Our partner organization, Global Brigades, is an international non-profit that empowers communities to meet their health and economic goals through university volunteers and local teams.

Nursing and Public Health

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Doctors in training will acquire an advanced understanding of the issues impacting individual and community health in urban and rural Honduras and will understand one NGO’s strategies to provide access to healthcare professionals and prescribed medications. During the program, students will virtually shadow our local medical doctors in Honduras to deliver critical health services to resource-limited communities in urban and rural settings.

Students are immersed in the details of region-specific diseases and health issues; engage in real-time with doctors, community healthcare workers, and patients supported by advanced telemedical equipment; and explore pharmacology and the application of traditional medicines. Students will also create a group video that promotes healthy lifestyles, learn how to conduct monitoring and evaluations in the context of a community clinic, and work to develop intercultural competencies throughout the course. 

Medical Program Learning Objectives
Students that successfully complete the Nursing Program will be able to:

  • Discuss issues impacting the healthcare system in a developing country.
  • Diagnose and treat some of the common diseases identified in urban and rural clinics to enhance students’ clinical medical skills.
  • Discuss strategies used by Global Brigades, as a local NGO, to address the third UN Sustainable Development Goal (“Good Health and Wellbeing”).
  • Explain how the social determinants of health impact the lives of people in rural and urban communities and discuss the interventions that Global Brigades employs to address them.
  • Analyze data to monitor health trends and identify health risk factors unique to a single rural community.


Resources provided in support of the virtual sessions and Modules

  • A bilingual, on-the-ground session facilitator will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with patients and community healthcare workers. Doctors and medical staff are also bilingual.
  • Program materials are provided to all students.
  • Session scheduling that coordinates your course and medical clinics.

 

PROGRAM OVERVIEW

There are ten Modules in the Medical Program. Each Module is scheduled for two hours. The Modules can be variously assembled to build programs of the appropriate length and focus. Additional Modules can be developed to address specific campus needs.


Module 1: Global Brigades Overview and the Community Selection Process (Contact time: 2 hour est.)

Facilitator and student introductions. A presentation on Global Brigades (GB) and its NGO non-profit development programs. Details of the community selection process are discussed. An exploration of key approaches to working with international communities: reflection, action, and intercultural competencies.

Module 1 – Self-paced follow-up activities:

Reflect on Global Brigades’ holistic model and the advantages of an integrated community development approach that impacts health.

Students will explore the community profile on our website. They will watch a video on the social determinants of health, and then complete the Social Determinants of the Health Worksheet (UN SDG – 3).

Module 2: The Honduran Medical and Healthcare Systems and the Community Health Workers in Honduras (Contact time: 2 hour est.)

Explore in detail the Honduran medical and healthcare systems. 

Facilitator discusses Global Brigades’ Community Healthcare Worker Program as a first strategy to address the third UN SDG in Honduras, as well as in other countries in the world

Module 2 – Self-paced follow-up activities:

Reflect on the Honduran medical and healthcare systems, and draw parallels to your own medical/healthcare systems.

Prepare questions for the Community Healthcare Worker meeting in Module 3

Module 3: Meeting Community Healthcare Workers (Contact time: 2 hour est.)

Live meeting with Community Healthcare Workers (CHWs) to discuss specific community needs and the role of the CHWs to support the continuity of care within the community.

Module 3 – Self-paced follow-up activities:

Use the worksheet to research and compare other CHW interventions around the world.

Module 4:  Clinic Preparation 1 (Contact time: 2 hour est.)

The urban clinic as a strategy to address the third UN SDG (access to a healthcare professional and affordable medication).

A local Medical Doctor will also work with students to prepare for the urban clinic session (Modules 6 and 7). The most common diseases encountered in the country will be discussed, Electronic Medical Records will be analyzed, effective medical consultations with local patients will be conducted to determine correct diagnoses, common medications and their use in the clinics, and an introduction to traditional Honduran medicine

Module 4 – Self-paced follow-up activities:

Group reviews anonymized past patient data from rural clinics and reviews the common illnesses encountered.

Module 5:  Clinic Preparation 2 – TeleMedicine Equipment, Patient Consultations (Contact time: 2 hour est.)

