OUR ACADEMIC MODEL

  • IMMERSIVE LEARNING:
  • We believe in learning through doing. The field is our classroom. Students are taken into the communities to work collaboratively toward inclusive, ethical, and sustainable health solutions.

  • GOING UPSTREAM:
  • We analyze health challenges comprehensively; starting from their structural causes, ensuring that our students fully understand the multi-layered nature of global health.

  • TAILORED PROGRAMS:
  • Our programs match students to their current training level, guaranteeing that objectives are met.

  • ETHICAL PROGRAMS:
  • The paternalistic roots of global health often lead to power imbalances that may generate program failure and poor health outcomes. We teach students how to interact in ethical ways with local communities and organizations to further health.

  • PARTICIPATORY LEARNING STRATEGIES:
  • Students are encouraged to explore and experience global health through active participation and interaction with local organizations and communities.

  • COMPETENCY BASED MODEL:
  • Our students will gain the competencies required to become part of a new generation of global health practitioners. Our programs are aligned with the AAPH and CUGH competency model.

LEARNING MODEL

The applied and transdisciplinary nature of Global Health calls for a holistic educational approach that brings together the social, political, economic, legal, cultural, and environmental realities of the world we live in.

Our unique educational model expands on the informative, formative and transformative methods by immersing participants in community and rural scenarios. This provides a multi-layered and comprehensive understanding of global health and related theoretical concepts.

FROM
THEORY TO PRACTICE

We offer opportunities for students to fully engage with global health by participating in interactive and immersive experiences in the field.

CONNECTING THE DOTS

We strive to create enriching academic experiences where students can use their theoretical knowledge and apply it to real life situations through workshops, skills acquisition exercises, and practicums.

ENGAGE MEANING-FULLY

The cornerstone of our programs is community participation and collaboration. We aim to work alongside communities, instead of the traditional top-down model that prevails in global health.

ENGAGE MEANING-FULLY

The cornerstone of our programs is community participation and collaboration. We aim to work alongside communities, instead of the traditional top-down model that prevails in global health.

A TO Z

Our programs allow students to explore the connections between global health and various disciplines, including anthropology, public health, economics, public policy, sociology, epidemiology, biology, and even zoology.

A TO Z

Our programs allow students to explore the connections between global health and various disciplines, including anthropology, public health, economics, public policy, sociology, epidemiology, biology, and even zoology.

COMPETENCY -BASED EDUCATION

We work closely with leading groups in global health education to standardize and complement classroom to fieldwork global health competencies. Our model is based on CUGH and AASPH competencies.

FIELD COURSES

Field courses are taught modules that combine immersive field experiences with lectures and guided workshops (a combination of service-learning and didactic learning). These courses vary in duration from 1 to 4 weeks, epending on the topic of the module and the specific objectives.

GOAL:

Field courses are taught modules that combine immersive field experiences with lectures and guided workshops (a combination of service-learning and didactic learning). These courses vary in duration from 1 to 4 weeks, epending on the topic of the module and the specific objectives.

COURSE OFFERINGS:

There are different modules available throughout the year, including Planetary Health, Social Approaches to Infectious Diseases, Intercultural Approaches to Health, Health Systems & Planning, and Health & Migration.

FLAGSHIP
PROGRAMS:

If you are a student or a professor interested in creating a partnership with CISG to run these programs through a collaboration with CISG:

+CLICK HERE

PRACTICUM

Practicum opportunities are guided and supervised educational experiences in the workplace that allow for the development of practical skills. Due to the applied nature of global health, practicums are a vital component of global health education and training.

GOAL:

We aim to provide students high-quality practicum experiences with careful planning, supervision, evaluation, and grading to apply theoretical knowledge in a real-life setting.

PRACTICUM OFFERINGS:

Partnerships with a wide range of local organizations have allowed the creation of numerous practicum opportunities that have been designed through a consultation process to be ethical, meaningful, and inclusive for the community.

FLAGSHIP
PROJECTS:

If you are a student or a professor interested in creating a partnership with CISG to run these programs through a collaboration with CISG:

+CLICK HERE

RESEARCH

Research is key to progress. Thus, we are committed to facilitating research and bringing researchers to the region.

GOAL:

We aim to facilitate and encourage global health research in the region, as this can identify key issues and provide the evidence base for solid and comprehensive health policy reform.

COURSE OFFERINGS:

We provide flexible services that depend on the nature and objectives of the research project. These services include, but are not limited to the following:

Assistance with local ethics approval

Networking & linking with relevant local organizations

Cultural advisement

Needs assessment & consultation with communities

Research tutor or supervisor

Logistical planning & assistance

Here are some examples of

ongoing and future research:

1.

Barriers to oral health care in indigenous populations of the south of Costa Rica
(PI: Gustavo Bermudez, DDS, MPH)

2.

Structural determinants of early marriage and adolescent pregnancy in southern Costa Rica
(PI: Carlos Faerron, MD, MSC)

3.

Sexuality, Gender, and Culture in School-Based Sexual Education in Intercultural Settings
(PI: Maria Gabriela Alvarado MD, MPH)

4.

Behavioral, cultural and structural aspects of HIV transmission in indigenous migrants (writing protocol)
(PI: Steve Black Ph.D)

5.

Improving health outcomes of an indigenous community through of a bi-cultural clinic (writing protocol)