Mentoring medical and public health students in global health research

Background

Comprehensive and longitudinal teaching curricula in mentored global health research for medical and public health students are needed.  

Methods

A global health research curriculum was offered to 24 medical and public health students beginning in 2008. Broad categories of competencies included global health research, socio-cultural and advocacy, and career development. Research projects were developed collaboratively with local communities. A mixed method of surveys and semi-structured interviews was used to assess students’ skills, experience and satisfaction.

 Results

Twenty-four research studies resulted in 20 presentations in national conferences and 15 publications. Majority had minimal prior global health experince. On average studies lasted 2 years. 50% were mixed methods studies. The IRB application, analysis and manuscript writing were the most challenging components and data collection the most rewarding. Majority “strongly agreed=5” with achieving competencies in understanding global health issues, participatory research, critical appraisal of literature, research design, surveying, dissemination and publication, population based medicine, personal growth and career development, and working with communities. Quality of curriculum was rated as 4.5 (scale 1 to 5). Semi-structured interviews revealed effective mentorship qualities including easy accessibility, commitment, analytic expertise in research, problem solving, extensive international experience, student advocate, and a balance between guidance and allowing independence.

Feedbacks from project sites were overwhelmingly positive in regard to usefulness of projects. This experience illustrates the effectiveness and feasibility of a close mentorship in global health research and underlines the crucial educational link between clinical and population-based medicine, community collaboration, and scholarship for more effective global health practices.