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My role in this project has been to develop a single privacy policy disclaimer that will be shared with applicants for CFHI’s programs, and in CFHI’s MOUs with partner universities. In order to develop this policy, I reviewed the privacy information sites of CFHI’s current partners, as well as the federal FERPA guidelines to determine whether they pertain to third party education abroad providers. The policy disclaimer will be inserted into all CFHI applications online. Students who opt out of CFHI’s policy (i.e. those who do not consent to the sharing of program information with their family members) are kept track of on a separate spreadsheet, and their preferences are communicated to CFHI partner's abroad so as to prevent the accidental release of their personal information.

 

For more information background information on FERPA regulations,  please see this quick reference guide courtesy of University of California, Santa Barbara:

 

Practicum Projects

 
1. Presentation for Advisor Workshop (6/26/14)

 

The National Association of Advisors for the Health Professions (NAAHP) held their annual conference in San Francisco this year, at which CFHI presented a workshop entitled: “Beyond the Basics: Advising Students on Health Experiences Abroad.” At this workshop, advisors from universities throughout the U.S. had the opportunity to learn more about how to advise students on choosing an appropriate, ethical, global health education program. The workshop also served as a platform for CFHI to promote their own program offerings.

I completed several projects in preparation for the workshop:

· Administration of a survey to attendees to determine what issues they would like the workshop to focus on.

· Creation of a “reader”, which is a compilation of journal articles and guidelines on global health education, which the attendees took home with them.

· Preparation of an advising scenario, which I role-played with CFHI’s director at the workshop. The role-play consisted of a student (myself) seeking guidance from an advisor on which global health experience to pursue, and covered many of the common advising issues that attendees reported wanted to learn more about in the survey.

 

For more about the event please read my post on the CFHI blog:

http://globalhealthimmersionprograms.org/ethics/cfhi-convenes-prehealth-advisors-workshop-global-health-practices/

Dr. Jessica Evert (left) and I role playing the global health advising scenario at CFHI's "Beyond the Basics: Advising Students on Health Experiences Abroad" workshop.

2. Privacy & Disability Policies 

 

 

3. Social Network Analysis (SNA) and Outreach Recommendations

The boom in student interest in Global Health programs has been accompanied by a corresponding growth in the number of third party providers. These providers compete with CFHI for students and institutional partnerships, and as such CFHI must continually invest in its outreach efforts online. For this deliverable I conducted a social network analysis of CFHI's Facebook fan page, Twitter account, and selected Facebook alumni groups. By measuring and visualizing student interactions and engagement with specific posts, this project has provided CFHI with an idea of how to better market their programs and/or adapt their programs to compete with other global health education organizations. Please check out the slideshow that I prepared explaining the process and outcomes of this project, I also resources available for those who wish to experiment with SNA on their own social media accounts! 

4. Program Survey Analysis and Improvement

 

This deliverable is a redesigned pre/post survey which will gauge participants growth in Child Family Health International’s competency-based global health learning outcomes. While CFHI has collected post-program survey responses from over 1,100 alumni of its programs since 2007, the data has been mainly used to address defects in program administration, as well as to find participant quotes for marketing and promotional purposes. However, this new survey will improve the process in order to be able to gauge students’ professional and intercultural competency growth while on CFHI global health education programs. Please click on the links to the right to be taken to the respective pre and post surveys.

5. Formative Assessment Tools

 

CFHI’s current assessment methods are based on pre/post surveys, but the organization lacks any method of conducting formative assessment of programs. Students that receive scholarships are asked to keep a daily journal while on program, which they must submit to CFHI upon completion, however this accounts for less than 5% of participants and journals are typically not used as an assessment tool to check learning outcomes. In order to remedy this situation I devised a simple formative assessment tool that CFHI can use to assess students while on program, in order to make real-time course adjustments to improve learning outcomes related to the medical and intercultural competencies that students are expected to develop.

6. Design plan of Ethics Module for participants

 

Global health education programs face distinct ethical challenges not present in other forms of study abroad. Interaction with actual patients in real clinical settings demands that students adhere to a higher level of professionalism and maturity than in most other settings. Many ethical issues can arise, especially when students are unfamiliar/unprepared for the cultural differences that can impact their ability to communicate with local medical professionals and patients. For instance, pre-med students travelling to “high-power distance” cultures must be made aware that the very fact that they are westerners wearing lab-coats may create the illusion that they are qualified doctors. Therefore, students need to accurately portray their abilities and adhere to the guiding principle that “if you can’t do it here, you shouldn’t do it there,” as it relates to all medical procedures, as well as the Forum on Education Abroad’s Code of Ethics. Currently, CFHI requires that students agree to follow FEA’s ethics guidelines while on program, and recommends that students complete the Global Ambassadors for Patient Safety (GAPS) online workshop developed by the Health Careers Center at the University of Minnesota. While this is an excellent resource, CFHI currently has no way of verifying that students have completed it. My task for this deliverable was to develop an introductory ethics reader with a reflection exercise that could be distributed to students prior to their departure.

Pre-departure survey: https://www.surveymonkey.com/s/ZNB6KJY


Return survey: https://www.surveymonkey.com/s/ZF2ZMWH

double click to download the formative assessment report  

click the links below to access each survey

(note: please do not complete the surveys as results will be sent to CFHI)  

double click the links below to download the SNA presentation and report in your prefered format 

double click the links below to download the reader and script for the advisor workshop role-play activity 

double click to download the CFHI pre-departure ethics reader and reflection exercise for students 

CFHI Ethics Module Logic Model

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