McGill Global Health Scholars (Undergraduates)

Photo of 2018 Global Health Scholar Tiffany Paradis

Meet Tiffany, 2018 Global Health Scholar

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Meet Harry, 2017 Global Health Scholar

Photo of Nardin Farag

Meet Nardin, 2019 Global Health Scholar

Applications for the Undergraduate Global Health Scholars Program are now closed. Meet the 2020 cohort!

The McGill Global Health Scholars program for undergraduate students is designed to provide opportunities for McGill undergraduate students to learn about global health through research projects. Scholars are involved in research projects mentored by a faculty member or partner institution, and during the summer the students help with global health projects internationally, in Northern Canada, or from Montreal. During the academic year, the Global Health Scholars benefit from a series of global health workshops and training activities organized by GHP. Global Health Scholars will also have access to educational, professional and networking opportunities such as the McGill Summer Institute in Infectious Diseases and Global Health,  and Global Health Night social events.

Projects are announced each January and students are selected by April of every year.

2020 Global Health Scholars Timeline (click for PDF)

General information:

What kinds of projects do you have? What kinds of students are selected?

  • Each year, there is a wide variety of projects that represent the diversity of the global health field. We've had students participate from six different McGill Faculties during the last four years.
  • Students will be based in Northern Canada, internationally or in Montreal depending on the project and supervisor. 
  • Students do not need to have prior global health experience and specific project requirements vary a great deal. In general, we are looking for students who want to learn about health inequities and what is being done through these research projects to develop innovative solutions to big challenges. We are looking for students who see value in learning a wide range of skills, possess humility, and have the ability to be self-reflective. 
  • Students DO NOT have to have taken the Interprofessional Global Health Course or PPHS 511 - Fundamentals of Global Health prior to applying to this program. In fact, most selected Scholars had not taken either course when they applied.
  • Previous winners of Global Health Scholars are NOT eligible to apply to work with the same professor that they were previously matched with. Previous winners are allowed to apply again for projects with other faculty supervisors.
  • Jump to 2020 projects!
  • Click here to learn about past undergraduate Global Health Scholars and see their projects

What funding is provided?

  • Students will receive $5,000 in two installments for projects involving international travel or travel outside of Montreal in Canada. This funding is to cover travel costs and a small stipend.
  • Students will receive $2,500 in two installments to cover a small stipend for projects based in Montreal.
  • Students may ALSO be eligible for additional funding from the Office of Scholarships and Student Aid.  We encourage students to reach out to them early to see what funding is available. Please review this document and if eligible, you can apply AFTER your selection into the program. The Global Health Scholars program has prior approval for EEO bursaries.
  • All research projects must be a total 240 hours of work (equivalent of 6weeks of full-time work) and must be between May 1- August 31, of the application year. The exact schedule can be determined by the student and supervisor. For international or Northern Canada projects a minimum of 4 full weeks (28 days) must be spent on-site.
  • A student or trainee is eligible for only one award from GHP for the same trip.

How do I apply?

  • Only currently enrolled McGill undergraduate students are eligible. McGill students graduating in May/June of the application year will NOT be eligible to apply.
  • Students are expected to be on campus at least during the Fall term following the summer project to attend mandatory activities such as the debrief sessions and Global Health Night.
  • Students must attend a mandatory information sessions prior to applying in order to be eligible for the Scholars Undergraduate Program, even if they attended a session for a previous cycle of applications. Any applications sent before attending the info sessions will be rejected. If there are extenuating circumstances (i.e. you are out of the country on exchange), please write to studentaffairsghp.med [at] mcgill.ca (subject: Global%20Health%20Scholars%20(Undergraduates)%20Information%20session) .
  • The application portal opens in early January and closes in mid-February of each year. Precise dates will be announced at the beginning of the Winter term.
  • On the application, the student will indicate their first and second choices of projects from a list.

Students with questions should contact studentaffairsghp.med [at] mcgill.ca (subject: Question%20on%20the%20Global%20Health%20Scholars%20Undergraduate%20Program) (the GHP office).
Applicants must not contact the faculty supervisor of a given project for more information. Communications will be handled by GHP staff.
Students who do contact faculty members will be disqualified.

 

What else should I know?

