Global Health im Medizinstudium - Wissensstand ; Vorerfahrungen und die Position Studierender zur Integration von Global Health in die medizinische Lehre am Beispiel der medizinischen Fakultät Aachen.

Autor/Urheber	Stoltz; Judith
Titel	Global Health im Medizinstudium - Wissensstand ; Vorerfahrungen und die Position Studierender zur Integration von Global Health in die medizinische Lehre am Beispiel der medizinischen Fakultät Aachen.
Quelle	(2019) PDF als Volltext kostenfreie Datei
Sprache	deutsch
Dokumenttyp	online; Monographie
Schlagwörter	Gesundheit; Global Health Curriculum; Global Health education; Global Health im Medizinstudium; Globalisierung; Wahlfach Globale Gesundheit; Weltgesundheit; globale Gesundheit und Medizin; interdisziplinäre Forschung; social determinants of health; soziale Determinanten von Gesundheit
Abstract	Global Health (GH) describes and analyses the effects of globalization on health worldwide and the thereby arising new challenges to health and health care on the local ; national and international level. For this ; a comprehensive ; interdisciplinary understanding of the influencing factors of health ; the social determinants of health ; is essential. A fundamental understanding of Global Health should be content of every medical education. The goal of this survey was ; to assess the state of knowledge ; the existing international experience and theoretical experience as well as the position of students (n=1044) regarding the integration of Global Health into medical education at the example of the RWTH Aachen University. As result to the survey´s outcome ; suggestions to the conception of a local basic Global Health curriculum were to be made. Data collection was conducted from 01.10.-18.10.2010 in the context of the Progress Test (PT) via an anonymous ; structured questionnaire. This approach allowed us to include students of all semesters from the medical faculty. Of the total 1127 participants of the PT ; 1044 answered the GH questionnaire (response 92,64%). Parameters such as age ; level of education ; international experience in Asia ; Africa or Latin America and theoretical GH or GH related experience (duration and course topic) were inquired. To analyze the state of knowledge ; participants had to answer 8 questions from different GH areas (SDH ; essential medicines ; GH Players ; medical treatment of persons without legal residence permit). Additionally ; they were asked to define GH and explain their opinion on the integration of GH Education (GHE) in the medical curriculum in terms of two open-ended questions.48,95 % of the participants had the chance of gaining international experience in Asia ; Africa or Latin America ; 64 % of them for less than 12 weeks duration. 39,66 % of the students declared to have been participating in GH training. 53,87 % of this group had invested less than a week into this theoretical experience. Only 15 participants (1,44 %) managed to meet the usually given minimum of percentage to pass an exam (60 %) when assessed for their GH knowledge. The questionnaire made clear that students possessed not only little ; but overall inaccurate knowledge on GH issues. The majority of the participants was not able to gain extra points through the additionally asked open questions (62.64 %) ; demerits had to be given more often than plus points. The probability to pass the knowledge test rose with the number of courses taken and reached its maximum at 4 completed trainings on GH issues. Participants who possessed international experience had also more likely been taken GH courses. Nevertheless ; students who had spent a lot of time abroad ; had not automatically spend a lot of time on GHE. Comparing gender ; no difference in the frequency of international experience could be found. Significantly more female students hat invested time in courses on GH specifically ; while regarding the remaining GH related topics (Tropical Medicine ; Humanitarian Aid ; International Health and Travel medicine) no difference could be found. Women voted considerably more often for the integration of GHE into the medical curriculum (69,8 % (n=483) vs. 51,9 % (n=178)). Older Students had invested more time into GH-related courses. 63,89 % of the total number of participants (n=667) expressed their wish of an integration of GHE into the medical curriculum. The fraction was highest for the sixth year of study (72 %). Participants were more likely to vote for GHE if they had taken several courses on GH related topics. Besides of the demanded basic GHE for everyone ; participants wanted the development and availability of more specialized trainings on voluntary basis. Students preferred the use of innovative teaching methods and the establishment of theoretical courses with respect to the implementation of GH into the medical curriculum (85,06 %).The existing educational options on GH were not able to provide basic GHE to all students ; during the time the survey was carried out. There was an inconsistency regarding the content and duration of those courses. The conception of the medial education program at the RWTH Aachen University and the locally already well-established GH network display a locational advantage for the implementation of a GH Curriculum. Besides the establishment of a basic GH curriculum ; the amplification of special GH trainings as well as the coordination and quality control of teaching in GH at the RWTH Aachen University should be the central responsibility of professionals in charge of local GHE. For this ; a permanent place of coordination and teaching in GH is crucial.
Anmerkungen	Aachen 1 Online-Ressource (ix ; 107 Seiten) : Illustrationen ; Diagramme (2019). doi:10.18154/RWTH-2019-11769 = Dissertation ; Rheinisch-Westfälische Technische Hochschule Aachen ; 2019
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