The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Asset-Based Community Development as a Strategy for Developing Local Global Health Curricula
Open accessAbstract
Background A significant and growing proportion of US children have immigrant parents, an issue of increasing importance to pediatricians. Training globally minded pediatric residents to address health inequities related to globalization is an important reason to expand educational strategies around local global health (LGH). Methods We developed a curriculum in the pediatric global health residency track at the University of Wisconsin in an effort to address gaps in LGH education and to increase resident knowledge about local health disparities for global community members. This curriculum was founded in asset-based community development (ABCD), a strategy used in advocacy training but not reported in global health education. Results The initial curriculum outputs have provided the foundation for a longitudinal LGH curriculum and a community-academic partnership. Supported by a community partnership grant, this partnership is focused on establishing a community-based postpartum support group for local Latinos, with an emphasis on building capacity in the Latino community. Conclusions Aspects of this curriculum can serve other programs looking to develop LGH curricula rooted in building local partnerships and capacity using an ABCD model.
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“Many emphasized the need for protected time to participate in offered curricula12,15,17,19–21,27,42, specifically recommending designated rotation blocks7,10,18,26,41, existing noon conferences13,16,20, academic half days15,16, and meals during meetings7,11,12,21 as strategies to facilitate curricular engagement.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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“Establishing realistic and attainable goals, keeping the scope of projects feasible42, and allowing sufficient time for preparation of deliverables42 were methods used to prevent defeatism and burnout12.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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“Articles described the importance of making curricula responsive to trainees. Explicitly recognizing trainee discomfort in engaging with advocacy education, creating supportive spaces for discussion and reflection13, and guiding learners through conversations regarding issues, challenges, and experiences in advocacy work26,32,42 were key themes.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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“Clearly describing the objectives of curricular components and practical experiences upfront26,32,42, providing advance briefings42, and labeling advocacy activities as such15 enhanced trainees’ understanding of curricular purpose and intended impact.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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“Some curricula utilized specific frameworks to teach specific tools (e.g., Asset-Based Community Development42 or Community-Based Participatory Research39 for community partnership) whereas others provided a broad overview of physician advocacy methods.14”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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“Multiple articles cautioned that advocacy activities involving patients and communities should adapt to their evolving needs12–16, engage nonclinical and community stakeholders28,31,42, minimize burden for community partners42, and demonstrate community impact18.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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“Many curricula and associated projects depend on funding from various grants7,11,13,20,27,28,42, and it is likely beneficial to specifically include grant-writing skills in advocacy curricula18.”
From Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022 (2023) · cites this paper as [42]
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Cites
Community-Based Advocacy Training: Applying Asset-Based Community Development in Resident Education
Hufford, L., West, D. C., Paterniti, D. A., & Pan, R. J. (2009) · Academic Medicine · doi:10.1097/acm.0b013e3181a426c8 · Cited by 53
Research works printed but not linked: 11
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- Haq, 2000, New world views: preparing physicians in training for global health work, Fam Med, 32, 566
- Rowthorn, 2015, Global/local: what does it mean for global health educators and how do we do it?, Ann Glob Health, 81, 593, 10.1016/j.aogh.2015.12.001 · DOI
- Butteris, 2015, Global health education in US pediatric residency programs, Pediatrics, 136, 458, 10.1542/peds.2015-0792 · DOI
- Kuo, 2012, Primary care pediatrics and public health: meeting the needs of today's children, Am J Public Health, 102, e17, 10.2105/AJPH.2012.301013 · DOI
- Baker, 2007, An asset-based community initiative to reduce television viewing in New York state, Prev Med, 44, 437, 10.1016/j.ypmed.2006.11.013 · DOI
- Crump, 2010, Ethics and best practice guidelines for training experiences in global health, Am J Trop Med Hyg, 83, 1178, 10.4269/ajtmh.2010.10-0527 · DOI
- Asgary, 2012, Global health training starts at home: a unique US-based global health clinical elective for residents, Med Teach, 34, e445, 10.3109/0142159X.2012.668636 · DOI
- McKinnon, 2016, Service learning as a framework for competency-based local/global health education, Ann Glob Health, 82, 1034, 10.1016/j.aogh.2016.11.004 · DOI
- Loh, 2015, Short term global health experiences and local partnership models: a framework, Global Health, 11, 50, 10.1186/s12992-015-0135-7 · DOI
- Suchdev, 2012, A proposed model curriculum in global child health for pediatric residents, Acad Pediatr, 12, 229, 10.1016/j.acap.2012.02.003 · DOI
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Advocacy Curricula in Graduate Medical Education: an Updated Systematic Review from 2017 to 2022
Agrawal, N., Lucier, J., Ogawa, R., & Arons, A. (2023) · Journal of General Internal Medicine · doi:10.1007/s11606-023-08244-x · Cited by 34
Metadata
- Authors
- Webber, S., Butteris, S. M., Houser, L., Coller, K., & Coller, R. J.
- Affiliations
- University of Wisconsin–Madison (US)
- Corresponding author
- Webber, Sarah
- Venue
- Academic Pediatrics
- Publisher
- Elsevier BV
- Published
- 2018-07
- Volume
- 18
- Issue
- 5
- Pages
- 496-501
- ISSN
- 1876-2859 (ISSN-L)
- OpenAlex
- W2785520467
- Cited by
- 18
- References
- 1
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 6 · 2022: 2 · 2020: 1 · 2019: 1 · 2018: 1
- FWCI
- 1.15
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Academic Pediatrics (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Wisconsin Partnership Program Community Opportunity
- Topics
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Cultural Competency in Health Care
- Social Sciences › Education › Innovations in Medical Education
- Keywords
- asset-based community development, curriculum development, health disparities, immigrant children, university-community collaboration, Latino communities, capacity building
- MeSH terms
- Community-Institutional Relations, Curriculum, Education, Medical, Graduate, Family Practice, Hispanic or Latino, Humans, Internship and Residency, Pediatrics, Schools, Medical, Wisconsin, Global Health, Program Evaluation, Program Development, Emigrants and Immigrants, Health Status Disparities
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