Expand Your Horizons - Explore the Global Health Pathway

The Global Health Pathway is a concentration available to selected students in the Rueckert-Hartman College for Health Professions who seek a rich, transformative experience learning about and working with diverse populations, whether locally or abroad. By integrating knowledge with action, Pathway students will gain invaluable insight into contemporary global health issues through course work, as well as global health service learning and clinical experiences in both local and/or international areas – all while satisfying their primary degree program requirements. 


The Global Health Pathway will:

* Foster intentional, interprofessional learning experiences among the five core academic programs within the Rueckert-Hartman College for Health Professions.

* Provide students with a deeper knowledge and skills for managing health problems from a population approach, complementing their skills of individual health care.

* Provide skill set to work with community partners, as well as domestic and international organizations whose missions focus on improvement of health issues that transcend national boundaries.

* Provide students a competitive advantage for applying to post-graduate/post-licensure study programs in global health.

Global Health Pathway students apply in the early part of their program. Students will integrate the Global Health Pathway Competencies into their primary degree requirements by focusing on global health issues through coursework, Service learning, interprofessional reflection, local and/or international global health immersions.


Click here for more information on Global Health Topics

The Global Health Pathway (GHP) is built on student experiences framed with three pillars: Service Learning, Education and Clinical Practice in order to achieve a list of competencies that will transform their views of health care by learning to see the health care through many lenses.

  • Students engage in coursework, service learning, and immersion experiences to complete the GHP Competencies through the established assessment process. The GHP is largely “student-driven, independent study” with advisory through the Global Health Pathway Committee. There are four levels of academic achievement possible in the GHP:
    • Exposure: has heard or been given content and documents source
    • Understanding: defines and discusses concepts
    • Applying: takes the understood concepts and uses them in a guided study or in a focused scope
    • Integrating: uses concepts in an experiential situation or  an inter-professional environment
  • Each student is provided the opportunity to critically reflect on their GHP experiences and capture their achievement using the self-reporting assessment document. Critical reflection, when thoughtfully designed, offers a mechanism to generate, deepen, and document learning (Ash & Clayton, 2009). Beyond that, critical reflection offers students a mechanism to explore their values and beliefs, challenge and deconstruct stereotypes, and consider present and future action based on their experiences (Campus Compact, EFI Curriculum, 2015). Critical reflection provides opportunity to ponder the following:
    • I learned that…
    • I learned this through…
    • This learning matters because…
    • In light of this learning I will…
  • Group advising is provided by the Global Health Pathway Committee (and others as needed) each semester and includes: orientation, workshops/trainings, reflection, and competency review.

Health profession students currently have educational, service learning or clinical practice experiences with several domestic and international community partners. A thoughtful process of selecting partnerships is important in determining the needs of all stakeholders. Partnerships that create transformative and sustainable international development take time and ongoing assessment and modifications to ensure that the well structured programs model sustainability, reciprocity and are built on strong relationships and most importantly improve the health of local community they serve. Upon post reflection students recognize the gifts and insight they receive from our clinical partners is immense.

As we work alongside our community partners, we develop our capacity to listen and to learn from people who are not often heard or valued in our culture. Over time, we can grow in solidarity and come to see society as an integrated, diverse whole. As members of the human community, it is not easy to forget, dismiss, or distance ourselves from people living the reality of marginalization. We glimpse the relational nature of justice and are hopefully transformed to rise to meet the challenge of becoming positive change agents for a more just society. The program encourages students to increase their understanding and become critically conscious of the divide between economically well off and under resourced areas of the world. Our goal, therefore, is not simply to experience and gain a deeper understanding of the voices of the marginalized in society, but rather to learn about and gain the tools through which the inequitable systems and structures of society can be challenged and changed. 

IMMERSION EXAMPLES

Huancayo, Peru 

After a Regis DPT Alumna worked for Catholic Medical Mission Board  for a year in 2010, RHCHP has been traveling to Peru ever since. In partnership with Regis University, Catholic Medical Mission Board has built two interprofessional community based rehabilitation program as part of their mission to transform the lives of vulnerable women and children. Regis also partners with local hospitals, universities and private clinics in the areas of education, service and clinical practice. Future immersions to Peru will include an interprofessional team of students and faculty. 

Play a video created by Regis DPT students.  

Granada, Nicaragua 
Students and faculty immerse deeply in the Nicaraguan culture by staying with host families and partnering with Viva Nicaragua to learn about and serve in the Nicaragua private and public health care system.  

Download a PowerPoint presentation by Regis DPT students. Future experiences will be interprofessional.  

Domestic Service Learning
Service learning is a philosophy of education, method of teaching, and model for community development that bridges the classroom and the community by engaging learners in the application of theory to service to achieve desired learning outcomes. This form of learning emphasizes critical thinking and personal/professional reflection while encouraging a heightened sense of personal growth, academic enhancement, civic learning, and professional development.

Through service learning preflection, postflection, curriculum, and site placement, students embark on a journey of transformation: awareness of self, others, acting with justice, reflective practice, and discernment. Students in service learning experiences are transformed and positioned to meet the diverse needs of their patients and clients. Students engage in project-based service learning at community partner sites providing necessary health education, promotion, and prevention. Students, participants, and the organization develop and thrive through/from this engagement experience.

For more information, contact globalhealth@regis.edu or speak to your admissions representative.

For general questions, call the RHCHP Academic Dean's Office at 303.458.4174.

Click here for the Global Health Pathways Application