Implications for developing global health education in China: evidence from an undergraduate teamwork with role-play.

Abstract

Background: Since 2012, China has had one degreed undergraduate programme in global health for domestic students. The International Health Project Management course is a core component of this programme's curriculum, bridging theoretical knowledge to practice in global health engagement. This study aims to evaluate whether introducing a teamwork and role-play module would meet the learning objectives, including improving students' perception of global health, enhancing their understanding of the management processes for global health projects, and eventually developing competencies for effective global health involvement.

Methods: The teamwork role-play module was used in a scenario assuming that all students played a specific role in project management in the 'Health System Enhancement for Pandemic Preparedness in Southeast and South Asian Countries' programme. This programme called for proposals to implement a project in at least one country in Southeast or South Asia. We conducted a content analysis using two types of materials from the students: (1) concept note and proposal presentations and (2) students' responses to the open-question feedback survey with four questions.

Results: Students addressed the colonial origins of global health and its evolving definition, emphasising the need for a broader interdisciplinary approach. They perceived China's role in global health as evolving from a recipient to a donor, collaborator or participator, with a focus on enhancing soft power. However, their inadequate background knowledge of global health issues hindered their ability to undertake the tasks in depth. Students provided positive feedback on the teamwork with the role-play module, highlighting improved efficiency, broader and deeper learning through communication, increased participation, etc. Challenges such as poor leadership in teamwork, communication breakdowns and unequal workload distribution were identified.

Conclusions: Students showed a comprehensive understanding of managing a global health project through their teamwork tasks. Introducing teaching assistants to support teamwork, providing more hands-on opportunities, and integrating a broader range of disciplines into the curriculum will be crucial for the continued development of effective global health education programmes.