Students will be oriented to the telemedicine equipment used at the urban clinic. A MD will conduct mock patient consultations with students, based on local symptom-disease practice, to prepare for the Clinic Sessions and practice Spanish medical terms.

Module 5 – Self-paced follow-up activities:

Students review the Spanish Medical Terminology worksheet.

Module 6:  Live Virtual Urban Clinic Day 1 (Contact time: 2 hours est.)

Students will be shadowing our Honduran MDs, Optometrists, Pharmacists, and Dentists utilizing telemedical devices at our Urban Clinic in Tegucigalpa.

Module 6 – Self-paced follow-up activities:

Reflections and observations from Urban Clinic Day 1. 

Students will begin creating a group video to educate patients in the urban clinic waiting room on an assigned health issue to be presented in Module 10

Module 7:  Live Virtual Urban Clinic Day 2 (Contact time: 2 hours est.)

Students will be shadowing our Honduran MDs, Optometrists, Pharmacists, and Dentists utilizing telemedical devices at our Urban Clinic in Tegucigalpa.

Module 7 – Self-paced follow-up activities:

Reflections and observations from Urban Clinic Day 2.

Module 8:  Social Determinants of Health and the Honduran Medical Program using a recorded Rural Clinic Day (Contact time: 2 hours est.)

Students will observe some of the social determinants of health impacting the lives of rural community members. A rural clinic day is recorded in a community assigned to each class, where students observe how a selection of MDs, HCWs, Optometrists, and Dentists work with patients in a mobile rural clinic setting. A MD will discuss the most interesting epidemiological cases encountered in the rural clinic, along with patient feedback

Module 8 – Self-paced follow-up activities:

The class updates the Social Determinants of Health worksheet.

Module 9: Monitoring and Evaluation using Rural Clinic Data -(Contact time: 2 hour est.)

Students will learn how to monitor health trends and identify health risk factors unique to the assigned rural community. 

Module 9 – Self-paced follow-up activities:

The group completes the rural community’s Impact Report to be presented in Module 10. The group also prepares cooking materials for the Cultural Celebration.

Module 10:  Cultural Celebration and Final Reflections (Contact time: 2 hour est.)

Students present the rural community’s Impact Report and the charla video to educate patients in the urban clinic waiting room on an assigned health issue. Group also prepares a local Honduran dish to be shared, and reflects on the overall experience of the Program. 

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

This program is designed for dental students to expand their dental and oral health knowledge and skills based on experiences gained in dental clinics in Honduras.

Students shadow local dentists in Honduras to deliver care in resource-limited communities in both rural and urban settings. The program immerses students in international health interventions, including interviews with community healthcare workers and observing dental prevention and treatment procedures. In addition the program provides an opportunity to learn and practice basic dental vocabulary in Spanish and shares information on how to monitor and evaluate a medical and dental program. The experience culminates in three live clinic sessions in our urban clinic in Tegucigalpa, supported by advanced telemedical equipment, where diagnosis, treatment, and the use of appropriate infection control practices are highlighted.

In addition to our dental skills-based learning objectives, learning about the Honduran dental context is also emphasized.

Dental Program Learning Objectives

Students that successfully complete the DENTAL Program will be able to:

  • Learn the concepts, the components, and the social determinants of health that impact the oral health of urban and rural clinic patients.
  • Discuss the role and practice of Community Healthcare Workers and Entrepreneurs in the prevention of oral diseases.
  • Recognize common dental diseases and treatments encountered in Honduran dental clinics.
  • Gain exposure to telemedical equipment used in an urban clinic.
  • Educate patients and families on the prevention of dental disease.

Resources provided in support of the virtual sessions and Modules

  • A bilingual, on-the-ground session facilitator will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with patients and community healthcare workers. Dental and medical staff are also bilingual.
  • Program materials are provided to all students.
  • Session scheduling that coordinates your course and medical clinics.


PROGRAM OVERVIEW

There are 10 Modules in the Dental Program. Each Module is scheduled for two hours. The Modules can be variously assembled to build programs of the appropriate length and focus. Additional Modules can be developed to address specific campus needs.


Module 1 – Pre-session activities:

Watch the “Global Brigades Foundation” video, the “Honduras Overview” video, and the “The Healthcare Situation in Honduras” video before the first class meeting (Module 1).


