| Article | Virtual Global Health Education Activity (VGHEA) Details | ||
|---|---|---|---|
| Author, Year, Title | VGHEA Description | VGHEA Characteristics | VGHEA Geography |
| Addo-Atuah (2014)66: A Global Health Elective Course in a PharmD Curriculum | Activities: Online blackboard sessions; Virtual/online team projects Focus: International global health Topics: Global health, pharmacy, social determinants of health, grant writing Audience: Student Evaluation: Student survey | Length: 1-5 years Frequency: Weekly Content delivery: Blended/hybrid Online form: Asynchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC (USA) |
| Ambrose (2017)21: Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia | Activities: Small group e-learning; Online communication tools; Shared online documents Focus: International global health Topics: Infectious disease and trauma Audience: Student Evaluation: Student survey | Length: < 1 year Frequency: Short Course Content delivery: Online Online form: Mixed formats Cost: University sponsored Ownership: Unknown | Host: High-income country (HIC) and low-to middle income country (LMIC) (Australia and Indonesia) Trainees: HIC and LMIC (Australia and Indonesia) |
| Amerson (2019)67: Preparing Undergraduates for the Global Future of Health Care | Activities: Online materials; Virtual classroom Focus: International global health Topics: Social determinants of health, leadership in global health, field experiences Audience: Student Evaluation: Student survey | Length: 1-5 years Frequency: Biannually Content delivery: Blended/hybrid Online form: Mixed formats Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC (USA) |
| Atkins (2016)56: Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey | Activities: Online lectures, readings, discussion forums Focus: International global health Topics: Pharmacology, health system evaluation, research Audience: Student Evaluation: Student and facilitator surveys | Length: 1-5 years Frequency: Unknown Content delivery: Blended/ hybrid Online form: Mixed formats Cost: University sponsored Ownership: Unknown | Host: High-income country (HIC) and low-to middle income country (LMIC) (India, China, Vietnam, Sweden, South Africa, Uganda, Malawi, China) Trainees: HIC and LMIC (India, China, Vietnam, Sweden, South Africa, Uganda, Malawi, China) |
| Bensman (2017)57: Creating Online Training for Procedures in Global Health with PEARLS (Procedural Education for Adaptation to Resource-Limited Settings) | Activities: Online videos and downloadable materials Focus: International global health Topics: Pediatric procedural skills Audience: Mixed audience Evaluation: Website data | Length: > 5 years Frequency: Available online content Content delivery: Blended/ hybrid Online form: Downloadable materials Cost: Open access Ownership: Multiple institution | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (USA, various) |
| Bolon (2020)46: One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges | Activities: Online peer-to-peer learning, lecturing, and mentoring; massive open online course (MOOC) Focus: International global health Topics: Public health problems Audience: Student Evaluation: Student and facilitator surveys and focus groups | Length: < 1 year Frequency: Short course Content delivery: Blended/hybrid Online form: Synchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) (Switzerland) Trainees: Low-to middle income country (LMIC) (Kenya) |
| Bothara (2021)47: Global health classroom: mixed methods evaluation of an interinstitutional model for reciprocal global health learning among Samoan and New Zealand medical students | Activities: Videoconference classroom for case discussions Focus: International global health Topics: General public health Audience: Student Evaluation: Student survey | Length: 1-5 years Frequency: Weekly Content delivery: Blended/ hybrid Online form: Synchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) (New Zealand) Trainees: HIC and low-to middle income country (LMIC) (New Zealand, Samoa) |
| Bowen (2021)58: Virtual Exchange in Global Health: an innovative educational approach to foster socially responsible overseas collaboration | Activities: Virtual student short-term experiences in global health Focus: International global health Topics: Refugee health, global health Audience: Student Evaluation: Student survey | Length: 1-5 years Frequency: Short course Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (USA, Lebanon) |
| Carrasco (2020)64: Evaluation of a multidisciplinary global health online course in Mexico | Activities: Online global health course (zoom sessions, team-based activities, reflective writing, and final project) Focus: Local global health Topics: Global health education and leadership Audience: Student Evaluation: Student survey | Length: 1-5 years Frequency: Biannually Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: Low- to middle-income country (LMIC) (Mexico) Trainees: Low-to middle income country (LMIC) (Mexico) |
