines the ways in which infectious diseases and agents of contagion are
represented in public culture, and experienced in different ways individually and collectively.
Students have the opportunity to apply gender-and race-based critiques to the understandings
of major epidemic diseases, including HIV/AIDS.
Credit units: .3
Term description: (3L)
College: Arts and Science
Department: Archaeology and Anthropology
Prerequisite(s): ANTH 111 or WGST 110
HIST 245.6 African History: An Introduction (full year)
Description: Africa is often portrayed in popular media (especially in the West) as the “dark
continent” a place of poverty, disease and war. Yet this is far from the historical reality. Africa
has a long, fascinating and diverse history. Far from being on the margins of world history
Africa and African’s have been important role plays in driving historical developments since the
migration of our ancestors out of Africa. This course is an introduction to African history
focusing on African developments, African agency and African voices. We will trace the history
of Africa from the dawn of humankind, though the developments of the great Kingdoms of
Ghana, Mali and Songhai. We will look at the impact of slavery and colonialism on Africa and
how this has shaped Africa in the 21st Century. Liberation struggles from the 17th to 20th
centuries form an important part of this course as do issues of migration, civil conflict,
immigration and development. This course is ideal for anyone interested in Africa, history,
politics, international studies, development and anthropology students will be particularly
interested.
HIST 488.3 Topics in the History of Development: Health and Health Care in the Developing
World, 19th – 20th Centuries (term 1)
Description: This seminar examines social, ethical, economic, and political imperatives for
creation and implementation of selected health development projects and interventions by
government agencies, colonial powers, missionaries and international organizations and how
these changed over time. Case studies are drawn from the developing world, predominantly
from Africa during the 19th and 20th centuries.
HIST 498.3: Special Topics History of HIV/AIDS (term 2)
Description: This course aims to investigate the history of this disease and its effects on
individuals and society. It explores the HIV/AIDS pandemic from medical, epidemiological,
social and humanistic perspectives and the ways in which these issues have nourished HIV/AIDS
and made the disease apparently so intractable. We will address themes such as the social
stigma often associated with the disease and will also use HIV/AIDS to investigate global health
interventions in the last two centuries. Throughout the course, major themes in the history of
medicine and development will be scrutinized. Although examples will be drawn from across
the world the major focus of this course will be on Africa.
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For more information regarding the History courses listed above, please contact:
Professor Simonne Horwitz (simonne.horwitz@usask.ca)
POLS 246: Politics of Third World
Description: An examination of the political processes and structures within developing
countries with primary emphasis on states in sub-Saharan Africa and the South Pacific. Topics
covered include the colonial period, the rise of nationalist parties, ideology and political
leadership, the roles of traditional and modern groups, and problems of development and
underdevelopment.
Credit units: .6
Term description: 1&2(3L)
College: Arts and Science
Department: Political Studies
Prerequisite(s): 6 credit units 100-level POLS.
POLS 346: Topics in Governance of the Developing World
Description: An analysis of governance in the developing world, focusing on topics such as
leadership, democratization, ethnicity and women, and institution-building.
Credit units: .3
Term description: 1/2(3L)
College: Arts and Science
Department: Political Studies
Prerequisite(s): POLS 246 or 247 or permission of the department.
POLS 422: Aboriginal Development Strategies
Description: Examines Aboriginal development strategies in Canada with particular attention to
Aboriginal Nations in Saskatchewan. Attention is devoted to cultural, economic and political
development. The course examines the various factors that foster or inhibit the various types of
development within Aboriginal communities. It is designed to provide students with an
academic basis for analyzing existing development strategies in Aboriginal communities.
Credit units: .3
Term description: 1/2(3S)
College: Arts and Science
Department: Political Studies
Permission of the department required.
Prerequisite(s): POLS 111 and 112.
POLS 446: Democracy in Africa Challenges and Prospects
Description: An assessment of the prospects for multi-party democracy in Africa. Special
attention is given to issues of re-democratization since 1989 and to the setbacks which have
resulted from military interventions or from autocratic rulers manipulating their instruments of
power to block a successful political transition.
Credit units: .3
Term description: 1/2(3S)
College: Arts and Science
Department: Political Studies
Permission of the department required.
