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Global health education programs: Are we embedding contemporary global health needs into the curriculum of master's programs?

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dc.contributor.authorSingh, Samraj
dc.contributor.authorRoberts, Antonia
dc.contributor.authorCabieses, Báltica
dc.contributor.authorMezones, Edward
dc.contributor.authorAl-Kassab, Ali
dc.contributor.authorEspinoza, Manuel
dc.date.accessioned2026-01-30T17:42:29Z
dc.date.available2026-01-30T17:42:29Z
dc.date.issued2026
dc.description.abstractIntroduction: Global health education (GHE) is expected to prepare professionals to address complex, interlinked global challenges. However, current GHE structures often reflect persistent power asymmetries between the Global North and South, limiting the development of a truly global and equitable health workforce. This review examines how global health master's programs are distributed geographically and to what extent their thematic focus and core curricular content reflect current global health priorities, particularly those related to equity and social justice. Methods: A mapping review of 86 graduate-level GHE programs worldwide was conducted to examine their geographic distribution, thematic focus, and curricular content. Programs were categorized by region and analyzed for thematic emphasis and pedagogical approaches, based on publicly available information on modules and learning activities. Results: The review found that 84% of GHE programs are offered by institutions in the Global North. Programs in the Global South are fewer but tend to emphasize environmental health, governance, and community engagement, often incorporating experiential learning. Across all regions, key topics such as health systems, global health challenges, sustainability, law, ethics, and human rights are unevenly integrated. This variability risks producing graduates with inconsistent competencies to address global health priorities. The dominance of Global North institutions in GHE reflects broader structural inequities in global health. While emerging North-South and South-South collaborations and field-based learning suggest a shift toward more reciprocal models, many programs lack clearly defined aims and accountability frameworks. Discussion: To advance GHE, curricula must embed equity, interdisciplinarity, and regional relevance. Explicit learning outcomes should include power analysis and partnership-building, co-designed and co-delivered with institutions and communities from both the Global North and South. Such reforms are essential to cultivate a workforce capable of addressing global health challenges with contextual sensitivity and systemic insight.
dc.description.versionVersión Publicada
dc.identifier.citationBhullar SS, Roberts A, Cabieses B, Mezones-Holguín E, Al-Kassab-Cordova A, Espinoza M. Global health education programs: Are we embedding contemporary global health needs into the curriculum of master's programs?. Front Public Health. 2026;13:1697295. Published 2026 Jan 9. doi:10.3389/fpubh.2025.1697295
dc.identifier.doihttps://doi.org/doi:10.3389/fpubh.2025.1697295
dc.identifier.urihttps://hdl.handle.net/11447/10556
dc.language.isoen
dc.subjectEquity
dc.subjectGlobal health
dc.subjectGlobal Health education
dc.subjectGlobal north
dc.subjectGlobal south
dc.titleGlobal health education programs: Are we embedding contemporary global health needs into the curriculum of master's programs?
dc.typeArticle
dcterms.accessRightsAcceso Abierto
dcterms.sourceFrontiers in public health
dspace.entity.typePublication
relation.isAuthorOfPublication3a282efd-ab86-4038-a2f5-b07ba013fb51
relation.isAuthorOfPublication.latestForDiscovery3a282efd-ab86-4038-a2f5-b07ba013fb51

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