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Global Health Theses and Dissertations

Theses/dissertations from 2023 2023.

Evaluation of the Humoral Immune Responses to Plasmodium vivax Circumsporozoite Protein (CSP)-based Pre-Erythrocytic Vaccine Candidates , Jack Esquenazi

Healthcare Decision Makers' Perspectives on Barriers and Facilitators to Hiring Genetic Counselors in Huntington Disease (HD) Clinic Settings , Bailey Hummel

Theses/Dissertations from 2022 2022

Inaccuracies in Patient Self-Report of Genetic Testing Results for Hereditary Cancer Risks Could Impact Risk-Management Practices , Brittany Faye Sears

Theses/Dissertations from 2021 2021

Evaluation of a Spanish-language Educational Tool for Inherited Cancer , Stefania Alastre

Using Artificial Intelligence to Decipher Epigenetic Code of Drug Resistance in the Deadliest Human Malaria Parasite , Samira Jahangiri

Investigation of an Alternative Protocol for the Production of SARS-CoV-2 Antigenic Proteins , Nichole Ninaltowski

The Perceived Utility of Direct-to-Consumer Genetic Testing Marketed for Athletic Ability , Katherine L. Zimmerman

Theses/Dissertations from 2020 2020

The Development and Testing of the Genetic Counseling Communication Checklist (GCC): A Novel Process Measure , Katherine N. Hehmeyer

CARE: Collecting and Assessing Cancer Family History to Identify at Risk Individuals Educational Intervention for Community Health Workers , Laura Moreno

Counseling Skills and Behaviors of Genetic Counselors: A Qualitative Study , Abigail Zale

Theses/Dissertations from 2019 2019

Medical Decision Making among Individuals with a Variant of Uncertain Significance in a Hereditary Cancer Gene and those with a CHEK2 Pathogenic Variant , Deanna J. Almanza

Localization of Five Target Proteins in Tachyzoites of Toxoplasma gondii , Abigail M. Kaiser

A Feasibility Analysis of a Pilot Study Comparing Prenatal Genetic Service Delivery Outcomes Using the Self-Determination Theory , Lindsey N. Victoria

Theses/Dissertations from 2018 2018

Identification of Novel Hits Against , Ala A. Azhari

Partial Characterization Of Plasmodium Falciparum Protein Kinase ABCk2 (PfABCk2) , Muhammad Khalid

A Multivariate Approach for an Improved Assessment of Pre-erythrocytic Stage Therapies Targeting Plasmodium vivax and Plasmodium falciparum , Alison E. Roth

Theses/Dissertations from 2017 2017

Evaluation of a microsphere-based immunoassay (MIA) in measuring diagnostic and prognostic markers of dengue virus infection , Jason H. Ambrose

Analysis of Antibody-Induced Plasmodium falciparum Sporozoites Through Scanning Electron Microscopy , Sagorika Bera

Validation of Chimeric Viruses in Plaque Reduction Neutralization Test in Arboviral Disease Diagnostics , Jasmine Boykin

Development of Tools for Stable Transfection in the Human Filarial Parasite Brugia malayi via the piggyBac transposon system , Johan Chabanon

A Novel Abi-domain Protein Controls Virulence Determinant Production in Staphylococcus aureus , Stephanie Michelle Marroquin

The Effect of Antigen Polymorphisms on Serological Antibody Detection Assays Based Upon the , Kristi M. Miley

Development of a Transfection System for the Free-Living Amoeba Naegleria fowleri Using the piggyBac Vector , Kati Räsänen

Spatial-temporal Distribution of Mosquito Larval Hot Spots in Papoli, Uganda: A Community-Based Approach to Mosquito Control , Ryan E. Tokarz

Geospatial and Negative Binomial Regression Analysis of Culex nigripalpus, Culex erraticus, Coquillettidia perturbans, and Aedes vexans Counts and Precipitation and Land use Land cover Covariates in Polk County, Florida , Joshua P. Wright

Theses/Dissertations from 2016 2016

The Ecological Succession of Mosquitoes Inhabiting Waste Tires in a Subtropical Swamp and Upland Forest in Central West Florida , Emily Thuong Nguyen Dinh

Development and Validation of a Remote Sensing Model to Identify Anthropogenic Boreholes that Provide Dry Season, Refuge Habitat for Anopheles Vector Mosquitoes in Sub-Saharan Africa , James Pkemoi Kukat

An Examination of The Distribution of Diabetes Mellitus Among TB Patients with Pulmonary Tuberculosis and Drug Resistant Tuberculosis In The State Of Florida, USA. , Mandzisi Mbongeni Mkhontfo

Predictive Mapping of Mycobacterium Tuberculosis at the County Level in the State of Florida , Ali Moradi

Development of a RT-PCR-ELISA Wuchereria bancrofti Detection Assay for the Monitoring Of Mosquito Vector Infection and Infectivity , Nompumelelo Mzizi Mzizi

Quantifying the Association between Active Tuberculosis Incidence and Migrant Farm Worker Populations among Florida Counties, 2009-2013: An Ecological Study , Ryan Nicolas Ortega

Reclaiming the Activity of Lost Therapeutics , Rallya Telussa

Theses/Dissertations from 2015 2015

Applying Voronoi Tessellations as a Non-Orthogonal Grid Methodology to Inform Public-Private Mix Efforts in Nigeria: An Examination of the Distribution of Private Healthcare Providers in Six States and the Covariates Underlying Their Utilization , Trinadh Dontamsetti

Efficacy and Resistance Potential of JPC-3210 in Plasmodium falciparum , Siobhan Marie Flaherty

MMV Malaria Box Activity Screening in Dormant Plasmodium falciparum Phenotypes , Sandra Galusic

Gene Expression Analysis Of Upregulated Genes By 20-OH Ecdysone in Brugia malayi , Monica Lazaro

Effect of Timely Treatment on Malaria Gametocytemia in Esmeraldas, Ecuador , Miguel Reina-Ortiz

A Forward Genetic Screen Identifies Factors Associated with Fever Pathogenesis in Plasmodium falciparum , Phaedra J. Thomas

Theses/Dissertations from 2014 2014

Overwintering and Early Season Amplification of Eastern Equine Encephalitis Virus in the Southeastern United States , Andrea Bingham

Molecular Evidence for Vector Implication of Onchocerca lupi in Los Angeles County, CA , Shanna June Bolcen

Perspectives of HIV + Women on the Mother to Child Transmission of HIV in Addis Ababa, Ethiopia , Kimberly Anne Fleek

Development of an efficient human hepatocyte culture platform for assessing novel therapeutic efficacy against Plasmodium liver parasites , Steven Patrick Maher

Differentiating Geo-Spatiotemporal Aquatic Larval Habitats of Anopheles gambiae complex in Urban Agriculture and Urban Non-Agriculture Environments in Accra, Ghana , Samia Mckeever

Water and Health in the Nandamojo Watershed of Costa Rica: Community Perceptions towards Water, Sanitation, and the Environment , James Mcknight

Pathogenic mechanisms and signaling pathways in Plasmodium falciparum , Jennifer L. Sedillo

Theses/Dissertations from 2013 2013

The Effect of Drug Resistance on Plasmodium falciparum Transmission and Gametocyte Development , Samantha Olivia Aylor

Partial Characterization of PF13_0027: A Putative Phosphatase of Plasmodium falciparum , Christopher Campbell

Development of a Confirmatory PCR Assay to Detect Onchocerca volvulus in Pools of Vector Black Flies , Alex Jeanne Talsma

Eco-Epidemiology of Eastern Equine Encephalitis Virus , Patrick Vander Kelen

Complete Genome Sequences and Phylogeny of West Nile Virus Isolates from Southeastern United States, 2003-2012 , Crystal Wedin

Theses/Dissertations from 2012 2012

Cloning of the Gene, Purification as Recombinant Protein and Functional Characterization of Leishmania mexicana Cytochrome b5 Reductase , Ala Azhari

Analysis of Variable Effects on Presence of Cryptosporidium Oocysts and Giardia Cysts in Effluent Water from Wastewater Treatment Utilities in Florida from 1998 to 2010 , Katherine Jane Barkan

Theses/Dissertations from 2011 2011

Development of an ELISA for Eastern Equine Encephalitis Virus that can Differentiate Infected from Vaccinated Horses , Andrea Bingham

Discovery of a Functional Ecdysone Response Element in Brugia malayi , Tracy Enright

Theses/Dissertations from 2010 2010

Core Promoter Function in Brugia malayi , Michelle Bailey

Inactivation of Ascaris suum by Ammonia in Feces Simulating the Physical-Chemical Parameters of the Solar Toilet Under Laboratory Conditions , Ligia Maria Cruz Espinoza

Characterization of Unidentified Viruses from Florida , Jessie L. Dyer

Epidemiological Study of Contributing Factors in the Development of Peptic Ulcer and Gastric Cancer Initiated by Helicobacter Pylori Infection in India , Rahul Suresh Mhaskar

Phenotypic and Genotypic Analysis of In Vitro Selected Artemisinin Resistant Plasmodium falciparum , Matthew Scott Tucker

Theses/Dissertations from 2009 2009

Active Surveillance and Incidence Rate of Dengue Infection in a Cohort of High Risk Population in Maracay, Venezuela. , Carlos Espino

Factors Surrounding and Strategies to Reduce Recapping Used Needles by Nurses at a Venezuelan Public Hospital , Luis J. Galindez Araujo

Maternal knowledge, attitudes and practices and health outcomes of their preschool-age children in urban and rural Karnataka, India , Angela Lloyd

Functional characterization of cytochrome b5 reductase and its electron acceptor cytochrome b5 in Plasmodium falciparum , Lucio Malvisi

Artemisinin-Based Combination Therapy (ACTs) Drug Resistance Trends in Plasmodium falciparum Isolates in Southeast Asia , Jessica L. Schilke

Theses/Dissertations from 2008 2008

Luminex Microsphere Immunoassay Offers an Improved Method in Testing for Antibodies to Eastern Equine Encephalitis Virus in Sentinel Chicken Sera , Kelly Ann Fitzpatrick

Impact of West Nile Virus on the Natural History of St. Louis Encephalitis Virus in Florida , Christy L. Ottendorfer

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Global Health: Definition, Principles, and Drivers

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• First Online: 12 May 2021
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• Johanna Hanefeld 5 , 6 &
• Hanna-Tina Fischer 5  

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Global health, as a field of study, research, and practice, has grown in prominence over the past two decades. This chapter sets out what “global health” is and outlines key principles and core concepts of relevance for the field. It goes on to take a historical look at the origins of global health in the fields of public health, international health, and tropical medicine, providing a brief overview of important milestones in the development of the field. The chapter ends by turning to the present day, discussing main global health challenges the world faces today and what changes in the field of global health could be leveraged to better address these. Finally, the chapter explains why global health has transformative potential and puts forward suggestions as to how this can be harnessed for the world to become a healthier and more peaceful place as set out in the sustainable development goals.

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Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK

Johanna Hanefeld & Hanna-Tina Fischer

LSHTM Berlin, Department of Global Health and Development, London School of Hygiene and Tropical Medicine and Centre International Health Protection; Robert Koch - Institute, Berlin, Germany

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Graduate Institute of International and Global Health Programme, Geneva, Switzerland

Ilona Kickbusch

Charité Foundation, Berlin, Germany

Detlev Ganten

World Health Organization, Regional Office, Brazzaville, Congo, Demographic Republic (Zaire)

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Hanefeld, J., Fischer, HT. (2021). Global Health: Definition, Principles, and Drivers. In: Kickbusch, I., Ganten, D., Moeti, M. (eds) Handbook of Global Health. Springer, Cham. https://doi.org/10.1007/978-3-030-45009-0_1

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DOI : https://doi.org/10.1007/978-3-030-45009-0_1

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Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Meike schleiff.

