expertise
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Why guidelines fail: on consequences of the false dichotomy between global and local knowledge in health systems
Global health continues to grapple with a persistent tension between standardized, evidence-based interventions developed by international experts and the contextual, experiential local knowledge held by local health workers. This dichotomy – between global expertise and local knowledge – has become increasingly problematic as health systems face unprecedented complexity in addressing challenges from climate change to…
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What is a “rubric” and why use rubrics in global health education?
Rubrics are well-established, evidence-based tools in education, but largely unknown in global health. At the Geneva Learning Foundation (TGLF), the rubric is a key tool that we use – as part of a comprehensive package of interventions – to transform high-cost, low-volume training dependent on the limited availability of global experts into scalable peer learning to improve access, quality, and outcomes.…
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Missed opportunities (2): How one selfish learner can undermine peer learning
The idea that adult learners have much to learn from each other is fairly consensual. The practice of peer learning, however, requires un-learning much of what has been ingrained over years of schooling. We have internalized the conviction that significant learning requires expert feedback. In a recent course organized by the Geneva Learning Foundation in…
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