Slemenda Scholars: The Impact of Early Experiential Learning in Global Health Education​

Abstract

BACKGROUND: Global health electives, and other international experiences in medical education, typically expose medical students in their clinical years to the practice of medicine in a resource-limited setting. These experiences have been shown to improve medical knowledge and clinical skills, promote personal and professional development, and influence the trajectory of trainees’ careers. The Slemenda Scholars (SS) program at Indiana University School of Medicine offers preclinical students early exposure to the field of global health through a summer research program in collaboration with the Academic Model Providing Access to Healthcare (AMPATH), a 30-year partnership between Indiana University and Moi University that seeks to provide and expand sustainable access to high quality care through education and research. HYPOTHESIS: In this study, we analyze didactic and experiential learning opportunities described in publicly available articles written by students participating in the program, as well as responses to a survey. We hypothesize this analysis will demonstrate the influence of the SS program on students’ choosing a global health career, publishing scholarly work in the field of global health, and fostering personal and professional growth. We aim to identify unique aspects of the SS program relative to other global health programs. METHODS: This mixed methods study qualitatively assessed Internet articles written about the SS program and quantitatively analyzed a cross-sectional survey administered to past participants of the program via electronic mail in January 2023. Key phrases used to find Internet articles were “Slemenda Scholars,” “Slemenda Scholars Program,” “Slemenda,” and “IUSM Slemenda.” Themes were generated based on grounded theory and constant comparative model and finalized after three consensus meetings. The eight-question survey measured previous global health experience and personal and professional outcomes related to the program. Survey data collection is ongoing and will be analyzed via descriptive statistics. RESULTS: Thirty-one articles underwent full review and 25 were included in final analysis. Final themes were grouped into “Educational experience,” with 16 themes, and “Impact of Educational Experience,” with 14 themes. Salient examples included Cross-cultural Interactions and Motivation for a Service-Oriented Career, respectively. In themes of educational experience, 56% of all articles mentioned learning about AMPATH, research, personal and professional cross-cultural interactions, and 60% described network-building. In themes of “Impact,” 48% of articles reflected on ethical/sustainable global health, impactful patient experiences, and motivation for a career in global health. The survey was distributed to 70 former Slemenda Scholars. Results including demographics, rates of continuation in and publication of global health work, and measures of difference will be reported. CONCLUSIONS: The results of article analysis reveal the value of experiential global health learning early in the undergraduate medical career. Key program outcomes of expanding perspectives, developing relational skills with diverse colleagues, and building adaptability prepare medical students for success beyond undergraduate medical studies and fuel a future work force of global health leaders. Few schools offer engagement with long-term global health initiatives like AMPATH. This study highlights a need for the growth of long-term partnerships, with reciprocal benefits for care and education, as well as expanded access to such opportunities.