References
- 1Farmer P. Pathologies of power: Health, human rights, and the new war on the poor. North Am Dialogue. 2003; 6(1): 1–4. DOI: 10.1525/nad.2003.6.1.1
- 2Farmer P, Kleinman A, Yong Kim J. Reimagining Global Health. University of California Press; 2013.
- 3Rabin TL, Mayanja-Kizza H, Barry M. Global health education in the time of COVID-19: An opportunity to restructure relationships and address supremacy. Acad Med. 2021; 96(6). DOI: 10.1097/ACM.0000000000003911
- 4Greene J, Basilico M, Kim H, Farmer P.
Colonial medicine and its legacies . In: Farmer P, Kim JY, Kleinman A, Basilico M, (eds.), Reimagining Global Health: An Introduction. University of California Press; 2013: 33–73. DOI: 10.1525/9780520954632-005 - 5Olusanya JO, Ubogu OI, Njokanma FO, Olusanya BO. Transforming global health through equity-driven funding. Nat Med. 2021; 27(7): 1136–1138. DOI: 10.1038/s41591-021-01422-6
- 6Barasa E, Mothupi CM, Guleid F, et al. Health and Socio-Economic Impacts of Physical Distancing for Covid-19 in Africa. 2020.
https://www.aasciences.africa/sites/default/files/2020-05/DFIDReport-RapidReviewofPhysicalDistancinginAfrica–19052020-compressed.pdf . - 7Mbunge E. Effects of COVID-19 in South African health system and society: An explanatory study. Diabetes Metab Syndr. 2020; 14(6): 1809–1814. DOI: 10.1016/j.dsx.2020.09.016
- 8Langlois S, Xyrichis A, Daulton BJ, et al. The COVID-19 crisis silver lining: Interprofessional education to guide future innovation. J Interprof Care. 2020; 34(5): 587–592. DOI: 10.1080/13561820.2020.1800606
- 9Weine S, Bosland M, Rao C, et al. Global health education amidst COVID-19: Disruptions and opportunities. Ann Glob Heal. 2021; 87(1): 1–6. DOI: 10.5334/aogh.3088
- 10Ramsetty A, Adams C. Impact of the digital divide in the age of COVID-19. J Am Med Informatics Assoc. 2020; 27(7): 1147–1148. DOI: 10.1093/jamia/ocaa078
- 11Hassell LA, Peterson JE, Pantanowitz L. Pushed across the digital divide: COVID-19 accelerated pathology training onto a new digital learning curve. Acad Pathol. 2021; 8. DOI: 10.1177/2374289521994240
- 12Besche H, Schwartz AW, Cockrill B. Ensuring equitable access to remote learning during the COVID-19 pandemic. Acad Med. Published online 2021; E19–E20. DOI: 10.1097/ACM.0000000000003854
- 13Rabe A, Sy M, Cheung WYW, Lucero-Prisno DE. COVID-19 and health professions education: A 360° view of the impact of a global health emergency. MedEdPublish. 2020; 9: 148. DOI: 10.15694/mep.2020.000148.1
- 14Bellini MI, Pengel L, Potena L, Segantini L. COVID-19 and education: Restructuring after the pandemic. Transpl Int. 2021; 34(2): 220–223. DOI: 10.1111/tri.13788
- 15Hou L, Mehta SD, Christian E, et al. Impact of the COVID-19 pandemic on global health research training and education. J Glob Health. 2020; 10(2): 1–5. DOI: 10.7189/jogh.10.020366
- 16De Meuse KP, Dai G, Swisher VV, Eichinger RW, Lombardo MM. Leadership development: Exploring, clarifying, and expanding our understanding of learning agility. Ind Organ Psychol. 2012; 5(3): 280–286. DOI: 10.1111/j.1754-9434.2012.01445.x
- 17De Meuse KP, Dai G, Hallenbeck GS. Learning agility: A construct whose time has come. Consult Psychol J Pract Res. 2010; 62(2): 119–130. DOI: 10.1037/a0019988
- 18Eichbaum Q. The problem with competencies in global health education. Acad Med. 2015; 90(4): 414–417. DOI: 10.1097/ACM.0000000000000665
- 19Chersich MF, Gray G, Fairlie L, et al. Covid-19 in Africa: Care and protection for frontline healthcare workers. Global Health. 2020; 16(1): 1–6. DOI: 10.1186/s12992-020-00574-3
- 20Krohn KM, Sundberg MA, Quadri NS, et al. Perspective piece global health education during the COVID-19 pandemic: Challenges, adaptations, and lessons learned. Am J Trop Med Hyg. 2021; 105(6): 1463–1467. DOI: 10.4269/ajtmh.21-0773
- 21Galvin S, Neubauer LC, Leonard WR, Doobay-Persaud A. Reassessing global health education in the age of COVID-19. Acad Med. Published online 2021;
E20 . DOI: 10.1097/ACM.0000000000003879 - 22Abimbola S, Asthana S, Montenegro C, et al. Addressing power asymmetries in global health: Imperatives in the wake of the COVID-19 pandemic. Child Heal Res Found. 2021; 11: 12. DOI: 10.1371/journal.pmed.1003604
- 23Eichbaum QG, Adams LV., Evert J, Ho M-J, Semali IA, van Schalkwyk SC. Decolonizing global health education. Acad Med. 2020; Publish Ah(X): 1–8. DOI: 10.1097/ACM.0000000000003473
- 24McLellan E, MacQueen KM, Neidig JL. Beyond the qualitative interview: Data preparation and transcription. Field Methods. 2016; 15(1): 63–84. DOI: 10.1177/1525822X02239573
- 25Britten N. Qualitative research: Qualitative interviews in medical research. BMJ. 1995; 311(6999): 251–253. DOI: 10.1136/bmj.311.6999.251
- 26Halcomb EJ, Davidson PM. Is verbatim transcription of interview data always necessary? Appl Nurs Res. 2006; 19(1): 38–42. DOI: 10.1016/j.apnr.2005.06.001
- 27Tessier S. From field notes, to transcripts, to tape recordings: Evolution or combination? Int J Qual Methods. 2012; 11(4): 446–460. DOI: 10.1177/160940691201100410
- 28Abimbola S, Pai M. The art of medicine: Will global health survive its decolonisation? Lancet. 2020; 396: 1627–1628. DOI: 10.1016/S0140-6736(20)32417-X