Module 1: Global Brigades Overview and the Healthcare Situation in Honduras and its Medical and Dental care Systems (Contact time: 2 hour est.)

Facilitator and student introductions. A discussion follows on Global Brigades (GB) and its NGO non-profit development programs and the community selection process. An exploration of key approaches to working with international communities are also discussed, including reflection, action, and issues on intercultural competencies.

Discuss in detail the Honduran medical and dental healthcare systems and compare with students’ own healthcare systems.

Module 1 – Self-paced follow-up activities:

Intention setting: What is one question you do not want to leave without getting the answer to? What does it mean to be a global citizen? How can you continue to be one?

Watch the “The Social Determinants of Health” video, and then complete the Social Determinants of Health in Your Life worksheet.

Watch the “Community Health Entrepreneurs” video.


Module 2: Community Healthcare Workers and Entrepreneurs and the Community Selection Process (Contact time: 2 hour est.)

Discussion of the Healthcare Workers and Entrepreneurs (CHWs/CHEs) Programs in Honduras and in other countries.

Discuss the social determinants of health as they impact the students’ communities.

Break into Groups and prepare questions for the Community Healthcare Workers/Entrepreneurs meeting (Module 3).

Facilitator explains how the class will develop and create an educational video for clinic patients or CHWs/CHEs to be presented in Module 10.

Module 2 – Self-paced follow-up activities:

Continue to develop questions for the Community Healthcare Worker/Entrepreneur meeting in Module 3.

Each student prepares a brief introduction in Spanish for the Module 3 meeting.

Students start working in their educational video for clinic patients or CHWs/CHEs .


Module 3: Meeting Community Healthcare Workers/Entrepreneurs in Honduras (Contact time: 2 hour est.)

Live meeting with Community Healthcare Workers/Entrepreneurs (CHWs/CHEs) to discuss specific dental community needs and the role of the CHWs/CHEs to support the continuity of dental care within the community.

Module 3 – Self-paced follow-up activities:

Research most common dental diseases and treatments encountered in the assigned developing countries.

Complete the diseases and treatments Spanish vocabulary assignment.


Module 4: Clinic Preparation 1 – Dental Anatomy & Procedures in Spanish, Common Dental Diseases & Medications Used in Dentistry, and Dental Patient Data Analysis
(Contact time: 2 hour est.)

Discuss, and practice in Spanish, dental anatomy and procedures. Compare and contrast common dental diseases encountered and medications used in dentistry in both Honduras and the students’ home country. Students will also analyze patient data from a community in Honduras.

Module 4 – Self-paced follow-up activities:

Watch the “Rural Dental Clinic” video.

Complete the Rural Dental Clinic assignment that focuses on dental practices applied and infection control procedures.

Students continue to work on their educational video for clinic patients or CHWs/CHEs.


Module 5: Clinic Preparation 2 – Cross Infection Control in Dentistry and its Practices
(Contact time: 2 hour est.)

Students will learn how a Global Brigades rural clinic is organized and functions in Honduras.

Discuss best practices and procedures for controlling infection control, including:

  • Handwashing
  • Protective barriers, i.e., the use of personal protective clothing, e.g. gloves, surgical masks, eye protection
  • Management of healthcare waste, such as the segregation of used materials (the correct handling and disposal of needles and sharp objects), and packaging and storage
  • Effective cleaning, decontamination and sterilization of equipment, instruments and the working environment (including blood spills)
  • Use of appropriate disinfectants on clinical contact surfaces and non-sterilisable instruments and equipment.

Break into Groups to discuss the type of treatments observed and the infection control procedures used at the “Rural Dental Clinic” video.

Module 5 – Self-paced follow-up activities:

Watch the “Urban Clinic Overview” video.

Students continue to work on their educational video for clinic patients or CHWs/CHEs.


Module 6:
Clinic Preparation 3 – TeleMedicine Equipment, Mock Dental Patient Consultations in Spanish, and Overview of Case Studies (Contact time: 2 hour est.)

Students learn about the types of telemedicine equipment used in the urban clinic. A Dentist conducts mock patient consultations with students in Spanish, based on local symptom-disease practice, and discusses at least three case studies in preparation for the Urban Clinic (Module 7).

