INTL-4055 - Global Health Governance and Diplomacy

INTL-4055 - Global Health Governance and Diplomacy

Elective Type: career
Global Health Governance and Diplomacy
Course Number
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Strong interest in global health policy. C-form is required, please contact Brad Brock at
Responsible Faculty Director:
Dr. Hani Serag
Other Faculty:
Dr. Matthew Dacso
Location to Report on First Day
Contact Brad Brock (
Periods Offered
5 & 13
excluding holiday period 8
Maximum Enrollment

1) Expose students to the environment of international health policy and planning, including the health related sustainable developments goals (SDG), 2) Increase students awareness of the structure of global health governance 3) Develop fundamental leadership and diplomacy skills that will help students be effective in the implementation of policy at country level 4) Discuss and critique the political, social, and economic influences that shape global health policy 5) Identify challenges to effective implementation of health policy

Knowledge: Discuss different definitions of global health governance and identify the significance and implication of each. Discuss and appraise the structure of global governance for health, identify the key actors, and discuss the pathways through which those actors are influencing the global health decisions. Identify and evaluate the challenges to implementing policy effectively in the field, focusing on health-related SDGs. Skills: Develop policy analysis skills through using policy documents and resolutions being discussed at the meeting of the Regional Committee of the Pan American Health Organization (PAHO) as examples. This includes critical appraisal of the documents and the process of their development, implementation, and evaluation Develop leadership and diplomacy skills through field experience of participating in fora for international health decision making (e.g. the regional assembly of PAHO). Develop skills of working in teams, cross-cultural communications, leadership and management

Description of course activities
Students will take this course in-person and virtually (combined modalities). The first two weeks of the course will cover core concepts in global health governance and diplomacy. The third week of the course will be centered on the Directing Council/Regional Meeting of the Pan-American Health Organization. Students will be assigned specific resolutions up for discussion at the meeting and will follow discussions surrounding those policies during the actual floor sessions. They will gather on a daily basis for small group seminars, which will be focused on topics of global health policy importance, such as the Sustainable Development Goals (SDGs), Universal Health Coverage, and WHO governance structure. Those seminars will be led by policy experts and will focus on the context of the policies that they are following during the PAHO session. Students will also have the opportunity to hear from Washington DC-based think tanks and aid organizations and visit with the professionals who work in the field of global health policy. This will allow students to hear how different organizations advocate for global health priorities and shape the policy agenda. Students will meet regularly for small group seminars. The learning activities in this segment of the course will focus on the soft skills of leadership, including self-assessment, communication, monitoring/evaluation, organizational behavior, and teamwork. They will work together to synthesize their observations from the Regional Meeting and develop a piece of scholarly work to submit for evaluation. The fourth week will be designated to the completion of the assignment in addition to interactive seminars about big issues in global health. This course will be about 50% online.

Type of students who would benefit from the course
This course is open to any student with an interest in global health policy. Given that global health is an inherently multidisciplinary and inter-professional field, it will be open to learners of any background.

Weekly Schedule
  Clinical Activities (estimated schedule)
  Day of Week AM PM
   Average number of patients seen per week:  
   Call Schedule:    

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study

Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient Service   Ambulatory   Surgery   Standardized patients
Patients simulators   Other
  B. Frequency - How often are students observed clinically?
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Students will present a synthesis of their work on a weekly basis.
  B. Frequency / Duration of Presentation(s)?
  C. Format - What guidelines are set for the student's presentation?
    Students will be provided guidance on organizing and presenting policy documents.
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases  Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    Final document at conclusion of elective. Draft reviews each week.
  B. Format - What guidelines are set for the student's written work?
    This course will culminate in a report, in which students will be expected to describe the significance of the problem, the implementation gap or question, the results of their policy analysis, a critical appraisal of the proceedings of the policy session, and a proposal of solutions for identified implementation gaps. This policy document should be in a format that can be provided to policymakers and/or for peer-reviewed publication.
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?   No    If yes, how are they selected?
    Students will complete literature review, policy document review, and faculty disseminated materials.
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Student-selected among faculty-determined topics.
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

5.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?
    Participation in seminar activities, attendance of PAHO general assembly sessions, online sessions featuring speakers from major NGOs and other global health policy organization.

6.  Additional Costs
  Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".

7.  Other Modes of Evaluation
  Please explain below.

8.  If this course is an Acting Internship, please complete the following:
  A. Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs). Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
Specify how the student will be given formative feedback on their clinical skills.

Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.

List advanced clinical skills that a student will be assured an opportunity to practice.

How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?

What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?

An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.

Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?

How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?

How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?

Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student's abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.