A Model for Creating Opportunities in “Gιobal Outreach-based Activity Learning” (GιOBAL)
In our institution, medical students engage in international medical service trips that are inspired by their commitment to global causes. To support students interested in medical volunteerism, we sponsored pre-clerkship faculty to accompany them during the academic break to complete a week-long immersion in globally learned outreach-based experiences. Our student feedback suggests that participation in these experiences is meaningful, and we believe the international collaborations foster a sustainable educational model. We propose here a model for developing opportunities in Global Outreach-based Activity Learning (GιOBAL) experiences that involve pre-clerkship faculty and which can be helpful to new and established medical programs.
KeywordsInternational medical education Global health experience Osteopathic medical outreach Medical service trip
This article benefits by the insightful comments of Dr. Dennis Baker and Mrs. Katelyn Flynn.
Compliance with Ethical Standards
Conflict of Interest
The authors declare that there is no conflict of interest.
- 3.Melby MK, Loh LC, Evert J, Prater C, Lin H, Khan OA. Beyond medical “missions” to impact-driven short-term experiences in global health (STEGHs): ethical principles to optimize community benefit and learner experience. Acad Med. 2015;Google Scholar
- 6.2017 All Schools Summary Report. AAMC Website: Association of American Medical Colleges, 2017 July 2017. Report No.Google Scholar
- 15.Goller T, Miller A, Moore M, Dougherty A. Pre-departure training for global health electives at US medical schools 2017.Google Scholar
- 22.Evert J, Todd T, Zitek P. Do you GASP? How pre-health students delivering badies in Africa is quickly becoming consequentially unacceptable. NAAHP. 2015:61–5.Google Scholar
- 27.Goff MB, Nelson MA, Deighton MM, Fredricks CT. Pain management and osteopathic manipulative medicine in the Army: new opportunities for the osteopathic medical profession. J Am Osteopath Assoc. 2011;111(5):331–4.Google Scholar
- 28.Swanson RL, 2nd. Biotensegrity: a unifying theory of biological architecture with applications to osteopathic practice, education, and research—a review and analysis. J Am Osteopath Assoc 2013;113(1):34–52.Google Scholar
- 29.Salamon E, Zhu W, Stefano GB. Nitric oxide as a possible mechanism for understanding the therapeutic effects of osteopathic manipulative medicine (review). Int J Mol Med. 2004;14(3):443–9.Google Scholar
- 31.Kolb DA. Experiential learning: experience as the source of learning and development. Englewood Cliff, NJ: Prentice Hall; 1984.Google Scholar
- 32.Prescott GM, Vu BN, Alsharif NZ, Prescott WA Jr. Global health education in doctor of pharmacy programs in the United States. Am J Pharm Educ. 2017;81(2):28.Google Scholar
- 35.Fink LD. Creating significant learning experiences: an integrated approach to designing college courses. 2013 ed. San Francisco: Jossey-Bass; 2013.Google Scholar
- 38.Kasper J, Green J, Farmer PE, Jones D. All health is global health, all medicine is social medicine: integrating the social sciences into the preclinical curriculum. Acad Med20(10).Google Scholar