Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned.
Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned.
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DOI：
10.4269/ajtmh.21-0773
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发表时间：
2021-10-11
期刊：
影响因子：
--
通讯作者：
Hendel-Paterson B
中科院分区：
文献类型：
--
作者：
Krohn KM;Sundberg MA;Quadri NS;Stauffer WM;Dhawan A;Pogemiller H;Tchonang Leuche V;Kesler S;Gebreslasse TH;Shaughnessy MK;Pritt B;Habib A;Scudder B;Sponsler S;Dunlop S;Hendel-Paterson B
全球健康教育计划应继续努力提高教育质量，增加机会，创建社区，促进全球健康实践的卓越，并确保可持续性。新冠肺炎疫情迫使明尼苏达大学广泛的全球健康教育项目--包括十年的在线和面对面混合课程--完全转向在线。我们分享我们的经验、评估全球卫生教育规划的工作框架和吸取的经验教训。在过去的几十年里，我们已经从一门主要是被动的、以讲课为主的面对面课程，转变为一门混合式的在线(被动)课程，要求学生在两周的时间内进行密集的实践。这场流行病迫使我们探索新的活跃的在线学习模式。我们保留了我们的按需在线被动教学，它有效地利用了专家的时间，得到了广泛的访问和好评。此外，我们开发了一个高效的同步在线组件，我们认为它有效地取代了一些实践活动，并带领我们开发了新的、创新的“实践”体验。这种新的、完全在线的模式结合了高质量的异步和同步学习，提供了许多意想不到的优势，例如增加了访问机会，同时大幅减少了我们的碳足迹。通过分享我们的经验、教训和资源，我们希望激励其他项目进行同样的创新，以提高全球健康的质量、获取途径、社区和可持续发展，特别是如果这些创新可以帮助减少全球健康教育的负面方面，如对环境的影响。
Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota’s extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts’ time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact.
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影响因子：
5.1
作者：
Stout RC;Roberts S;Maxwell-Scott H;Gothard P
通讯作者：
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影响因子：
7.4
作者：
de Leeuw, Robert Adrianus;Westerman, Michiel;Scheele, Fedde
通讯作者：
Scheele, Fedde
影响因子：
3.7
作者：
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Elhadi M
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影响因子：
2.9
作者：
Weine S;Bosland M;Rao C;Edison M;Ansong D;Chamberlain S;Binagwaho A
通讯作者：
Binagwaho A
影响因子：
8.1
作者：
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通讯作者：
Joseph MN