INTERNATIONAL HEALTH EDUCATION: MOVING MEDICAL STUDENTS FROM PASSION TO SKILL.
Notice bibliographique
Résumé
Background University of British Columbia medical students interested in international health are able to attend inspirational talks and/or join international volunteer electives with nongovernmental organizations (NGOs). However, within the university, there is a shortage of training to provide students with the skills needed to participate in international health, in particular the skills for sustainable and community based international health work. Methods In 2005, a group of students formed The UBC Medical and Dental Students9 International Health Initiative. With guidance from faculty instructors and NGOs (including Doctors Without Borders [MSF]), students started four components: skill-building workshops and three international health projects in Uganda, India, and Honduras. Workshops were designed to teach medical students the skills needed to make them effective international health workers. Projects provided opportunities for students to practice those skills, in planning, development, or implementation of the projects. All the international health projects strove to address an unmet community need, partner with a local organization in the designated country, and emphasize principles of sustainability. Results Workshops: Two skill-building workshops were held, each led by an MSF field-worker and featuring a case study based on their real-life experiences. Presenters discussed an approach to international health challenges, such as project planning and ethical decision making. Approximately 40 students from diverse faculties, including medicine, nursing, and science, attended each workshop. Workshops were rated 8.2/10 by students. Projects: Ten medical students were involved in initiating international health projects in Honduras, Uganda, and India. Projects included conducting needs assessments, working with local organizations, and delivering public health workshops. Students expressed appreciation of the value and synergy from collaborating with students and health care providers in the local community. Conclusions Student health professionals interested in international health care were very receptive to learning skills directly from NGOs9 field-workers to apply to community-based projects overseas. Students participating in the international projects were inspired and learned from firsthand experience. It is anticipated that the blend of theoretical and practical international health training for students will create skilled future international health workers and develop beneficial partnerships in global communities.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».