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Prerequisite(s): One of POLS 246, 247, or IS 200.
SOC 344: Sociology of Women Gender and Development
Description: Examines women's place internationally but focuses on women in developing
countries and critiques existing development theories, policies and practices. Themes including
gender politics, productive and reproductive labour, population policies, sexuality and
reproductive rights, environment and sustainable development, and health will be explored in
view of globalization with an emphasis on the roles of international, transnational, and aid
agencies.
Credit units: .3
Term description: 1/2(3L)
College: Arts and Science
Department: Sociology
Prerequisite(s): 12 credit units SOC plus one of SOC 242, POLS 246, POLS 260, WGST 202,
ECON 221, IS 200.
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APPENDIX B
1. INNER-CITY PRACTICUM (3 credit)
2. NORTHERN/REMOTE PRACTICUM GOALS AND OBJECTIVES (3 credit)
3. INTERNATIONAL PRACTICUM (3 credit)
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INNER-CITY PRACTICUM
The inner city practicum component of the Making the Links: Certificate in Global Health
Program will provide a service learning opportunity for students where they can reflect on,
utilize and expand their global health knowledge and skills in a field setting. The practicum will
be a 0 credit experience at SWITCH (Saskatoon) or SEARCH (Regina).
SWITCH provides clinical services and health promotion programming during extended hour of
the West Side Community Clinic. SWITCH has established partnerships with the University of
Saskatchewan; Community Health Services (Saskatoon) Association and Saskatoon Health
Region-Primary Health Services. The SWITCH vision is to maintain an operating,
interdisciplinary student-run health clinic in conjunction with health professionals and
community partners to serve clients in Saskatoon's core neighbourhoods.
http://switchclinic.ca/
Program Goals and Learning Objectives
A variety of experiential approaches and activities may be used to achieve the goals of the
practicum. Students spend 15 shifts in the inner city student run clinic and are involved in one of
the organizational or functional committees of the student run clinic.
The inner city practicum will provide the student with an opportunity to:



Be exposed to different social, economic, environmental and political realities, raising
awareness of these issues and their impact on the health of individuals and populations.
Actively participate in community-based outreach, clinical or research activities in a low
resource setting with a chance to integrate theory with practice.
Identify and reflect on their own and other peoples’ cultural assumptions which
influence health and the delivery of health care services.
Upon completion of the practicum the student should be able to:




Describe some of the challenges to health faced by people who live in the inner city
through informal discussion in the social care part of the clinic.
Observe and treat as able the clinical issues that arise in this population e.g. HIV/AIDS,
substance abuse, poor nutrition, etc.
Describe the community supports available to people in the inner city and how to
access these supports.
Be able to describe the abilities and challenges faced by members of other health
disciplines by working and networking with these other professionals in the clinic.
Evaluation
At the conclusion of the practicum experience, students will prepare a 1500 word paper that
relates how their experience improved their understanding of one of the social determinants of
health. Successful completion of this component of the certificate requirement also includes
actually completing fifteen shifts and participation in the post-shift reflection as well as the
aforementioned paper.
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NORTHERN/REMOTE PRACTICUM GOALS AND OBJECTIVES
Students will have an orientation to the northern experience and a debriefing opportunity upon
their return. Possible topics for the orientation include: aboriginal and northern health and
social issues, history of Aboriginal-European relations with emphasis on treaties; recent history,
the reserve system, residential schools and current relations; traditional beliefs, traditional
healing, the Medicine Wheel; current social problems, substance abuse; and research with
Indigenous Peoples. The purpose of this orientation is to engage students in critical thinking
about indigenous issues in preparation for their experience in the north.
Program Goals and Learning Objectives
The Northern/remote practicum will provide the student with the opportunity to:





Observe and/or participate in cultural activities within the community
Engage in discussion with community members about their views on the impact that
colonization, treaties, and/or the residential school system had on the health of the
people in that community.
Observe family physicians with opportunity to conduct/assist in a culturally sensitive
history and physical exam
Participate in local community initiatives that directly or indirectly serve to improve the
health of individuals and the community as a whole
Observe physicians and other health care workers assess, diagnose, and treat patients
in a low-resource setting.
