Stel dat vijf mensen uit verschillende domeinen en met verschillende nationaliteiten samenwerken aan een praktijkopdracht in Den Haag. Eén van de groepsleden is Guido, een ICT-student uit Italië en een andere is Marie, verpleegkundedocent van de Academie voor Gezondheid van De Haagse Hogeschool (HHS). Verder zitten Jeremy, een Nederlandse student Voeding en Diëtetiek, Indy een internationale student Social Work uit India en Marja, de Finse gastdocente, in de projectgroep. Wanneer deze mensen, vanuit verschillende kennisdomeinen en met verschillende nationaliteiten samenwerken aan een echte praktijkopdracht kunnen ze niet alleen veel van elkaar leren, maar ook de beroepspraktijk een stapje verder helpen. In dit artikel wordt het ontwerp van een internationaal global health programma van De Haagse Hogeschool gepresenteerd, waarvan de pilot is afgerond. In april verscheen het artikel 'Het ontwerpen van een internationaal global health programma' in Onderwijs en gezondheidzorg, uitgave van het kennisplatform voor opleiders in de zorg, nummer 3, april 2014, zie www.onderwijsengezondheidszorg.nl
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De Haagse Hogeschool wil haar studenten competenties laten verwerven om in een internationaal en cultureel gedifferentieerde omgeving te kunnen werken (HHS, 2013). De gezondheidszorg is immers geen nationaal geïsoleerd fenomeen meer (Van der Hulst, 2011). Globalisering dwingt ons tot het verbreden van onze blik en het aangaan van samenwerkingsrelaties om kennis en ervaringen uit te wisselen. Niet alleen met andere landen, maar ook binnen ons eigen land, omdat de huidige en toekomstige Nederlandse arbeidsmarkt steeds internationaler wordt. Voor de huidtherapeuten, diëtisten en verpleegkundigen van de Academie voor Gezondheid betekent dit bijvoorbeeld dat zij in toenemende mate zorg verlenen in een internationale context: met collega’s en patiënten uit verschillende landen en met een diversiteit van culturele achtergronden. Toekomstige diëtisten, huidtherapeuten en verpleegkundigen moeten daarom beschikken over de nodige competenties om in deze international omgeving te functioneren. Maar: hoe richt je het onderwijs zo in dat studenten werkelijk de gelegenheid krijgen deze competenties te ontwikkelen? In studiejaar 2013-2014 is de Academie voor Gezondheid gestart met een pilot voor het internationale programma ‘New Interconnected Citizens for Global Health’. Deze pilot wordt volgend jaar uitgebreid en vanaf studiejaar 2015-2016 volgen alle studenten van de academie dit programma. In dit artikel wordt ingegaan op hoe dit programma tot stand is gekomen, hoe het in de praktijk gestalte kreeg en is geëvalueerd. Wij besluiten het artikel met een vooruitblik op het volgend studiejaar. LinkedIn: https://www.linkedin.com/in/froukje-jellema-78733a63/ https://www.linkedin.com/in/anita-ham-53297921/ https://www.linkedin.com/in/dorien-voskuil-9b27b115/
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This study will examine whether voluntary work or an internship in a developing country contributes to the development of global citizenship among young people. For the purpose of this study, global citizenship will be defined as a combination of social awareness and possessing international competencies. For a period of four years, a group of 1000 participants between 14 and 25 years old was followed using online self-administered surveys, surveys conducted within the social environment and a smaller number of in-depth interviews. Data collection took place prior to an internship or voluntary work in a developing country, following their return, and six months after their return. Almost all of the international competencies that according to prior research are required to be able to function effectively when communicating with people from a different cultural background were found to have increased during their their stay abroad. Only reading and writing skills in the local language of the area were shown not to have improved. The greatest amount of improvement occurred in the area of intercultural competencies, namely attitude, knowledge, behaviour and skills. Following their stay abroad, the personal and social competencies of participants were also shown to have increased. Relatively speaking, their international professional and academic skills improved the least. Despite this, following the return from voluntary work or an internship in a developing country, a larger number of participants were shown to be exhibiting a socially responsible attitude with an understanding of interdependence, equality of all people and a shared responsibility for solving global issues, and expressed this more frequently in their behaviour. In addition, an increase in flexibility, cultural empathy, social initiative and emotional stability among participants was observed. What essentially characterises the participants according to the in-depth interviews is the ability they have developed to look through someone else’s eyes at their own culture and living conditions in the Netherlands and to use their improved self-confidence to live a more socially aware life and/or engage in international activities after their return from abroad.