  • McGill students are part of the Global Health Scholars program for the academic semester or year following their summer project and must attend special workshops facilitated by the Global Health Programs office (course schedule will be taken into account).
  • The selected McGill Global Health Undergraduate Scholars must enroll in the Interprofessional Global Health Course or PPHS 511 - Fundamentals of Global Health in the academic year following their summer project if they haven’t already taken it. As we are encouraging global health scholarship through this program, rare exceptions will be granted. Students whose schedule do not allow the option of taking these courses can discuss with the GHP office and apply for an exception.
  • Selected students must communicate with the faculty advisor and the GHP office on a regular basis before the project starts, during the project, and at the close of the project.
  • Selected students must attend a mandatory two-part GHP orientation session on research ethics training scheduled in the weeks following their notification.
  • Students leaving Montreal must participate in pre-departure training, which will vary based on your project and department. Exact requirements will be communicated for each student by the GHP office.
  • The McGill GHP office cannot guarantee the student will receive a visa for International projects, if a student is not be able to travel to the project location (for example - due to a visa rejection/or restriction, changes in the country's safety status, changes in the project, etc.), they should be in contact with the GHP office and the faculty member or partner organization as soon as possible if they run into any difficulties. Alternative arrangements will be discussed between the student, the faculty member, and the GHP office. Award amount may be adjusted accordingly.
  • Students are required to submit a brief report about their research project and summer experience to GHP. You will be given a template for this report.
  • Students are required to attend McGill's Global Health Night (held in November) and present a poster.
  • Payment of the awards will be done in two installments, 90% of the amount  will be paid starting in early May and the balance will be paid upon completion of the main responsibilities of program as confirmed by the faculty supervisor and GHP office.
  • Upon completion of this program, participation in this project will be part of the student’s McGill Co-Curricular Record.

2020 Projects:

Please note that projects are subject to change and may not come back in future years.

International - $5,000CAD

Tackling urban food and nutrition inequities in Dhaka, Bangladesh - Dr. Alayne M Adams, Department of Family Medicine

Location: icddr,b , Dhaka, Bangladesh

Project Summary: Over the past half-century, rates of urbanization have increased exponentially especially in Africa and Asia. Much of this growth is rapid and unplanned and is characterized by an inability to meet growing population needs for infrastructure and basic services. The ill-effects of this growth are disproportionately experienced by the urban poor living in slums or informal settlements. In addition to the adverse health impacts of poor air quality, traffic congestion, inadequate housing, and unsafe water and solid waste management, urbanization is also provoking dietary changes such as the consumption of ultra-processed foods high in sugar, salt and fat, and a growing burden of nutrient inadequacy and overweight. For the urban poor, lack of access to quality diet is further exacerbated by factors such as the high cost of food, and among working mothers, insufficient time for food preparation. To improve food and nutrition security of poor urban families, we must apprehend the realities of poor working women and the role systems-level factors play in shaping dietary choice. This study will examine the dynamics of availability, access, utilization and stability in poor urban settlements, and how personal and household circumstances shape these patterns. It will also explore the broader structural factors related to food production, marketing and regulation that underpin these realities, and what services, programs and protections exist that address the nutritional precarity of the urban poor.

Project objectives for student:

1. Conduct a scoping review of literature on urban food systems in Bangladesh and the region
2. Document innovative and cost-effective solutions to increase the availability of a healthy diet in the South Asian region.
3. Engage informally with working women and other slum dwellers to learn about their perceptions of healthy diet and their strategies and challenges in ensuring this for their families.
4. Conduct informal observations of food availability in urban slums, and associated costs.

Technical Skills:

Strong writing skills and experience with literature review, and preferably, some exposure to qualitative methodologies such as observation and in-depth interviewing.
Knowledge of Bengali or Bangla is not required but is considered an asset

Transferable Skills:

Highly motivated
Strong cultural competencies
Organized and able to deliver on a timely basis
Sense of fun and curiosity
Humility and willingness to listen and learn

Timeline: flexible

Onsite supervisor(s): Dr. Sohana Shafique, Assistant Scientist and Deputy Project Coordinator, Universal Health Coverage Programme, Health Systems and Population Studies Division, icddr,b,

Travel and Lodging arrangements: Made by Student with Project supervisor's advice

More information:

