A Place for All at the Global Health Table: A Case Study about Creating an Interprofessional Global Health Project: Teaching Health Law

Wendell Holmes O. Sr. , “The Poet at the Breakfast Table” (1882).

I use the term “interprofessional” in lieu of “interdisciplinary” throughout the essay, but the terms are interchangeable for the most part. When discussing education of health professionals, there has been an international movement towards the use of the suffix “-professional” rather than “-disciplinary” in education literature.

See Oandasan I. Reeves S. , “Key Elements for Interprofessional Education. Part 1: The Learner, the Educator and the Learning Context,” Journal of Interprofessional Care 19, no. S1 (2005): 21–38. However, it should be noted that when law schools create learning experiences with other professions, it is usually referred to as “interdisciplinary education.”

See Ross C. J. , “Including Law in the Mix: The Role of Law, Lawyers, and Legal Training in Child Advocacy,” in Handbook of Applied Developmental Science, vol. 4 (California: SAGE,

Lerner Richard M. eds., 2002): At 353–370.

University of Maryland, “Global Health Interprofessional Council,” available at <http://global.umaryland.edu/ghic/index.html> (last visited November 18, 2013).

See, e.g., Campbell R. , “The Importance of a Common Global Health Definition: How Canada's Definition Influences Its Strategic Direction in Global Health,” Journal of Global Health 2, no. 1 (2012: 1–6.

Dyar O. de Costa A. , “What Is Global Health?” Journal of Global Health 1, no. 1 (2011): 31–32.

See, e.g., Koplan J. et al., “Towards a Common Definition of Global Health,” The Lancet 373, no. 9679 (2009): 1993–1995 (“Global health is the study and practice of improving health and health equity for all people worldwide through international and interdisciplinary collaboration.”).

See, e.g., Fried L. , “Global Health is Public Health,” The Lancet 375, no. 9714 (2010: 535–537.

Fineberg H. Hunter D. , Editorial, “A Global View of Health – An Unfolding Series,” New England Journal of Medicine 368, no. 1 (2013): 78–79.

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Merson M. H. Page K. C. , The Dramatic Expansion of University Engagement in Global Health: Implications for U.S. Policy, A Report of the CSIS Global Health Policy Center (April 2009).

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Consortium of Universities for Global Health, Meeting Report of the Inaugural Meeting, September 7–9, 2008, available at <http://www.cugh.org/sites/default/files/inaugural-meeting/inaugural-meeting-report.pdf> (last visited November 18, 2013).

See, e.g., Wilson L. , “Global Health Competencies for Nurses in America,” Journal of Professional Nursing 28, no. 4 (2012: 213–222;.

Battat R. , “Global Health Competencies and Approaches in Medical Education: A Literature Review,” BMC Medical Education 10, no. 94 (2010: 1–7.

Fidler D. , “Global Health Jurisprudence: A Time of Reckoning,” Georgetown Law Journal 96, no. 2 (2008): 393–412.

Ruger J. P. , “Normative Foundations of Global Health Law,” Georgetown Law Journal 96, no. 2 (2008): 423–443.

Gostin L. Taylor A. , “Global Health Law: A Definition and Grand Challenges,” Public Health Ethics 1, no. 1 (2008): 53–63.

Id.

Pecukonis E. , “Reducing Barriers to Interprofessional Training: Promoting Interprofessional Cultural Competence,” Journal of Interprofessional Care 22, no. 4 (2008): 417–428.

Association of Schools of Public Health, Global Health Competency Model, Final Version 1.1 (October 31, 2011), available at <http://www.asph.org/userfiles/Narrative&GraphicGHCompsVersion1.1FINAL.pdf> (last visited November 18, 2013).

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Interprofessional Education Collaborative, Core Competencies for Interprofessional Collaborative Practice (May 2011), available at <https://www.aamc.org/download/186750/data/> (last visited November 18, 2013).

World Health Organization, Framework for Action on Interprofessional Education and Collaborative Practice (2010), at 7, available at <http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf> (last visited November 18, 2013).

Institute of Medicine, Educating for the Health Team (October 1972): At 6–18.

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Institute of Medicine, Health Professions Education: A Bridge to Quality (2003), available at <http://books.nap.edu/openbook.php?record_id=10681> (last visited November 18, 2013).

See WHO, supra note 25.

Frenk J. , “Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World,” The Lancet 376, no. 9756 (December 2010): 1923–1958.

See supra note 24. The six groups are the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the Association of Schools of Public Health, the American Association of Colleges of Pharmacy, the American Dental Education Association, and the American Association of Medical Colleges.

See IPEC, supra note 24, at i.

Id.

Id., at 16.

See, e.g., id., at i (“Achieving [a successful interprofessional collaborative practice] for the future requires the continuous development of interprofessional competencies by health professions students as part of the learning process…”) (emphasis added).

See IPEC, supra note 24, at 5;.

see, e.g., Canadian Interprofessional Health Collaborative, An Inventory of Quantitative Tools Measuring Interprofessional Education and Collaborative Practice Outcomes (August 2012), available at <http://www.chd.ubc.ca/files/file/instructor-resources/CIHC_tools_report_Aug26%202012.pdf> (last visited November 18, 2013).

See, e.g., Morton L. , “Teaching Teamwork to Law Students,” Journal of Legal Education 63, no. 1 (2013: 36–64.

See Ross , supra note 2, at 361 (citing Peters J. K. , Representing Children in Child Protective Proceedings: Ethical and Practical Dimensions (Virginia: LEXIS Law 1997).

Id.

Bliss L. , “An Interdisciplinary Collaborative Approach to Wellness: Adding Lawyers to the Health Care Team to Provide Integrated Care for Patients,” International Journal of Health, Wellness, and Society 1, no. 2 (2011: 129–139.

See, e.g., Fried , supra note 7.

See CUGH, supra note 13.

The Principal Investigator for the project, Dr. Miriam Laufer, is an Associate Professor at the University of Maryland School of Medicine and the Principal Investigator for two NIAID-funded clinical trials being conducted in Blantyre, Malawi. She was also a founding member and former director of GHIC.

Descriptions and reports from all four Malawi projects are available on the GHIC website, supra note 3.

For more information on this project, see the project website, Duke Global Health Institute, “MOVE: Malawi Orphans & Vulnerable Children Evaluation,” available at <https://globalhealth.duke.edu/projects/move-malawi-orphans-vulnerable-children-evaluation> (last visited November 18, 2013).

IRB approval, via an addendum to the previously approved project, was obtained prior to commencement of the project.

See, e.g., Pecukonis , supra note 19.

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