Hostname: page-component-76fb5796d-22dnz Total loading time: 0 Render date: 2024-04-26T11:12:40.724Z Has data issue: false hasContentIssue false

A Place for All at the Global Health Table: A Case Study about Creating an Interprofessional Global Health Project

Teaching Health Law

Published online by Cambridge University Press:  01 January 2021

Extract

Many ideas grow better when transplanted into another mind than the one where they sprang up.

Type
JLME Column
Copyright
Copyright © American Society of Law, Medicine and Ethics 2013

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Charity Scott, J.D., is a Professor of Law and Director of the Center for Law, Health & Society at the Georgia State University College of Law. (charity@gsu.edu)

References

Wendell Holmes, O. Sr., “The Poet at the Breakfast Table” (1882).Google Scholar
I use the term “interprofessional” in lieu of “interdisciplinary” throughout the essay, but the terms are interchangeable for the most part. When discussing education of health professionals, there has been an international movement towards the use of the suffix “-professional” rather than “-disciplinary” in education literature. See Oandasan, I. Reeves, S., “Key Elements for Interprofessional Education. Part 1: The Learner, the Educator and the Learning Context,” Journal of Interprofessional Care 19, no. S1 (2005): 2138. However, it should be noted that when law schools create learning experiences with other professions, it is usually referred to as “interdisciplinary education.” See Ross, C. J., “Including Law in the Mix: The Role of Law, Lawyers, and Legal Training in Child Advocacy,” in Handbook of Applied Developmental Science, vol. 4 (California: SAGE, Lerner, Richard M. et al. eds., 2002): At 353–370.CrossRefGoogle Scholar
University of Maryland, “Global Health Interprofessional Council,” available at <http://global.umaryland.edu/ghic/index.html> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
See, e.g., Campbell, R. et al., “The Importance of a Common Global Health Definition: How Canada's Definition Influences Its Strategic Direction in Global Health,” Journal of Global Health 2, no. 1 (2012: 16.CrossRefGoogle Scholar
Dyar, O. de Costa, A., “What Is Global Health?” Journal of Global Health 1, no. 1 (2011): 3132.Google Scholar
See, e.g., Koplan, J. et al., “Towards a Common Definition of Global Health,” The Lancet 373, no. 9679 (2009): 19931995 (“Global health is the study and practice of improving health and health equity for all people worldwide through international and interdisciplinary collaboration.”).CrossRefGoogle Scholar
See, e.g., Fried, L. et al., “Global Health is Public Health,” The Lancet 375, no. 9714 (2010: 535537.CrossRefGoogle Scholar
Fineberg, H. Hunter, D., Editorial, “A Global View of Health – An Unfolding Series,” New England Journal of Medicine 368, no. 1 (2013): 7879.CrossRefGoogle Scholar
Merson, M. H. Page, K. C., The Dramatic Expansion of University Engagement in Global Health: Implications for U.S. Policy, A Report of the CSIS Global Health Policy Center (April 2009).Google Scholar
Consortium of Universities for Global Health, Meeting Report of the Inaugural Meeting, September 7–9, 2008, available at <http://www.cugh.org/sites/default/files/inaugural-meeting/inaugural-meeting-report.pdf> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
See, e.g., Wilson, L. et al., “Global Health Competencies for Nurses in America,” Journal of Professional Nursing 28, no. 4 (2012: 213222; Battat, R. et al., “Global Health Competencies and Approaches in Medical Education: A Literature Review,” BMC Medical Education 10, no. 94 (2010: 1–7.CrossRefGoogle Scholar
Fidler, D., “Global Health Jurisprudence: A Time of Reckoning,” Georgetown Law Journal 96, no. 2 (2008): 393412.Google Scholar
Ruger, J. P., “Normative Foundations of Global Health Law,” Georgetown Law Journal 96, no. 2 (2008): 423443.Google Scholar
Gostin, L. Taylor, A., “Global Health Law: A Definition and Grand Challenges,” Public Health Ethics 1, no. 1 (2008): 5363.CrossRefGoogle Scholar
Pecukonis, E. et al., “Reducing Barriers to Interprofessional Training: Promoting Interprofessional Cultural Competence,” Journal of Interprofessional Care 22, no. 4 (2008): 417428.CrossRefGoogle Scholar
Association of Schools of Public Health, Global Health Competency Model, Final Version 1.1 (October 31, 2011), available at <http://www.asph.org/userfiles/Narrative&GraphicGHCompsVersion1.1FINAL.pdf> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
Interprofessional Education Collaborative, Core Competencies for Interprofessional Collaborative Practice (May 2011), available at <https://www.aamc.org/download/186750/data/> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
World Health Organization, Framework for Action on Interprofessional Education and Collaborative Practice (2010), at 7, available at <http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
Institute of Medicine, Educating for the Health Team (October 1972): At 6–18.Google Scholar
Institute of Medicine, Health Professions Education: A Bridge to Quality (2003), available at <http://books.nap.edu/openbook.php?record_id=10681> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
See WHO, supra note 25.Google Scholar
Frenk, J. et al., “Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World,” The Lancet 376, no. 9756 (December 2010): 19231958.CrossRefGoogle Scholar
See supra note 24. The six groups are the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the Association of Schools of Public Health, the American Association of Colleges of Pharmacy, the American Dental Education Association, and the American Association of Medical Colleges.Google Scholar
See IPEC, supra note 24, at i.Google Scholar
Id., at 16.Google Scholar
See, e.g., id., at i (“Achieving [a successful interprofessional collaborative practice] for the future requires the continuous development of interprofessional competencies by health professions students as part of the learning process…”) (emphasis added).Google Scholar
See IPEC, supra note 24, at 5; see, e.g., Canadian Interprofessional Health Collaborative, An Inventory of Quantitative Tools Measuring Interprofessional Education and Collaborative Practice Outcomes (August 2012), available at <http://www.chd.ubc.ca/files/file/instructor-resources/CIHC_tools_report_Aug26%202012.pdf> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
See, e.g., Morton, L. et al., “Teaching Teamwork to Law Students,” Journal of Legal Education 63, no. 1 (2013: 3664.Google Scholar
See Ross, , supra note 2, at 361 (citing Peters, J. K., Representing Children in Child Protective Proceedings: Ethical and Practical Dimensions (Virginia: LEXIS Law 1997)).Google Scholar
Bliss, L., “An Interdisciplinary Collaborative Approach to Wellness: Adding Lawyers to the Health Care Team to Provide Integrated Care for Patients,” International Journal of Health, Wellness, and Society 1, no. 2 (2011: 129139.CrossRefGoogle Scholar
See, e.g., Fried, et al., supra note 7.Google Scholar
See CUGH, supra note 13.Google Scholar
The Principal Investigator for the project, Dr. Miriam Laufer, is an Associate Professor at the University of Maryland School of Medicine and the Principal Investigator for two NIAID-funded clinical trials being conducted in Blantyre, Malawi. She was also a founding member and former director of GHIC.Google Scholar
Descriptions and reports from all four Malawi projects are available on the GHIC website, supra note 3.Google Scholar
For more information on this project, see the project website, Duke Global Health Institute, “MOVE: Malawi Orphans & Vulnerable Children Evaluation,” available at <https://globalhealth.duke.edu/projects/move-malawi-orphans-vulnerable-children-evaluation> (last visited November 18, 2013).+(last+visited+November+18,+2013).>Google Scholar
IRB approval, via an addendum to the previously approved project, was obtained prior to commencement of the project.Google Scholar
See, e.g., Pecukonis, , supra note 19.Google Scholar