Prof. Alayne M. Adams is an applied social scientist with expertise in global urban health and nutrition, health systems research and the social determinants of health inclusive of social networks, social capital, gender, age, ethnicity/race, power, place and poverty. Broadly speaking, her research investigates the complex structural and proximate realities that give rise to health inequities and innovates community-engaged and evidence-based solutions. She is also a dedicated educator and methodologist, with over 30 years’ experience teaching, innovating and conducting qualitative and mixed-methods research. She is particularly interested in methods that elicit community voice and engagement in analysing and addressing the problems that affect them, and the creation of measurement tools that capture complex social, cultural and structural features and dynamics that are often overlooked. Over her global career as a researcher, academic and advocate for health equity, she has privileged the development of audience and context-specific strategies to communicate research findings in a manner that maximizes policy impact and action. From 2010 to 2016 Dr. Adams was based in Dhaka, Bangladesh where she led pioneering research on the health and healthcare challenges of rapid urbanization, focusing in particular on the needs of the urban poor and disadvantaged and how to engage the vast and diverse urban private sector around public health goals of quality and equity of access. Among her innovations was an ICT tool for urban health planning and governance http://urbanhealthatlas.com/.

Adams, A.M., Nambiar, D., Siddiqi, S., Alam, B.B., & S. Reddy (2018). Advancing universal health coverage in South Asian cities: a framework. BMJ; 363 doi: https://doi.org/10.1136/bmj.k4905 (Published 29 November 2018)

Shafique, S., Bhattacharyya, D.S., Anwar, I. & A.M. Adams (2018). Right to health and social justice in Bangladesh: ethical dilemmas and obligations of state and non-state actors to ensure health for urban poor. BMC Medical Ethics 19 (Suppl 1):46 https://doi.org/10.1186/s12910-018-0285-2

Rabbani, A., Khan, A., Yusuf, S. & A.M. Adams (2016). Trends and determinants of inequities in childhood stunting in Bangladesh from 1996/7 to 2014. Int J Equity Health 15: 186. Published online 2016 Nov 16. doi: 10.1186/s12939-016-0477-7.

A multi-provincial study of household energy use, air pollution, and atherosclerosis in China - Dr. Jill Baumgartner, Department of Epidemiology, Biostatistics, Occupational Health

Location: China
Important Notice: The Government of Canada has issued a “avoid non-essential travel advisory” for China due to the current outbreak of a novel coronavirus. While we anticipate that this travel warning will be lifted by next summer and we have chosen to keep these projects in the competition, we have no guarantees there will not be a travel warning for summer 2020. If the travel warning is still in place next summer the selected student will not be able to travel to China per McGill policy and alternative arrangements will be made for the student to work on the project from Montreal.

Project Summary: Cardiovascular diseases are the leading cause of death and low- and middle-income countries. The effects of exposure to wood and coal smoke on the development of cardiovascular diseases are almost entirely unknown. Our study is evaluating the association between long-term use of household coal/biomass stoves and the development and the progression of atherosclerosis. We are measuring multiple markers of atherosclerotic vascular damage at two time points in ~800 rural Chinese adults using different stove-fuel combinations. We hypothesize that higher exposure to household air pollution is associated with more severe and faster progression of atherosclerosis, and that users of ‘clean’ fuels will have less vascular damage.

The student working on this project will gain hands on experience with primary data collection in a low- and middle-income country setting including survey testing and administration, collection of health measurements, data entry, management and cleaning. He or she will have the opportunity to work with an international team of investigators and students.

Project objectives for student:

The student will assist with data collection for a cohort study on energy, air pollution, and atherosclerosis in 3 provinces in China (Beijing, Shanxi and Guangxi). The student will spend ~1.5 weeks at each of the sites to assist local staff with ultrasound measurement of the carotid artery and blood pressure measurement. He or she will also work with staff to test and administer a follow-up questionnaire to assess energy use. He or she will also assist with data entry and data management.

Technical Skills: Interest in noncommunicable disease and/or cardiovascular disease is important. Previous experience with data management and/or primary data collection is a plus. Mandarin-Chinese skills are required. The project ideally looking for students with near fluency since they need to be very independent.

Transferable Skills: Able to work independently and in a team, organized, and a good communicator.

Timeline: Mid-June through August

Onsite supervisor(s): Martha Lee, PhD Candidate

Travel and Lodging arrangements: Student with supervisor advice

More information:

https://jillbaumgartner.weebly.com/

The student will work jointly with the project's PhD student to arrange travel and accommodations during the project. We have previously worked at all of these sites and will provide information for booking.

