Creating a center for global health at the University of Wisconsin-Madison.

Globalization, migration, and widespread health disparities call for interdisciplinary approaches to improve health care at home and abroad. Health professions students are pursuing study abroad in increasing numbers, and universities are responding with programs to address these needs. The University of Wisconsin (UW)-Madison schools of medicine and public health, nursing, pharmacy, veterinary medicine, and the division of international studies have created an interdisciplinary center for global health (CGH). The CGH provides health professions and graduate students with courses, field experiences, and a new Certificate in Global Health. Educational programs have catalyzed a network of enthusiastic UW global health scholars. Partnerships with colleagues in less economically developed countries provide the foundation for education, research, and service programs. Participants have collaborated to improve the education of health professionals and nutrition in Uganda; explore the interplay between culture, community development, and health in Ecuador; improve animal health and address domestic violence in Mexico; and examine successful public health efforts in Thailand. These programs supply students with opportunities to understand the complex determinants of health and structure of health systems, develop adaptability and cross-cultural communication skills, experience learning and working in interdisciplinary teams, and promote equity and reduce health disparities at home and abroad. Based on the principles of equity, sustainability, and reciprocity, the CGH provides a strong foundation to address global health challenges through networking and collaboration among students, staff, and faculty within the UW and beyond

Lifelong Wellbeing for Survivors of Sex Trafficking: Collaborative Perspectives From Survivors, Researchers, and Service Providers

This article summarizes a collaborative effort by researchers, service providers, and women who have experienced exploitation and trafficking for sex, to inform policy and practice related to care for survivors. The effort brought together current research program experience from around the world, and survivor perspectives, in a 2015 interactive forum entitled “STREETS of Hope: Listening to and Supporting Survivors of Human Trafficking.” A participatory approach to defining wellbeing, designed especially for use with vulnerable or highly marginalized populations of women and girls, provided the framework for the discussions. In addition, attempts were made to use principles of trauma-informed care during the workshop itself, toward the overall goals of 1) working as equals to inform research agendas; 2) gaining insights from survivors to improve services; and 3) providing survivors and all participants with a wellbeing model that can help them think and speak with specificity and clarity about their personal growth, wellbeing, and self-care. The results of the interactive two-day workshop and subsequent consultations included: 1) increased understandings and more detailed descriptions of what wellbeing is from the lived experience of survivors, and 2) insights about ways that services and care can be more responsive to the needs and preferences of survivors. Further, the collective exercise suggested revisions and specifications to the wellbeing model itself. Finally, the collaborators identified future directions for their shared research and practice. Overall, the experience of the “STREETS of Hope Forum” supports the idea that iterative, equitable, collaborative work with survivors must be employed to inform systems of care, and that a dynamic and multi-dimensional concept of wellbeing can help survivors, researchers, program leaders and policy-makers to foster support and agency throughout the life course. For those who participated, “STREETS of Hope” constituted a reframing of the goals of services care. It enabled us to think beyond basic needs and survival as defined by caregivers, to one that centers the experience of survivors and fosters recognition of and realization of their talents and life aspirations

An Anthropological Approach to Teaching Health Sciences Students Cultural Competency in a Field School Program

International immersion experiences do not, in themselves, provide students with the opportunity to develop cultural competence. However, using an anthropological lens to educate students allows them to learn how to negotiate cultural differences by removing their own cultural filters and seeing events through the eyes of those who are culturally different. Faculty at the University of Wisconsin-Madison’s Global Health Institute believed that an embedded experience, in which students engaged with local communities, would encourage them to adopt this cultural competency 2.0 position. With this goal in mind, they started the Field School for the Study of Language, Culture, and Community Health in Ecuador in 2003 to teach cultural competency to medical, veterinary, pharmacy, and nursing students. The program was rooted in medical anthropology and embraced the One Health initiative, which is a collaborative effort of multiple disciplines working locally, nationally, and globally to obtain optimal health for people, animals, and the environment. In this article, the authors identify effective practices and challenges for using a bio-cultural approach to educating students. In a semester-long preparatory class, students study the Spanish language, region-specific topics, and community engagement principles. While in Ecuador for five weeks, students apply their knowledge during community visits that involve homestays and service learning projects, for which they partner with local communities to meet their health needs. This combination of language and anthropological course work and community based service learning has led to positive outcomes for the local communities as well as professional development for students and faculty.This is a non-final version of an article. The article is copyrighted by The Association of American Medical Colleges and published by Lippincott Williams & Wilkins. It can be found as published in final form at: http://journals.lww.com/AcademicMedicine/pages/default.aspx under the doi:10.1097/ACM.0000000000000088

