Michael B. Pitt

Simulation Use for Global Away Rotations (SUGAR): Preparing Residents for Emotional Challenges Abroad—A Multicenter Study

BACKGROUND Preparation for residents participating in global health (GH) experiences is critical. Active preparatory curricula allowing residents to experience and debrief emotional challenges they may encounter abroad are generally lacking. We sought to evaluate a novel simulation curriculum designed to prepare residents for emotions they may experience in response to challenges abroad. METHODS Pediatric GH educators from 7 institutions developed case vignettes incorporating common challenges residents experience abroad. Residents participating in a GH training track or planning to participate in a GH rotation from the 7 institutions were eligible to participate in the simulation curriculum. Participants and trained facilitators completed postsimulation evaluations that were analyzed using descriptive statistics and thematic analysis of written comments to assess the utility of the curriculum, emotions evoked, and changes residents anticipated making to their GH rotation preparation. RESULTS Fifty-one residents and 16 facilitators completed 160 and 52 evaluations, respectively. Overall, respondents found the simulations useful (mean [SD] resident score 4.49 [0.82] and facilitator score 4.85 [0.36] on a 5-point scale [1 = completely useless, 5 = very useful]). Residents reported strong emotions in 153 (98%) of 156 comments. After the sessions, 131 (96%) of 137 comments reflected anticipated changes to GH rotation preparation plans. CONCLUSIONS Active preparation for GH rotations using simulated cases appears to be a useful tool that can be implemented across a variety of sites with minimal facilitator training or simulation experience. The curriculum successfully elicited powerful emotions in residents and provided an opportunity to debrief these experiences before encountering them abroad.

Pediatric Global Health Education: Past, Present, and Future

Recent outbreaks of diseases erroneously thought by many to be contained by borders or eliminated by vaccines have highlighted the need for proper training of all residents in global health. Beyond infectious diseases, all pediatricians should know how to care for other conditions in global child health, ranging from malnutrition to the nuances of care for immigrant and refugee children. The call for broader education for pediatric residents in global health has been increasing over the last decade, with all major pediatric organizations underscoring its importance in statement and action. Herein, the current status of global child health education in pediatric residency training in the United States is summarized, highlighting where it has been, where it is now, and where it should go next.

Making Global Health Rotations a Two-Way Street A Model for Hosting International Residents

As US residency programs are increasingly offering global health electives for their trainees, there is a growing call for these opportunities to include bidirectional exchanges—where residents from both the US and international partner institutions rotate at the other’s site. Curricular, logistical, and funding challenges of hosting residents from an international site may be barriers to developing these programs. In this report, the authors describe an 8-year experience of a US institution hosting residents from a resource-limited international partner and provide a framework for others institutions to develop bidirectional exchanges. They also report the visiting international residents’ perceptions of the impact of the exchange on their clinical practice, teaching, career paths, and their home institution.

Twelve tips for maximizing the effectiveness of game-based learning

Abstract Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.

Using Simulation for Global Health Preparation

* Abbreviations: GH — : global health GHE — : global health education SUGAR — : Simulation Use for Global Away Rotations Participation in global health electives (GHE) by pediatric residents continues to grow. In 2013, more than half of residency programs in the United States offered international electives, and 1 in 15 residents participated in such an experience during that year.1 Pretravel preparation for these experiences has been established as a best practice and should include learning about diseases likely to be encountered, health and safety abroad, site-specific information, and strategies to address cultural differences.2 Unfortunately, of the 127 programs offering GHE in 2013, only two-thirds (66.1%) provided pretravel preparation.1 Increasingly, preparatory curricula are available ranging from online self-directed modules to standardized lectures with facilitator guides for faculty.3 Much of the focus is on medical knowledge including topics such as the management of tropical diseases. Although this knowledge is an integral part of pretravel preparation, in our experience, trainees note that the more common challenges they experience working in resource-limited settings involve emotional and ethical issues that emerge while abroad. As such, preparation that focuses solely on the acquisition of knowledge, but ignores the skills and attitudes needed to practice global child health, may be short-sighted.4 We wish to highlight the need for comprehensive preparation for GHE that goes beyond merely transfer of medical knowledge … Address correspondence to Michael B. Pitt, MD, Department of Pediatrics, M653, 2450 Riverside Ave South, Minneapolis, MN 55454. E-mail: mbpitt{at}umn.edu

Global Health: Preparation for Working in Resource-Limited Settings

In this article, the authors outline the scope of provider involvement in GH, highlight specific considerations and issues, and summarize preparation recommendations from the literature. Trainees and clinicians from high-income countries are increasingly engaging in global health (GH) efforts, particularly in resource-limited settings. Concomitantly, there is a growing demand for these individuals to be better prepared for the common challenges and controversies inherent in GH work. This is a state-of-the-art review article in which we outline what is known about the current scope of trainee and clinician involvement in GH experiences, highlight specific considerations and issues pertinent to GH engagement, and summarize preparation recommendations that have emerged from the literature. The article is focused primarily on short-term GH experiences, although much of the content is also pertinent to long-term work. Suggestions are made for the health care community to develop and implement widely endorsed preparation standards for trainees, clinicians, and organizations engaging in GH experiences and partnerships.