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IntroductionThe Dutch Medical Doctor-Global Health (MD-GH) prepares to work in low-resource settings (LRS) by completing a hybrid postgraduate training program of 2 years and 9 months, with clinical and public health exposure in the Netherlands and a Global Health residency in LRS. The objectives of the program include acquiring clinical skills to work as a physician in a setting with different (often more severe) pathology and limited resources. In public health teaching, emphasis is given, among other, to adapting to a culturally different environment. After graduation, MD-GH work in a wide variety of countries and settings for variable time. As part of a curriculum review, this study examines MD-GHs' perception of the quality of the training program and provides recommendations for improvement.MethodsA qualitative study was performed. Thematic analysis was applied to semi-structured interviews with 23 MD-GH who graduated between 2017 and 2021.ResultsMD-GHs predominantly worked as clinicians; several were (also) involved in management or capacity building. The clinical training program adequately addressed general skills, but did not sufficiently prepare for locally encountered, often severe, pathology. During the training, adequate supervision with clear learning goals was found pivotal to a positive learning experience. Gaps included clinical training in Internal Medicine (particularly infectious diseases and non-communicable diseases) and Paediatrics. Public Health teaching as well as cultural awareness should be intensified and introduced earlier in the program. The Global Health residency was considered important, but tasks and learning outcomes varied. Teaching, supervision, and capacity building were considered increasingly important key elements of working in LRS. Consensus favoured the current duration of the training program without extension.DiscussionWhile the generalist nature of the MD-GH training was appreciated, the program would benefit from additional clinical training in infectious diseases, non-communicable diseases, and Paediatrics. Moving forward, emphasis should be placed on structured mentorship, enhanced public health teaching, and standardized residency programs with clearly delineated objectives to better equip MD-GH professionals for their multifaceted roles in LRS. Moreover, future revisions of the training program should incorporate the perspectives of host institutes in LRS and tailor the training needs.
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Recalling that a majority of those who need assistive technology do not have access to it, and that this has a significant impact on the education, livelihood, health and well-being of individuals, and on families, communities and societies, Member States adopted a resolution on Improving access to assistive technology during the 71st World Health Assembly in May 2018. Among other mandates, Member States requested the Director-General of the World Health Organization (WHO) to prepare a global report on effective access to assistive technology in the context of an integrated approach, based on the best available scientific evidence and international experience, with the participation of all levels within the organization and in collaboration with all relevant stakeholders. In fulfilling this commitment, aiming to improve access to assistive technology, this global report: • presents the first comprehensive data set of its kind and analysis of current assistive technology access; • draws the attention of governments and civil societies to the need for, and benefits of, assistive technology, including its return on investment; • makes recommendations for concrete actions that will improve access; • supports implementation of the UN Convention on the Rights of Persons with Disabilities; and • contributes towards achieving the Sustainable Development Goals, especially in making universal health coverage (UHC) inclusive – leaving no one behind. The global report explores assistive technology from a variety of perspectives.
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the role of higher education in fostering young professionals’ global competence
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Within European cross-border health care, recent studies have identified several types of international patients. Within the Anglo-Saxon setting, the specific terminology of medical tourism is used. The analytical purpose of the paper is to resolve this semantic difference by suggesting an alternative terminology, 'transnational health care' that is understood as a 'context-controlled and coordinated network of health services'. For demand-driven trans-border access seekers and cross-border access searchers, there is a need to opt for regional health-policy strategies. For supply-driven sending context actors and receiving context actors, there would be organizational benefits to these strategies.Applying the terminology of trans-border access seekers, cross-border access searchers, sending context and receiving context actors results in a transnational patient mobility typology of twelve types of international patients, based on the criteria of geographical distance, cultural distance and searching efforts, public/private/no cover and private/public provision of health services. Finally, the normative purpose of the paper is to encourage the use of this terminology to promote a policy route for transnational health regions. It is suggested that the development of transnational health regions, each with their own medical and supportive service characteristics, could enhance governmental context-controlled decision power in applying sustainable health destination management.
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Olga Haenen, Lector INVIS (Nieuwe eiwitten, insecten en vis, gezond, duurzaam en veilig) spreekt over de Health Challenge tijdens haar HAS Talk.
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Dit is het eindrapport van de Global mOralHealth bijeenkomst georganiseerd door de Wereldgezondheidsorganisatie (WHO) en de universiteit van Montpellier. Docent Mondzorgkunde - Janneke Scheerman en lid van het lectoraat GGZ verpleegkunde - woonde deze bijeenkomst in oktober 2018 bij en droeg bij aan het rapport: https://www.inholland.nl/nieuws/be-helthy-be-mobile/ Als vervolg op de Global mOralHealth bijeenkomst wordt het mOralHealth handboek ontwikkeld, waaraan Janneke meeschrijft. In het handboek worden de procedures voor het ontwikkelen van mOralHealth interventies beschreven.
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This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.
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