Incubating

Possible Future Projects and Services

Faculty Workshop
International Network Project
Global Health Case Studies Workbook

Faculty Workshop.
Many faculty get pressed into teaching global health as a result of a prior overseas experience. While such faculty may be well qualified in their clinical specialty, global health includes many non-clinical topics that faculty are often ill-prepared to address. A good part of global health training requires learning how to communicate across cultural, economic, linguistic, political, organizational and social barriers while also learning skills such as epidemiology, program planning, design, management and evaluation, field research and consultation. This workshop could be peripatetic, including visits to several N. American and overseas universities with well established GH programs to benefit from their experience. It could also rotate on an annual basis among the major geographic regions of the world and involve faculty from developing as well as developed countries.

International Network Project.
GHEC was founded in 1991 and until 2005 was solely limited to medical schools in the US, Canada, and to a limited extent in Central America and the Caribbean. In 2005 the name was changed, other disciplines invited, and the nominal scope made global. However membership is still almost exclusively limited to N. and C. America. In 2008 GHEC will be exploring with other organizations such as ‘The Network: Towards Unity for Health,’ Peoples-Uni, universities in Europe, and university networks in the developing world to see how we can together improve our effectiveness and minimize potential duplicative activities.

Global Health Case Studies Workbook.
In late 2007 GHEC started initial explorations with potential collaborators to determine the feasibility, desirability, costs of developing a case studies workbook that could complement the various written and modular teaching materials already available. A community ‘case’, whether real or hypothetical, can greatly enhance a student’s ability to diagnose and solve problems over what can be learned from just lectures and readings. However, good teaching cases are not easily developed as evidenced by the many years’ efforts of the Harvard Business School to develop cases from the business world. We will first review what is already available and then determine whether to proceed, preferably in collaboration with others.

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