Community health workers address challenges in micronutrient adherence in indigenous children in Ecuador - Dr. Alison Doucet, Department of Family Medicine

Location: Ecuador

Project Summary: Micronutrient deficiency is prevalent in the indigenous population in Ecuador. In 2019, the global health scholar worked with local community health workers, health professionals and community members to understand the obstacles to the implementation and acceptance of the micronutrient supplementation program in children less than 5. Important challenges identified were the lack of knowledge about micronutrients in the communities and frontline workers, poor communication and perceived suboptimal care obtained in the health centers and the lack of information available in the local dialect. In the summer of 2020, the student will monitor and document the role of community health workers in addressing the various obstacles identified previously. They will measure adherence to the program as a result of a community intervention.

Project objectives for student:
1. Create a narrative of what the community health workers have accomplished since 2019 in the area of micronutrient supplementation.
2. Collaborate with the healthcare professionals (community health workers and nutritionist in particular) in creating an intervention in the communities
3. Assist in implementation of the intervention
4. Measure the adherence to micronutrients in children under 5

Technical Skills: The student must have a solid knowledge of written and spoken Spanish. He/she requires strong writing skills. Understanding of health related topics and/or nutrition is an asset.

Transferable Skills:

1. Demonstrates good communication skills
2. Has a capacity for self-reflection and adaptability to new environments
3. Understands concept of cultural safety
4. Must be motivated and get along well with others

Timeline: End of June until mid to late August with time spent in Canada, in April and May, to prepare an IRB addendum application. This is a 2-3 page document that explains the project/method/consent to get approval from the ethics committee at McGill University.

Onsite supervisor(s): Juana Morales, local community health worker coordinator

Travel and Lodging arrangements: Student with supervisor advice

More information:

Dr. Alison Doucet is a family physician and assistant professor of the Department of Family Medicine at McGill University. She worked clinically in aboriginal and Inuit communities of Canada until 2005. Currently, she is the Director of the Global Health Committee at the Department of Family Medicine and is the Principal Investigator for the TEACH project, a 5-year funded train-the-trainer program for indigenous community health workers in Ecuador that is based on a participatory research model. Her areas of research interest include: a) exploring novel methods of program evaluation and monitoring that are culturally sensitive, including the use of ethnography b) establishing community-directed interventions to address health issues.

https://www.mcgill.ca/familymed/global-health/projects/ecuador-project

Misra S, Doucet A, Morales J, Andersson N, Macaulay A, Evans A. Community engagement in global health education supports equity and advances local priorities: an eight year Ecuador-Canada partnership. Can Med Educ J. 2018;9(2):e46–e51. Published 2018 May 31.

A Family Integrated Care Model to Improve the Quality of Newborn Hospital Care in Uganda - Dr. Jessica Duby, Department of Pediatrics

Location: Jinja Regional Referral Hospital in Jinja, Uganda

Project Summary:

Background: An insufficient number of health care workers is a significant barrier to providing optimal newborn care in Ugandan hospitals. For sick and small newborns, their own mothers may be a vital but largely untapped resource to improve the quality of hospital-based care

Objective: To develop and test a regionally appropriate model of enhanced maternal participation in a neonatal hospital unit in Uganda

Methodology: This will be a mixed-methods study consisting of two phases: a qualitative phase to assess the acceptability of enhanced maternal participation and a pre-post, prospective cohort phase to determine the feasibility of maternal involvement in routine patient assessments. The qualitative phase will consist of semi-structured interviews of healthcare workers and mothers of hospitalized newborns. The cohort phase will evaluate the ability of mothers to regularly assess and document their baby’s weight, feeding status, and presence of danger signs during hospitalization.

Potential Impact: Increasing maternal participation in hospital-based newborn care may offer a sustainable and scalable solution for high patient-to-nurse ratios in low resource settings.

Project objectives for student:

1. Conduct a literature review on parental participation in pediatric hospital-based care in low- and middle-income countries
2. Gain a comprehensive understanding of the challenges associated with neonatal hospital-based in a low-income country
3. Assist with field operations (example: training local research personnel, conducting semi-structured interviews, performing patient chart reviews)
4. Participate in data analysis and dissemination of results

Technical Skills:

- Experience with conducting a literature review
- Strong writing skills
- Familiarity with REDCap data collection tool is desirable but not required

Transferable Skills:

- Independent and motivated
- Resourceful and creative
- Flexible
- Responsible

Timeline: July-August

Onsite supervisor(s): Dr. Jessica Duby and Dr. Abner Tagoola (senior pediatric consultant at Jinja Regional Referral Hospital).

