All Together Now: Developing a Team Skills Competency Domain for Global Health Education

We use the term “interprofessional” in lieu of “interdisciplinary” throughout the paper, 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.

See, e.g., Battat R. , “Global Health Competencies and Approaches in Medical Education: A Literature Review,” BMC Medical Education 10, no. 94(2010): 1–7, available at <http://www.biomedcentral.com/content/pdf/1472-6920-10-94.pdf>(last visited December 3, 2014) (“Global health is the study and practice of improving health and health equity for all people worldwide through international and interdisciplinary collaboration.”) (emphasis added).

There are three generally accepted broad areas or domains of human behavior in which learning can take place: Thinking (cognitive), doing (psychomotor), and feeling (affective). See Bloom B. , Taxonomy of Educational Objectives, Handbook I: Cognitive Domain (New York: Longman, 1956) (described in D'Eon M. , “A Blueprint for Interprofessional Learning,” Journal of Interprofessional Care 19, no. S1[2005]: 49–59).

Others add to these categories a type of learning that is critical to interprofessional learning called social-emotional learning, which relates to how an individual interacts with others and in groups. See Mackway-Jones K. Walker M. , The Pocket Guide to Teaching for Medical Instructors (London: MMJ Books, 1999) (described in D'Eon, supra, at 49). “‘Non-cognitive skills' refer to a set of attitudes, behaviors, and strategies that are thought to underpin success in school and at work, such as motivation, perseverance, and self-control. They are usually contrasted with ‘hard skills' of cognitive ability in areas such as literacy and numeracy, which are measured by academic tests.”

Gutman L. M. Schoon I. , Institute of Education, The Impact of Non-Cognitive Skills on Outcomes for Young People: Literature Review (2013), available at <http://educationendowmentfoundation.org.uk/uploads/pdf/Non-cognitive_skills_literature_review.pdf>(last visited December 3, 2014).

The authors are aware that numerous global health programs exist at the undergraduate level and some global health programs bridge the gap between undergraduate and graduate learning, such as nursing programs that offer global health education at both levels. The concepts and themes in this paper are relevant to undergraduate and bridge programs, but the focus of this paper is graduate education.

By global health “program,” we mean to include the broad range of global health programs available to students, including certificate and degree programs, as well as degree “minors” and subspecialties in global health.

See comments submitted by roundtable participants Dr. Bridget Kelly, Senior Program Officer, IOM, and Patricia Cuff, Director of IOM's Global Forum on Innovation in Health Professional Education (on file with authors).

See Merson M. H. Page K. C. , The Dramatic Expansion of University Engagement in Global Health: Implications for U.S. Policy (Washington, D.C.: Center for Strategic and International Studies, 2009).

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

See Koplan J. P. , “Towards a Common Definition of Global Health,” The Lancet 373, no. 9679(2009): 1993–1995 (emphasis added).

See World Health Organization, World Health Report 2006: Working Together for Health (Geneva: World Health Organization, 2006), available at <http://www.who.int/whr/2006/whr06_en.pdf?ua=1>(last visited December 3, 2014).

See Collaborative Justice, “How to Collaborate: A Working Definition of the Term ‘Collaboration,’” an essay adapted from Larsen C. LaFasto F. , TeamWork: What Must Go Right/What Can Go Wrong (Newbury Park, CA: Sage Publications, 1989), available at <http://www.collaborativejustice.org/how.htm>(last visited December 3, 2014).

Id.

Id.

See comments submitted by roundtable participant Timothy Brewer Dr. , Vice Provost for Interdisciplinary and Cross-campus Affairs, UCLA (on file with authors).

See, e.g., Knapp M. S. , “University-Based Preparation for Collaborative Interprofessional Practice,” Journal of Education Policy 8, no. 5(1993): 137–151.

Cuff P. A. , Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models across the Continuum of Education to Practice: Workshop Summary (Washington, D.C.: The National Academies Press, 2013).

See comments submitted by roundtable participant Hala Azzam Dr. , President, CoEmpower LLC (on file with authors).

Consortium of Universities for Global Health, Meeting Report of the Inaugural Meeting, September 7–9, 2008, available at <http://www.cugh.org/about/background>(last visited December 3, 2014).

