From: The 'global health' education framework: a conceptual guide for monitoring, evaluation and practice
Category | Characteristics */**/+ | Implication | Rationale |
---|---|---|---|
Object | Focuses on social, economic, political and cultural forces which influence health across the world* | Learning opportunities in 'global health' focus on the underlying structural determinants of health | To ensure that educational interventions cover the social, economic, political and cultural aetiology of ill health, and not merely its disease-oriented symptoms on a global level |
 | Concerned with the needs of developing countries; with health issues that transcend national boundaries; and with the impact of globalisation * | Learning opportunities in 'global health' link territorial up to supraterritorial dimensions of underlying structural determinants of health | To ensure that educational interventions clarify the links between territorial health situations (either domestic ones and/or situations in other countries) and their underlying transborder and global determinants |
Orientation | Towards 'health for all' **/+ | Learning opportunities in 'global health' should adopt and impart the ethical and practical aspects of achieving 'health for all' | To ensure that educational interventions are relevant to people's needs on community, local, national, international and global level |
 | Towards health equity **/+ | Learning opportunities in 'global health' should emphasise issues of health equity (or health inequity) within and across countries | To ensure that educational interventions orientate on the challenge of achieving health equity worldwide |
Outcome | Identification of actions | Learning opportunities in 'global health' facilitate the identification of actions (by the student), undertaken to resolve problems either top-down or - more importantly - bottom-up | To ensure that educational interventions foster critical thinking and present options for professional engagement on different dimensions towards 'health for all' and health equity |
Methodology | Cross-disciplinarity * | Learning opportunities in 'global health' involve educators and/or students from various disciplines and professions | To ensure that educational interventions lead to an understanding of influences on health beyond the bio-medical paradigm and respect the importance of sectors other than the health sector in improving health |
 | Bottom-up learning and problem-orientation | Learning-opportunities in 'global health' require unconventional methods for teaching and learning | To ensure that educational interventions clarify the relevance for the health workforce to deal with transborder and/or global determinants of health |