Travel and Lodging arrangements: The student will arrange their travel with the project supervisor's advice and the supervisor, or a member of their research team, will arrange accommodation

More information:

Dr. Jessica Duby is a neonatologist at Montreal Children's Hospital and an Assistant Professor at McGill University. She completed her pediatric training at Cornell University and both her neonatology fellowship and global health fellowship at the University of Toronto/Hospital for Sick Children. Her global health work has focused on optimizing community-based and hospital-based newborn care in low resource settings.
Relevant Publications for the Current Project:
Bhutta ZA, Khan I, Salat S, Raza F, Ara H. Reducing length of stay in hospital for very low birthweight infants by involving mothers in a stepdown unit: an experience from Karachi (Pakistan). BMJ. 2004;329(7475):1151-1155.
Gooding JS, Cooper LG, Blaine AI, Franck LS, Howse JL, Berns SD. Family support and family-centered care in the neonatal intensive care unit: origins, advances, impact. Semin Perinatol. 2011;35(1):20-28.
O'Brien K, Robson K, Bracht M, et al. Effectiveness of Family Integrated Care in neonatal intensive care units on infant and parent outcomes: a multicentre, multinational, cluster-randomised controlled trial. Lancet Child Adolesc Health. 2018;2(4):245-254.

Networks for Change & Well-being: Girl-led ‘from the ground up’ policy making to address sexual violence in Canada & South Africa - Dr. Claudia Mitchell, Department of Integrated Studies in Education

Location: Centre for Visual Methodologies for Social Change, University of KwaZulu Natal South Africa

Project Summary: This 6 year $2.4 million project, funded through a partnership of SSHRC and IDRC focuses on the global health issue of Sexual Violence working with vulnerable populations of Indigenous girls and young women in Canada and South Africa. At the heart of the project is the question of what it would be like to study this critical issue and its solution through the eyes of those most vulnerable. The project focuses on participatory arts based and media making approaches to identifying the issues, building in particular on artful productions such as exhibitions and cellphilms to reach -- and engage -- parents, community makers and policy makers. The project builds on the idea of ‘girl groups’ [in some cases groups of girls and boys ] in the two countries with work in Canada in BC [headed up through the Sisters Rising project at University ty of Victoria), Treaty6 Saskatoon, Eskasoni and Rankin Inlet; and in South Africa in 2 sites in Eastern Cape and 2 sites in KwaZulu-Natal.

Project objectives for student:

To assist in providing ‘on the ground’ support for organizing an international event Imbizo Intergenerational (June 29-July 3) which will bring together girls and young women from Canada and South Africa;

To assist in developing a social media plan related to the event, including contributions to the website, the use of twitter and facebook

To contribute to the actual delivery of the girl-led participatory programming of the Imbizo Intergenerational event, particularly in the context of supporting the girls travelling from Canada.

To support data collection at the time of the girl-led participatory programming of the Imbizo Intergenerational event.

To contribute to the writing of the report from the Imbizo Intergenerational event.

Technical Skills:

Familiarity with Social Media platforms including Facebook, Instagram & Twitter.
Use of tablets and iPads for cellphilms (video).
Familiarity with editing software {would be ideal but not absolutely necessary}.
Strong writing skills.

Transferable Skills:

A self-starter who sees what needs to be done.
Good communication skills.
Able to work with young people.
A team player.

Timeline: Early-June to early-July 2020.
For the first couple of weeks in South Africa, the student will be working out of the Centre for Visual Methodologies for Social Change at University of KwaZulu-Natal. For the week of June 28-July 3 it will be an intense work week staying in a hotel in Durban where all the participants and organizers of a conference with young people from Canada and South Africa will be staying. Follow up work will be full-time again.

