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Health Equity Track

Local-Global Health Equity Track

The Offices of Health Equity and Service Learning and Global Health Education are offering medical students the opportunity to enroll in the Local and Global Health Equity Track and earn a “Certificate of Distinction in Discovery in Local-Global Health Equity.”

Please contact Dr. Elizabeth DeVos, MD, FACEP, MPH  or Dr. James Grigg, MD for more information on the Local – Global Health Equity Track. 

Faculty:

Elizabeth DeVos, MD, MPH, FACEP Director ( elizabeth.devos@jax.ufl.edu)
James Grigg, MD, Assistant Director, Internal Medicine (James.Grigg@medicine.ufl.edu)

Staff:  Shawn Murphy, Program Assistant (smurphy21@ufl.edu)

Purpose

Through participation in the Local – Global Health Equity Track, students will gain an understanding of the environmental, social, cultural, political, economic and health system determinants of the health of individuals and population groups both in the US and abroad.  The course will emphasize the frameworks of human rights and social justice and employ the Social Determinants/Ecologic model to examine health and health care systems in the US and around the world.  We will study health and health care disparities in the US and abroad, and endeavor to identify evidence-based interventions to address disparities at the personal, community, and policy levels.  Successful completion of the Local – Global Health Equity Track will prepare UF medical school graduates to work collaboratively in public health or global health settings and/or pursue a career of clinical service, research, teaching, or policy- making to address the needs of underserved populations.

Objectives  

  • To ground students in the ecologic/social determinants model of health and health care using a human rights and social justice framework.
  • To provide students with the knowledge and skills to evaluate health and health care needs of populations in low resource settings.
  • To prepare students to collaborate in local and global health projects with the goal of serving individual and community health needs through discovery, clinical care, health education, and advocacy.
  • To empower and prepare students to work across language and cultural differences in low resource settings in the US and abroad.

Local and Global Health Equity Track Competencies

  • Understand the basic philosophic and conceptual frameworks for the study of social determinants of health including the ecologic model and the human rights and social justice frameworks.
  • Be knowledgeable of major determinants of health in low resource settings and  local, national or international interventions to address health determinants (e.g., UN Millennium Development Goals or the US Global Health Initiative)
  • Understand how local, national, and global trends in healthcare practice, commerce and culture contribute to the health of populations, as well as the quality and availability of healthcare locally and internationally
  • Demonstrate an understanding of barriers to health and healthcare in low-resource settings and evidence- based healthcare delivery strategies in low-resource settings, especially the role of community-based healthcare and primary care models
  • Demonstrate an understanding of cultural and ethical issues in working with underserved populations
  • Acquire clinical skills necessary to provide care for patients with a wide range of health problems in resource-poor settings.
  • Develop fundamental skills in discovery and advocacy through active participation in local or global health-related research, service, education or

Requirements for Certificate in Distinction in Local and Global Health Equity (LGHE) Track

1.  Development of an Individualized Learning Plan in L-GHE.   Meet with Drs. DeVos or Grigg to develop the Learning Plan

2.  The complete one of the following 2 options:

OPTION 1—Discovery Project in Summer between 1st and 2nd year

a)      Completion of the L/GHE Seminar Series Spring of First Year (approximately 7 Thursday afternoon session) —interactive and fun sessions to help students learn about local and global health issues and to prepare for the Summer Discovery Project.

b)      Summer Discovery Project on some aspect of social/economic determinants of health in a local or global setting

c)      Completion of the L/GHE Seminar Series in Second year (Both Fall and Spring, approximately 6-7 Thursday afternoon sessions each semester)

OR

OPTION 2– (4th year discovery project on L/GH)

d)     Completion of the L/GHE Seminar Series in Second year (Both Fall and Spring, approximately 6-7 Thursday afternoon sessions each semester)

e)      Plan and carry out a discovery project on some aspect of social/economic determinants of health in a local or global setting in the 4th year (requiring at least one and usually 2 months of elective time)

The Local or Global Health Discovery Project must include the following:

    • Submission of concept paper or outline (see MSRP protocol) identifying and defining a focus with a local or global health focus.
    • Submission of an action plan or research plan
    • Participation in mentored research/service in local or global location(s) of interest
    • Regular meetings with the faculty mentor(s) to guide and monitor  progress
    • Submission of a final report on the activity to Local and Global Health Equity Track Review Committee.