Upon completion of the practicum, the student should be able to:










DRAFT
Compare and contrast the provision of cost-effective quality health care in high (urban)
and low (northern) resource settings.
Describe how cultural context influences perceptions of health and disease
Conduct a culturally sensitive medical history and physical examination at a novice level
Identify local examples of social determinants of health and describe their impact on
health and access to health care in the community.
Identify key areas of advocacy that would impact the social determinants of health in
Northern and/or remote communities
Describe the local history of the host community, including the impact of residential
schools, colonization and treaties.
Identify barriers to recruitment, training and retention of competent human resources
in underserved areas such as rural and northern communities.
Explain the value of an interdisciplinary health care team in a Northern/remote setting
and list involved members of the team and their roles.
Identify a successful local health program, and explain why this example demonstrates
an appropriate model of providing community care.
Analyze the relationship between health and the social and economic development of a
community.
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Evaluation
Students will be expected to keep a journal of their experience in the north. Each student
submits a structured 3-5-page report on this experience. The following questions are suggested
as a framework for reflection:
1) Describe in brief your healthcare related experiences and activities in Northern
Saskatchewan. Emphasize or elaborate upon one or two of the more significant experiences.
2) What did you learn from these experiences?
a) about international health
b) about community development
c) about yourself
3) What did you like about your time in Northern Saskatchewan? What did you dislike?
4) What suggestions do you have for future student experiences?
a) For students
b) For Making the Links organizers
c) For the host communities and organizations (BRNDP, Ile-X, KYRHA, MLTC etc.)
d) For the University
5) Was the preparation you received useful? What improvements would you suggest?
6) How has this experience affected your plans for the future?
7) Reflect on similarities and differences between health issues in Saskatoon and Northern
Saskatchewan. How will your experience in the North affect your approach to healthcare in
Saskatoon?
8) How was your time in Northern Saskatchewan an interdisciplinary experience? What
opportunities existed for mutual learning? What are some pros and cons of interdisciplinary
training? How has this experience affected your view of the other discipline(s)/
9) Any other comments?
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INTERNATIONAL PRACTICUM
The international practicum component of the Making the Links: Certificate in Global Health
Program will provide a service learning opportunity for students where they can reflect on,
utilize and expand their global health knowledge and skills in a field setting. The practicum will
be a 3 credit, six-week mentored experience at a College of Medicine-approved site in a lowto-middle resource country. Students registering for the international practicum will have
already completed the mandatory Global Health 1 and 2 courses, as well as service learning
experiences (local practica) in Saskatoon and in Northern Saskatchewan.
The international practicum experience will be structured by the student and the faculty mentor
(advisor) in close consultation with prospective preceptor/s at the proposed international site. A
variety of experiential approaches and activities may be used to achieve the goals of the
practicum.
Goals of the International Practicum
The international practicum will provide the student with an opportunity to:
 Be exposed to different social, economic, environmental and political realities, raising
awareness of these issues and their impact on the health of individuals and populations.
 Actively participate in community-based outreach, clinical or research activities in a
low-to-middle resource setting with a chance to integrate theory with practice.
 Identify and reflect on their own and other peoples’ cultural assumptions which
influence health and the delivery of health care services.
 Develop or consolidate non-English language skills as applicable.
Objectives of the International Practicum
Upon completion of the practicum the student should be able to:
 Analyze the application of a determinants-of-health perspective to the analysis of
global health issues and the global burden of disease.
 Explain the impacts of globalization on health and the linkages between local and
global health problems.
 Use a planning framework (e.g. the Logic Model) and an ethical and culturally sensitive
approach, in collaboration with a community, develop an appropriate clinical or
research activity
 Compare and contrast the provision of quality health care in high and low resource
settings.
 Illustrate the application of ethical principles to global health equity.
Selection of the International Practicum Site
The Program will assist the student in arranging the international practicum including where
and when it will take place. The Program will provide a list of potential (approved) practicum
sites that meet the criteria for hosting a Global Health student practicum in terms of learning
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Making the Links: A Certificate in Global Health
opportunity and that are based on ethical principles of engagement with international partner
institutions, agencies, projects and programs. 1
The sites must comply with the University of Saskatchewan’s travel risks requirements.