Onsite supervisor(s):

Professor Claudia Mitchell and Professor Relebohile Moletsane who is the co Principal Investigator and a colleague

Travel and Lodging arrangements: The supervisor or a member of their research team will arrange travel and accommodation for the student

More information:

Claudia Mitchell is a Distinguished James McGill Professor in the Faculty of Education, McGill University, Montreal, Canada and an Honorary Professor at the University of KwaZulu-Natal in Durban, South Africa. She is the Director of the McGill Institute for Human Development and Well-being and the founder of the Participatory Cultures Lab at McGill. She holds a PhD from the University of Alberta, Canada. She has been working in the area of girls’ education and gender based violence in a wide range of country contexts including Ethiopia, Mozambique, South Africa, Rwanda, and is currently leading a SSHRC/IDRC partnership project focusing on girl-led ‘from the ground up’ policy making to address sexual violence with Indigenous girls in Canada and South Africa. One of her recent books, Disrupting Shameful Legacies: Girls and Young Women Speak Back Through the Arts to Address Sexual Violence (2018) draws together many of learnings from this project to date. She is the Editor-in-Chief of the award-winning journal Girlhood Studies: An Interdisciplinary Journal. Claudia is a Fellow of the Royal Society of Canada, the 2016 winner of the SSHRC Gold Medal for the impact of her research, a Pierre Elliott Trudeau Foundation Fellow and the 2019 winner of the Prix du Quebec Leon-Gerin award.

Relebohile (Lebo) Moletsane is a Full Professor and the JL Dube Chair in Rural Education in the School of Education at the University of KwaZulu-Natal. As part of her Chair in rural education, she has worked in South African rural schools and communities, focusing on teacher development around such issues as poverty alleviation, HIV and AIDS, gender inequality and gender-based violence as barriers to education and development. Moletsane’s work focuses on working with girls and young women to address sexual violence in rural communities. As part of this, she is co-PI with Claudia Mitchell, of an IPaSS grant: Networks for change and well-being: Girl-led ‘from the ground up’ approaches to addressing sexual violence in Canada and South Africa. Informed by the work of Claudia Mitchell in South Africa and other sub-Saharan countries, the project uses participatory visual methods to engage girls and young women in understanding sexual violence and developing strategies for addressing it. As recognition for her work on addressing poverty in rural communities, Moletsane was the 2012 winner of the Distinguished Women in Science (Humanities) Award presented by the National Department of Science and Technology. She was a 2014 Echidna Global Scholar at Brookings Institutions’ Centre for Universal Education, where she completed a research report: The Need for Quality Sexual and Reproductive Health Education to Address Barriers to Girls’ Educational Outcomes in South Africa. Washington, DC: Centre for Universal Education, The Brookings Institution.

References:

Networks Newsletters:


October 2019 - http://www.networks4change.ca/wp-content/uploads/2019/12/N4C-Newsletter-...

March 2019 - http://www.networks4change.ca/wp-content/uploads/2019/06/N4C-Newsletter-...

October 2018 - http://www.networks4change.ca/wp-content/uploads/2019/06/N4C-Newsletter-...

March 2018 - http://networks4change.ca/wp-content/uploads/newsletters/N4C-Issue-6-Mar...

Moletsane, R., & Mitchell, C. (2018). Researching sexual violence with girls in rural South Africa: Some methodological challenges in using participatory visual methodologies. In Harvey D. Shapiro (Ed.), The handbook on violence in education: Forms, factors, and preventions. (443-448). Hoboken, NJ: Wiley Blackwell Publishing.

Implementation of Point-of-care Ultrasound (POCUS) in Two University-affiliated Medical Centers in Northern Ethiopia: A Needs Assessment - Dr. Louise Pilote, Department of Internal Medicine

Location: Gondar and Mek'ele in Ethiopia

Project Summary:

This project is part of a larger medical education project involving three different universities: McGill University, Ben-Gurion University of the Negev and the Hebrew University of Jerusalem. The project will take place in northern Ethiopia and will aim to improve care in three key areas: hematology, geriatrics and non-communicable diseases in general. The current project is part of the non-communicable diseases section of that larger project and involves building a tailored POCUS teaching curriculum and deliver it to the internal medicine departments of two university-affiliated medical centers in two cities of northern Ethiopia: Gondar and Mek’ele. The first step for building that curriculum is a needs assessment and is what the selected student would help us with.

This needs assessment’s goals are to:
o Establish the local current knowledge and beliefs about the different applications of POCUS and the evidence that supports it
o Establish who would be the best stakeholders to be trained in point-of-care ultrasound (either residents, faculty, nurses or all of them)
o Establish the current skills and comfort levels while using point-of-care ultrasound
o Identify the stakeholders’ perceived needs in term of ultrasound teaching
o Identify stakeholders that will have an interest in continuing to teach POCUS in those two hospitals and who will ensure that the skills and standards learned through the curriculum are maintained.

The data collection for this needs assessment will be done through focus-group discussions, structured interviews and surveys.

