ArticleAnnals of global health2019
Establishing Competencies for a Global Health Workforce: Recommendations from the Association of Pacific Rim Universities.
Article in Annals of global health, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 19 citations in OpenAlex.
- A collaborative multi-university virtual model for global health leadership education integrating educational technology: a mixed methods evaluation.Frontiers in public health · 2026Article
- Challenges and opportunities for educating health professionals after the COVID-19 pandemic.Lancet (London, England) · 2022Review
- Defining and utilizing individualized learning objectives to achieve learning priorities for global health leaders.PloS one · 2022Article
- Re-Envisioning Global Health Competencies for the African Region Aligned with Local Health Needs and Resources.Annals of global health · 2022Review
- Training Global Health Leaders: A Critical Review of Competency Gaps.Annals of global health · 2021Review
- Indian Public Health Students' Perspectives on Global Health Education.Frontiers in public health · 2020Article
Corrections and comments
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Authors and funding
5 authors at 4 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe Association of Pacific Rim Universities Global Health Program facilitates exchange of information, knowledge and experiences in global health education and research among its 50 member universities. Despite the proliferation of global health educational programs worldwide, a lack of consensus exists regarding core competencies in global health training and how these are best taught.
methodsA workshop was convened with 30 faculty, university administrators, students, and NGO workers representing both the Global North and South to gain consensus on core competencies in masters'-level global health training. The co-authors then collaborated to refine the list of competencies, categorize them into domains, and develop a plan for how academic institutions can ensure that these competencies are effectively taught.
findingsNineteen competencies across five domains were identified: knowledge of trends and determinants of global disease patterns; cultural competency; global health governance, diplomacy and leadership; project management; and ethics and human rights. The plan for how academic institutions can best train students on these competencies outlined five key opportunities: coursework; practicums; research opportunities; mentorship; and evaluation. The plan recommended additional institutional strategies such as maximizing collaborative research opportunities, international partnerships, capacity-building grants, and use of educational technology to support these goals. CONCLUSIONS AND RECOMMENDATIONS: While further research on the implementation of competency-based training is warranted, this work offers a step forward in advancing competency-based global health masters' education as identified by a globally diverse group of expert stakeholders and economies. Given the challenges facing the current global health landscape, comparable competency-based training across institutions is critical to ensure the training of competent global health professionals.
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