Bibliographic Details
| Title: |
GHEARD: An Open-Access Modular Curriculum to Incorporate Equity, Anti-Racism, and Decolonization Training Into Global Health Education. |
| Authors: |
Rule, Amy R.L. (AUTHOR) amy.rule@emory.edu, Haq, Heather A. (AUTHOR), Barnes, Adelaide (AUTHOR), Bowen, DeMarco (AUTHOR), Chiume-Kayuni, Msandeni (AUTHOR), Cameron, Whitney (AUTHOR), Fanny, S. Aya (AUTHOR), Groothuis, Elizabeth (AUTHOR), Hodge, Bethany (AUTHOR), Howard, Cindy (AUTHOR), Hudspeth, James C. (AUTHOR), Langford, Sheridan (AUTHOR), McHenry, Megan S. (AUTHOR), Opara, Ijeoma Nnodim (AUTHOR), Kamath-Rayne, Beena D. (AUTHOR), Suchdev, Parminder S. (AUTHOR), Tam, Reena P. (AUTHOR), Taylor, Franci (AUTHOR), Musiime, Victor (AUTHOR) |
| Source: |
Journal of Graduate Medical Education. Feb2025, Vol. 17 Issue 1, p28-37. 10p. |
| Subject Terms: |
*GRADUATE medical education, *CRITICAL thinking, *TRANSFORMATIVE learning, *COLONIZATION, *HEALTH education |
| Abstract: |
Background Global health (GH) interest is rising among graduate medical education (GME) trainees, yet GH engagement is marred by the impact of colonization or racism, and there remains a lack of training to confront these challenges. Objective To develop a modular, open-access curriculum that provides training in decolonization for GH GME and evaluate its feasibility and impact on learners' critical reflection on decolonization. Methods From 2019 to 2022, 40 GH educators, including international and indigenous scholars from diverse organizations, created the Global Health Education for Equity, Anti-Racism, and Decolonization (GHEARD) curriculum. Using Kern's 6 steps of curriculum development, critical gaps were identified and shaped into 8 modules, including a facilitator training module. Learning objectives and activities were developed using strategies grounded in transformative learning theory and trauma-informed educational approaches. The curriculum was peer-reviewed and piloted at multiple national conferences and institutions to assess feasibility and effectiveness in fostering critical reflection on decolonization. Results Pilot testing demonstrated GME implementation feasibility. Based on initial educator feedback, facilitator tools and an implementation guide were incorporated to enhance usability. Nearly all (59 of 61) trainees felt GHEARD was effective or very effective in encouraging reflection on decolonization, and 72% (32 of 44) felt GHEARD encouraged reflection on motivations for engaging in GH. GHEARD was launched as a free online resource in June 2023 and garnered 3192 views by December 2024. Conclusions To our knowledge, GHEARD is the first comprehensive decolonization curriculum designed specifically for GME. Program evaluation indicates GHEARD is feasible to implement and effective in promoting critical reflection on decolonization. [ABSTRACT FROM AUTHOR] |
|
Copyright of Journal of Graduate Medical Education is the property of Accreditation Council for Graduate Medical Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Academic Search Complete |
