1. Developing a Competency-Based Curriculum in Global Health Research
Joseph C. Kolars,1
Thanh G.N. Ton,2
Sophia P. Gladding,3
Chandy J. John,3
James F. Kelley,4
Vivek R. Nerurkar,4
Cheryl A. Moyer,1
Joseph R. Zunt2
For the Northern/Pacific Universities Global Health Research Training
1
University of Michigan Medical School, 2
University of Washington School of Medicine, 3
University of Minnesota Medical School, 4
University of Hawaii John A. Burns School of Medicine
Training and education programs are defined by their curricula.
Competency-based curricula place emphasis on what learners should be able “to
do” as a result of the learning that takes place.
Global health training programs provide training to global health researchers
through a fellowship that involves a mentored-research project, but few require
the demonstration of additional global health-related competencies.
Our 11-month Global Health Fellowship requires participation in a competency-
based curriculum in global health research to meet the needs of trainees who
are geographically distributed across different countries.
Our aims were to develop a curriculum that allowed fellows and scholars to
develop and demonstrate global health competencies through a collection of
artifacts that make up their learning portfolio.
INTRODUCTION
METHODS
The curriculum was developed through a series of discussions among four
faculty with extensive experience in supervising global health trainees, who
serve as lead investigators on a NIH Fogarty International Center funded Global
Health Research Award that began in 2012.
Curriculum development included a review of existing literature on global
health and research competencies.
Templates of online portfolios were created for fellows to copy and customize.
Eight competency domains were chosen.
Each competency contains 2-7 learning objectives (33 total) with specific learning
activities to be completed in a modular, asynchronous fashion by trainees.
Completed assignments, called artifacts, are submitted by trainees into an
electronic portfolio that collects evidence of trainee development in each domain.
Each portfolio is reviewed by mentors and program leadership, and is designed
to be portable with the trainee after completion of the program.
RESULTS
We developed a competency-based global health research curriculum that
can be completed asynchronously on a web-based platform that offers
opportunities for active dialogue between trainees and mentors. This
curriculum is complementary to the mentored research that is the major
focus of research training programs. Competence will be determined by
evaluation of each trainee’s portfolio as well as through post-training
surveys that will assess for growth in self-assessment of competence.
CONCLUSIONS
Competency Learning Objective Artifact
Define global health
and explain what
constitutes global
health research
Develop personal definition of global health Brief essay
Explain concept of global health research Brief essay
Cite common references, textbooks, and
compendia on global health
Brief essay
Know the major
trends in global
health research
Develop basic understanding of research themes
around major diseases and global health issues.
Brief essay
Slide presentation
Explain the concept “social determinants of
health”
Brief essay
Slide presentation
Describe concepts of population health and
burden of disease.
Brief essay
Describe capacity building and health systems
strengthening
Brief essay
Explain implementation science Brief essay
Report on major meetings and journals for global
health research
List global health meetings
List 3-5 journals
Discuss with mentors
Know organizations
funding global
health research and
pathways to achieve
support
Understand the NIH structure and approaches for
funding
Summarize NIH institutes
Describe other governmental funding
Describe US or LMIC
governmental funding
agencies
Acquire research
skills necessary for
global health
research
Define a general research agenda and a specific
research study
Research agenda
Frame a research question Research question
Perform a literature review Literature search
Write up a research study with hypotheses and
study design
Research Proposal
Design basic data collection and database Instrument and Database
Demonstrate proficiency at basic
Basic biostatistics course
Develop a realistic timeline for proposal Timeline
Communicate
research proposal
and results
Demonstrate proficiency at scientific writing
Abstract and manuscript
Brief essay
Demonstrate proficiency at scientific presentations
Slide presentation
Poster
Provide meaningful critique Critiques
GLOBAL HEALTH CURRICULUM CORE COMPETENCIES
Competency Learning Objective Artifact
Acquire and apply
skills at managing
a research team
and processes
Understand how to establish and manage
a lab or research unit
Brief essay
Understand issues associated with
development of biorepositories
Brief essay
Understand supply chain in international
procurement and create realistic budgets
Budget
Brief essay
Understand teamsmanship Brief essay
Understand conflict management Brief essay
Understand
responsible
conduct of
research and
collaborative
practice
Complete an IRB application
IRB application
Informed consent form
Explain research ethics and integrity
Human subjects training
Brief essay
Understand impact of cultural differences
on research
Brief essay
Understand
professionalism,
professional
development and
cultivation of
mentorship
Understand the changing landscape of
professionalism in an online, cross-cultural
world
Brief essay
List of social networking sites
5-10 year personal development plan
Understand networking at scientific
meetings
“Elevator speech”
List of 3-5 contacts
Explain what good mentoring is, how to
obtain it and how to develop skills
Mentoring plan and pact
Brief essay
Mentoring meetings
We implemented this curriculum utilizing a web-based platform for a cohort of
19 trainees enrolled in a 11-month training program, each of whom have
completed a needs assessment with regard to the desired learning objectives.
Trainees designed their portfolio on a web-based system and upload artifacts to
demonstrate competencies.
IMPLEMENTATION
This work was was supported by NIH Research Training Grant R25 TW009345 funded by
the Fogarty International Center, the National Institute of Mental Health, and the NIH
Office of the Director Office of Research on Women’s Health and the Office of Aids
Research.