| Chastonay (2015)68: A public health e-learning master's programme with a focus on health workforce development targeting francophone Africa: The University of Geneva experience | Activities: Online e-modules and distance learning via an electronic platform Focus: International global health Topics: Global health Audience: Mixed audience Evaluation: Student and facilitator surveys; course data, knowledge assessments; and community assessments | Length: 1-5 years Frequency: Short course Content delivery: Online Online form: Asynchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) (Switzerland) Trainees: Low-to middle income country (LMIC) (Burkina Faso, Burundi, Cameroon, Chad, Central African Republic, Congo, DR Congo, Ivory Coast, Mali, Senegal) |
| DeCamp (2013)25: An ethics curriculum for short-term global health trainees | Activities: Online modules Focus: International global health Topics: Global health ethics Audience: Mixed audience Evaluation: Student survey and website data | Length: > 5 years Frequency: Available online content Content delivery: Online Online form: Downloadable materials Cost: Open access Ownership: Multiple institution | Host: High-income country (HIC) (USA) Trainees: HIC (USA) |
| Ezeonwu (2014)63: Using an academic-community partnership model and blended learning to advance community health nursing pedagogy | Activities: Online discussions Focus: Local global health Topics: Health screening and education Audience: Student Evaluation: Reflective writing | Length: 1-5 years Frequency: Weekly Content delivery: Blended/hybrid Online form: Asynchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC (USA) |
| Falleiros de Mello (2018)69: An Innovative Exchange Model for Global and Community Health Nursing Education | Activities: Online presentations; twinning Focus: International global health Topics: Nursing interventions within public health system Audience: Student Evaluation: Student survey | Length: < 1 year Frequency: Short course Content delivery: Blended/hybrid Online form: Asynchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (USA, Brazil) Trainees: HIC and LMIC (USA, Brazil) |
| Gros (2021)53: Innovation in resident education -- Description of the Neurology International Residents Videoconference and Exchange (NIRVE) program | Activities: Online case presentations Focus: International global health Topics: Neurology images and case studies Audience: Resident Evaluation: None | Length: > 5 years Frequency: Monthly Content delivery: Online Online form: Synchronous Cost: Available through partners Ownership: Multiple institution | Host: High-income country (HIC) (Canada) Trainees: HIC and low-to middle income country (LMIC) (Various) |
| Gruner (2015)70: Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study | Activities: Online modules and case studies, videos, and resources Focus: International global health Topics: Refugee health and general global health Audience: Student Evaluation: Third-party evaluation | Length: < 1 year Frequency: Unknown Content delivery: Online Online form: Asynchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (Canada) Trainees: HIC (Canada) |
| Hannigan (2015)71: Sharing a Piece of the PIIE: Program of international interprofessional education/programa internacional interprofesional educativo | Activities: Online discussions Focus: International global health Topics: Primary care Audience: Student Evaluation: Student survey | Length: < 1 year Frequency: Unknown Content delivery: Online Online form: Synchronous Cost: Unknown Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (USA, Dominican Republic) Trainees: HIC and LMIC (USA, Dominican Republic) |
| Haynes (2021)48: Global Health Imperative to Prioritizing Cardiovascular Education | Activities: Online lectures, image sharing, discussions Focus: International global health Topics: Cardiology Audience: Mixed audience Evaluation: Student survey and qualitative analysis | Length: 1-5 years Frequency: Short course Content delivery: Online Online form: Mixed formats Cost: Unknown Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (USA, France, Haiti) Trainees: HIC and LMIC (USA, France, Haiti) |
| Hou (2020)49: Impact of the COVID-19 pandemic on global health research training and education | Activities: Online lectures, videos, role play and small group discussions; digital/virtual training sessions; virtual whiteboards Focus: International global health Topics: Cancer epidemiology and pathology and molecular lab medicine Audience: Mixed audience Evaluation: None | Length: < 1 year Frequency: Monthly Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) (USA) Trainees: Low-to middle income country (LMIC) (Nigeria) |
| Jacquet (2018)50: The Practitioner's Guide to Global Health: an interactive, online, open-access curriculum preparing medical learners for global health experiences | Activities: Massive online open course (MOOC) Focus: International global health Topics: Preparation for short term experiences in global health Audience: Mixed audience Evaluation: Student survey and knowledge assessment | Length: 1-5 years Frequency: Unknown Content delivery: Online Online form: Asynchronous Cost: Open access Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (Canada, India, Kenya, Lebanon, Moldova, South Africa, United Kingdom, and USA) Trainees: HIC and LMIC (Various) |
| Jiang (2021)40: An International Virtual Classroom: The Emergency Department Experience at Weill Cornell Medicine and Weill Bugando Medical Center in Tanzania | Activities: Online lectures, mentoring, discussion forums and resource sharing; virtual collaboration on clinical protocol development Focus: International global health Topics: Emergency medicine Audience: Resident Evaluation: None | Length: < 1 year Frequency: Monthly Content delivery: Online Online form: Mixed formats Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) (USA) Trainees: Low-to middle income country (LMIC) (Tanzania) |