Module 6 – Self-paced follow-up activities:

Students review the Spanish Dental Terminology worksheet.

Students continue to develop an educational video for clinic patients or CHWs/CHEs.


Module 7: Live Virtual Urban Dental Clinic Day 1 (Contact time: 2 hours est.)

Students work with a Honduran MD at the triage station to evaluate patients prior to being sent to the dental station at the clinic. Students then work with a Honduran Dentist, who uses telemedical devices to share diagnostic and clinical imagery of the patient, to then diagnose and to provide dental treatment.

Module 7 – Self-paced follow-up activities:

Students review the Spanish Dental Terminology worksheet.

Students continue to develop an educational video for clinic patients or CHWs/CHEs.


Module 8: Live Virtual Urban Dental Clinic Day 2 (Contact time: 2 hours est.)

Students work with a Honduran MD at the triage station to evaluate patients prior to being sent to the dental station at the clinic. Students then work with a Honduran Dentist, who uses telemedical devices to share diagnostic and clinical imagery of the patient, to then diagnose and to provide dental treatment.

Module 8 – Self-paced follow-up activities:

Students review the Spanish Dental Terminology worksheet.

Students continue to develop an educational video for clinic patients.


Module 9: Live Virtual Urban Dental Clinic Day 3 (Contact time: 2 hours est.)

Students work with a Honduran MD at the triage station to evaluate patients prior to being sent to the dental station at the clinic. Students then work with a Honduran Dentist, who uses telemedical devices to share diagnostic and clinical imagery of the patient, to then diagnose and to provide dental treatment.

Module 9 – Self-paced follow-up activities:

Students prepare an Impact Report, based on their experience in the program.


Module 10: Monitoring and Evaluation and Final Presentations (Contact time: 2 hour est.)

Students learn how a large NGO monitors and evaluates its medical and dental projects in a developing country. Students present a summary of the group’s Impact Reports, and the educational video prepared for clinic patients or CHWs/CHEs.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Nursing and Public Health Programs

Impacting Community Wellness in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Nurses will acquire an advanced understanding of the…

Expanding Nursing Clinical Skills in a Developing Country (Honduras)

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Applied Nursing Studies in West Africa (Ghana)

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Applied Nursing Studies in Migrant and Refugee Populations (Greece)

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Impacting Community Public Health in a Developing Country (Honduras)

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Public Health Research: Using a Mixed Method Approach (Honduras)

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Business and Social Enterprise Programs

International Business I - Globalization and Rural Microenterprises (Panama)

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International Business II - Migrant and Refugee-Owned Businesses (Greece)

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Entrepreneurship I - Entrepreneurs in Emerging Economies (Panama)

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Entrepreneurship II - Business Planning for Migrant and Refugee-Owned Enterprises (Greece)

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Entrepreneurship III - Business Planning for Microenterprises in West Africa (Ghana)

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Accounting & Finance I - Financial Statements of Rural Community Banks (Panama)

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Accounting & Finance II - Microlending & Sustainable Development (Panama)

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Accounting & Finance III - Auditing Rural Banks to Advance Microfinance Initiatives (Panama)

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Marketing I - Marketing Plans for Rural Microenterprises (Panama)

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Marketing II - Digital Marketing for Migrant and Refugee-owned Businesses (Greece)

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Technology I - Information Systems in Sustainable Development - Digitizing Savings and Loan Portfolios for Small Rural Banks in Central America (Panama)

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Technology II - Web Solutions for Migrant and Refugee-Owned Businesses (Greece):

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Agricultural Supply Chains - Applied Study on the Global Supply Chain of Coffee or Honey Producers in Honduras

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Global Supply Chains II - Honey Production in Central America (Available June 2021)

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Engineering Programs

Civil Engineering - Designing Community Water Systems (Honduras)

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Structural Engineering - Home Repairs and Household Public Health Infrastructure

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Structural Engineering - Infrastructure for Sustainable Development

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Medical and Dental Programs

Expanding Medical Skills in Urban and Rural Clinics in a Developing Country (Medical - Honduras)

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Expanding Dental Clinical Skills in a Developing Country (Honduras)

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