@article{krohn_global_2021,
	title = {Global {Health} {Education} during the {COVID}-19 {Pandemic}: {Challenges}, {Adaptations}, and {Lessons} {Learned}},
	volume = {105},
	issn = {0002-9637},
	shorttitle = {Perspective piece global health education during the {COVID}-19 pandemic},
	doi = {10/gpgn7n},
	abstract = {Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota's extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts' time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact. Copyright © 2021 by The American Society of Tropical Medicine and Hygiene},
	language = {English},
	number = {6},
	journal = {The American Journal of Tropical Medicine and Hygiene},
	author = {Krohn, K.M. and Sundberg, M.A. and Quadri, N.S. and Stauffer, W.M. and Dhawan, A. and Pogemiller, H. and Leuche, V.T. and Kesler, S. and Gebreslasse, T.H. and Shaughnessy, M.K. and Pritt, B. and Habib, A. and Scudder, B. and Sponsler, S. and Dunlop, S. and Hendel-Paterson, B.},
	year = {2021},
	keywords = {Article, COVID-19, Curriculum, Education, Distance, Global Health, Health Education, Humans, SARS-CoV-2, Thailand, Uganda, United States, Universities, adaptation, carbon footprint, community, coronavirus disease 2019, curriculum, education, environmental impact, epidemiology, global health, health care access, health care quality, health education, health program, human, learning, online system, pandemic, university},
	pages = {1463--1467},
}

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The COVID-19 pandemic forced the University of Minnesota's extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts' time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact. 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