Compliance of Parenting Magazines Advertisements with American Academy of Pediatrics Recommendations

This study examined 3218 advertisements from the two parenting magazines with highest circulation in the United States. The authors compared each advertisement for a product for use by children, against all the published recommendations of the American Academy of Pediatrics (AAP) on topics such as toy safety, helmet use, age-defined choking hazards, infant sleep safety, and others. Any advertisement with images or products which went against a published AAP recommendation was deemed as non-adherence and was categorized according to the statement it contradicted. Nearly one in six (15.7%) of the advertisements contained example(s) of non-adherence to AAP recommendations, with twelve categories of offense represented. Categories ranked by overall share from most to least include: non-Food and Drug Administration (FDA) approved medical treatments, age-defined choking hazards, vitamins, cold medicine, formula, oral care, screen time, toy/playground safety, infant sleep, nutrition, water safety, and fall risk. Given that repeated exposure to messages in advertisements has been associated with changes in health decision-making, and parents often turn to parenting magazines for advice and ideas regarding their children, the publishers might consider screening the content in order to prevent confusing and potentially dangerous messages from being disseminated in the media.

Creating Online Training for Procedures in Global Health with PEARLS (Procedural Education for Adaptation to Resource-Limited Settings)

The authors describe a multiinstitutional collaborative project to address a gap in global health training by creating a free online platform to share a curriculum for performing procedures in resource-limited settings. This curriculum called PEARLS (Procedural Education for Adaptation to Resource-Limited Settings) consists of peer-reviewed instructional and demonstration videos describing modifications for performing common pediatric procedures in resource-limited settings. Adaptations range from the creation of a low-cost spacer for inhaled medications to a suction chamber for continued evacuation of a chest tube. By describing the collaborative process, we provide a model for educators in other fields to collate and disseminate procedural modifications adapted for their own specialty and location, ideally expanding this crowd-sourced curriculum to reach a wide audience of trainees and providers in global health.

Bidirectional exchange in global health: Moving toward true global health partnership

Although there has been rapid growth in global health educational experiences over the last two decades, the flow of learners remains overwhelmingly one directional; providers from high-resourced settings travel to limited-resourced environments to participate in clinical care, education, and/or research. Increasingly, there has been a call to promote parity in partnerships, including the development of bidirectional exchanges, where trainees from each institution travel to the partners setting to learn from and teach each other. As global health educators and steering committee members of the Association of Pediatric Program Directors Global Health Pediatric Education Group, we endorse the belief that we must move away from merely sending learners to international partner sites and instead become true global health partners offering equitable educational experiences. In this article, we summarize the benefits, review common challenges, and highlight solutions to hosting and providing meaningful global health experiences for learners from limited-resourced partner institutions to academic health centers in the United States.

Supporting Global Health at the Pediatric Department Level: Why and How

* Abbreviations: GH — : global health LMIC — : low- and middle-income country Over the past 20 years, involvement in pediatric global health (GH), the study and practice of improving the health of children worldwide, has evolved from an extracurricular activity to a robust academic pursuit that enhances the clinical, educational, and research missions of academic health centers (Fig 1). As evidenced by the paradigm shift laid out in the United Nations Sustainable Development Goals, which focus on the health of all people worldwide, GH is no longer a field constrained by arbitrary borders.1 Likewise, pediatric departments seeking to expand knowledge, train pediatricians, or improve care for children through research and innovation must be concerned with the health of all children and addressing health equity, which by definition, implies GH work.2 This article aims to provide pediatric department leadership with the background and action steps necessary to respond to the call that support for GH should not be a luxury limited to a few elite institutions but a core part of pediatric education and research across the country.3 FIGURE 1 Global child health and the 3-legged stool of academic health centers’ missions. ### Respond to Educational Demand Trainee interest in GH continues to grow, and recent accounts indicate that nearly one-third of medical students and one-fifth of pediatric residents participate in a GH experience during … Address correspondence to Michael B. Pitt, MD, Department of Pediatrics, University of Minnesota Masonic Children’s Hospital, 2450 Riverside Ave, M653, Minneapolis, MN 55446. E-mail: mbpitt{at}umn.edu