- Cyntoria Meaderds, PHD candidate for DBH Management, Arizona State University, Nashville, TN
Ethiopia is impacted by major non-communicable diseases. In 2011, World Health Organization (WHO) and other community-based studies estimated that 34% of its population was dying from diabetes, chronic pulmonary obstructive disease, cancer, and cardiovascular disease with the highest prevalence of 15% (Misganaw et al., 2014). 70% of children born in Ethiopia are mildly to severely malnourished, with more than 205,000 children dying before they reach their fifth birthday by preventable and treatable diseases (Tamiru et al., 2021). Over the years, to improve access to health care and produce positive health outcomes, Ethiopia’s Prime Ministers have enhanced their services by collaborating in Global Health Partnerships with many organizations in the United States. The United States have Global Health Leadership Programs in prestige colleges with medical advancement, but these colleges work with a limited number of countries and have very rigorous requirements and depend heavily on volunteerism. Expanding opportunities within more schools that offer advance degrees in health would permit students interested in Global Health Certifications/programs or classes the opportunity to collaborate with countries in Africa such as Ethiopia, while addressing health disparities and decreasing health shortages.
- List the needs of an integrated global curriculum with Ethiopia and other countries using Telehealth.
- Identify barriers and benefits of global curriculum partnerships.
- Discuss piloting opportunities, innovative approaches and future research.