Purpose Our study aimed to delve beyond a surface-level understanding and explore the various dimensions of the global health curriculum from the perspective of both learners and educators using the Context, Input, Process, and Product (CIPP) model.
Methods From 2020 to 2021, interviews were conducted with a total of 10 individuals, including five students who had taken at least one elective course and at least one elective research course, three teaching assistants (TA), and two faculty members who had taken more than four global health courses in multiple phases in the global health curriculum. Semi-structured interview questions based on the CIPP model were used and qualitative data were analyzed through content analysis.
Results The study identified 12 sub-themes. Students held idealized views of global health careers and sought to bridge the gap through global health classes. They desired early exposure to global health courses, emphasizing both pre-medical and clinical phases. Challenges in adjusting course difficulty and recruiting faculty were identified, along with a preference for interactive teaching methods and offline discussions. The curriculum promoted reflection on medicine’s essence, expanded career perspectives, and emphasized competencies like altruism, communication skills, and crisis management in the evolving global health landscape.
Conclusion This study showed that a comprehensive approach is possible from the perspective of learners and educators by identifying strengths, weaknesses, and the value of the curriculum’s goals, plans, implementations, and results through the CIPP model. For optimal curriculum design, a sequential approach from basic to advanced courses is essential, promoting hands-on global health experiences for students.
Citations
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The Hermeneutics of Care: Dialogues between the Contemporary Patterns and Humanistic Health Education in Recent Literature (2020–2025) Jackson Utong, Mohd Sham Othman, Mahadir Ahmad, Caryn Mei Hsien Chan Kalagatos .2026; 23(1): eK26018. CrossRef
A comprehensive evaluation framework for hospital infection prevention and control training for newly recruited health care personnel: Kirkpatrick–CIPP approach Qinli Feng, Jinqi Lu, Lei Jia, Fenjuan Shi, Zaihong Zhang JBI Evidence Implementation.2026;[Epub] CrossRef
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Research on the construction of the curriculum system of “integration of courses and certificates” for the 1+X Certificate in Early Childhood Care in the era of big data Kuiliang Fu Applied Mathematics and Nonlinear Sciences.2024;[Epub] CrossRef
The effectiveness of competency-based global health education programs for medical students Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park Korean Journal of Medical Education.2024; 36(3): 243. CrossRef
From curriculum to clinic: a qualitative study of junior doctors’ perceptions of global health and sustainable development Charlotte Agardh, Julia Bielik, Anna-Theresia Ekman, Lotta Velin, Sibylle Herzig van Wees BMJ Global Health.2024; 9(11): e015107. CrossRef
Purpose The aim of this study was to evaluate the feasibility and satisfaction of an online global health education course for medical students in comparison with an in-person of the course and to assess students’ preferences regarding online methods of delivery.
Methods Second-year medical students enrolled in this course in 2019 (in-person) and 2020 (online). The attendance rate, satisfaction in the course evaluation survey, and academic achievement on the written final examination were utilized to compare the two different methods of course delivery. The medical students who took the online course were also asked about their preferences regarding the method of course delivery and the advantages and drawbacks of each method of online lectures.
Results There was no significant difference in the attendance rate and overall satisfaction between the two groups. The mean score on the written examination of the online course (84.1±19.6) showed comparable effects to the in-person course (78.0±18.3). The percentages of students who achieved high performance (55.5%) and the achieved minimum requirement (95.9%) were also maintained compared to the in-person course (14.6% and 93.6%, respectively). Medical students preferred the online course to the in-person course; in particular, they preferred prerecorded videos over live streaming online lectures.
Conclusion The participation, satisfaction, and the academic achievement of the online course were comparable to those of the in-person course. However, the greatest drawback of the online course was the lack of interaction between peer learners. Therefore, diverse methods for online education should be considered to increase students’ sense of belonging to a learning community.
Citations
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Perspectives and impact of a graduate global surgery course Sacha Williams, Ruth Devaraj, Noel Peter, Ashok Handa, Anant Jani, Kokila Lakhoo Global Surgical Education - Journal of the Association for Surgical Education.2026;[Epub] CrossRef
Explorando tendências e desafios na educação médica em saúde global: revisão de escopo Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Exploring Trends and Challenges in Global Health Medical Education: A Scoping Review Victor Augusto Danelle, Ivan Araujo Pires, Beatriz Helena Wolpe Pereira, Elaine Rossi Ribeiro, William Augusto Gomes de Oliveira Bellani Physis: Revista de Saúde Coletiva.2025;[Epub] CrossRef
Beyond the surface: unraveling global health curriculum insights through interviews of learners and educators using the CIPP model Yoonjung Lee, Jayoung Park, Woong-Han Kim, Jwa-Seop Shin, Hyun Bae Yoon Korean Journal of Medical Education.2024; 36(1): 41. CrossRef
The effectiveness of competency-based global health education programs for medical students Songrim Kim, Sun Young Kyung, Ie Byung Park, So Jung Yune, Kwi Hwa Park Korean Journal of Medical Education.2024; 36(3): 243. CrossRef
What Are the Current Status and Educational Needs of Global Health Education in Medical Schools? A Nationwide Survey in Korea Songrim Kim, Sun Young Kyung, Ie Byung Park, Kwi Hwa Park Korean Medical Education Review.2023; 25(3): 258. CrossRef
Remote online global health education among U.S. medical students during COVID-19 and beyond Peter P. Moschovis, Anupama Dinesh, Anna-Sophia Boguraev, Brett D. Nelson BMC Medical Education.2022;[Epub] CrossRef
Establishing a Virtual Global Health Education Partnership: The Cleveland-Cusco Connection Nora K. Lenhard, Crystal An, Divya Jasthi, Veronica Laurel-Vargas, Ilon Weinstein, Jorge A. Vargas, Katherine Jones, Suet Kam Lam Medical Science Educator.2022; 32(5): 1087. CrossRef
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