Assessment toolbox for Indian medical graduate competencies.

The new competency-based medical education curriculum for Bachelor of Medicine and Bachelor of Surgery is being implemented in a phased manner in medical colleges across India since the year 2019. The Graduate Medical Education Regulations enlist a total of 35 global competencies for the five roles expected of an Indian medical graduate, the roles being clinician, communicator, leader, professional, and life-long learner. Along with an effective implementation of the new curriculum, both in spirit and in action, it is imperative to assess the listed competencies. The new curriculum demands a more careful and mature selection of assessment tools, based on the competency and its expected level of achievement. It is these two variables that make choosing the right assessment method not just a matter of choice, but also of expertise. An array of tools in our armamentarium can sometimes separate confuse and the teachers. So, using the right tool, in the right context, at the right juncture, supplemented by other tools, and backed by constructive feedback, can help nurture the good intent ingrained in the competency-based curriculum. Hence, an attempt was made to compile an assessment toolbox for various global competencies. A PubMed, Science Direct and Google Scholar search, with relevant keywords was carried out. To the initially extracted 90,121 articles, limitations were applied, duplicates were removed and screening for assessment of global competencies and its attributes was done to select 232 articles. Finally, 31 articles were used for designing the proposed toolbox. Prioritization for the tools for the global competencies was based on thorough literature review and extensive discussion. The evolved assessment toolbox is presented in this article, which would help teachers pick the most useful methods of assessment for global competencies.

Bridging the Atlantic: Optimizing the health of vulnerable community aggregates through international student exchange.

BACKGROUND: A growing diversity of cultures globally has intensified the need to educate health professionals to deliver safe, effective, and culturally appropriate care. Collaboration among global partners and development of cultural competence in nursing students in distant communities is one pedagogy to address competencies. CONTEXT: Universities in the United States (US) and Portugal established a bi-directional student exchange to foster professional relationships, enhance cultural awareness, identify health and health care roles from a global perspective, and explore collaborative research opportunities to address the health needs of vulnerable aggregates in both countries. ACTIVITIES: Students from each country are paired to work collaboratively with faculty on research or health promotion projects, visit health care facilities, participate in university classes, language instruction, visit cultural and points of interest, and disseminate new knowledge. OUTCOMES: Students expressed an understanding of cultural differences and health care systems, reconsidered the role of community nurse, integrated theory into practice, and experienced peer mutual learning. A framework to organize philosophies related to a student exchange was developed. FUTURE DIRECTIONS: Forthcoming student exchanges are being planned. Work in previous exchanges allows for sustainability and a growing body of research and health promotion activities focused on impacting vulnerability in like communities in different countries. CONCLUSIONS: A shared vision of exchange, student involvement, multi inter-institutional research, perceived relevance of work with vulnerable groups, and improved ties between local and international community agencies allows for project sustainability. Student exchanges with vulnerable groups in communities provide a catalyst to promote heightened awareness of these aggregates.

Identifying International Leadership Competencies in Medical Education.

Internationalization of medical education must be a part of medical education, in order to ensure that worldwide healthcare issues can be solved collaboratively. To date, medical educators have not agreed upon what skills students should obtain via internationalization of medical education. Medical leadership skills are of increasing importance in both academia and clinical practice. In medical education, very little has been reported about international leadership competencies. While leadership skills are outlined for national settings, international leadership skills in medicine require a more expansive set of competencies. Adapted from recommendations for the framework of health-professional competencies, they can be divided into international specialized knowledge and integrated leadership competencies presented in this article.

An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study.

BACKGROUND: Given the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments. OBJECTIVE: We aimed to examine the impact of an online international collaborative learning program on prelicensure nursing students' international and global competencies in South Korea. METHODS: We conducted a mixed methods study (web-based surveys and focus group interviews). A total of 15 students participated in the study. The surveys were used to examine changes in participants' global leadership competencies, and the focus group interviews were used to evaluate the program's effectiveness and to identify opportunities for improvement. The online international collaborative program consisted of 7 synchronous web-based classroom sessions. Each session ran for 60 to 90 minutes. Faculty experts and nurses working in the United States discussed various topics with students, such as nursing education in the United States and evidence-based teaching and learning. The students gave presentations on the South Korean nursing education system. Data were analyzed with descriptive statistics, the Mann-Whitney U test, and content analysis methods. RESULTS: Participants reported improvement in their global leadership competencies. Four main categories emerged from analysis of the focus interviews: (1) realistic applicability, (2) clarification, (3) expansion of perspectives, and (4) initiative. CONCLUSIONS: The online international collaborative learning program had a positive impact on the development of students' international competencies. The findings support the further development of international exchange programs through web-based meetings in the postpandemic era.

AUPHA and Globalization: A Perspective on the Future.

The Association of University Programs in Health Administration (AUPHA) celebrated its 70th year in 2018 with a publication of a book on its history (Looking Back to Look Forward: AUPHA at 70) (1). As part of that reflection, we engaged in a fundamental reconsideration of our current and future leadership role in supporting healthcare management education. The consideration gets to the core of why any association exists and how does an association best serve the needs of its constituencies. The purpose is to determine what lessons AUPHA's evolution has for healthcare management education associations globally. This perspective will address three questions: 1) What is AUPHA and what is its role in the US healthcare system? 2) What is the value proposition for AUPHA? 3) What lessons learned does AUPHA have to share about the contribution of an association to global health management education?