Browsing by Subject "Global health education"

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    Integrating Cultural Humility Into Infant Safe Sleep Counseling: A Pediatric Resident Simulation
    (Cureus, 2021-12-31) Moore, Chelsea; Hecht, Shaina M.; Sui, Htayni; Mayer, Lisa; Scott, Emily K.; Byrne, Bobbi; McHenry, Megan S.; Pediatrics, School of Medicine
    Introduction: Co-sleeping with infants is a common practice across cultures, but pediatricians may struggle to engage in patient-centered conversations about infant sleep practices with non-native English- speaking families. Cultural humility is a critical skill to utilize when engaging in cross-cultural conversations. We designed a simulation for pediatric residents to counsel on safe sleep and enhance skills in self-perceived cultural humility and preparedness when caring for diverse patient populations. Methods: We created a simulation for the second year and senior pediatric residents at a large academic institution focused on a co-sleeping parent and infant from the Burmese community. The Multidimensional Cultural Humility Scale (MCHS) was administered prior to and after the simulation. We also included additional questions regarding changes in knowledge and preparation in engaging in co-sleeping conversations across cultures. Results: Fifty-seven residents participated. Overall, the mean score of the MCHS significantly increased after the simulation, indicating an increase in self-perceived cultural humility. All participants felt more prepared to have conversations about co-sleeping and to engage in difficult conversations with diverse patient populations, and all learned valuable skills to improve care for future patients. Comments regarding the scenario noted an appreciation for learning more about the Burmese population and understanding new approaches to safe sleep counseling. Discussion: After this simulated scenario, residents reported increased self-perceived cultural humility, preparedness in counseling on co-sleeping, and skills to engage in difficult conversations with diverse patient populations. Topics such as cultural humility can be incorporated into simulation-based medical education to help improve the care of diverse patient populations.
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    Preclinical Experiential Global Health Leads to Transformative Learning and Long‑term Impact
    (Ubiquity Press, 2025-04-28) Vander Missen, Marissa; Resner, Destiny; Gaviola, Micaela; Litzelman, Debra; Songok, Julia; Baenziger, Jenny; Medicine, School of Medicine
    Background: The Slemenda Scholars (SS) program at Indiana University School of Medicine offers preclinical students early exposure to global health through a summer program in collaboration with the Academic Model Providing Access to Healthcare (AMPATH). AMPATH Kenya is a 30‑year partnership between a consortium of US and European universities and Moi University in Kenya that provides sustainable, high‑quality care through medical education, clinical care, research, innovation, and community service. The positive impact of electives during medical students’ clinical years is well documented, but the impact of quality, immersive learning in preclinical years has not previously been studied. Methods: A cross‑sectional survey was administered to past participants of the SS program via e‑mails in 2023. Written narratives about the SS program by participants from 1998 to 2023 were evaluated using qualitative analytic methods. Narratives were obtained via internet search and compiled from open‑ended survey responses. Themes were generated on the basis of a constant comparative method using grounded theory and finalized through an iterative consensus process. Findings: Surveys were distributed to 66 SS alumni. In total, 54 responses were received (81.8% response rate). After excluding incomplete responses, 45 were included in the final analyses (68.2%). Respondents indicated they learned more about themselves (mean 4.9; 5 = strongly agree), global health (mean 5), and medicine (4.9) through the SS program and developed skills, including cultural humility and personal resilience. A qualitative review of 50 narratives identified two major themes: impactful experiences and transformative learning. Conclusions: Preclinical global health experiential learning opportunities are impactful and transformative. Immersive learning expands trainees’ perspectives, promotes the development of relational skills with diverse colleagues, and fosters adaptability. Early, immersive global health exposure within the context of established institutional partnerships affirmed or informed a career addressing health disparities both locally and globally.