1 Johns Hopkins School of Public Health, Baltimore, MD, United States of America

Bhakti Hansoti

2 Johns Hopkins School of Medicine, Baltimore, MD, United States of America

Anike Akridge

3 Public Health Institute, Washington, DC, United States of America

Caroline Dolive

David hausner, anna kalbarczyk, george pariyo, thomas c. quinn, sharon rudy, sara bennett, associated data.

All relevant data are within the manuscript and its Supporting Information files.

As the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies.

This scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches.

Sources of evidence

A review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches.

Out of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peer-reviewed and three were from the grey literature. Most of the sources focused on post-graduate public health students, professional trainees pursuing continuing education training, and clinical and allied health professionals working in global health. Two approaches were identified to defining skill level or milestones, namely: (i) defining levels of increasing ability or (ii) changing roles across career stages. Pedagogical approaches featured field experience, direct engagement, group work, and self-reflection. Assessment approaches included self-assessment surveys, evaluations by peers and supervisors, and mixed methods assessments.

Conclusions

The implementation of global health competencies needs to respond to the needs of specific agencies or particular groups of learners. A milestones approach may aide these efforts while also support monitoring and evaluation. Further development is needed to understand how to assess competencies in a consistent and relevant manner.

Introduction

Global health is defined by Koplan et al. [ 1 ] as “an area for study, research, and practice that places a priority on improving health, and achieving equity in health for all people worldwide” [ 1 ]. Global health addresses the root causes of disease through an interdisciplinary and population-based effort, as well as an individual care perspective [ 1 ]. In recent years, the role of global health professionals has evolved in response to the needs of an interconnected world, from a disease-oriented and predominantly curative focus towards promoting holistic interventions which more appropriately address sociocultural influences on health, promote equity, and respond to complex societal needs [ 2 ]. Global health professionals work across many contexts and include public health workers dealing with health and its related influences and determinants in low resource settings, those supporting policy-making, medical and treatment guidelines development, budgeting and financing, service provision, data management and use, training and capacity building, and other aspects of public health programming [ 3 , 4 ]. We recognize that terminology of whether to call these workers “public health” or “global health” professionals likely depends on one’s perspective, with many institutions in the global north defining the field as “global health” while similar roles in the global south, may be identified as “public health”. In this paper, we use the term global health, recognizing the northern origins of the term [ 5 ]. Training of these diverse participants engaged in the field of global health needs to extend beyond disease-specific and other technical knowledge to include a skill base that matches the challenges of working in an interdisciplinary, cross-cultural, multi-sectoral environment to improve health outcomes worldwide [ 6 – 10 ].

The demand and need to define success and guide successful training in global health has led many groups, institutions, and professional societies to define sets of global health competencies. Competency-based education aims to move away from traditional learning assessment approaches—such as counting hours spent learning—to capturing the “knowledge, skills, and attitudes [or abilities] required for an acceptable level of practice” [ 11 ]. This approach opens up opportunities to focus on job performance, as well as allowing for the definition of levels of skill for assessment of progress [ 12 , 13 ]. Competency-based training has gained popularity in recent decades across many disciplines, including education, medicine, public health, and global health [ 13 – 15 ].

In global health, agencies and consortia such as the Association of Schools and Programs in Public Health (ASPPH), the Consortium of Universities for Global Health (CUGH), and Global Health Education Consortium (GHEC), have developed tailored sets of competencies to match their specific areas of expertise and target audiences of learners [ 16 – 19 ]. The CUGH competency set was developed based on a review of the existing literature and thirty professional society and organization websites. On the other hand, the ASPPH utilized a multi-stage Delphi process to develop their competency set [ 18 , 20 ]. The United States Agency for International Development (USAID) and the Public Health Foundation (PHF) have also developed tailored sets of competencies for the different public health workforce roles in their respective organizations [ 7 , 21 – 24 ]. In an attempt to document the various approaches, a review of global health competencies published in 2017 examined 13 documents that included competency domains and proposed a set of competencies closely resembling the CUGH competency domains. This framework captures both the public health technical skills as well as “soft skills”/“leadership skills” that are applicable across the range of public health and global health roles [ 11 ].

While broad consensus is being reached at the stage of defining competency domains for the fields of public health and global health, it is significantly more difficult to decipher how training programs, institutions, and organizations are incorporating global health competencies into their learning and performance activities [ 25 ]. Many competency domains mention specific technical skills or knowledge areas, for example, within the domain of program management, competency is defined as the “ability to design, implement, and evaluate global health programs to maximize contributions to effective policy, enhanced practice, and improved and sustainable health outcomes” [ 18 ]. While such descriptions provide a broad overview of what each domain should contain, these competencies are often too general to design learning activities and track achievement of specific standards or learning objectives by a learner. Furthermore, there is now an increasing desire to codify and track levels of achievement and quantify assessment of global health practice [ 26 ].

Several groups have worked on developing structured assessment approaches across public health competencies [ 27 ]. In 2003, the Public Health Foundation’s Council on Linkages Between Academia and Public Health Practice developed a three-tiered model to assess a range of public health skills [ 23 ]. Others have also developed surveys to assess communications, leadership, and analytical skills among public health professionals [ 28 ]. Another group developed a strategy to assess skills such as mobilizing partnerships and enforcing laws and regulations among public health nurses in Illinois [ 29 ]. Most recently, initiatives have begun to identify how these competencies can be applied to professionals in low and middle-income countries (LMICs) [ 30 ].

In this paper, we describe the current approaches to implementing global health competency-based education that has been developed and discuss the opportunities and needs for further development. Specifically, we seek to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches.

Materials and methods

Scope and approach.

In this paper we include literature from training for professional in two fields; “Public Health” and “Global Health." While both fields have different origins and emphases, they overlap in terms of training content and competency needs, as well as a growing imperative to work closely and seamlessly together in teams and across agencies. Further, individuals with both public and global health backgrounds may fill similar jobs and roles in many agencies, particularly in international organizations [ 31 – 33 ]. Lastly, professionals from both fields have been working to identify approaches to implement competency domains into their respective curricula [ 11 , 18 , 34 ]. We employed a scoping review methodology given the broad nature of our search, and a lack of a focused question but rather a need to capture a breadth of knowledge related to the implementation of competency-based curricula for these professionals [ 35 ].

Search strategy

We searched PubMed, Embase, ERIC, and Google/Google Scholar for articles and documents published from 2003 through September 15, 2019. This timeframe was chosen because it was expected to capture the majority of the literature on competencies in public health and global health [ 11 ], and many of the key articles defining the field of global health were published in the 2003–2007 period [ 1 , 36 , 37 ]. The search encompassed four concepts in total ( Table 1 ), which included global health and public health, education/capacity building; competency; milestone or level. We searched broadly for initiatives and studies looking at how public health and global health competency sets are being utilized and evaluated, including those from high-resource settings aimed at training professionals to work globally, including across low- and middle-income settings. Terms were identified inductively from the search results that could enable us to develop more targeted searches, and so we added terms to the search strategy (Appendix 1). We adapted the search strategy for each database to minimize the possibility of missing relevant materials. We also reviewed citations of the relevant documents that we identified.

Articles were included if they presented discrete global health competencies or the implementation of a competency-based global health training program. Conversely, articles were rejected if they did not contain data on the implementation or evaluation of competency-based curricula–i.e. they may have proposed a set of domains to cover in a curriculum, but did not provide supporting information about the learners, curriculum delivery, or assessment approaches.

Data charting and synthesis

All included articles were reviewed in their entirety to understand in-depth the experience and status of competency-based assessment approaches in the field of global health. We captured specific data on target audiences, models for defining skill level, pedagogy, and assessment approaches and prepared a matrix, which was then refined into Tables ​ Tables2 2 and ​ and3 3 .

The scoping review identified 68 documents that presented data on a competency-based training program for global health professions, which were reviewed in their entirety. Of these, 21 documents are featured in this comprehensive review (Tables ​ (Tables2 2 and ​ and3). 3 ). Of these, 18 were peer-reviewed published articles and three were other documents that included reports, policy guidelines, and electronic versions of tools. The documents had publication dates spanning from 2011–2019; older materials that were identified in the search were either solely focused on US-based public health professionals or did not include any information on the implementation of competencies. We cited a number of these older documents in the introduction to this paper in order to provide some context and acknowledge prior work undertaken in this field.

Three themes were identified based on the evidence identified in the review to organize our findings and recommendations: (i) target audiences; (ii) milestones or levels; and (iii) pedagogical and assessment strategies and are presented sequentially in the remainder of the results section. These topics serve as the organizing framework for this section. Tables ​ Tables2 2 and ​ and3 3 provide an overview of the findings across each topic, organized chronologically by year of publication. Table 2 focuses on findings that are non-clinically oriented or multi-disciplinary programs, whereas Table 3 focuses on clinically oriented programs. We have separated these two categories in order to be able to compare across programs focusing on public health professionals versus those providing global health content to other health professionals, and the inherent nuances of training these two groups of professionals.

Target audiences for global health competencies

This scoping review identified three major groups of target audiences for public health and global health competencies: post-graduate public health students, professional development for global health workers, and global health training for clinical and allied health professionals. The competencies for the first audience included U.S.-based training programs preparing individuals for public health careers internationally while the second category focuses more on training programs for LMIC-based public health professionals. The last category includes individuals who may be from the US but ultimately who plan to work or already work in a low-resource health setting as a clinical or allied health professional.

Post-graduate public health students

Two articles written by a team from the CUGH sub-committee on competencies broadly address global health professionals, recognizing the diversity of backgrounds and levels of expertise of public health and global health trainees [ 17 , 18 ]. In Canada, multiple universities under the GHEC have engaged in individual as well as collective review and debate about global health competencies [ 51 ]. The ASPPH also reflects a university-based consensus-building process to determine competencies for post-graduate degree-seeking students across the Council on Education for Public Health (CEPH)-accredited U.S. universities [ 41 , 44 ].

Global health professionals

USAID and the Afya Bora Fellowship focus on professional skill-building targeted towards specific career trajectories, preparing leaders to manage global health programs in Africa [ 39 ]. The USAID competencies are geared towards employees within the USAID system and target political and managerial competencies as well as content areas aligned with global health-related USAID strategy [ 22 ].

Clinical and allied health professional training component

Nine articles focused on medical, nursing, pharmacy, dental, and rehabilitation students receiving targeted training in global health [ 34 , 52 – 56 ]. For example, competencies based on the GHEC domains were adapted for family medicine trainees in Canada who plan to engage in global health; these include values and “soft skills” that will enable a physician to operate effectively and appropriately in diverse contexts [ 54 ]. A specialized matrix for global oral health was also developed building on the CUGH competency domains and resulted in a list focused on dental disease-specific knowledge, including disease risk factors and a set of more general interpersonal and professional skills [ 55 ].

Defining skill levels and “milestones” for learners

As numerous groups continue to work on defining and refining competency domains, many have evolved to recommend specific levels or milestones for trainees, which can be tailored depending on career trajectory or scope of work [ 51 ]. Tools to organize and measure learner progress and growth within competency domains have begun to emerge, particularly in the last few years (2015–2019) [ 11 , 27 , 29 , 57 , 58 ]. We identified two approaches to tracking the achievement of levels of competency across domains for professionals in public health and global health. The first approach focuses on sequential or tiered levels of ability and is more hierarchical in nature. This approach focuses more on the achievement of advancing or specialized skills. The second approach has a more longitudinal view and shows differing skills as the roles evolve ( Fig 1 ). While the first approach is more likely to be tiered and perceived and implemented as a linear progression, the second can feasibly include parallel routes to different milestones and is more apt at placing individuals within a functional category.

The USAID competency framework utilized a three-level approach with basic, intermediate, and advanced categories [ 21 , 22 ]. Similarly, Gruppen, et al . [ 59 ] employed a four-level model with beginner levels focusing on knowledge, and more advanced levels focus on skills. The Afya Bora fellowship measures skills on a scale from weak to excellent [ 39 ].

