Training the next generation of global health advocates through experiential education: a mixed-methods case study evaluation

OBJECTIVES: This case study evaluates a global health education experience aimed at training the next generation of global health advocates. Demand and interest in global health among Canadian students is well documented, despite the difficulty in integrating meaningful experiences into curricula. METHODS: Global health advocacy was taught to 19 undergraduate students at McMaster University through an experiential education course, during which they developed a national advocacy campaign on global access to medicines. A quantitative survey and an analysis of social network dynamics were conducted, along with a qualitative analysis of written work and course evaluations. Data were interpreted through a thematic synthesis approach. RESULTS: Themes were identified related to students' learning outcomes, experience and class dynamics. The experiential education format helped students gain authentic, real-world experience in global health advocacy and leadership. The tangible implications for their course work was a key motivating factor. While experiential education is an effective tool for some learning outcomes, it is not suitable for all. As well, group dynamics and evaluation methods affect the learning environment. CONCLUSION: Real-world global health issues, public health practice and advocacy approaches can be effectively taught through experiential education, alongside skills like communication and professionalism. Students developed a nuanced understanding of many strategies, challenges and barriers that exist in advocating for public health ideas. These experiences are potentially empowering and confidence-building despite the heavy time commitment they require. Attention should be given to how such experiences are designed, as course dynamics and grading structure significantly influence students' experience. KEY WORDS: Experiential learning; education; global health; health policy Can J Public Health 2015;106(6):e442-e449 doi: 10.17269/CJPH.106.5099 OBJECTIFS: Notre etude de cas porte sur une experience d'education sanitaire mondiale qui vise a former la nouvelle generation de promoteurs de la sante mondiale. La demande et l'interet pour la sante mondiale chez les etudiants canadiens est bien attestee malgre la difficulte d'integrer des experiences approfondies dans les programmes d'etudes. METHODE: La promulgation de la sante mondiale a ete enseignee a 19 etudiants de premier cycle de l'Universite McMaster lors d'un cours experientiel durant lequel les etudiants ont elabore une campagne d'action sociale nationale sur l'acces aux medicaments dans le monde. Nous avons mene un sondage quantitatif et une analyse de la dynamique des reseaux sociaux, ainsi qu'une analyse qualitative des travaux ecrits et des evaluations du cours. Les donnees ont ete interpretees selon une demarche de synthese thematique. RESULTATS: Les themes que nous avons degages etaient lies aux resultats d'apprentissage des etudiants, a leur experience et a la dynamique de groupe. La formule d'enseignement experientiel a aide les etudiants a acquerir une experience authentique, reelle, de la promulgation de la sante mondiale et du leadership. Les consequences tangibles sur leur parcours d'apprentissage etaient un grand facteur de motivation. Bien que l'enseignement experientiel soit un outil efficace pour obtenir certains resultats d'apprentissage, il ne convient pas dans tous les cas. De plus, la dynamique de groupes et les methodes d'evaluation ont un effet sur le climat d'apprentissage. CONCLUSION: Les enjeux de sante mondiale, la pratique en sante publique et les demarches d'action sociale du monde reel peuvent etre efficacement enseignes par l'apprentissage experientiel, en plus de competences comme la communication et le professionnalisme. Les etudiants ont acquis une comprehension nuancee d'un grand nombre de strategies, de difficultes et d'obstacles presents lorsqu'on preconise des idees de sante publique. Ces experiences peuvent etre valorisantes et donner de l'assurance, bien qu'elles demandent beaucoup de temps. Il faudrait porter attention a la conception de telles experiences, car la dynamique de groupe et le systeme de classement ont une influence considerable sur l'experience vecue par les etudiants. MOTS CLES: apprentissage experientiel; education; sante mondiale; politique sanitaire
Two of the emerging trends in Canadian post-secondary education that affect public health are a growing interest in global health and experiential education. The rising number of such programs and [...]