Figure 1
Map of Economies Represented by Workshop Participants.
Table 1
Domains and Competencies.
| DOMAIN: 1. Trends and Determinants of Global Disease Patterns. | |
| 1a. | Describe current global and country-specific disease burden and general trends for communicable and non-communicable diseases (NCDs). |
| 1b. | Describe trends and patterns in health systems, universal health coverage, and health inequities. |
| 1c. | Analyze how social, cultural, and economic factors influence individual or population health status. |
| 1d. | Demonstrate how to evaluate the complex interactions between social, cultural and economic factors as they relate to health and health behaviors. |
| 1e. | Apply key approaches to promoting health equity. |
| DOMAIN: 2. Cultural Competency. | |
| 2a. | Analyze how social and cultural factors, such as religious beliefs, customs, and lifestyle may influence health. |
| 2b. | Describe how colonialism, imperialism, racism and other forms of discrimination have shaped and continue to shape health and health disparities in low, middle and high-income countries. |
| 2c. | Communicate information in a culturally-sensitive and appropriate manner according to the specific group or audience of this information such as technical experts, policy makers, lay audiences, or other relevant stakeholders. |
| 2d. | Demonstrate verbal and written proficiency in at least one foreign language (highly recommended). |
| DOMAIN: 3. Global Health Governance, Diplomacy & Leadership. | |
| 3a. | Describe the multidisciplinarity of global health and how population health is interdependent and interconnected. |
| 3b. | Analyze how population health is affected by organizations and policies operating at multiple governmental levels including local, national, and international. |
| 3c. | Analyze global governance, diplomacy and funding mechanisms of global health programs and their implications. |
| 3d. | Analyze examples of large scale international cooperation in global health (including international trade agreements, multinational partnerships, and major governmental treaties and agreements such as the Framework Convention on Tobacco Control (FCTC) or Sustainable Development Goals (SDGs), including key stakeholders and their interests and the opportunities and challenges of such collaborations. |
| 3e. | Describe how priority-setting in global health occurs, including the roles, influences, and complexities associated with large (often Western) donors and private sector organizations involved in determining priorities. |
| 3f. | Identify the roles of key stakeholders including international organizations, governments, civil society and private industry and how these stakeholders and various sectors interact with each other to promote health. |
| 3g. | Analyze past and current successes and failures in global health leadership, management and policy. |
| DOMAIN: 4. Project Management. | |
| 4a. | Apply knowledge, skills, tools and techniques to effectively plan, implement, manage and evaluate global health projects, including financial management, human resources management, and coordination of logistics. |
| 4b. | Design health needs assessments for local and international settings. |
| 4c. | Analyze information, including quantitative and qualitative data and health indicators, relevant to global health projects. |
| 4d. | Communicate, in verbal and/or written form, with team members, including international and/or local staff, to successfully plan and execute projects. |
| DOMAIN: 5. Ethics and Human Rights. | |
| 5a. | Apply a human rights framework to health problems. |
| 5b. | Apply ethical principles and practices in the conduct of global health research and programming. |
| 5c. | Demonstrate familiarity with historical examples of ethics and human rights violations, and major international documents and/or treaties related to ethics and/or human rights and their applications in global health. |
| 5d. | Identify which populations are most vulnerable to exploitation and risk of being participants in unethical research. |
| 5e. | Demonstrate awareness of the responsibility to ensure the engagement of the community in designing, implementing, and evaluating global health programs. |
| 5f. | Identify ways to minimize power differentials in one’s work. |
Table 2
Key Conclusions of This Study.
| 1. | Global health training requires additional competencies in addition to the basic public health competencies. |
| 2. | The use of a competency-based model for global health programs can help to guide academic institutions on how to best prepare the next generation of global health leaders. |
| 3. | Standardizing the minimum requirements for competency in global health across institutions and nations can ensure adequate training of future global health leaders, no matter where they work. |
| 4. | Core competencies should be incorporated into coursework and curricula should be developed with these competencies in mind. |
| 5. | Five mechanisms through which global health programs can best train students on these competencies are: coursework; practicums; research opportunities; mentorship; and evaluation. |
| 6. | Case studies are valuable learning tools and should be incorporated into the curriculum to provide real-world examples of global health challenges and solutions. |
| 7. | Institutions should take advantage of available technology to create educational learning environments where students can engage with students and faculty from other universities and with global health practitioners throughout the world. |
| 8. | Practicums are indispensable components of global health educational programs at the master’s-level. |
| 9. | Since many of the core competencies in global health are best mastered in practice, research opportunities that include interaction with public health practitioners and engagement with communities is very beneficial for students. |
| 10. | High-quality mentorship by faculty mentors, field mentors, and fellow students should be considered an indispensable component of all global health educational and training programs. |
| 11. | Establishing some consensus on core competencies in global health and how to evaluate mastery of them could help to ensure comparable training of students across programs and nations. |
| 12. | Governments and private institutions are also encouraged to define criteria for accreditation and certification of global health professionals. |