Building on CUGH’s set of core competencies, a four-level approach was developed by CUGH beginning with a “Global Citizen” basic awareness level for a trainee pursuing a field with bearing on global health but not necessarily with sustained or direct engagement. It ends at an “Advanced” level of student who plans to have long-term engagement in global health and work towards holding substantive leadership positions [ 18 ]. The Global Emergency Medicine Think Tank Education Working Group (EWG) also used a structured process to determine milestones across five levels for emergency medicine trainees undertaking global health experiences. The levels ranged from Level 1 characterized by very basic knowledge of major concepts across competency domains to a Level 5, indicating a leader and teacher who is able to contribute to building the field of global health across one or more competency domains [ 34 ].

Most of the clinically-oriented articles (except Douglass, et al.) [ 34 ] described specific milestones or expectations to be achieved by the end of the training programs, and several of the non-clinical examples (Sharma, et al., Winskell, et al., Hobson, et al., and the ASPPH) [ 40 , 44 , 60 ] also emphasized specific levels and milestones to be achieved by the completion of an MPH program.

Pedagogy and assessment strategies and tools

Pedagogical approaches revealed several consistent themes across the clinical and non-clinical articles. The first key theme was direct engagement and application of learning in clinical or field settings. For clinical settings, this could include practice with standardized patients, supervised clinical activities, other engagement with host team members, or similar apprenticeship models [ 34 , 50 , 52 , 54 ]. For non-clinical field activities, these field placements included participation in activities from community diagnosis and program planning through to project evaluation [ 44 , 51 , 61 ]. Simulations for use in classroom settings were also a related theme found across both target audiences [ 34 , 54 , 58 , 59 ].

The second cross-cutting theme relates to group work. This theme included small group discussions in classroom settings, group projects, collaborative activities to develop proposals or other products, and group problem-solving in clinical contexts [ 34 , 39 , 40 , 44 , 50 , 54 , 59 ]. Eichbaum [ 26 ], in particular, noted that the role of group work may be seen differently across cultures that are more individualistic versus more collectivist, and also that learners may have different levels of experience, comfort, or expectations for how these group activities are managed. What is apparent is that while group work is identified as a core educational strategy, it may be more difficult to implement in certain cultural settings, and thus group work approaches that are facilitated or more structured may be important to adopt.

The final cross-cutting theme related to self-reflection, which was present for both clinical and non-clinical audiences as well as across levels of graduate and post-graduate training. Different articles mentioned different approaches, including reflective essays and journaling, as well as reflections with peers as a strategy to strengthen the absorption of curricula [ 34 , 44 , 50 , 51 , 54 , 62 ].

Assessment strategies and tools

We identified three kinds of evaluation tools that have been developed and used to assess individual competencies: i) self-assessment surveys, ii) assessment from multiple stakeholders or perspectives, and iii) mixed methods assessments using surveys, scenarios or interviews. The findings for each kind will be discussed in sequence.

Several of the articles included self-reflection approaches as a means to facilitate assessment. The Afya Bora fellowship was the only group that utilized a self-reflection tool both before and after each module of the curriculum to demonstrate a change in knowledge/skills/comfort [ 39 ]. Veras, et al . [ 63 ] published the results of a validated self-assessment survey developed to assess global health competencies [ 63 ] and also utilized the tool with rehabilitation students to self-assess knowledge, skills, as well as learning needs [ 46 ]. The tool begins to address the need for validated structured assessment that is able to assess gaps knowledge across different participant groups uniformly and has since been applied to global health training in South Korea with positive results as well as with rehabilitation students in Canada [ 46 , 52 , 63 ]. Gladding, et al . [ 62 ] and Redwood-Campbell, et al . [ 54 ] also emphasized the need to better evaluate student self-reflection and essays to assess progress towards milestones or other training-specific goals.

Two documents included in the scoping review utilized input from multiple perspectives, including self-evaluation [ 29 , 64 ]. Both used a variation of a 360-degree evaluation, or multi-rater feedback, approach [ 65 ] that included feedback from the public health professional's subordinates, colleagues, and supervisors, as well as a self-evaluation by the individual themselves. Both approaches utilized Likert scales, though one scale focused on skill development, and the other focused on the development of competency in a particular area from the role of learner to that of teacher/instructor. USAID also emphasized feedback from supervisors and other performance reviews [ 22 ], and Eichbaum [ 26 ] advocated for evaluation from multiple sources, including faculty, representatives from the health system, and self-evaluation.

Wroe, et al . [ 58 ] developed a series of scenarios common to global health practice in order to capture more nuanced feedback related to the “soft skills” in global health. Interviewers assessed whether respondents had received adequate global health training in order to be prepared for continued practice in areas such as professionalism, self-care, and interpersonal and cross-cultural communication [ 58 ]. Another approach by Knight, et al . [ 61 ] utilized a self-assessment survey that included quantitative measures as well as open-ended qualitative questions.

Douglass and colleagues [ 34 ] hypothesized that the evaluation strategy might need to be responsive to the level of the learner, and thus, the skill being assessed [ 34 ]. While earlier levels focus more on self-reflection and formal assessment processes, the more advanced levels require more objective measures of achievement, such as peer assessment or scientific publications [ 34 ].

The implementation of competency-based educational models is both nuanced and challenging. A variety of approaches have been adopted for different learner groups, and more may become priorities as global health training takes on greater prominence at the undergraduate level as well. However, most focus on developing specific measures for achievement, such as requirements for completing a degree program, and use a variety of evaluation strategies. The challenge of a meaningful and appropriate assessment of competence [ 66 ] has led to efforts to offer more concrete approaches through the development of levels, milestones, and evaluation tools. Based on our synthesis of the evidence in this review, we developed a box of recommendations for program implementers and priority areas for further research ( Box 1 ) in order to provide actionable steps for others who want to continue to develop this field.

Box 1. Recommendations for program implementation and further research

Program Implementation Recommendations:

• Supporting the global health workforce across all levels of experiences must focus not only on technical skills, but also on leadership, communication, cultural competency, etc. that support the development of impactful global health professionals.
• Define levels and milestones for programs or organizations that align with desired workforce advancement and supports consistent approaches to performance review
• Build opportunities for application of learning into training programs, including structured and context-appropriate experience working with peers and mentors to enable shared learning and practice in working in diverse teams
• Develop appropriate assessment approaches based on level of learner, and use approaches including case examples, simulations, and 360-degree reviews to support more advanced learners

Further Research Recommendations:

• Develop frameworks and theories of change to support curriculum customization and measure impact, which are based on existing global health competency literature.
• Build on the important initial work to define priorities for competencies that is taking place among LMIC-based global health professionals and seek to better understand learning needs of field based participants
• Identify strategies to develop innovative pedagogical interventions to support the development of core competencies (aka “soft skills”) and move beyond training centered around graduate public health degree programs
• Develop robust measurement of long term impact of innovative pedagogical approaches, including what works best across contexts and for different kinds of learners
• Study the use of assessment approaches that have been advocated for in global health training, particularly for leadership and related skills, including self-reflection and 360-degree reviews

Some recent approaches for teaching global health have been built on the foundation of competency-based medical education (CBME) from clinical settings [ 67 ]. Many of the best practices for CBME have developed specific anchors or skills that can be objectively observed or otherwise identified to define the achievement of a competency level. It is however, acknowledged that challenges remain on how to meaningfully assess “soft skills”, such as leadership, communication, and cross-cultural practice, which are central to global health work [ 68 ]. Assessment of “soft-skills” may require a process-oriented approach to understand learner experiences and establish feedback mechanisms. These competencies ultimately also need to be developed at an individual, program, and broader agency or societal levels and involve a variety of stakeholders (educators, peers, supervisors) within training programs as well as post-graduation [ 69 ].

Another promising direction is the emerging focus on adapting competency frameworks and approaches to utilizing them for use in LMIC [ 30 , 52 , 64 ]. This has included assessing competence in LMICs while accounting for local learning styles, culture, and other contextual factors relevant to global health work. However challenges do exist, for example, assessment of competencies within cultures where teamwork and direct engagement are commonplace and necessary but traditional assessment approaches do not capture these skills fully [ 26 , 56 ] or how to account for cultural and practice setting differences when aiming to develop a globally-applicable set of competencies [ 56 ]. In the field of global health, increased emphasis is needed on the competencies related to participatory approaches, learning across disciplines and in resourceful ways, and maintaining a social justice and health equity lens [ 26 ].

Long-term capacity strengthening in LMICs to achieve the Sustainable Development Goals (SDGs) must consider the context in which global health practice occurs [ 70 , 71 ]. Further evidence on approaches used in LMIC settings and their effectiveness is needed. Future efforts might include systematically documenting consensus on competencies based on empirical studies that include input from a wide range of global health stakeholders, including LMIC national-level policymakers and leaders, managers, academics and researchers, and civil society. Competency-based education is held up as an approach that can make training as applied and impactful as possible. However, further rigorous evaluation of the impact—both immediate and longer-term—of global health training programs is needed. Furthermore, competency-based education for students and early-career professionals undergoing more knowledge-focused training is inherently different from the skills desired among senior health professionals. Colloquially these skills are often termed "leadership skills." Understanding the nuances of how leadership skills can strengthen public health practice and how these skills and be codified to provide focused monitoring, feedback, and training is the key to supporting the global health workforce.

Lastly there is an unspoken dynamic between the focus on “structural competency” as s as a strategy to develop learning/teaching objectives focused on delivering knowledge around determinants of health versus the use of competencies to identify the key areas of emphasis required to develop impactful global health citizens. Much of the work featured in this review focuses on the needs of the former i.e., identifying domains for teaching medical and public health students so that they understand the social determinants of health from a theoretical and empirical perspective, but not necessarily providing them with the skills to address such inequities. As the field of global health and competency-based education develop there is an opportunity for educators to use the competencies to deliver a farsighted approach to global health educational content.

Our review had several limitations, which included reliance on published literature and ongoing ambiguity around the most appropriate search terms to utilize. To the first point, although we have included published and grey literature in this review, we believe that there are more examples of implementation of competency-based curricula in LMIC contexts that what we were able to find. This links with the second point, which is that different programs, educational systems, and health professions use a range of different terms to describe both global health as well as competency-based curricula. Therefore, conducting a systematic and exhaustive search was a challenge.

Global health is already a very dynamic field and is sure to change even more in the future. While many different voices are joining the debate about how the field will evolve by providing perspectives, tools, and learning activities, a great deal of work must be done to align, validate and evolve these contributions towards translatable, actionable, and trustworthy instruments, resources, and opportunities. The capacity development needs of professionals in government versus non-governmental organizations, academic or research- versus program implementation-focused institutions, and the public or non-profit versus private sectors can vary greatly, as can the individual learning styles of professionals in those settings. Competencies and their assessment may also need to vary accordingly to respond to the needs of specific agencies or particular groups of learners. Further discussion and action on the role and implementation of competency-based education better equip the global health workforce as they address current and emerging global health challenges is needed.

Supporting information

S1 checklist, s1 appendix, funding statement.

SB and TCQ The STAR project is supported through Cooperative Agreement No. 7200AA18CA00001 by the United States Agency for International Development (USAID). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Data Availability

• PLoS One. 2020; 15(10): e0239917.

Decision Letter 0

19 May 2020

PONE-D-19-35888

Implementation of Global Health Competencies:

A Scoping Review on Target Audiences, Levels, and Pedagogy and Assessment Strategies

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Reviewer #1: This is a timely piece of work and will make a strong contribution to the literature. The Discussion and Conclusion sections are well written and informative.

The manuscript contains grammatical errors that must be corrected.

Reviewer #2: I was excited to read this article and to learn from its review of the literatures on global health education competencies. The work the authors do in surveying this literature is undoubtedly useful, and, inter alia, it also helps further consolidate claims that a global health education field exists in the first place. I also found the paper to be clearly written and accessible.

