title: Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches.
abstract: BACKGROUND
  Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs.
  
  
  METHODS
  A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training.
  
  
  RESULTS
  The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies.
  
  
  CONCLUSIONS
  The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied to other aspects of residency curriculum development.
authors.affiliation: Department of Family Medicine, McMaster University, 175 Longwood Road South, Hamilton, L8S 1A4 Canada. redwood@mcmaster.ca
authors.forename: Lynda
authors.initials: L
authors.lastname: Redwood-Campbell
authors.forename: Barry
authors.initials: B
authors.lastname: Pakes
authors.forename: Katherine
authors.initials: K
authors.lastname: Rouleau
authors.forename: Colla J
authors.initials: CJ
authors.lastname: MacDonald
authors.forename: Neil
authors.initials: N
authors.lastname: Arya
authors.forename: Eva
authors.initials: E
authors.lastname: Purkey
authors.forename: Karen
authors.initials: K
authors.lastname: Schultz
authors.forename: Reena
authors.initials: R
authors.lastname: Dhatt
authors.forename: Briana
authors.initials: B
authors.lastname: Wilson
authors.forename: Abdullahel
authors.initials: A
authors.lastname: Hadi
authors.forename: Kevin
authors.initials: K
authors.lastname: Pottie
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D005194:Family Practice / Q000193:education*; D014943:Global Health / Q000193:education*; D006801:Humans; D009864:Ontario; D016730:Program Development