This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
A Global Health Capstone: An Innovative Educational Approach in a Competency-Based Curriculum for Medical Students
Stacey Chamberlain
University of Illinois at Chicago College of Medicine
Corresponding Author
ORCiD: https://orcid.org/0000-0002-8642-2129
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum.
Methods The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed.
Results The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship.
Conclusions A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.
Keywords
Global health, medical education, competencies, capstone, curriculum
Figure 1
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 4
Posted 12 May, 2020
No community comments so far
Editor assigned
On 27 Apr, 2020
Submission checks complete
On 26 Apr, 2020
Editor invited
On 26 Apr, 2020
No comments provided
Editorial decision: Minor revision
On 07 Apr, 2020
Review #1 received
Received 24 Mar, 2020
Reviewer #2 agreed
On 14 Mar, 2020
Review #2 received
Received 14 Mar, 2020
Reviewers invited
Invitations sent on 13 Mar, 2020
Reviewer #1 agreed
On 13 Mar, 2020
Editor assigned
On 25 Feb, 2020
Submission checks complete
On 24 Feb, 2020
Editor invited
On 24 Feb, 2020
No comments provided
Editorial decision: Revise before sending to peer reviewers
On 21 Feb, 2020
Editor assigned
On 07 Feb, 2020
Submission checks complete
On 06 Feb, 2020
Editor invited
On 06 Feb, 2020
No comments provided
Editorial decision: Major revision
On 04 Nov, 2019
Review #3 received
Received 31 Oct, 2019
Review #2 received
Received 30 Oct, 2019
Review #1 received
Received 20 Oct, 2019
Reviewer #3 agreed
On 18 Oct, 2019
Reviewer #2 agreed
On 18 Oct, 2019
Reviewer #1 agreed
On 15 Oct, 2019
Reviewers invited
Invitations sent on 04 Sep, 2019
Editor assigned
On 16 Aug, 2019
Submission checks complete
On 26 Jul, 2019
Editor invited
On 26 Jul, 2019
First submitted
On 23 Jul, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
Learn more about our company.
This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
A Global Health Capstone: An Innovative Educational Approach in a Competency-Based Curriculum for Medical Students
Stacey Chamberlain
University of Illinois at Chicago College of Medicine
Corresponding Author
ORCiD: https://orcid.org/0000-0002-8642-2129
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 4
Posted 12 May, 2020
No community comments so far
Editor assigned
On 27 Apr, 2020
Submission checks complete
On 26 Apr, 2020
Editor invited
On 26 Apr, 2020
No comments provided
Editorial decision: Minor revision
On 07 Apr, 2020
Review #1 received
Received 24 Mar, 2020
Reviewer #2 agreed
On 14 Mar, 2020
Review #2 received
Received 14 Mar, 2020
Reviewers invited
Invitations sent on 13 Mar, 2020
Reviewer #1 agreed
On 13 Mar, 2020
Editor assigned
On 25 Feb, 2020
Submission checks complete
On 24 Feb, 2020
Editor invited
On 24 Feb, 2020
No comments provided
Editorial decision: Revise before sending to peer reviewers
On 21 Feb, 2020
Editor assigned
On 07 Feb, 2020
Submission checks complete
On 06 Feb, 2020
Editor invited
On 06 Feb, 2020
No comments provided
Editorial decision: Major revision
On 04 Nov, 2019
Review #3 received
Received 31 Oct, 2019
Review #2 received
Received 30 Oct, 2019
Review #1 received
Received 20 Oct, 2019
Reviewer #3 agreed
On 18 Oct, 2019
Reviewer #2 agreed
On 18 Oct, 2019
Reviewer #1 agreed
On 15 Oct, 2019
Reviewers invited
Invitations sent on 04 Sep, 2019
Editor assigned
On 16 Aug, 2019
Submission checks complete
On 26 Jul, 2019
Editor invited
On 26 Jul, 2019
First submitted
On 23 Jul, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background Global health educational programs for medical and public health professionals have grown substantially in recent years. The University of Illinois Chicago College of Medicine (UICOM) began a global medicine (GMED) program for selected students in 2012 and has since graduated four classes. As part of the four-year curriculum, students complete a longitudinal global health capstone project. This paper describes the global health capstone project as an innovative educational tool within a competency-based curriculum.
Methods The authors define and describe the longitudinal global health capstone including specific requirements, student deliverables, and examples of how the global health capstone may be used as part of a larger curriculum to teach the competency domains identified by the Consortium of Universities for Global Health. The authors also reviewed the final capstone projects for 35 graduates to describe characteristics of capstone projects completed.
Results The global health capstone was developed as one educational tool within a broader global health curriculum for medical students. Of the 35 capstones, 26 projects involved original research (74%), and 25 involved international travel (71%). Nine projects led to a conference abstract/presentation (26%) while five led to a publication (14%). Twenty-one projects (60%) had subject matter-focused faculty mentorship.
Conclusions A longitudinal global health capstone is a feasible tool to teach targeted global health competencies and can provide meaningful opportunities for research and career mentorship. Further refinement of the capstone process is needed to strengthen mentorship, and additional assessment methods are needed.
Figure 1