These qualities noted, I came away quite disappointed by the lack of actionable content in the article, as well as a sense of frustration with many areas of global health education (and competency) left unaddressed. In particular, it seems to me that the article fails to address the growing area of undergraduate global health education, including the many books and articles designed to teach college students about priorities and challenges in global health delivery. For example, all the work of the Harvard scholars involved in creating the influential textbook Reimagining Global Health, including their salutary emphasis on a ‘biosocial’ approach, was ignored. I also felt that wider work on cultural competency was sidelined, along with the sorts of work that is widely cited in global health on the challenges of global governance and humanitarianism amidst the inequalities of global development. At the same time, the sort of biomedical leadership taken by The Lancet’s Richard Horton in advancing new medical voices in global health was also ignored.

Put together these sorts suggest a bigger weakness in the paper: namely, its failure to articulate and discuss clearly a widespread concern in global health education with ‘structural competency’ – a term often used to describe the learning objectives involved in being able to describe the social and economic determinants of unequal or bad health outcomes globally, as well as with the social forces that delimit how global health policy is developed in response. Relatedly, a whole vocabulary of terms developed by social scientists - medical anthropologists, sociologists and geographers all included – seemed to be missing from this article’s study and discussion. Such terms include those useful for describing global and structural forms of pathogenesis associated with globalization including ‘syndemics’, ‘biological citizenship’, and ‘biological sub-citizenship’, but they also extend to debates over global health delivery in the context of structural violence and neoliberal austerity, including debates over health systems strengthening, diagonalization and the problems of exclusion associated with vertical biomedical interventions in global health. Any competent account of global health competencies ought to be engaging with the literatures that future medical students and MPH students are reading about these terms. It should in turn discuss what sorts of milestones and metrics might be developed to measure how well students develop literacy in these critical global health areas. I hope that some major revisions to this paper can address some of these missed opportunities, and, for the same reason, I hope these comments are useful.

Reviewer #3: GENERAL COMMENTS

_________________

The manuscript by Schleif and colleagues attempted a comprehensive review of expectations for competency in global health, and how the competencies have been implemented in various context. There have been many developments in global health education over that past 3 decades, and such a review would be helpful, provided that it does not contribute to the growing confusion about terminologies and expectations for faculty and trainees, and those who practice what we are preaching. For example, there is deep confusion in this article about what global health is, and what it is not, with an attempt to split the difference by advocating the conflated phrase "global public health". The differences between and among public health, international health, global health, population health, one health, etc. have been debated extensively, from the perspective of scope and competencies overlap and distinctiveness. The review of 21 articles published over the past 18 years does not capture the nuances of the debates and in its present form, falls short of revealing themes that might advance the discussion.

SPECIFIC COMMENTS

Line 19: The abstract should include information about the pool of articles from which less than a third were selected, and the selection criteria, which was not described convincingly anywhere in the manuscript.

Line 25: The abstract notes "360 evaluations" which is a confusing term, and should be explained to readers. The abstract also notes only two assessment methods, whereas three were described in the main text.

Line 37: This is an extremely broad scope that conflates core public health and medicine. Describing global health with such broad scope renders it without distinction. The debate dates back to the differentiation of international health and global health, and now population health. For this exercise to be useful, the narrative must be more precise than presented here.

Line 93: This is a very confusing terminology that conflates global health and public health. The first statement in the materials and methods section adds to the confusion.

Line 101: The introduction section should have alerted readers that the paper has two foci. Until this point, the assumption is that this is all about global health, which is differentiated from public health.

Line 104: This is not an ideal situation. The core foundational degree is typically public health, and additional training is essential to transfer skills to global health context, otherwise there is incompetence, and potential to make situations worse.

Line 108: Extremely confusing logic (Global Public Health).

Line 113: PUBLISHING LIMITED-, 14(3), pp.427-432.

Haq, C., Rothenberg, D., Gjerde, C., Bobula, J., Wilson, C., Bickley, L., Cardelle, A. and Joseph, A., 2000. New world views: preparing physicians in training for global health work. FAMILY MEDICINE-KANSAS CITY-, 32(8), pp.566-572.

Bunyavanich, Supinda, and Ruth B. Walkup. "US public health leaders shift toward a new paradigm of global health." American Journal of Public Health (2001): 1556-1558.

Fineberg, H.V., Green, G.M., Ware, J.H. and Anderson, B.L., 1994. Changing public health training needs: professional education and the paradigm of public health. Annual review of public health, 15(1), pp.237-257.

Schultz, S.H. and Rousseau, S., 1998. International health training in family practice residency programs. Family medicine, 30(1), pp.29-33.

Neufeld, V., 1992. Training in international health: a canadian perspective. A North-South Debate, p.193.

Davis, D., 1998. Global health, global learning. British Medical Journal, 316(7128), pp.385-390.

Gebbie, K., Merrill, J. and Tilson, H.H., 2002. The public health workforce. Health

Line 140: Why were the other articles rejected? Table 2 rightly includes some non-U.S. authors and context as global health is a global practice. What were the criteria for including these and perhaps rejecting others?

Line 147: How were these identified? is this a systematic methodology or eyeballing?

Page 17 (no line numbers): The abstracted noted only 2 types of assessments.

Page 17: Define "360 evaluation" for readers or provide reference.

Page 19, second paragraph: This statement about public health is likely to be met with deep resistance. I do not think that most public health professionals will accept the view that public health thinking was build on a foundation of clinical settings.

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Submitted filename: PONE-D-19-35888_reviewer.pdf

Author response to Decision Letter 0

28 Jun 2020

Response to Reviewers

Response: Thank you. We have conducted another thorough copy edit.

Response: Thank you; this is well noted. We acknowledge the lack of addressing undergraduate global health specifically and agree that we did not specifically delve into the challenges of advancing new medical voices. The purpose of this review was narrow, and we choose to focus on the implementation of, “global health competency-based education that has been developed and discuss the opportunities and needs for further development. Specifically, we seek to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches.” We have created a box of recommendations for program implementors and areas for further research based on the synthesis from this review on p. 18.

Response: Thank you. We have added this important consideration of structural competency to our discussion on p.20. See the second to last paragraph in the discussion.

Response: Thank you for raising this concern. We have addressed this point at the end of the paper, and we have revised our terminology to “global health” with the emphasis that there are differences in understanding this term depending on the reader’s perspective.

Response: Thank you. We have added the requested details in the abstract.

Response: Thank you. We have taken this terminology out of the abstract and defined it further in the main text.

Response: Thank you for this important perspective, and we certainly do not wish to add to confusion. We have added a sentence in the introduction (lines 49-51) to frame our use of these terms.

Response: We appreciate the feedback, and we have revised our terminology to “global health” and have further defined our perspective in the introduction as well.

Response: Thank you. We have clarified our opening to the Materials and Methods section to explain that our search aimed to capture experience from both of these fields in order to inform global health training curricula going forward.

Response: Thank you, and we appreciate your concern. We aimed to reflect the reality that professionals with clinical and public health training as well as with other backgrounds altogether may be holding positions in global health work and therefor may require training in order to ensure that they are all prepared with core skills needed for effective global health practice.

Response: Thank you. We have omitted this sentence.

Line 113: This start date (2003) for the review is inadequate because the review missed critical milestones in the definition of global health and its distinction from public health and international health. Particularly regarding the re-training of health professionals. For example, see:

Urkin, J., Alkan, M., Henkin, Y., Baram, S., Deckelbaum, R., Cooper, P. and Margolis, C.Z., 2001. Integrating global health and medicine into the medical curriculum. EDUCATION FOR HEALTH-ABINGDON-CARFAX PUBLISHING LIMITED-, 14(3), pp.427-432.

Response: Thank you. We have added several of these excellent citations from a few more years back to our introduction and conclusion in order to provide a more robust framing of our analysis of competency-based training.

Response: Thank you a specific sentence on inclusion/exclusion has been added to our methods, “Articles were included if the presented discrete global health competencies or the implementation of a competency global health training program. Conversely articles were rejected if they did not contain data on the evaluation or implementation of competency-based curricula – i.e. they may have proposed a set of domains to cover, but did not have supporting information on the learner, curriculum delivery or assessment, etc.”

Response: Thank you for this helpful question. We have clarified the approach.

Response: Thank you. We have revised to ensure alignment in the abstract.

Response: Thank you. We have added a more descriptive explanation and a reference.

Response: Thank you, and we have clarified our meaning in a revised opening to that paragraph.

Submitted filename: PLOS One response to reviewers 2020 06 27.docx

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26 Aug 2020

PONE-D-19-35888R1

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21 Sep 2020

Implementation of Global Health Competencies: A Scoping Review on Target Audiences, Levels, and Pedagogy and Assessment Strategies

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The Global Health MPH program emphasizes a social justice approach to global health with a focus on the social, economic, and political determinants of health, and the history and context of global responses to health problems. The core curriculum develops competencies in the basic tools of public health, including epidemiology, biostatistics, global health systems, environmental health, and social behavioral sciences. Courses in research methods and management are also required. A practicum provides hands-on experience with local or international agencies engaged in global health activities, and academic coursework culminates with independent scholarship leading to a research or practice thesis. The curriculum is highly interdisciplinary, with faculty and courses from across campus including natural and social sciences and the humanities. Case studies and applied learning are common approaches, and contributions by students provide a major component of the learning environment.

We admit students from across all disciplines. Applicants should demonstrate some background and interest in global public health and social justice via their work/volunteer experience.

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In addition to the MPH Common Core competencies and coursework, the General Track has five discrete competencies. Students will meet these competencies through General Track required coursework, a practicum, and thesis or capstone project.

General Track competencies:

• Summarize and reflect on the major social determinants of health that affect social well-being, poverty, and health, globally, including the relative roles of education, family income, nutrition, housing, water, sanitation, health care, colonialism, neoliberalism, conflict, racism, and inequality.
• Analyze the role of health institutions, including government agencies, non-governmental organizations, and global donors; their ideologies, agendas, power dynamics, and policy frameworks; and the evolution of their responses to global health issues since the mid-20th century.
• Design and present a comprehensive proposal to address the major health issues in selected countries, including gap analyses, logical frameworks, budgets, and evaluation frameworks.
• Describe a global health research project or program evaluation, and present the rationale, goals, and appropriate methods for its successful implementation.
• Reflect upon issues of power, privilege, inequity, and social justice, discuss how racism, colonialism and other structural inequities impact global health policy and practice.

Revision of requirements for a thesis committee chair!

The Thesis Chair has the overall responsibility of guiding students through the process of the successful completion of a thesis, which fulfills the requirements of the Graduate School, the School of Public Health, and the Department of Global Health MPH Program. A GH MPH Thesis Chair must have a faculty appointment in the School of Public Health or the Department of Global Health, as well as be a member of the Graduate Faculty.

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The challenges of defining global health research, attachments.

Alberto L Garcia-Basteiro, Seye Abimbola

The term ‘global health’—as a concept, a goal, a mission, a field of practice or an area of research—has been increasingly used during this 21st century. Global health institutes, departments, professorships, journals (such as the one hosting this editorial), masters courses and other academic programmes have emerged and continue to be created across the globe, although mostly in high-income countries.

The most widely cited definition so far is that of Koplan et al, who defined global health as ‘an area for study, research and practice that places a priority on improving health and achieving equity in health for all people worldwide’. Koplan et al explain the differences between global health, public health and international health, terms which are understandably often used indistinctly. But since that attempt at a definition, the issue of what ought to be the most appropriate common definition of global health—and by extension, global health research— has been the subject of extensive debate.

In a recent article published in BMJ Global Health, Salm et al reported a comprehensive systematic review and thematic analysis of the definitions of global health over an 11-year period.7 They found that most definitions of global health in the articles meeting their inclusion criteria fell within one of the following four main themes: (1) a multiplex approach to worldwide health improvement taught and pursued through research institutions; (2) an ethical initiative that is guided by justice principles; (3) a form of governance that yields national, international, translational and supranational influence through political decision making, problem identification and allocation and exchange of resources across borders and (4) a polysemous concept with historical antecedents and emergent future.