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

Battat , supra note 2.

Gebbie K. , Center for Health Policy, Competency-to-Curriculum Toolkit (New York: Columbia University School of Nursing, 2004), available at <http://cphp.sph.unc.edu/lifelonglearning/toolkit/Competecy_to_Curriculum_toolkit.pdf>(December 3, 2014).

See Bloom, supra note 3.

Id.

See Gebbie , supra note 19.

Id.

Interprofessional Education Collaborative, Core Competencies for Interprofessional Collaborative Practice (Washington, D.C.: Interprofessional Education Collaborative, 2011), available at <http://www.aacn.nche.edu/education-resources/ipecreport.pdf>(last visited December 3, 2014).

See Association of Schools and Programs of Public Health (ASPPH), Global Health Competency Model –Final Version 1.1 (October 31, 2011), available at <http://www.aspph.org/wp-content/uploads/2014/04/NarrativeGraphicGHCompsVersion1.1FINAL-SJC.doc>(last visited December 3, 2014).

See comments submitted by roundtable participant Dr. Lynda Wilson, Assistant Dean for International Affairs, Deputy Director, PAHO/WHO Collaborating Center for International Nursing, and Professor, University of Alabama School of Nursing (on file with authors). The CUGH Education Subcommittee on Global Health Competencies has tentatively included the list of team competencies developed in this project (see infra subsection (f)) in their broad list of content competencies.

The ASPPH competencies include a novel and useful “Collaborating and Partnering” domain that relates in some measure to working as part of a global health team but is primarily focused on relationships external to the team, in other words relationships between the team and outside collaborators and partners. See ASPPH, Global Health Competency Model, supra note 25.

GGEI is now housed in the UMB Office of the President and receives its funding through the same office.

See Rowthorn V. , “A Place for All at the Global Health Table: A Case Study about Creating an Interprofessional Global Health Project,” Journal of Law, Medicine & Ethics 41, no. 4(2013): 907–914.

See, e.g., 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 December 3, 2014).

See, e.g., Barr H. , Effective Interprofessional Education: Argument, Assumption and Evidence (Oxford: Blackwell, 2005).

Barr H. , Evaluations of Interprofessional Education: A United Kingdom Review for Health and Social Care (August 2000), available at <http://caipe.org.uk/silo/files/evaluations-of-interprofessional-education.pdf>(last visited December 3, 2014).

Hammick M. , “A Best Evidence Systematic Review of Interprofessional Education: BEME Guide No. 9,” Medical Teacher 29, no. 8(2007): 735–751.

See Knapp , supra note 15;

Id. (Hammick et al.).

See IPEC Report, supra note 24.

See World Health Organization, Framework for Action on Interprofessional Education & Collaborative Practice (Geneva: WHO Press, 2010), available at <http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf>(last visited December 3, 2014).

See Institute of Medicine, Educating for the Health Team (Washington, D.C.: National Academy of Sciences, 1972).

See Institute of Medicine, Health Professions Education: A Bridge to Quality (Washington, D.C.: The National Academies Press, 2003);

WHO 2010 Report, supra note 30.

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

These 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 Report, supra, note 24.

Id.

See Comments on behalf of the Interprofessional Education Collaborative (IPEC) and the Association of Schools and Programs of Public Health (ASPPH), for the roundtable discussion Building Global Health Team Excellence: Developing an Interprofessional Skills Competency Domain (on file with authors).

Nine of the participants developed their comments into short articles that will appear in a supplement edition of the Journal of Law, Medicine & Ethics 42, no. 4, Supp.(2014).

See Comments submitted by roundtable participant Dr. Andrea Pfeifle, the Assistant Dean and Director of the Center for Interprofessional Health Education and Practice and an Associate Professor of Family Medicine at Indiana University in Indianapolis, Indiana (on file with authors).

See supra text accompanying notes 24–6.

See Comments submitted by roundtable participants Dr. Samer El-Kamary, Associate Professor, Epidemiology and Public Health and Pediatrics, University of Maryland School of Medicine, and Jon Mark Hirshon Dr. Associate Professor, Department of Emergency Medicine, University of Maryland School of Medicine (on file with authors).

