From: “Public health is global”: examining Indian stakeholders’ perspectives on Global Health education
Dimension | Description | Factors shaping priority |
---|---|---|
Ideas | The ways in which those involved with the issue understand and portray it. | Internal frame: • Diversity in views regarding the meaning of global health. • Recognition that public health is now global but concerns regarding need to focus on domestic ‘local’ health. • Global health education essential but diversity on the ways to integrate in the public health curriculum. |
External frame: • Sensitization of employers and prospective students required as understanding of global health is poor. | ||
Actor power | The strength of the individuals and organizations concerned with global health education. | Public health education community cohesion: • No clear global health community exists to drive the agenda. |
Leadership: • Orientation and faculty exposure to global health is mixed. • Well-trained faculty with global exposure needed to advance global health curriculum. • International interactions, collaboration and partnerships required to drive global health education. | ||
Guiding institutions - Institutional readiness: • National landscape and priorities: public health education programs are still relatively new in India. • International academic partnerships are manifold and essential to drive global health education. | ||
Stakeholder mobilization: • Multilateral organizations are potentially a key partner but are not actively engaged in education. • Engagement of potential employers who do not currently understand global health. | ||
Educational contexts | The environments in which actors operate. | Curricular context: • Foundational public health competencies are essential before building global health competencies. • Limited opportunity to include global health in the existing public health curriculum due to competing priorities. • Views on inclusion of global health in the curriculum ranged from a module to a specialization. Executive global health course after public health program is a preferred option. |
Global frameworks: • Need for standardization of global health curriculum across different settings. | ||
Issue characteristics | Features of the problem. | Important considerations: • Public health education is relatively new in India. • Global health education is embryonic and fragmented. • ‘Local context’ is important for adaptation of global health competency frameworks. |
Challenges: • Opportunities for faculty to develop international partnerships and student exchange. • Limited job opportunities and employability concerns for global health professionals. | ||
Effective Interventions: • Partnerships between HIC and LMIC may facilitate effective global health education. |