Salm et al conclude that ‘global health’ means many different things, and the definitions are conditioned by who makes them and the purpose and target recipients of its practice or research. They propose that global health could be defined as ‘an area of research and practice committed to the application of overtly multidisciplinary, multisectoral and culturally sensitive approached for reducing health disparities that transcend national borders’. However, this broad definition is still, understandably, not clear-cut, particularly, when speaking about research in or for global health.

The boundaries around what constitutes ‘global health research’ are certainly blurry. For example, PhD candidates might wonder whether they are doing a thesis on global health if they are studying preclinical models of malaria transmission in a Japanese laboratory, or if they are studying the social determinants of Alzheimer’s disease in the Democratic Republic of Congo, or conducting a systematic review on COVID-19 screening practices in airports throughout the world, or perhaps a clinical trial on a new intervention to improve the survival of preterm babies in three countries across South-East Asia, or studying how the global scientific publishing industry limits knowledge circulation in Africa.

Which ones fall within the definition of global health research? According to broad definitions, such as the one by Koplan et al or by Salm et al, it may be hard to know. But a clearer definition of global health research would be useful, given that we have now created global health research structures that need to decide on strategy, content, priorities and action. The answer to these questions would help to prioritise the content of masters or PhD programmes in global health, the scope of departments that make up a global health institute, positions in academia and the focus of research calls or global health journals, among others. Having a clearer sense of the ‘what’ (the overall purpose/goal of research), the ‘where’ (the context in which the research is designed, conducted and used) and the ‘who’ (the people designing, conducting and using knowledge from research) of global health research would be desirable, if we are to have a more useful sense of what global health research means.

On the ‘what’: the quest for equity in health within nations and among nations should be what drives research efforts in global health. The structural determinants of health underpin disparities in health worldwide—whether between or within nations. The structural determinants of health should be a most important priority—why some people are more or less privileged and how to undo such disparities by resetting and unsettling entrenched systems. In fact by eliminating poverty, even without novel interventions, the global burden of many diseases would be reduced. Likewise, research on diseases and conditions affecting disproportionally the poor, driving the health and social development of many countries due to its perpetuating effect on poverty, need to be a priority in global health research.

While most diseases of poverty may not be of major concern for most people living in high-income countries, they are for marginalised groups there (eg, Indigenous people, migrants, prisoners or racial, ethnic and sexual minorities) for whom the structural determinants of health (or poverty) are so rigged they experience a greater burden of such diseases than other groups. Thus, studies on how to change those structures, get the right interventions in place (or understand why they are not in place) and strengthen health systems (in high-income, middle-income or low-income countries) must be a top priority for global health research. Hence, on ‘where’—the location in which a study is conducted (or that the issues it addresses are transnational)—might not be what determines that it is global health research, but if the research speaks directly or ultimately to equity breaches.

What this means is that global health research does not take place only in low-income and middle-income countries. It is about inequities in health and the structures that create ill health for some and not for others. Those structures manifest through social, historical and political processes that make some locations ‘low-resource settings’. In another recent paper in BMJ Global Health, van Zyl et al invite us to think more clearly about what we mean when we say ‘low-resource settings’ in global health research and practice. They argue that the assumption that ‘low-resource settings’ translates, if loosely, to the same thing as ‘low-income and middle-income countries’ can limit the transfer of knowledge and insight between low-resource settings in high-income countries and low-resource settings in low-income and middle-income countries.

Notably, van Zyl et al argue that instead of umbrella terms and framings such as low-resource setting or high-income, middle-income and low-income countries, researchers and commentators should be specific about why and how a setting is low-resource and along which dimension. While acknowledging that each low-resource setting is complex and low-resource in its own way, van Zyl and et al identified, in a review of the literature, dimensions of being a low-resource setting that may help us to be much more specific, nuanced and transparent about the ‘where’ of global health research. They include: (1) financial shortages, (2) suboptimal service delivery, (3) underdeveloped physical infrastructure, (4) underdeveloped knowledge infrastructure, (5) historical and sociocultural underpinnings, (6) geographical and environmental limitations and (7) human resource limitations.

The ‘where’ and the ‘what’ of global health research has always followed the ‘who’. The framing and term ‘global health’ itself emerged from high-income countries and has especially been dominated by researchers with a biomedical background in a way that has and continues to limit the extent to which people elsewhere and with diverse viewpoints and areas of focus can own the field. The framing of global health has consistently privileged diseases over systems, the status quo over emancipatory structural change, a quest for novel universal truths over locally useful knowledge, and research from a distant or foreign pose over deep proximate engagement from a local pose, addressing itself, by default, to a foreign gaze.

Clarity on what constitutes global health research begins with clarity on who defines global health research. The ‘who’ has so far determined the ‘what’ and ‘where’. The ‘who’—whether as those who frame the question, conduct the research, circulate the findings or constitute its audience—is essential for achieving greater clarity on the meaning of global health research. The ‘who’ has a direct bearing on whether global health research can advance equity. There are ethics and justice dimensions to the ‘who’—what the ‘who’ can see, what their interests are, what perspectives they prioritise. In the quest for equity, the local and emancipatory ‘who’ are far more important than the foreign and technical ‘who’.

People who are members of population groups or are based in regions which are disproportionally affected by the burden of ill health are critical actors to better define and interpret global health research, since they experience the largest equity gaps first-hand. Only in this way can we abandon colonial research practises which are unethical, unjust and prone to study design flaws or bias in interpretation. The field of global health research has been led by high-income country researchers conducting studies in low-income and middle-income countries, often analysing data/samples back in high-income countries and publishing their findings for high-income country audiences.15 Working towards equity in health should come with shifting these default settings.

With the ‘what’, ‘where’ and ‘who’ we have proposed, it is clear that global health research transcends the field of health, as the strategies for achieving equity require multisectoral and transdisciplinary perspectives. However, current research funding and academic journal priorities encourage and incentivise single-discipline, single problem, disease-focussed, technocratic solutions, with knowledge produced for the foreign gaze. But it does not have to remain this way. With a new ‘who’, global health research can respond to growing calls to decolonise the field and even out the playing field among actors from different settings. It is time to experiment with new platforms that transcend the current anachronistic default in which publication in academic journals is seen as the primary mode of scientific communication and knowledge circulation. The internet and associated technologies provide virtual and other common spaces, which can help to democratise and decentralise knowledge systems—for research training, research dissemination and other knowledge-sharing purposes.

In conclusion, rather than proposing yet another definition of global health research, we highlight elements that we believe contribute to shape what we might see as global health research, its schemes and its core attributes. Achieving equity in health for all should be the driving force of global health research and education, wherever in the world that may be, nationally or transnationally. If all countries had a similar life expectancy, with equity within each country, the term ‘global health research’ would be redundant. Unfortunately, we are far from that scenario. The word ‘global’ itself in ‘global health research’ may be redundant already, given the risk of equating global health problems to transnational health problems. Perhaps 'global health research' should simply be called 'health equity research'.

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MSc in Global Health

• Global Health
• Programme Structure

Programme Structure

Meet students Miriam and Tobias, who share their thoughts and experiences studying global health. They reflect on the most surprising, most difficult, and best parts of the programme. 

Din internetbrowser understøtter ikke iframes. Det betyder, at videoen Virtual Open House 2021 - MSc in Global Health ikke kan afspilles.

Study programme

The MSc in Global Health is a 2-year programme taught in English. 

Overview of the study programme

*In the second year, you choose your specialisation. See "Second year" for further information.

The first year consists of six compulsory courses and a mandatory country exposure course in a low- or middle-income country outside of Denmark.

Compulsory courses

The MSc in Global Health has six compulsory courses which, together with the field work, make up the first of the programme's two years. These courses are:

Global Health and Diseases; Introduction and Major Challenges

The course focuses on global distribution and burden of disease and health - particularly in relation to vulnerable populations and ages.

• Drivers of Change in Human Health: Coping with Population and Environmental Dynamics

The course focuses on demographic changes and the impact of migration, conflicts, climate change, and other factors affecting health issues.

The Anthropology of Global Health

The course investigates connections between anthropology and global health. The general aims of the course are to link illness experiences with socio-political factors and to understand social and cultural influences of health, sickness, and therapy around the world.

Health Research Methodology

The course introduces the principal concepts and methodological approaches used in global health research; with a focus on quantitative and qualitative research methods, as well as methods for completion of systematic reviews.

Global Partners, Policies and Health Care Systems

The course introduces and examines the role of current and emerging global health issues regarding partnerships, policies, and health care systems. 

Strategies for Health Promotion and Disease Prevention

The course introduces students to the strategies and theories of disease prevention and health promotion, including health communication in different settings. Students learn to plan and evaluate interventions in low-, middle- and high-income countries. The students are also trained in utilising the skills achieved in the previous courses. 

Country Exposure

The country exposure course covers approximately nine weeks and is divided into the following parts:

• 2½ weeks of preparation in Denmark
• approximately 5 weeks of field work outside of Denmark
• 1½ week of working on the project report in Denmark

2½ weeks of preparation

The preparation for the country exposure course takes place in Copenhagen. Lectures, presentations, and group work around specific cases, will prepare you in applied research methodologies, building on previous courses.

Approximately 5 weeks of country exposure

During the field study, you will gain practical experience related to the use of the research methods taught in Copenhagen. You will obtain valuable information regarding environmental and public health services, disease patterns, and other issues related to the country or region of the host institution.

You will visit field sites and receive lectures and supervision by local as well as accompanying staff. You will be working in groups as well as individually, collecting and analysing data, and start writing your project report.

1½ weeks of working on the project report

Upon returning to Copenhagen, you will continue working on your data analysis and project report. You will present your findings to your peers and receive feedback on your work by fellow students and supervisors, before writing up the final project report.

The teaching, supervision, and other academic activities taking place as part of the country exposure course – both in Copenhagen and abroad – is covered as part of the programme.

However, students bear the expenses connected with travel, insurance, vaccinations, food, and lodging for the field trip. These expenses depend on the destination, as the travel to a destination in Europe will be less expensive than going outside of Europe.

Below you find examples of previous country exposures. The destinations will vary.

Article: Country exposure in Poland and Tanzania

Video: Impressions from Country Exposure in Warszawa

Video: Impressions from Country Exposure in Katmandu

Impressions from Country Exposure in Tanzania

Second year

In the second year, you choose your specialisation and write your thesis. You are free to plan and compose the year as you like within one of five different study tracks.

Study tracks

After completing t compulsory courses and country exposure course, you specialise your global health studies within one of the five following study tracks:

• Policy, Financing and Health Care Systems
• Disease Burden, Challenges and Changes
• E-health and ICT in Health
• Disaster Risk Management
• Generalist track

During your first year of studies, there will be workshops and seminars about the different study tracks, helping you to decide in which of the tracks you wish to specialise.

Based on your choice, you compose a study plan for your third and fourth semester. The study plan must be approved by the study board.

Internships

During your third semester, you can use 10 or 15 ECTS for an internship as part of your chosen study track.

An internship provides a unique opportunity to gain experience and put the knowledge, skills and competences acquired in the course of your studies into practice in a real-life work context.

It is up to you to identify and decide on the topic and kind of organisation and setting you would like to try out.

You can find inspiration and information about opportunities via the links below.

Mandatory components

As part of doing an internship, you need the following: 

• A work plan developed prior to commencement of the internship
• A supervisor in the field/office/archive
• A project or program related to global health
• Milestones for skill development and the specific competences used in relation to the position, placement, and project. You may consider developing competence cards.

Course description: 10 ECTS Internship

Course description: 15 ECTS Internship

Internship opportunities

Elective courses

Elective courses can be taken from University of Copenhagen or from other institutions in Denmark or abroad. Elective courses can be from 2.5 to 30 ETCS and can be combined with an internship.

The programme offers a variety of elective courses in cooperation with other programmes at the Faculty of Health and Medical Sciences, for instance, the Master of Disaster Management.