| Kiwanuka (2015)59: Synchronous distance anesthesia education by Internet videoconference between Uganda and the United States | Activities: Online lectures Focus: International global health Topics: Anesthesia Audience: Resident Evaluation: Knowledge assessment | Length: < 1 year Frequency: Weekly Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (USA, Uganda) Trainees: HIC and LMIC (USA, Uganda) |
| Krohn (2021)54: Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned | Activities: Online modules, group discussions; virtual lab sessions with digital microscopy Focus: International global health Topics: General global health Audience: Mixed audience Evaluation: Student survey | Length: < 1 year Frequency: Yearly Content delivery: Online Online form: Synchronous Cost: Paid Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (US, Panama, Thailand, Jordan, UK, Australia, New Zealand, Gabon, Kenya, Tunisia) |
| Kulier (2012)72: Effectiveness of a Clinically Integrated e-Learning Course in Evidence-Based Medicine for Reproductive Health Training | Activities: Online videos, modules, and self-guided sessions Focus: International global health Topics: Evidence-based medicine Audience: Resident Evaluation: Student survey and participant observation | Length: < 1 year Frequency: Unknown Content delivery: Blended/ hybrid Online form: Asynchronous Cost: Available through partners Ownership: Single institution | Host: High-income country (HIC) (UK) Trainees: Low-to middle income country (LMIC) (Argentina, Brazil, Democratic Republic of the Congo, India, Philippines, South Africa, Thailand) |
| Kuriyan (2014)51: Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative | Activities: Online supplemental learning to in-person learning; virtual mentorship Focus: International global health Topics: Nutrition Audience: Mixed Evaluation: Student and alumni surveys | Length: 1-5 years Frequency: Yearly Content delivery: Blended/ hybrid Online form: Asynchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (India, USA) Trainees: LMIC (India, Nepal, Pakistan, Bangladesh, Uganda) |
| Lee (2020)73: The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study | Activities: Online global health course Focus: International global health Topics: Introduction to global health Audience: Student Evaluation: Student survey, knowledge assessment, and course data | Length: < 1 year Frequency: Yearly Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (Korea) Trainees: HIC (Korea) |
| Martini (2012)74: Triune Case Study: An Exploration into Inter-Professional Education (IPE) in an Online Environment Supporting Global Health | Activities: Online lectures, chats, and discussions Focus: International global health Topics: Infectious diseases Audience: Student Evaluation: Student and facilitator surveys | Length: < 1 year Frequency: Unknown Content delivery: Online Online form: Mixed formats Cost: Available through partners Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (New Zealand, Australia, Uganda) Trainees: HIC and LMIC (Various) |
| Mirza (2021)55: Utilizing virtual exchange to sustain global health partnerships in medical education | Activities: Cloud-based case discussions and idea exchanges Focus: International global health Topics: Infectious diseases Audience: Mixed audience Evaluation: Student survey | Length: < 1 year Frequency: Monthly Content delivery: Online Online form: Synchronous Cost: Unknown Ownership: Unknown | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (USA, China) |
| Poirier (2016)75: Interprofessional Online Global Health Course | Activities: Online small group assignments and discussions; asynchronous readings, quizzes, and self-study questions Focus: International global health Topics: Global health, interprofessional education Audience: Student Evaluation: Student survey, knowledge assessment, course data | Length: 1-5 years Frequency: Yearly Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC (USA) |
| Prosser (2021)60: Reflective practice and transcultural psychiatry peer e-learning between Somaliland and the UK: a qualitative evaluation | Activities: Peer-to-peer e-learning Focus: International global health Topics: Mental health Audience: Student Evaluation: Reflective writing and focus groups | Length: 1-5 years Frequency: Weekly Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (UK, Somaliland) Trainees: HIC and LMIC (UK, Somaliland) |
| Ravi (2021)76: Fostering bidirectional trainee-led partnerships through a technology-assisted journal club - The GASOC experience | Activities: Online journal clubs Focus: International global health Topics: Global anesthesia, surgery obstetrics Audience: Mixed audience Evaluation: Student survey | Length: 1-5 years Frequency: Unknown Content delivery: Online Online form: Synchronous Cost: Open access Ownership: Multiple institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (UK, South Africa, Ireland) Trainees: HIC and LMIC (Various) |