From a Three-Legged Stool to a Three-Dimensional World: Integrating Rights, Gender and Indigenous Knowledge into Sustainability Practice and Law

“Sustainable Development” has come a long way since the World Commission on Environment and Development first popularized the term in 1987. Virtually everyone is now familiar with the term Sustainable Development, from states to multinational corporations, and from affluent communities in the Global North to impoverished communities in the Global South. It received a new lease of life in 2015 when the United Nations General Assembly adopted Agenda 2030 and Sustainable Development Goals (SDGs). It is recognized that sustainable development requires an inter-disciplinary, multi-level, and bottom-up approach, and that this ideal is easy to state but difficult to operationalize. Pursuant to deliberations at an international workshop at the University of Wisconsin-Madison, which aimed at fostering the exchange of ideas among diverse experts and developing solutions for effective inclusion of women and youth in climate change response strategies, we propose an innovative, practical three-dimensional model that enhances sustainability theory and practice with cross-cutting integration of human rights, gender equity, and Indigenous and local knowledge. We evaluate the utility of the model in two ways: First, we analyze how the model informs current approaches to environmental sustainability and human wellbeing including the SDGs, agroecology, de-growth principles, and planetary health metrics. Then, we explore the feasibility and added value of the approach through seven case studies from Guatemala, Sri Lanka, Malawi, Peru, Côte D’Ivoire, and Aotearoa—New Zealand. We conclude that the proposed model is congruent with current theory and practice. It builds on existing principles by identifying and addressing gaps. It enables practical action in a variety of settings and fosters a more integrated approach to sustainable wellbeing for humanity and our earth. We recommend continued development of this theoretical framework and related guidelines for program design, implementation and evaluation

Policies and Services for Survivors of Sex Trafficking: A Report of the 4W STREETS of Hope Fora at the University of Wisconsin-Madison, July 2015 - September 2018

This document contains the presentation summaries from two fora hosted by the 4W STREETS Initiative to identify best practices and policy recommendations for addressing sex trafficking. STREETS of Hope I from 2015 focused on envisioning wellbeing and promising practices for aftercare for survivors of sexual exploitation, while STREETS of Hope II in 2018 examined sex trafficking in the context of migration.UNESCO Chair on Gender, Wellbeing and a Culture of Peace 4W Initiative, University of Wisconsin-Madiso

From a Three-Legged Stool to a Three-Dimensional World: Integrating Rights, Gender and Indigenous Knowledge into Sustainability Practice and Law

“Sustainable Development” has come a long way since the World Commission on Environment and Development first popularized the term in 1987. Virtually everyone is now familiar with the term Sustainable Development, from states to multinational corporations, and from affluent communities in the Global North to impoverished communities in the Global South. It received a new lease of life in 2015 when the United Nations General Assembly adopted Agenda 2030 and Sustainable Development Goals (SDGs). It is recognized that sustainable development requires an inter-disciplinary, multi-level, and bottom-up approach, and that this ideal is easy to state but difficult to operationalize. Pursuant to deliberations at an international workshop at the University of Wisconsin-Madison, which aimed at fostering the exchange of ideas among diverse experts and developing solutions for effective inclusion of women and youth in climate change response strategies, we propose an innovative, practical three-dimensional model that enhances sustainability theory and practice with cross-cutting integration of human rights, gender equity, and Indigenous and local knowledge. We evaluate the utility of the model in two ways: First, we analyze how the model informs current approaches to environmental sustainability and human wellbeing including the SDGs, agroecology, de-growth principles, and planetary health metrics. Then, we explore the feasibility and added value of the approach through seven case studies from Guatemala, Sri Lanka, Malawi, Peru, Côte D’Ivoire, and Aotearoa—New Zealand. We conclude that the proposed model is congruent with current theory and practice. It builds on existing principles by identifying and addressing gaps. It enables practical action in a variety of settings and fosters a more integrated approach to sustainable wellbeing for humanity and our earth. We recommend continued development of this theoretical framework and related guidelines for program design, implementation and evaluation.</jats:p