Evaluating the Impact of Cooperative Learning on Global Health Education Melanie Katsivo, University of Western Ontario; Peijun Zhao, University of Western Ontario; Helene Baldwin, University of Western Ontario; Javeed Sukhera, University of Western Ontario; Leah Mawhinney, University of Western Ontario

DISCLOSURE STATEMENT I have no actual or potential conflict of interest in relation to this presentation

Today’s Agenda 1.Background 2.Cooperative Learning 3.Applications of Cooperative Learning 4.Global Health Conversations 5.Example 6.Results 7.Challenges 8.Solutions 9.Future Directions – Assessing Impact 10.Thank you– Q & A 11.References

Background Growing emphasis on global health in medical education Incorporating global health content into the curriculum, and innovating the way this content is delivered to students Providing an opportunity for students to take initiative and ownership of their own learning

Cooperative Learning Face to face interaction Individual accountability Group processing Positive interdependence Interpersonal skills

Applications of Cooperative Learning 1 st year pathology at the University of Saskatchewan Radiology at the University of Missouri Pediatrics at the University of Melbourne Long-term care at Duke University Surgical skills at the University of Toronto

Global Health Conversations Launched in 2013 as an optional learning opportunity to support the global health curriculum Students were surveyed on topics that they would like to learn more about Sessions are led by faculty who introduce a topic in global health then open up the floor for discussion. Purpose is to stimulate and foster engagement in global health discourse

Topics in Global Health Conversations 1. Neglected Tropical Diseases. Dr. Michael Silverman and Dr. Zahariadis. 2. Infectious Diseases in Crisis Situations. Zimbabwe: a case study. Dr. Michael Silverman (Chief of Infectious Diseases). 3. Global Mental Health. Dr. Arlene MacDougall (Department of Psychiatry). 4. Inner City Health. Dr. James Calvin (Chief of Medicine). 5. Aboriginal Health, Dr. Lloy Wylie (Interfaculty Program in Public Health) and Guy Hagar, Cultural Safety Trainer at Southwestern Ontario Aboriginal Health Access Centre. 6. Global Health and Infectious Diseases. Dr. Michael Silverman (Chief of Infectious Diseases). 7. Industrial Food Production and Health. Dr. Tony Weiss. 8. Homelessness and Poverty in London. Dr. Abe Oudshoorn (Dept. Nursing, London Homeless Coalition).

Example – Aboriginal Health Discussion on cultural safety and stereotypes which can affect healthcare delivery Presented by researcher from the Masters in Public Health Program and Cultural Safety Trainer from Southwestern Ontario Aboriginal Health Access Centre (SOAHAC) Follow-Up Students engaged in discussions and many went on to complete the Indigenous Cultural Competency Training Program on their own initiative Throughout the year extra-curricular presentations and interactive sessions were organized by students on these topics utilizing resources such as SOAHAC

Results Greater presence of global health learning at Schulich, and increased awareness of global health issues Growing interest in global health activities in the student population Increasing number of students pursuing international electives

Challenges Time – is constrained in UME. Global Health Conversations is not mandatory for students Resources – experienced faculty is needed for the success of the program Assessment – cooperative learning can seem very informal. It is difficult to test global health thinking and competence on a multiple choice or short answer exam

Solutions One way is to incorporate elements of cooperative learning into existing course work Global health objectives in small group learning The UME curriculum has been reviewed to integrate more global health content into the current curriculum However, student involvement should continue to play an important role in driving global health education

Future Directions Assess the impact of cooperative learning in global health Make Global Health Conversations a robust and sustainable learning initiative at Schulich Identify key elements of creating a cooperative learning program, so that it can be translated to other areas of medical education or for interested medical schools

References 1. Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010; 376: Lencucha R and Mohindra K. A snapshot of global health education at North American universities. Glob Health Promot. 2014; 21: Khan OA, Guerrant R, Sanders J, et al. Global health education in U.S. medical schools. BMC Med Educ. 2013; 13:3 4. Mitchell RD, Jamieson JC, Parker J, et al. Global health training and postgraduate medical education in Australia: the case for greater integration. Med J Aust. 2013; 198: Chen X. Understanding the development and perception of global health for more effective student education. Yale J Biol Med. 2014; 87: Kanthan R and Mills S. Cooperative learning in the first year of undergraduate medical education. World J Surg Oncol. 2007; 5: Mueller D, Georges A, and Vaslow D. Cooperative learning as applied to resident instruction in radiology reporting. Acad Radiol. 2007; 14: Bines JE and Jamieson P. Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia. J Interprof Care. 2013; 27 Suppl 2: Buhr GT, Heflin MT, White HK, and Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc. 2014; 15: Hoogenes J, Mironova P, Safir O, et al. Student-led learning: a new teaching paradigm for surgical skills. Am J Surg. 2015; 209: Neville AJ. Problem-based learning and medical education forty years on. A review of its effects on knowledge and clinical performance. Med Princ Pract. 2009; 18:1-9

Thank you! Q & A discussion