Global Public Health: A Review and Discussion of the Concepts, Principles and Roles of Global Public Health in Today's Society
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Abstract Global public health as a concept needs examination. Given that the use of the term has become so common, across such broad topics, it is worthwhile to take stock, review and evaluate how it is being used. In an ever‐changing and increasingly globalised context, how should global public health be understood and how should it adapt? We conducted a literature review of articles between 1990 and 2014 that included the phrase ‘global public health’ in the title and/or abstract. Using these articles and some specifically selected influential articles from outside the search parameters we found that the articles rarely engage with political factors impacting on health, instead focusing on disease‐specific challenges or technical issues. This article seeks to contribute to a wider study and discussion on the role of global public health in today's global setting, conducted by the World Federation of Public Health Associations ( WFPHA ) in collaboration with the World Health Organization ( WHO ) headquarters in Geneva.Keywords:
Global Health
Abstract Background Global health education has attracted significant attention in recent years from academic institutions in developed countries. In India however, a recent analysis found that delivery of global health education is fragmented and called for academic institutions to work towards closing the developing country/developed country dichotomy. Our study explored the understanding of global health in the Indian setting and opportunities for development of a global health education framework in Indian public health institutions. Methods The study involved semi-structured interviews with staff of Indian public health institutes and other key stakeholders in global health in India. The interview questions covered participants’ interpretation of global health and their opinion about global health education in India. Thematic analysis was conducted. A theoretical framework developed by Smith and Shiffman to explain political priority for global health initiatives was adapted to guide our analysis to explore development of global health education in Indian public health institutions. Results A total of 17 semi-structured interviews were completed which involved 12 faculty members from five public health institutes and five stakeholders from national and multilateral organisations. Global health was viewed as the application of public health in real-world setting and at a broader, deeper and transnational scale. The understanding of global health was informed by participants’ exposure to work experiences and interaction with overseas faculty. Most common view about the relationship between global health and public health was that public health has become more global and both are interconnected. Integration of global health education into public health curriculum was supported but there were concerns given public health was still a new discipline in India. Most participants felt that global health competencies are complementary to public health competencies and build on core public health skills. Employability, faculty exposure to global health and ‘sensitisation’ of all stakeholders were key barriers to offering global health education programs. Conclusion Global health as a concept and educational practice is embryonic in India but there is considerable potential to grow in order to ensure that education meets the needs of future practitioners of global health in the context of sustainable development.
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The international scientific community has recently seen a growing debate on global health, and what similarities exist between this, public health and international health. Going through the definitions of global health found in the literature, we will highlight points of contact and differences, and discuss the definition of global health provided by the Italian Network Global Health Education. Finally, we will stress the need to incorporate the global health approach in the training of future medical doctors,in particular public health specialists, with the aim of providing current and future health professionals with the skills to deal with the challenges posed by globalization at the local level.
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Global health discipline is of increasing interest for educators and students in public health across the world. Public health education is recently gaining momentum in India, but global health is still at an embryonic stage. Value of students as stakeholders in curriculum development is increasingly recognized but literature about perspectives of public health students regarding global health education is limited. This study aimed to explore Indian public health students' perspectives about global health education and to provide platform for the development of global health education framework for future public health professionals. This study involved a series of focus groups with students and sought to understand perceptions about global health and global health education framework. We recruited public health students at three institutes across India for focus group discussions. Focus groups questions covered current understanding of global health, opinions regarding global health education for public health curriculum and the relevance of global health competency domains for future employment. Recordings were transcribed verbatim and the transcripts were read along with field notes and then analyzed thematically. A total of 36 students participated in four focus groups. There was a general recognition that global health is transnational and that a global outlook is now essential. But there were concerns regarding local and global priorities in public health. Global health was regarded as being wider than public health by some, but others viewed public health being the umbrella term with global health as a specialization. Global health competencies were viewed as a “step up” from the public health competencies but core public health competencies were considered essential. International experiences and use of technology were key themes for delivery of global health education. Employability and career progression for global health graduates were of concern for many participants. This study provides insight into the student perspectives regarding global health education for public health programs in India. Clear direction in terms of curriculum and its utility for career growth and employability as a global health professional needs to be established for global health education in India and other similar settings.
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