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• W2050702936 abstract "Abstract Background A mismatch exists between professional competencies and the requirements of addressing health issues at a global level. A set of global health learning outcomes for medical undergraduate training in the UK has been proposed and a cohort of doctors are in specialty training who have studied global health and for whom successful undergraduate global health education should replicated in postgraduate training. Postgraduate training should account for the increasingly global nature of health; we assessed the extent to which it presently does so. Methods A cross-specialty group of 16 registrars and recently qualified general practitioners reviewed 11 postgraduate medical, surgical, and public health training curricula. Competencies were coded as UK (statement only relevant to UK work), global (statement with an explicit reference to aspects of health outside the UK), or generic (relevant both to the UK and international settings) after discussion to reach agreement on these concepts. To maximise consistency of coding, three curricula were reviewed by two or more registrars and all competencies coded as UK or global in any curriculum were reviewed by the lead author and discussed with the coder. Discrepancies were resolved by discussion. Findings Six of the 11 curricula had between two and six global health competencies, of an average of nearly 500 competencies per curriculum, and five curricula had none. The global health competencies mainly covered the global burden of disease or global determinants of disease and appropriate policy responses. For example, the Royal College of Physicians and College of Emergency Medicine curricula contained outline the major causes of global morbidity and mortality and effective, affordable interventions to reduce these. The Royal College of Paediatrics and Child Health was the only college to require all trainees to be aware of (understand the work of) the World Health Organization, or know the local, national and international structures for healthcare. These cross-cutting competencies have applicability to all specialties. All 11 curricula contained several generic competencies for which a global health perspective or international experience could advantageous—eg, caring for migrant or culturally different patients. Interpretation Trainees in all specialties should attain a common minimum requirement of global health awareness. This aim could achieved by use of a few common competencies that are consistent across core curricula and could cover issues such as the global burden of disease, global determinants of health, the role of international organisations in health, sustainable development, and the potential structures of health-care systems. These competencies can developed from existing competencies and should follow from those introduced in undergraduate training. Increasing the global health content of postgraduate medical curricula will ensure that the UK has health professionals who are trained to deal with the global nature of health, who are prepared to form global health partnerships, and who can meet the health challenges of the future. Funding None." @default.
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• W2050702936 date "2012-10-01" @default.
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• W2050702936 title "Global health in UK postgraduate medical training: an assessment of curricula" @default.
• W2050702936 doi "https://doi.org/10.1016/s0140-6736(13)60301-3" @default.
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