UCPH's Course catalogue

Master of Disaster Management

Study Abroad

It is possible to study abroad during your degree. Your third semester is best suited for studying abroad. Alternatively, you can choose to write part of your thesis abroad. It is also possible to take a summer course as an alternative to an elective.

Why Study Abroad?

A main objective of studying abroad is to further widen your academic knowledge and network. You are also more likely to benefit socially and culturally.

It is a good idea to seek advice from lecturers and the student guidance when planning your studies abroad to find out where to go and how to structure your academic programme. Your lecturers may have academic inputs, international contacts and may be able to provide you with references which can prove useful.

Exchange Agreements

The University of Copenhagen has an extensive number of exchange agreements with universities world wide.

Information about partner universities specific to Global Health is available through the International Relations Office at Faculty of Health and Medical Sciences.

International Relations Office

You write your thesis during your fourth semester (30 ECTS). The thesis is the culmination of your studies and must reflect the skills and competencies, which you have acquired during the programme. 

At the beginning of the second semester, you will start considering the topic of your thesis as part of your study track plan.

The thesis must:

Be relevant to global health problems

Have a clear problem definition and clear objective(s)

Be based on relevant and clearly described materials and methods

Present its results in a clear and balanced form

Present a balanced discussion of materials, methods and results, and relate this to other relevant literature within the field.

UCPH has more than 300 courses on climate and sustainability. See how to get more green competences

See all global health courses at ucph.

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Språkvelger

Course - thesis in global health - ph3900, course-details-portlet, ph3900 - thesis in global health, examination arrangement.

Examination arrangement: Master Thesis Grade: Letter grades

Course content

The purpose of the master’s thesis is to provide the student with the ability to conduct an independent, scientifically structured, and delimited research project under supervision and in line with applicable norms of research ethics.

The student must choose a topic and research problem for the master’s thesis that are relevant to the subject area (global health). It can be helpful for students to link the research to active research groups or projects within the university or university hospital. The topic and the research problem are developed in consultation with the thesis supervisor(s).

The student should demonstrate a scientific, problem-oriented approach to all the phases of the scientific work process. This includes formulating a research question, project description/protocol, searching relevant scientific literature, structuring work processes, collecting data (if relevant), carrying out data analyses, and presentation and critical assessment of the completed work.

The final master’s thesis must be structured systematically; for example, according to the Introduction, Methods, Results, and Discussion (IMRaD) format. The traditional thesis format is a monograph with a maximum length of 25000 words (excluding title page, reference list, appendices).

More information is given in the guidelines for master's theses carried out at the Faculty of Medicine and Health Sciences.

Learning outcome

After completing the course PH3900 the student should be able to:

• formulate a precise research problem
• scientifically test and answer a research problem
• prepare and analyze study data
• present a research problem and discuss the results critically using relevant scientific literature
• produce a clearly written report (master's thesis) in a scientific format

Learning methods and activities

The student is entitled to supervision in accordance with the size of the master’s thesis (e.g., 1 hour per credit, therefore 45 hours supervision on a thesis worth 45 ECTS credits).

The student must have a supervisor who is employed in an academic position at NTNU during the entire period of the master’s project. Supervisors employed at NTNU must have a PhD or senior lectureship competence, but exceptions to this can be made in consultation with the head of department. The NTNU supervisor is responsible for ensuring that the project and the supervision are in line with NTNU’s regulations.

The student may have several other supervisors, including from external environments and for whom there is no requirement regarding employment position.

A master's thesis supervision agreement, including a detailed project description with budget and timeline (maximum 10 pages), must be submitted by a given deadline in the second semester.

Assessment: The master’s thesis is evaluated on the written work and on an oral presentation/examination used to adjust the final grade of the thesis. The thesis must be written in English.

Further on evaluation

The master’s thesis will be assessed by two examiners, of which at least one should be external to NTNU. The examiners give a preliminary grade to the master’s thesis based on the written work prior to the oral exam in which the student and both examiners take part. The oral exam can be used to adjust the grade of the written work by one grade up or down.

The grading should be a joint decision in which the assessments of both examiners are included. In the event of a disagreement, the external examiner is given the greatest weight.

The final grade must be released immediately after the oral exam is held. The student is only made aware of the final grade, and the oral explanation of the final grade is the only explanation made available for the student.

When two students write a thesis together, they are agreeing that the written thesis is a common product reflecting cooperation on all levels; by extension they accept to receive the same grade on the written work. There will be an individual oral examination for each student.

If the supervisor(s) are present at the examination, they shall not participate in the oral exam.

If the written work is assessed to a grade F (not passed), an oral exam will not be held. In the event of a grade F (not passed), a new or revised thesis with significant changes may be submitted for assessment one more time. When the student has received a passing grade on the master's thesis, it is not possible to have a new thesis assessed within the same study program.

Specific conditions

Admission to a programme of study is required: Global Health (MSPUHE) - some programmes

Required previous knowledge

The student must be admitted to the Master of Science in Global Health. In order to be eligible to defend his/her master's thesis, the student must have passed all exams and coursework worth 75 credits in total.

Credit reductions

Version: 1 Credits:  45.0 SP Study level: Second degree level

Term no.: 1 Teaching semester:  AUTUMN 2023

Term no.: 2 Teaching semester:  SPRING 2024

Language of instruction: English

Location: Trondheim

• Public Health
• Medical Technology
• Globalisation
• Håkon Angell Bolkan
• Jennifer Jean Infanti
• Ragnhild Lier

Department with academic responsibility Department of Public Health and Nursing

Examination

Examination arrangement: master thesis.

• * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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Global Health Horizons Honors Thesis Resources

Effective Fall 2020:  Global Health students have the opportunity to apply to the two-quarter Horizons Honors seminar and  complete a thesis during senior year.   This seminar will provide an opportunity to expand, deepen, and share the insights of your Global Health Field Experience or a topic of interest in the field of global health, with members of your cohort.  The honors thesis in the field of global health marks an important academic accomplishment in a students undergraduate career and serves as a credential for postgraduate training and employment.

***Students must complete their  Global Health Field Experience Requirement  prior to enrollment. 

• Winter Quarter: GLBH 150A . Global Health Horizons Honors Seminar I will consist of intensive reading and discussion in fields related to each student’s primary interest and building on your field experience. 
• Spring Quarter: GLBH 150B . Global Health Horizons Honors Seminar II will be a workshop with critical input from all participants focused on preparing a senior thesis that will provide an important credential for students in the next stage of their careers and as they prepare applications for graduate academic or professional training.

The 2024 Honors Thesis Seminar application is currently OPEN!  To apply for the 2024 Honors Thesis Cohort, please access the application link HERE . The application deadline is Sunday, June 18th at 11:59pm.

Thesis Resources

Eligibility requirements for honors thesis seminar (effective fall 2020).

• Students must be a global health major (BA or BS) completing their junior year and graduating the next academic year.
• Students must have a 3.5 overall GPA.
• Students must have completed GLBH 148 and GLBH 181 with a "B" or better by Spring quarter of their junior year.
• Students must complete their Global Health Field Experience requirement prior to enrollment in the senior capstone and should be in progress at the time that they submit their application.
• GLBH 150A.   Global Health Honors Capstone Seminar I - Additional Upper Division Elective (B.A. only) or Medical Social Science Elective
• GLBH 150B.   Global Health Honors Capstone Seminar II - Upper Division Significant Writing Course (B.A. only) or Medical Humanities Elective

Thesis Requirements

• The thesis consists of a scholarly examination of an approved topic in global health.
• 9,000-10,000 Words  of text, not including bibliographic references or tables, on an approved global health research question.
• Students must have at least 30 peer reviewed, scholarly resources and use the Chicago Manual of Style for citations.
• Additionally, students will complete a research poster  and participate in the Horizons of Global Health Research Symposium in Spring quarter.

Library & Writing Resources

• Roger (the UC San Diego Library Catalog)
• Global Health Program Senior Thesis Library Page
• UC San Diego Library Guides by Topic
• One Button Studio   ( resource for rehearsing presentations and for developing high-quality video projects) 
• The Chicago Manual of Style (Bibiliography)

Writing Hub

The  Writing Hub  supports all writers on campus – every writer, any project – and promotes writing as a tool for learning.

They offer:

• One-on-one writing tutoring   by appointment , 6 days/week
• Supportive, in-depth conversations about writing, the writing process, and writing skills
• Help with every stage in the writing process
• Walk-in tutoring (Monday-Thursday 5pm-7pm, and same-day appointments by availability)
• Questions? Contact the Writing Hub ( [email protected] )

Writing an Abstract

An abstract is a summary of field experience, paper, and/or research project. It should be single-spaced, one paragraph, and approximately 250-300 words. It should highlight your main points, explain the value of your research, describe how you researched your problem, and offer your conclusions.

Specialized terms should be either defined or avoided. It does not include any charts, tables, figures, footnotes, references or other supporting information.

It should be clear and concise, without any grammatical mistakes or typographical errors. You should have it reviewed by the   Writing Center , a writing instructor or tutor, or another writing specialist. Contact the UCSD Writing Center for additional assistance.

A successful abstract addresses the following points:

• Problem : What is the central problem or question you investigated?
• Purpose :  Why is your study important? How it is different from other similar investigations? Why should we care about your project?
• Methods : What are the important methods you used to perform your research?
• Results : What are the major results of the research project? (You do not have to go into all of the results, only the major ones.)
• Interpretation : How do your results relate back to your central problem?
• Implications : Why are your results important? What can we learn from them?

Sample Abstracts from previous years can be found here .

Research Poster Resources

• Creating a Research Poster
• UC San Diego Library Guide on Creating a Research Poster

Logos for poster:

• UC San Diego Global Health Program Logo
• UC San Diego Logo

Poster Grading Criteria

Oral Presentation • Accompanies poster throughout duration of scheduled poster presentation time. • Informs others of your work and research by engaging them in conversation about your poster. • If asked, student’s response is insightful, depicts obvious knowledge of topic, and contributes to the overall understanding of the research.

Visual Presentation • Poster layout is in a logical pattern so that visitors can readily follow your presentation. • Poster is visually attractive, readable from a distance of 3 feet away and includes many graphics and/charts. • The information presented on the poster reflects the quality of your work.

Research • Includes research components such as: Title, authors and institutional affiliations; Abstract, introduction, methods, results, and conclusions; acknowledgements and references. • Poster communicates significance, relevance of results and is academically sound. • Poster requires us to think beyond the results and to desire to explore the issue/s further.

Relevance to Global Health Issues • Issue is current, appropriate and pertinent. • Research and findings closely parallel or complement student’s field experience or area of study.

Horizons of Global Health Research Symposium Details

Details: 

• Business casual attire recommended.
• If you're unable to be there to set up, please leave your poster with a classmate or drop your poster off at the venue prior.
• During the poster session, stand by your poster. Be prepared to provide a short elevator pitch or answer questions.
• Posters should remain hanging during the keynote speaker presentation.
• Please take a seat in a chair once the presentation begins.
• Everyone should take their posters with them at the conclusion of the event. If you have to leave early, please make arrangements with a friend to take your poster.

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Dissertations / Theses on the topic 'Global health'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Global health.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Wood, David. "Framework for Global Health and Global Health Electives Opportunities at Quillen COM." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7680.

Shah, Rebecca Sonul. "Global health inequality : Justice and public health ethics." Thesis, Keele University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535801.

Kiddell-Monroe, Rachel. "Global governance for health: a proposal." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117209.

Kniess, Johannes. "Justice in health : social and global." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:c1b36ded-85da-4888-91ce-83c164252f93.

Li, Julia Fan. "Innovation management by global health entrepreneurs." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608021.

de, Campos Thana Cristina. "Responsibilities for the global health crisis." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:3e22ef01-09ec-435c-8264-ae05d6a371ba.

D'Ambruoso, Lucia. "Global health post-2015 : the case for universal health equity." Umeå universitet, Epidemiologi och global hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71419.

