Global+Health+Principles

**Principals:**

Several Key Principals should guide a resident in their longitudinal global health curriculum:

1. The basic philosophy of the curriculum is to prepare residents to work with underserved patient populations in resource poor settings. The hope ought to be that the rotation should inspire a desire to increase ones medical knowledge base and to offer useful service to patients in need.

2. A resident's curriculum should focus on a longitudinal relationship with a particular international program or project. That relationship should be as equitable as possible and should strive to provide mutual benefit. The appropriateness of a chosen international site should be discussed with a knowledgeable advisor. The discussion should include a critical analysis of the structure and mission of the host institution.

3. The focus should be on clinical education with appropriate supervision at all times. A designated physician mentor should be available at a chosen site to assess resident competencies.

4. Sites should be chosen that allow for learning in an ethical and compassionate manner. What constitutes ethical practice is not universally agreed upon, however residents can draw upon work that has already been done in regards to the ethics of medical work abroad. Specifically residents should be required to read and discuss the Global Health Education Consortium Residency Guide’s chapter on “Ethics for Global Health Programming”. [|1]

5. The Global Health Curriculum should not detract from current training at CCRMC. Specifically, residents in the global health track should maintain adequate numbers of family practice clinics.

6. There should be an emphasis on pre and post preparation and debriefing. The specific goals and plan for this preparation should be clearly agreed upon by the resident and their CCRMC advisor.

[|[1]] Jessica Evert, Chris Stewart, Kevin Chan, Melanie Rosenberg, Tom Hall, and others. Developing Residency Training in Global Health: A Guidebook. San Francisco: Global Health Education Consortium, 2008. 119 pp.

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