expertise
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What is the Validation Tether?
In an experiment published in 2023, Lucía Vicente and Helena Matute asked participants to make decisions with recommendations from an artificial intelligence system. The system sometimes gave flawed advice. Among the participants, 80.7% detected errors and still followed the recommendations. They knew that a problem existed, but detection did not give them enough confidence or…
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Artificial intelligence for global health: a tragedy of the commons brewing in Geneva’s basement
In “The Machine in Geneva’s Basement”, Rifat Hossain sets the scene for the potential impact of artificial intelligence on the World Health Organization (WHO) with a story. A ministry official points a general-purpose assistant at WHO’s own open guidance library and has a serviceable national protocol before lunch. If this is possible, he asks, why…
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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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