It is recognized that in some circumstances students may want to establish their own practicum
placements. The Program will support this provided the student can demonstrate that the
placement meets the approved criteria of a global health learning opportunity, is consistent
with the principles of engagement with international partners and adheres to the University of
Saskatchewan’s policies. All practicum sites must be approved by the student’s faculty
mentor/advisor and the Coordinator of the Making the Links: Global Health Certificate Program.
Components of the International Practicum
Pre-departure orientation
A pre-departure orientation is mandatory for all students participating in the international
global health practicum. The orientation could consist of, but not be limited to:
 On-line resources and readings that address global health competencies, including
ethics, personal health, cultural awareness, travel safety and risk management.
 Face-to –face facilitated learning opportunities, which could involve expert resource
people, discussion and other interactive learning exercises on topics of global health
and development issues and the ethical and cultural implications of international
study/work.2
Learning Objectives
The learning objectives for the international practicum are outlined by the student with
guidance from the faculty mentor/advisor and with input from the field preceptor/s. The
objectives should build on the knowledge and skills acquired in the coursework and local
practica that have already been completed. The objectives should take into account the
student’s overall training needs and interests and the realities of the selected site. The GHEC
and the AFMC Resource Group on Global Health has identified six learning areas as key to
achieving the core competencies in global health. These areas should be reflected in the
student’s learning objectives.3 It is important that the expectations of the student and the field
preceptor/s are realistic, clear and mutually agreed to at the outset of the practicum.
Learning Agreement
The Learning Agreement is a valuable tool for setting out the scope of the practicum and for
monitoring the activities and evaluating the practicum. The Learning Agreement should
include:
1
Criteria for an approved practicum site and the principles of engagement with international partners who host
practicum students need to be clearly spelled out.
2
This year the COM organized the pre-orientation course over a weekend. This was quite successful.
3
Six key learning areas are: 1) global burden of disease; 2) health implications of migration, travel, and displacement;
3) social and environmental determinants of health; 4) globalization of health and healthcare; 5) healthcare in lowresource settings; 6) health as a human right and development resource.
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Making the Links: A Certificate in Global Health
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Clear description of the practicum setting (name, address, preceptor’s name and
contact information).
Dates of the practicum, hours of study/work.
Agreed upon learning objectives (see section above).
Scope of the student activities planned for meeting the learning objectives, including a
schedule of activities, if applicable.
Financial arrangements, if applicable.
Signatures of student, field preceptor/supervisor, faculty advisor
Roles and responsibilities 4
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Student
Faculty mentor/advisor
Filed preceptor /supervisor.
Coordinator /director of Making the Links – Certificate in Global Health Program
Field Experience
Alongside the hands-on international field experience, i.e. participation in clinical, community
outreach, research or other activities, there will be at least one assignment that is guided,
marked and part of the academic credit for the practicum. This could be a written assignment
or the presentation of a seminar on a global health topic relevant to the practicum.
Additionally the student should keep an on-going journal and provide a written reflective
journal synthesis at the conclusion of the practicum. This journal exercise would provide the
student with an opportunity to identify the significant aspects of their self-learning during this
international experience and could be used as a component of the student’s evaluation.
Evaluation
The evaluation process should include both the evaluation of the student and evaluation of the
practicum experience.
Student evaluation (credit or no credit) will be based on the student’s performance against
agreed objectives articulated in the Learning Agreement and would include:
 self-assessment (journals, reflective sessions)
 performance assessment by the field preceptor/supervisor
 assignment (written paper or seminar presentation)
Evaluation of the practicum by the student and preceptor would provide valuable feedback on
the site, positives and negatives, unique experiences or events, ethical and safety issues and
serve as a resource for future students.
Post Practicum Report
Students who complete the International Practicum will be required to make a presentation in
the College of Medicine’s Global Health Series. If a number of students have been at the same
site they can make a joint presentation.
4
The roles and responsibilities of the key players in the international practicum need to be identified.
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