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Lookup NU author(s): Rayan Mohamed-Ahmed, Dr James Fisher
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Background: As society diversifies and globalisation quickens, the importance of teaching global health to medical undergraduates increases. For undergraduates, the majority of exposure to ‘hands-on’ teaching on global health occurs during optional elective periods. This article describes an innovative student-led initiative, ‘Disaster Day’, which used simulation to teach global health to undergraduates. Methods: The teaching day began with an introduction outlining the work of Médecins Sans Frontières and the basic principles of resuscitation. Students then undertook four interactive simulation scenarios: Infectious Diseases in a Refugee Camp, Natural Disaster and Crush Injury, Obstetric Emergency in a Low-Income Country, and Warzone Gunshot Wound. Sessions were facilitated by experienced doctors and fourth-year students who had been trained in the delivery of the scenarios. Students completed pre- and post-session evaluation forms that included the self-rating of confidence in eight learning domains (using a five-point Likert scale). Results: Twenty-seven students voluntarily attended the session, and all provided written feedback. Analysis of the pre- and post-session evaluations demonstrated statistically significant improvements in confidence across all but one domains (Wilcoxon signed rank test). Free-text feedback was overwhelmingly positive, with students appreciating the practical aspect of the scenarios. Discussion: Simulation-based teaching can provide students with ‘hands-on’ exposure to global health in a controlled, reproducible fashion and appears to help develop their confidence in a variety of learning domains. The more widespread use of such teaching methods is encouraged: helping tomorrow's doctors develop insight into global health challenges may produce more rounded clinicians capable of caring for more culturally diverse populations.
Author(s): Mohamed-Ahmed R, Daniels A, Goodall J, O'Kelly E, Fisher J
Publication type: Article
Publication status: Published
Journal: Clinical Teacher
Year: 2015
Volume: 13
Issue: 1
Pages: 18-22
Print publication date: 01/02/2016
Online publication date: 25/06/2015
Acceptance date: 01/01/1900
ISSN (print): 1743-4971
ISSN (electronic): 1743-498X
Publisher: Wiley-Blackwell
URL: https://doi.org/10.1111/tct.12349
DOI: 10.1111/tct.12349
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