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Structural competency and global health education.

Michael Harvey1, Joshua Neff2, Kelly R Knight3

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Structural competency training equips health professionals to address health inequities caused by social structures. This framework is now detailed for US global health education, outlining five key sub-competencies for effective instruction.

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Area of Science:

  • Global Health Education
  • Public Health Policy
  • Social Medicine

Background:

  • Structural competency is an emerging framework for health professional training, focusing on social structures' role in health inequities.
  • Existing global health research highlights the link between social structures and disease burden, particularly in the Global South.
  • Formal integration of structural competency into US-based global health education remains underexplored in academic literature.

Purpose of the Study:

  • To articulate a novel set of five sub-competencies for structurally competent global health instruction within the US context.
  • To bridge the gap in literature regarding the formal incorporation of structural competency into global health education.
  • To provide a practical framework for educators developing global health curricula.

Main Methods:

  • The study synthesized authors' practical experience in developing global health and structural competency curricula.
  • A comprehensive literature review was conducted, consulting works on structural competency, global health, social science, social theory, and social determinants of health.
  • The framework was developed through iterative refinement based on theoretical grounding and practical application.

Main Results:

  • Five distinct sub-competencies for structurally competent global health instruction were defined.
  • These sub-competencies cover describing the role of social structures in global health inequities, identifying naturalized inequalities, discussing structural impacts on practice, recognizing interventions, and applying structural humility.
  • The proposed framework offers a structured approach to teaching about the social determinants of global health.

Conclusions:

  • The five sub-competencies provide a foundational curriculum for training health professionals in structural competency for global health.
  • Implementing this framework can enhance the capacity of future health professionals to recognize and address systemic drivers of global health inequities.
  • This work contributes a vital educational structure to the field, promoting a more critical and effective approach to global health practice and research.