Browsing by Author "Stewart, KA"

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    Anthropological Perspectives in Bioethics
    (International Encyclopedia of Public Health, 2017) Stewart, KA
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    Award-Winning Mentors See Democratization as the Future of Undergraduate Research
    (Council on Undergraduate Research Quarterly, 2017-06-01) Stewart, KA; Shanahan, Jenny; Walkington, Helen; Elizabeth, Ackley; Eric, Hall
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    Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: an analysis of award winning mentors
    (International Journal for Academic Development, 2018-01-02) Hall, EE; Walkington, H; Shanahan, JO; Ackley, E; Stewart, KA
    © 2017 Informa UK Limited, trading as Taylor & Francis Group. This study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2) Challenges to Academic Identity and Career Development; (3) Enhanced Research Productivity; (4) Recognition and Reward; (5) Institution Values Commitment and (6) Developing Other Mentors. The authors discuss these themes and how the findings can be utilized for academic development and identity formation for faculty.
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    Salient practices of award-winning undergraduate research mentors–balancing freedom and control to achieve excellence
    (Studies in Higher Education, 2020-07-02) Walkington, H; Stewart, KA; Hall, EE; Ackley, E; Shanahan, JO
    © 2019, © 2019 Society for Research into Higher Education. This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom – control dialectic, illuminating the ways in which expert mentors negotiate the desire to create opportunities for students to experience freedom and creativity in research, yet maintain control over the topic, quality and outcomes. The research findings reveal a defining characteristic of award-winning mentors as an ability to establish and sustain a sense of challenge, while maintaining meaningful engagement and a sense of achievement amongst students. The findings show the importance of tailoring practice to the needs of particular student groups, and there are implications for institutional resourcing, as well as mentor training and development.
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    Teaching corner: the prospective case study : a pedagogical innovation for teaching global health ethics.
    (J Bioeth Inq, 2015-03) Stewart, KA
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper explores the value of case study pedagogy for a full-semester graduate course in global health ethics at an American university. I address some of the pedagogical challenges of teaching global health ethics through my innovative use of case study methodology-the "prospective case study" (PSC).
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    The Hidden Curricula of Medical Education: A Scoping Review.
    (Acad Med, 2017-11-07) Lawrence, C; Mhlaba, T; Stewart, KA; Moletsane, R; Gaede, B; Moshabela, M
    PURPOSE: To analyze the plural definitions and applications of the term "hidden curriculum" within the medical education literature and to propose a conceptual framework for conducting future research on the topic. METHOD: The authors conducted a literature search of nine online databases, seeking articles published on the hidden, informal, or implicit curriculum in medical education prior to March 2017. Two reviewers independently screened articles with set inclusion criteria and performed kappa coefficient tests to evaluate interreviewer reliability. They extracted, coded, and analyzed key data, using grounded theory methodology. RESULTS: The authors uncovered 3,747 articles relating to the hidden curriculum in medical education. Of these, they selected 197 articles for full review. Use of the term "hidden curriculum" has expanded substantially since 2012. U.S. and Canadian medical schools are the focus of two-thirds of the empirical hidden curriculum studies; data from African and South American schools are nearly absent. Few quantitative techniques to measure the hidden curriculum exist. The "hidden curriculum" is understood as a mostly negative concept. Its definition varies widely, but can be understood via four conceptual boundaries: (1) institutional-organizational, (2) interpersonal-social, (3) contextual-cultural, and/or (4) motivational-psychological. CONCLUSIONS: Future medical education researchers should make clear the conceptual boundary or boundaries they are applying to the term "hidden curriculum," move away from general musings on its effects, and focus on specific methods for improving the powerful hidden curriculum.
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    Transforming Undergraduate Global Health Education Through a Humanities-Focused Curriculum
    (Pedagogy in Health Promotion, 2020-03) Stewart, KA
    Global health needs the humanities today as medicine needed the humanities in the 1970s. When new biomedical technologies threatened to undermine the physician in their primary role of healing the patient, the field of medical humanities emerged to rehumanize the doctor and revive physician empathy through humanities methods and content such as close reading of poetry and novels, reflective writing, and critiquing art. In contrast, many of today’s undergraduate global health students are plagued by a surfeit, rather than a lack, of empathy to “save the world.” As the medical humanities transformed medical education, can today’s humanities and arts, especially the new fields of health humanities and critical medical humanities, transform global health education and practice by igniting a “global health humanities”? This essay focuses on emerging pedagogical and curricular challenges in nonclinical, undergraduate global health training primarily in North America.
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    University leadership for innovation in global health and HIV/AIDS diagnostics.
    (Global public health, 2010-01) Palamountain, KM; Stewart, KA; Krauss, A; Kelso, D; Diermeier, D
    Medical products used in the developed world often fail to adequately serve resource-limited settings where electricity, transportation and health care workers are not readily available. We suggest that the problem is not only a lack of coordinated financial resources to purchase existing medical products, but also a lack of products that are specifically designed for resource-limited settings. While donor organisations with a focus on global health are increasingly willing to bear the additional financial risk for the research and development of such high-impact medical products, corporations are still reluctant to take their best scientists and engineers away from more commercially attractive projects. Universities, on the other hand, given their teaching and research missions, are well positioned to engage in such high-risk development projects. A group of biomedical, engineering, business and social science researchers at Northwestern University (NU) propose a creative model to address significant social and health needs. The team's initial product focus is a rapid test for diagnosing infants with HIV. The NU model aligns the incentives and expertise of industry, donors and academia to innovate medical products, such as the infant HIV diagnostic test, for resource-limited settings.
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    Values and moral experience in global health: bridging the local and the global.
    (Global public health, 2010-01) Stewart, KA; Keusch, GT; Kleinman, A
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    Values in global health governance
    (2011-01-01) Stewart, KA; Keusch, GT; Kleinman, A
    © Cambridge University Press 2011. Introduction Over the past several decades, political conflicts, economic volatility and large-scale cultural and social changes have strongly influenced not only global health problem and solution frameworks, but the very way we conceive of global health as a public good. As politicians, business people and cultural elites employ the language of global health to shape discourse and policies focused on displaced and migratory peoples, they have perhaps unwittingly broadened the classic public health agenda. As a consequence, that agenda now includes violence and its traumatic consequences, the health (and mental health) impact of natural and social catastrophes, other health-related problems from obesity to substance abuse, and the effect of pharmaceutical and digital technology innovations not previously considered to be core public health issues. They expand and reformulate the traditional spheres of public health, and challenge classic public health values. As a result, debates shaping global health research, ethics, policy and programs have developed along two parallel tracks. One can be characterized as a neo-liberal approach combining economics (liberalization of trade and financing; new mechanisms for product development for diseases of poverty involving public–private partnerships; cost-effectiveness analysis), disease-specific and biotechnology programs and security concerns. The other has focused on human rights, social justice and equity frameworks with a broader, more inclusive model of the determinants of health. This perspective calls for a transformation of the current fractured system of global health governance into a transparent and accountable system, better equipped to address the world's global health agendas.