| Samuels (2020)61: Evaluation of the effectiveness of the Global Medical Student Partnership program in undergraduate medical education | Activities: Online case discussions Focus: International global health Topics: Naturopathic medicine; women’s health; medicine in conflict zones; palliative care; pandemics; mental health Audience: Student Evaluation: Student survey | Length: < 1 year Frequency: Monthly Content delivery: Online Online form: Mixed formats Cost: Unknown Ownership: Single institution | Host: High-income country (HIC) (Canada) Trainees: HIC and low-to middle income country (LMIC) (Canada, Ethiopia, Israel, Jamaica, Saudi Arabia) |
| Sarkar (2015)77: Community health nursing through a global lens C3 - Studies in Health Technology and Informatics | Activities: Virtual classrooms via videoconferencing Focus: International global health Topics: Social determinants of health Audience: Student Evaluation: Student and facilitator surveys | Length: > 5 years Frequency: Biannually Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (USA, Ecuador, India, Haiti) |
| Stallwood (2020)65: Applying equity-centered principles in an interprofessional global health course: a mixed methods study | Activities: Online lectures and group projects Focus: International global health Topics: Promotion of health equity equitable partnership development Audience: Mixed audience Evaluation: Student survey, interviews, and participant observation | Length: < 1 year Frequency: Weekly Content delivery: Blended/ hybrid Online form: Synchronous Cost: University sponsored Ownership: Unknown | Host: High-income country (HIC) (Canada) Trainees: HIC (Canada) |
| Sue (2018)78: The ReSurge Global Training Program: A Model for Surgical Training and Capacity Building in Global Reconstructive Surgery | Activities: Online modules Focus: International global health Topics: Reconstructive surgical techniques and education Audience: Mixed audience Evaluation: Facilitator survey | Length: 1-5 years Frequency: Monthly Content delivery: Blended/ hybrid Online form: Asynchronous Cost: Available through partners Ownership: Single institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (Various) Trainees: LMIC (Vietnam, Ecuador, Nepal, Zimbabwe, Mozambique, Nicaragua, Bhutan, India, Bolivia, Cuba) |
| Taekman (2017)62: A Novel Multiplayer Screen-Based Simulation Experience for African Learners Improved Confidence in Management of Postpartum Hemorrhage | Activities: Virtual simulation Focus: International global health Topics: Post-partum hemorrhage management Audience: Mixed audience Evaluation: Student survey | Length: < 1 year Frequency: Short course Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: Low-to middle income country (LMIC) (Uganda) |
| Thorp (2021)79: WhatsApp Linking Lilongwe, Malawi to Los Angeles: Impacting Medical Education and Clinical Management | Activities: Consultations and case discussions via WhatsApp Focus: International global health Topics: Clinical case studies Audience: Mixed audience Evaluation: Student and facilitator surveys | Length: 1-5 years Frequency: As needed online interaction Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) and low-to middle income country (LMIC) (USA, Malawi) Trainees: HIC and LMIC (USA, Malawi) |
| Ton (2015)80: The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research | Activities: Online modules, discussions lectures, mentorship; facilitated web conferencing; discussion boards Focus: International global health Topics: Global health research training Audience: Fellow Evaluation: Student survey and course data | Length: < 1 year Frequency: Yearly Content delivery: Online Online form: Asynchronous Cost: Available through partners Ownership: Multiple institution | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (Various) |
| Utley-Smith (2017)81: An online education approach to population health in a global society | Activities: Online course with faculty discussions Focus: International global health Topics: Global health for graduate nurses Audience: Student Evaluation: Student survey | Length: < 1 year Frequency: Biannually Content delivery: Online Online form: Asynchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC (USA) |
| Wu (2020)82: An International Partnership of 12 Anatomy Departments - Improving Global Health through Internationalization of Medical Education | Activities: Online projects and small group discussions Focus: International global health Topics: Anatomy, cross-cultural discussions Audience: Student Evaluation: Student survey | Length: > 5 years Frequency: Yearly Content delivery: Online Online form: Mixed formats Cost: University sponsored Ownership: Multiple institution | Host: High-income country (HIC) (Austria, Australia, Canada, Denmark, Finland, Germany, Japan, Taiwan, United Kingdom, United States) Trainees: HIC (Austria, Australia, Canada, Denmark, Finland, Germany, Japan, Taiwan, United Kingdom, United States) |
| Ziemba (2016)52: Using International Videoconferencing to Extend the Global Reach of Community Health Nursing Education | Activities: Videoconference discussions Focus: International global health Topics: Global health nursing Audience: Student Evaluation: Student survey | Length: < 1 year Frequency: Biannually Content delivery: Online Online form: Synchronous Cost: University sponsored Ownership: Single institution | Host: High-income country (HIC) (USA) Trainees: HIC and low-to middle income country (LMIC) (USA, Haiti) |
HIC = high-income country; LMIC = low- to middle-income country
Int J Med Educ. 2022; 13:230-248; doi: 10.5116/ijme.62eb.94fa