02296nas a2200241   4500000000100000008004100001260002300042653003400065653003600099653001900135100001100154700001200165700001400177700001100191700001900202700001600221700001700237700001500254245008100269300000900350520167000359022002502029       2024                            d  bInforma UK Limited10alocal global health education10apost-graduate medical education10aDecolonisation1 aLam SK1 aCelix B1 aLenhard N1 aCobb C1 aVan Genderen K1 aGundacker C1 aSchleicher M1 aColbert CY00aA review of local global health education in post-graduate medical education  a1-203 a<p><strong>Background:</strong>&nbsp;Global health (GH) education is offered in post-graduate medical education (PGME) programs and local experiences are desired by trainees and educators. This scoping review aimed to map the literature on local GH education in PGME, to describe curricular components, factors facilitating successes, and challenges to implementation using a validated education intervention checklist and inclusion of seven components of local GH programming.</p>

<p><strong>Methods:</strong>&nbsp;A decolonization conceptual framework informed a 5-step scoping review. In May 2022, eight databases and MedEdPORTAL were searched using key words describing local GH education curricula.</p>

<p><strong>Results:</strong> Sixty-eight full-text articles described local GH education programs in residencies (<em>n</em> = 52; 76.4%) and fellowships (<em>n</em> = 10; 14.7%) spanning multiple specialties, predominantly in North America (90%). Successful programs included faculty mentoring, community-based partnerships, and a multidisciplinary component. Scheduling challenges, cultural and linguistic differences, and trainee workload contributed to implementation difficulties. Only four programs included all seven local GH health equity/decolonization components.</p>

<p><strong>Conclusions: </strong>Local GH curricula vary widely in clinical experiences, didactic sessions, and inclusion of mentorship and partnerships. Local populations within the communities of these training programs could benefit from standardized inclusion of components for local global health education with careful consideration of health equity.</p>
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