Aceves, Martins Magaly. "Health promotion in youth as a global public health challenge: effective strategies to encourage healthy lifestyles." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/396152.

Wood, David L. "ETSU and Timmy Global Health in Ecuador." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5164.

Johnson, Karin Elena. "Bordering on health : origins and outcomes of the idea of global health /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/15461.

Hoffman, Steven Justin. "Reimagining international law to address global health challenges." Thesis, Paris, Institut d'études politiques, 2016. http://www.theses.fr/2016IEPP0024/document.

Gagnon, Michelle L. "Global Health Diplomacy: Understanding How and Why Health is Integrated into Foreign Policy." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23141.

Magill, Elizabeth. "The Myth of Integration: Diffusion of Health Systems Strengthening Norm in Global Health." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107443.

Sherrod, Rebecca J. "The Politics of Operationalizing the World Health Organization Activities: Global Politics, health security and the Global Outbreak Alert and Response Network." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/88823.

Bryson, Maggie. "Global immunization policy making processes." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28146.

Sawleshwarkar, Shailendra Nagorao. "Analysing a Global Health Education Framework for Public Health Education Programs in India." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25089.

Havemann, Matthias [Verfasser], and Stefan [Akademischer Betreuer] Bösner. "Global Health als Themenfeld in der medizinischen Ausbildung – eine qualitative Studie unter Global Health-Lehrenden in Deutschland / Matthias Havemann ; Betreuer: Stefan Bösner." Marburg : Philipps-Universität Marburg, 2021. http://d-nb.info/1229620001/34.

Rodriguez, Eduardo Xavier. "Redirecting treatment paradigms in global and regional health policy." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1487.

Karlsson, Anders. "Green technology patents : TRIPS, compulsory licensing and global health." Thesis, Stockholms universitet, Juridiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-109424.

Storeng, Katerini T. "Safe motherhood : the making of a global health initiative." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2010. http://researchonline.lshtm.ac.uk/1487656/.

Modayil, Maria I. "Global Health Experiences in the Development of Healthcare Professionals." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597416179932742.

Leon, Joshua K. "The Rise of Global Health: Consensus, Expansion and Specialization." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/72941.

Pearson, Georgina. "Global health, local realities : neglected diseases in northwestern Uganda." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3303/.

Wesley, Brad A. "Connecting the dots: how U.S. global health programs can improve international health regulation compliance." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44687.

Boundy, Ellen O'Neal. "Determinants of Global Maternal and Neonatal Morbidity and Mortality." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16121139.

Chan, Lai-Ha, and na. "China Engages Global Health Governance: A Stakeholder or System-Transformer?" Griffith University. Department of International Business and Asian Studies, 2009. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20100616.084909.

Chan, Lai-Ha. "China Engages Global Health Governance: A Stakeholder or System-Transformer?" Thesis, Griffith University, 2009. http://hdl.handle.net/10072/365278.

Ahmed, Hassim Sameea. "Salient Issues on the Global Health Agenda: How Science/Policy Boundary-Work Builds Confidence in Global Governance." Doctoral thesis, Universite Libre de Bruxelles, 2017. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/249167.

Augustincic, Polec Lana. "Global Health Competency Skills: A Self-assessment for Medical Students." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23275.

Collins, Anna L. "Inequalities in global health: a world-system analysis, 1945-present." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15934.

Pigott, David Michael. "Mapping the global distribution of zoonoses of public health importance." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:962dc1a7-c6c1-4878-ab6f-94dcebf7b1e1.

Sundseth, Inger Beate Måren. "Global Mobility and the Right to Health : An assessment of migrant health care in Norway." Thesis, Norwegian University of Science and Technology, Department of Geography, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5510.

In this Master‟s thesis I have studied to what degree primary- and moral duty bearers in Norway maintain accountability and fulfil their obligations towards migrants and the right to health, as stated in the International Convention on Economic, Social and Cultural Rights (ICESCR) of 1966.

Theoretical perspectives on global mobility and Rights-based approaches, an outline of the HIV/AIDS epidemic, as well as empirical data provides a basis for the discussion addressing how the Norwegian Government maintain accountability with regards to health care of migrants, and seeking to identify the role of other duty bearers in offering health care services to migrants.

The research methods applied in order to generate data are analysis of text and interviews. I have studied legislation, treaties and official publications. In addition, I have performed two key informant interviews; one with Siv Limstrand, project manager of the Church City Mission in Trondheim‟s project „Living with HIV‟ („Leve med hiv‟), and another with nurse Tove Buchmann in Trondheim Municipality‟s refugee health team (flyktningehelseteamet).

The thesis concludes that there appears to be an embedded contradiction between legislation, policy and practice. Norway has stated a clear goal to protect, respect and fulfil human rights, both internationally and through the ratification and implementation of human rights treaties into Norwegian legislation. Based on this, they should to a larger extent fulfil their obligations and not restrict the access to medical attention on the part of asylum seekers and irregular migrants. On the part of the other duty bearers included in this thesis, namely the Church City Mission in Trondheim‟s project „Living with HIV‟ and Trondheim Municipality‟s refugee health team, the thesis finds that they play a vital role in guiding and informing, as well as in administering health care services to migrants in Trondheim

Brisbois, Benjamin Wesley. "Discursive and practical challenges in global health : pesticide-related health impacts in Ecuadorian banana production." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50749.

Valeix, Sophie Françoise. "Integrating professionals to address complex global health challenges : veterinarians, zoonoses and One Health in Ghana." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/80593/.

Bates, Nicole K. Ricketts Thomas C. "Health policy networks bridging interests and augmenting influence in the changing global health policy environment /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2165.

Foran, Brenda J. "Medical pluralism and global health policy : the integration of traditional medicine in health care systems." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/25358.

Foran, Brenda J. "Medical pluralism and global health policy the integration of traditional medicine in health care systems /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/25358.

Lassa, Samuel. "Exploring the interactions between medical professionals and Global Health Initiatives in the Nigerian health system : a case study of the Global Fund grant in Nigeria." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16041/.

Courtney, Claire. "The Pleasure Gap: Harnessing Pleasure to Increase Global Condom Use." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/354.

Heffield, Rachel. "The Experience of Thriving Among Global Workers in Asia." Thesis, Regent University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247927.

International nonprofit workers follow a sense of purpose or calling to serve humanity in the far corners of the world. This study is a phenomenology of thriving in this population. Parallel to the broader mental health field, there is a shift in focus from diagnosing pathology and reason for failure to promoting optimal functioning of this population. Positive psychology increased attention to optimal human function and the field of counseling has focused on wellness and development of people rather than treating pathology. This study has identified nine themes common to global workers who are thriving. Application is made to how workers and organizations can promote the well-being of global workers. Results are compared with established constructs of well-being.

Magnusson, Nabila. "Enhancing health literacy through civil engagement A qualitative study." Thesis, Mittuniversitetet, Avdelningen för hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-31004.

Lundström, Tomas. "The impact of Global Health Initiatives and HIV and AIDS Programs on the Zambian Health System." Thesis, Mittuniversitetet, Institutionen för hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-16554.

West-Oram, Peter George Negus. "Global health care injustice : an analysis of the demands of the basic right to health care." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5559/.

Wolfe, Ingrid. "Child Health, Health Services and Systems in UK and other European countries." Doctoral thesis, Karlstads universitet, Institutionen för hälsovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35856.

Wazny, Kerri Ann. "Crowdsourcing and global health : strengthening current applications and identification of future uses." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/29622.

Molino, Luisa. "Global health and policy translation: women's embodied experience of breastfeeding in Quebec." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114531.

Lasker, Judith N., Myron Aldrink, Ramaswami Balasubramaniam, Paul Caldron, Bruce Compton, Jessica Evert, Lawrence C. Loh, Shailendra Prasad, and Shira Siegel. "Guidelines for responsible short-term global health activities: developing common principles." BIOMED CENTRAL LTD, 2018. http://hdl.handle.net/10150/627194.

Roberts, Stephen L. "Catching the flu : syndromic surveillance, algorithmic governmentality and global health security." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73582/.

Ricciuti, E. "Grant-making foundations for global health : what drives their decision-making?" Thesis, London School of Hygiene and Tropical Medicine (University of London), 2016. http://researchonline.lshtm.ac.uk/2997229/.

Softic, Nejira. "Is there an Obligation to Share? : Pharmaceuticals in Global Health Law." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-86528.

Global Health Studies

Honors Thesis in Global Health Studies

What is the honors thesis in global health studies.

The Honors Thesis in Global Health Studies is an academically rigorous research project undertaken under the direct supervision of a University of Iowa faculty mentor. Every GHS Honors Thesis must be approved by a faculty mentor and the Global Health Studies Program, and it must include research, discussion, and documentation of sources. Students should register for GHS:4991 - Honors Thesis in Global Health Studies when registering for the semester in which the thesis will be completed (this is an independent research experience with meeting times arranged by student and faculty mentor). Students earn 3 s.h. of graded credit for completing GHS:4991 - Honors Thesis in Global Health Studies. Students also enroll in GHS:4992 - Global Health Studies Honors Cohort with the Global Health Studies Honors Advisor  (for 0 s.h.) during the semester in which GHS:4991 will be completed.

• GHS:3010 - Identifying/ Developing a Global Health Project is a pre-requisite for GHS:4991 - Honors Thesis in Global Health Studies.
• GHS:4992 - Global Health Studies Honors Cohort is a co-requisite for GHS:4991 - Honors Thesis in Global Health Studies.
• The Honors Thesis may either be a 30-50 page thesis paper or a creative research project. Creative projects must be approved by the Global Health Studies Program prior to registration.
• Students may NOT enroll in the Honors Thesis during the summer session.
• Students may combine their  GHS Honors Thesis with another thesis or senior project  for a second major.

How Do I Find a Topic and a Faculty Mentor for my Honors Thesis?

Students should plan to find a topic and a faculty mentor in the semester prior to registration in GHS:4991 - Honors Thesis in Global Health Studies . If you would like to discuss finding a topic or faculty mentor, make an appointment with the Global Health Studies Academic Advisor and/or the Global Health Studies Honors Advisor .

Suggestions for finding a topic include:

• Gauge your interest in global health events/debates/issues by reading coverage found in the national and international media.
• Refer to notes, readings, and bibliographies from your Global Health Studies major coursework.
• Schedule a research consultation  at the UI Main Library.
• Complete the required course,  GHS:3010 - Identifying/Developing a Global Health Project , during which you will complete a draft of your honors thesis research proposal.
• Enroll in the optional course,  GHS:3011 - Global Research:  Strategies and Skills .

Suggestions for finding a faculty mentor include:

Faculty eligible to supervise GHS:4991 - Honors Thesis in Global Health Studies include tenured, tenure-track, clinical, or visiting or adjunct faculty at the rank of lecturer, assistant professor, associate professor, or professor.

• Consider faculty with whom you’ve taken classes—they already know how great you are!
• Peruse Global Health Studies faculty  listed on the GHS website, and faculty who are affiliated with the International Programs Academic Centers and Programs .
• Read faculty bios on their home department's website. Learn more about their current research interests to see if they are an appropriate mentor for your topic.
• Contact faculty members by email, providing a brief description of yourself, the Global Health Studies Honors Thesis requirement, and your specific research project. Let them know that you plan to visit them during their upcoming office hours to discuss things further in person. (If you don’t know their office hours, contact the faculty's department to find out when their office hours are BEFORE writing the email).
• Meet with your potential faculty mentor. Take a preliminary Honors Thesis Research Proposal and be prepared to discuss initial ideas for your research project. Be prepared to tell the faculty member how your topic relates to their work. Ask her or him to scan your list of references and give you suggestions on other resources to consult to further define your research question. Expect that your research question will continue to evolve as you delve deeper into your topic.

