Virtual global health in graduate medical education: a systematic review

Objectives: To synthesize recent virtual global health educa-tion activities for graduate medical trainees, document gaps in the literature, suggest future study, and inform best prac-tice recommendations for global health educators.Methods: We systematically reviewed articles published on virtual global health education activities from 2012-2021 by searching MEDLINE, EMBASE, Cochrane Library, ERIC, Scopus, Web of Science, and ProQuest Dissertations & The -ses A&I. We performed bibliography review and search of conference and organization websites. We included articles about primarily virtual activities targeting for health profes-sional trainees. We collected and qualitatively analyzed de-scriptive data about activity type, evaluation, audience, and drivers or barriers. Heterogeneity of included articles did not lend to formal quality evaluation.Results: Forty articles describing 69 virtual activities met in-clusion criteria. 55% of countries hosting activities were high-income countries. Most activities targeted students (57%), with the majority (53%) targeting trainees in both low-to middle-and high-income settings. Common activity drivers were course content, organization, peer interactions, and online flexibility. Common challenges included student engagement, technology, the internet, time zones, and sched-uling. Articles reported unanticipated benefits of activities, including wide reach; real-world impact; improved partner-ships; and identification of global health practice gaps.Conclusions: This is the first review to synthesize virtual global health education activities for graduate medical train-ees. Our review identified important drivers and challenges to these activities, the need for future study on activity pref-erences, and considerations for learners and educators in low-to middle-income countries. These findings may guide global health educators in their planning and implementa-tion of virtual activities.