Journal
HEMATOLOGY-ONCOLOGY CLINICS OF NORTH AMERICA
Volume 38, Issue 1, Pages 185-197Publisher
W B SAUNDERS CO-ELSEVIER INC
DOI: 10.1016/j.hoc.2023.06.008
Keywords
Remote learning; Haiti; Rwanda; United States; LMICs; Global health; Global oncology; Partnerships
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Global health education needs to adapt to the challenges we face, such as inequities and pandemics. Virtual teaching models are effective in delivering global health education and improving outcomes through bidirectional learning and equitable partnerships.
Global health education must evolve to meet the barriers we face in the world from disparities to pandemics. Training programs should recognize the need for future medical professionals to receive education in global health issues in order to respond to global health inequities. Virtual teaching models are a valuable tool with the power to connect trainees and clinicians from around the world. The learning models described above effectively deliver global health education to healthcare professionals. Emphasis should be placed on bidirectional learning modules and equitable partnerships as we aim to improve the outcomes of patients across the globe.
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