NOTE :  Any research which involves "human subjects" must be reviewed by the University of Iowa  Institutional Review Board (IRB)  prior to the initiation of the project.  Proof of the determination/review process must also be submitted to the Global Health Studies Program before the honors thesis proposal can be approved. Read a  summary of the IRB process  on the International Programs website.  For all questions contact the IRB at 319-335-6564; or complete the  IRB Determination Form  to find out if your research meets the definition of human subjects research.

What are the deadlines for my Honors Thesis?

Download semester-specific deadlines:   AY 2023-24 deadlines for GHS:4991 Honors Thesis in Global Health Studies

How Do I Enroll in GHS:4991 Honors Thesis in Global Health Studies?

• Complete and sign the  Honors Thesis Registration Preapproval Form  then forward it to your faculty mentor to review and sign.
• Email your honors thesis registration preapproval form, and your honors thesis research proposal (completed during  GHS:3010 - Identifying/Developing A Global Health Project ) to [email protected].
• Receive an email from the Global Health Studies Program that you now have permission to enroll. Enroll in  GHS:4991 - Honors Thesis in Global Health Studies  on  MyUI  by choosing your faculty mentor from the list. If your faculty mentor is not on the list, contact the  Global Health Studies Academic Advisor .

NOTE:   The final add deadline for the fall or spring semester is 4:30 pm on the 10th day of the session. Honors GHS students must submit the "Honors Thesis Registration Preapproval Form," and honors thesis research proposal to the GHSP before this deadline, then wait for an email that it has been approved. Detailed instructions for adding courses can be found on the Registrar's website .  

Are There Additional Requirements for Completing GHS:4991 Honors Thesis in Global Health Studies?  

If you plan to graduate the semester in which you are completing your honors thesis, carefully read " Graduation and Commencement Information ."   All graduating students must submit an Application for Degree in MyUI / Student Information (the deadline to avoid a late fee, and to ensure that the student will be identified as graduating with Honors in the Major for commencement is the Friday of week six in the fall and spring semester). Students graduating with Honors in the GHS major must verify on the online form that they plan to complete Honors in the Major requirements . Contact [email protected] with questions about applying for a degree, and [email protected]  about commencement ceremonies.

Discuss with your Faculty Mentor the best formatting style for your thesis (i.e. discipline-specfic formatting styles). Your thesis must include a title page, an abstract (400 words or less), careful citation (footnotes or in-text citation), and a bibliography.

You are encouraged (but not required) to give an oral or poster presentation of your Global Health Studies honors research findings.

How Do I Submit My Completed GHS:4991 Honors Thesis in Global Health Studies?

Global health studies students are advised to keep a copy of all honors thesis materials for their own records.

Faculty mentor:  Turn in one copy of your honors thesis to your faculty mentor for grading. Be sure to communicate with your mentor about an appropriate deadline that will give him/her time to review your final draft so that he/she can then sign your  honors thesis cover sheet . 

Global Health Studies Program:  Prior to 4:30 pm on the Friday before finals week, email to  [email protected] a final draft of your 30-50 page Honors Thesis along with the following materials:

• an  honors thesis cover sheet  signed by your faculty mentor,
• a title page,
• a one to three paragraph abstract (400 words or less),
• a careful citation of quoted or summarized material (discuss the appropriate format with your faculty mentor), and
• a required bibliography.

Iowa Research Online:   All students completing Honors in the GHS major have the option of submitting their thesis materials to the Iowa Research Online (IRO) repository. Please refer to the CLAS "Honors Thesis or Project Submission" website for detailed instructions.

Submission requires a Submission Agreement Form completed online by the Faculty Mentor (the faculty person with whom you worked on your thesis), and the GHSP Honors Advisor (Dr. Kristine Muñoz).  Once the form is completed online, the thesis can be uploaded to the repository. The deadline to submit thesis materials to the repository is 11:59 p.m. on the Friday of Final Examination Week. Contact [email protected] with questions.

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

The Department of Global Health and Population (GHP) seeks to improve global health through education, research, and service from a population-based perspective.

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As a community of students, educators, researchers, and practitioners from around the world, GHP works together to produce powerful ideas that improve the lives and health of people everywhere.  Visit these pages to learn more about the people that make GHP great.  Current Students | Faculty, Researchers, and Staff

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GHP programs and projects span the globe in more than 60 countries.  GHP offers several opportunities for students to take an international travel course.  Learn more about these experiences on the following page.  International Travel Courses

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Through distinctive teaching, and exceptional research, we strive to advance global health and population studies.  GHP has long-standing and recognized research excellence in fields such as Maternal & Child Health; Nutrition; Decision Science; Behavioral Economics and Implementation Sciences; Population Bioethics, Humanitarian Studies and Human Rights; and Health Systems. More information about what we do is available on these pages. Prospective Students | Research Initiatives, Centers and Programs, and Affiliations | Events and Symposia | Weekly Newsletter Subscription

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May 30, 2024

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AI and math can help prepare for new infections in changing climate, new thesis shows

by Umea University

It is possible to forecast how different infectious diseases will spread across Europe in relation to global warming. Such a forecast is made by using artificial intelligence and mathematical modeling of changing travel patterns and disease effects, such as expected case fatalities in novel outbreaks. In this way, it will be possible to take countermeasures and build up preparedness. This is shown in a new doctoral thesis at Umeå University, Sweden.

"It will become increasingly important to predict how and where infectious diseases will spread. Several serious diseases are next in line to reach many countries in Europe as the climate changes and we also travel more. Through access to technology and data-driven forecasts, there is room to make decisions about capacity in health care and measures to curb the spread," says Zia Farooq, doctoral student at Umeå University.

In his thesis at the Department of Public Health and Clinical Medicine, Zia Farooq shows models that, by combining different types of data with artificial intelligence and mathematical modeling, can predict the spread of infectious diseases. One example is the disease West Nile fever. The spread of this viral disease via host animals is partly driven by climate change with rising temperatures, longer springs and drier winters. If countermeasures are not taken, the risk of West Nile fever in Europe could increase up to fivefold, reaching northwestern Europe, putting 244 million people at risk.

The thesis shows that the forecast model that Farooq and the research group he is part of would have been able to predict with good precision the latest and unusually large outbreak of West Nile fever in Europe in 2018. The methodology is based on applications of AI and machine learning algorithms that process disease occurrence data with climate and environmental, sociodemographic and trading data.

Another viral disease that is transmitted via mosquitoes is dengue fever. It can cause high fever, severe pain and life-threatening sequelae. Dengue fever was previously considered a tropical disease, but it is now spreading in Europe, mainly as a result of increased traveling and climate change.

In his thesis, Farooq shows that imports of dengue virus through infected travelers during the five-year period 2015–2019 increased by 588% compared to 20 years earlier. Effective imports require the presence of certain mosquito species in Europe that can carry dengue between human individuals, which is realized by increasing average temperatures in Europe.

The fact that dengue fever can spread in this way means that human travel patterns are important in general for also other similar diseases, such as Zika fever, yellow fever and chikungunya.

"Of course, it is important to reduce emissions and thus limit climate change. But we may not entirely be able to escape this problem as climate change is already happening. This is why it's important to have tools to be prepared to face the challenges of climate sensitive and emergent infectious diseases," says Zia Farooq.

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Women’s health is not a siloed category, but rather one that affects individuals, families, and the economy. Women’s health encompasses the range of health experiences that affect women uniquely, differently, or disproportionately versus men. The women’s health gap is the disease burden associated with inequities between women and men in intervention efficacy, care delivery, and data.

A recent analysis from the McKinsey Health Institute, in collaboration with the World Economic Forum, has shown that closing the women’s health gap globally could result in better overall health, fewer early deaths, and a boost in the economy. Addressing the women’s health gap could enhance the quality of life for women throughout their lives and improve future generations’ health and wealth.

Tackling women’s health means understanding that women are not simply smaller versions of men and that their biology is uniquely different, beyond differences in reproductive organs. Sexual and reproductive health (SRH) and maternal, newborn, and child health (MNCH) account for only 5 percent of the women’s health burden. Comparatively, more than half of the women’s health burden reflects conditions that affect women disproportionately or differently, with most of the impact affecting women’s working years.

In the interactive below, users can assess the disease burden associated with the women’s health gap and its impact on the global economy at a country- and condition-specific level.

While the women’s health gap is vast, change can begin by tackling specific diseases and conditions at a country or regional level. By closing the chasm, women can become healthier, the economy benefits, and long-lasting ripple effects begin for women, their families, and their communities.

Anouk Petersen is a partner in McKinsey’s Geneva office;  Lucy Pérez is an affiliated leader of the McKinsey Health Institute and a senior partner in the Boston office; Brad Herbig is a coleader of the McKinsey Health Institute and an associate partner in the Philadelphia office; and Pooja Tatwawadi is a research science expert of the McKinsey Health Institute based in the Atlanta office.

This interactive experience was a collaborative effort by McKinsey Global Publishing: design by Vicki Brown; data visualization by Nayomi Chibana and Jessica Wang; editorial by Elizabeth Newman; development by Nayomi Chibana; project management by Mary Gayen; art direction by Amanda Soto; web production by Katie Shearer; web proofing by Vanessa Burke. Special thanks to Stephen Landau and Janet Michaud for additional design support. The authors also wish to thank Natalia Camargo, Erica Coe, Helena Cubas, Grail Dorling, Megan Greenfield, Savannah Leonard, Anastasia Perez, and Valentina Sartori, for their contributions to this article. 

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Desirée Rieckenberg lifts students in need

The Massey Award winner and dean of students is always on call to help them navigate difficult situations.

Desirée Rieckenberg’s passion for helping students began when she was in their shoes.

Rieckenberg, the UNC-Chapel Hill dean of students, was a first-generation college student from a rural community when she arrived for her first year at Eastern Illinois University. She was forced to do a lot on her own as she learned how to navigate campus life.

Fortunately, she met people who invested in her when things were good but also supported her when they weren’t. That experience stuck with her and is something she still draws on today.

“The notion of working in a space that allows me to lift up and celebrate folks, and also support people as they navigate something, really rang true to me,” she said.

For helping students in many situations across her 12 years at Carolina, Rieckenberg was given a 2024 Massey Award . The honor recognizes “unusual, meritorious or superior” contributions by University employees.

Rieckenberg sees most of her work at what she calls intersections of the student experience, key moments that include anything from taking a leadership role in a student organization, struggling to pass a class or having a mental health challenge. From there, she strives to help support their success at Carolina.

Nominators highlighted her work creating the Care Team , which meets weekly to assist students experiencing challenges that threaten to disrupt academic progress, and partnering with the Office of Scholarship and Student Aid on a new financial literacy initiative. Carolina hired its first director of financial well-being this spring.

Additionally, Rieckenberg was praised as a “relentless champion” of the Carolina Veterans Resource Center, a “committed collaborator” and an unselfish servant leader who creates a culture of trust within her office.

Her team has grown over the last several years as it serves more students, particularly in times of crisis and emergency. No matter the situation, Rieckenberg keeps the individual student at the forefront.

“Carolina may be a big place, but Carolina should be a place where they feel like they are family and that they’re cared for,” she said.

The nature of her job means she’s as likely to get a call at 3 a.m. as she is at 3 p.m. She’s the primary contact for students going through traumatic life events ranging from the death of a loved one, a serious injury or significant financial setback.

She credits the people around her for helping juggle those difficult situations.

“It comes down to being able to surround yourself with good people and really talented people, and being able to have a supportive family and personal life that allows me to do those things,” Rieckenberg said. “I have a fantastic team of people who do the work and who surround me in a way that lifts up the things we’re doing in support of students. I have a fantastic partner, and I have two kids I’ve had since I’ve been in this role. They have come up in the space that they understand the work I do is important, that it helps and serves so many people.”

Rieckenberg was speechless when told of her Massey Award. She was drawn to this work because she saw its impact first-hand, as a student. She’s humbled to know others see that, too.

“It touches your heart in a way that recognizes an impact,” she said. “That’s really how I got into this work, because I had people who poured into me and created an impactful experience for me. And I continue to do this work with the hope that I can be impactful on our students and our campus and colleagues.”

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