ArticleFrontiers in public health2025
Building capacity and capability for science diplomacy: challenges in decolonizing the curriculum for Global Health System Leadership.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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Who cites it
3 citing papers in PubMed.
- Participatory system dynamics modeling: advancing equity through contextualized implementation science in global health.BMC global and public health · 2026Review
- Strengthening global health education in the UAE: assessing the current landscape and future directions.Frontiers in public health · 2025Article
- Health diplomacy training, pedagogical approaches, and skills assessment: a scoping review.Frontiers in public health · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Education policy is the front and center of contemporary science diplomacy. This is particularly the case in global health where nation-states are being called upon to equip their health workforce with leadership skills and competencies to improve population health and engage in health system development. In the perspective that follows, we argue that successfully meeting such demands requires not only a high-quality education offering but also one that is aware of and engaged with the coloniality underpinning its underlying assumptions. This perspective makes two significant contributions to further understanding of this area. First, it shares the challenges being faced in developing an education offer for Global Health System Leadership at an International Branch Campus (IBC). Second, it provides an overview of how we are proactively seeking to overcome these challenges. The perspective argues that by engaging in a spirit of dialog and reflexivity, there is scope for decolonizing education science diplomacy.
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