See, e.g., Breslow L. , “Teaching Teamwork Skills, Part 2,” MIT Faculty Newsletter: Teach Talk, March/April 1998, at 5.

Hills H. , Team-Based Learning (Burlington, VT: Gower, 2001).

Reynolds M. , Groupwork in Education and Training (London: Kogan Page, 1994).

Id.

Id.

See, e.g., Papadaki M. Hirsch G. , “Curing Consortium Fatigue,” Science Translational Medicine 5, no. 200(2013): 200fs35.

See IPEC Report, supra note 24.

Id.

See Comments submitted by roundtable participant Dr. Janette Samaan, Director, Global Health Learning Opportunities, AAMC (on file with authors).

See Comments submitted by roundtable participant Dr. Robert Beardsley, Professor, Department of Pharmaceutical Health Services Research, University of Maryland School of Pharmacy (on file with authors).

Id.

See IPEC Report, supra note 24.

Id.

See Comments submitted by roundtable participant Charity Scott, Catherine Henson C. Professor of Law and Director for the Center for Law, Health & Society, Georgia State University College of Law (on file with authors).

See Comments submitted by roundtable participant Dr. Deborah Glassman, Lecturer in Business Economics and Director, Global Business Center and Certificate of International Studies in Business, University of Washington (on file with authors).

Several participants suggested leadership as a potential competency domain in addition to team competencies, citing the importance of leadership to global health work and pointing out that leadership skills were not represented in the domains discussed at the roundtable.

This consideration would be appropriate for programs or classes for which students apply for participation.

See Comments submitted by roundtable participant Hala Azzam Dr. , President, CoEmpower, LLC (on file with authors).

See Comments submitted by roundtable participant Toby Treem Guerin J.D. , Managing Director, Center for Dispute Resolution, University of Maryland Francis King Carey School of Law (on file with authors).

Id.

See supra text accompanying notes 31–32.

See Piterman L. , “Interprofessional Education for Interprofessional Practice: Does It Make a Difference?” Medical Journal of Australia 193, no. 2(2010): 92–93.

See Comments submitted by Roundtable participant Lori DiPrete Brown, Associate Director for Education and Engagement, Global Health Institute, School of Medicine and Public Health, University of Wisconsin-Madison (on file with authors).

Experiential learning is learning that takes place as a result of an encounter with an experience that is planned by instructors within a course, program, or curriculum. See, e.g., Hall P. Weaver L. , “Interdisciplinary Education and Teamwork: A Long and Winding Road,” Medical Education 35, no. 9(2001): 867–875.

See comments submitted by roundtable participant Flora Katz Dr. , Program Officer, Division of International Training and Research, NIH Fogarty International Center (on file with authors).

See comments submitted by roundtable participant Gregory Carey Dr. , Director of Student Summer Research and Community Outreach, Assistant Professor of Microbiology and Immunology, Center for Vascular & Inflammatory Diseases, University of Maryland School of Medicine (on file with authors).

See comments submitted by Roundtable participant Dr. Jeffrey Johnson, Professor and Director, Office of Global Health, University of Maryland School of Nursing (on file with authors).

See Gebbie , supra note 19.

See comments submitted by roundtable participant Glickman Leslie B. Dr. , Assistant Professor, Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine (on file with authors).

Ahlstrom A. W. , From Soft Skills to Hard Data: Measuring Youth Program Outcomes, 2nd ed. (Washington, D.C.: Forum for Youth Investment, 2013), available at <http://forumfyi.org/files/soft_skills_hard_data_0.pdf>(last visited December 3, 2014).

See comments submitted by roundtable participants Bridget Kelly Dr. , Senior Program Officer, IOM, and Patricia Cuff, Director of IOM's Global Forum on Innovation in Health Professional Education (on file with authors).

See comments submitted by roundtable participants Milton Donald K. Dr. , Professor and Director, Maryland Institute for Applied Environmental Health, University of Maryland School of Public.

Muhiuddin Haider Dr. , Research Associate Professor, University of Maryland School of Public Health;

and Maring Elisabeth F. , Research Assistant Professor & Family Life Specialist, University of Maryland School of Public Health (on file with authors).