Project objectives for student:

1. The student will help us lead structured interview via email, telephone or video conference in order to identify key stakeholders in our host hospitals in Mek’ele and Gondar.
2. The student will then help us collect and compile the data that will allow us to build frameworks for surveys, focus group discussions and structured interviews.
3. The student would then travel with one of our fellows to Ethiopia and help administer questionnaires, lead structured interviews and focus group discussions (FGD).
4. The student will have to interact and work with Ethiopian medical residents and faculty and possibly with a fellow student from Ben-Gurion University of the Negev.
5. He/she would then compile data that will allow us to identify gaps in knowledge and skills in regard to POCUS.
6. Student will learn the principles of qualitative data analysis in order to process and summarize the data obtained from FGD and interviews.
7. The student, using these data, will participate in determining and formulating could then help us establish the goals of an ultrasound teaching curriculum in Northern Ethiopia.

Technical Skills:

- Must have very good written and spoken English
- Good typing skills

Transferable Skills:

1. Must have an interest in medicine in low- and middle-income countries
2. Must also have an interest in non-communicable diseases and/or medical imaging
3. Needs to be independent, organized and punctual
4. Interested and motivated to learn quantitative and qualitative research methods
5. Must be sensitive to cultural differences and have an interest in dealing with its complexities and its frustrations

Timeline: Flexible

Onsite supervisor(s): One of our fellows in general internal medicine, Dr. Jonathan Houle should also be on-site during at least part of the data collection process.

Travel and Lodging arrangements: Student with supervisor advice

More information:

Dr Pilote is a clinician scientist and tenured Professor of Medicine at McGill University. She has held a James McGill chair since 2008 and is the former Director of the Division of General Internal Medicine at McGill University. Dr Pilote completed an MPH at the Harvard School of Public Health and a PhD in epidemiology at the University of California at Berkeley. Dr Pilote's research interests include cardiovascular epidemiology, outcomes research, health services research and global health. She has published several studies answering questions on the effectiveness of cardiovascular care. She is one of the founding members of the nascent Global Non-Communicable Diseases Program within the department of medicine at McGill.

Children’s Worlds: International Survey of Children’s Well-Being in Namibia - Dr. Monica Ruiz-Casares, Department of Psychiatry

Location: CLSC Parc Extension in Montreal and University of Namibia in Windhoek

Project Summary: This study explores children’s lives and their well-being in Namibia from a child-centred perspective and it is part of the third wave of the Children’s Worlds, the International Survey of Children’s Well-Being (ISCWeB), a worldwide research survey on children’s subjective well-being (http://www.isciweb.org/). Forty countries participate in the third wave of the survey. Dr. Ruiz-Casares (McGill University; PI) and Dr. Gentz (University of Namibia, Co-PI) lead the study in Namibia. The Namibia survey was administered to a representative sample of 2124 children (grades 4 & 6) in Khomas region. The study assesses psychosocial, cognitive and affective dimensions of childhood life; satisfaction with the different institutions and spaces that shape childhood (school, parental home or family, leisure time and friendships, geographical location, and children’s life satisfaction in general and their aspirations); and access to material goods, health, children’s time use and children’s perceptions of their own rights. After the official launch of the international report in May 2020 in Switzerland, South Africa and Indonesia, country teams will be organizing their own events to launch their report and otherwise disseminate information domestically (e.g., through research briefs, social media, and scientific articles). The Global Health Scholar will support this process.

Project objectives for student:

1. Conduct descriptive and inferential statistical analyses of grade 4 and grade 6 datasets.
2 Write and design research briefs and posters for distribution to schools and other stakeholders.
3 Coordinate the national launch of the report in Windhoek, Namibia.
4 Contribute to writing National Report and one research article (topic to be discussed with PIs considering existing publication strategy and student's interests and availability)
5 Code open-ended survey questions (if student has qualitative data analysis skills)

Technical Skills:

1 Statistical analysis knowledge (at least intermediate level)
2 Working use of SPSS (preferred) or another statistics program, and EndNote
3 Strong writing skills
4 Experience conducting literature reviews (scoping OK; not necessarily systematic reviews)
5 Completed online ethics training (e.g., Modules 1, 3.1, and 3.2. of https://ethique.msss.gouv.qc.ca/didacticiel/?lang=en)
6 Familiarity with NVivo is a plus (but not required)

Transferable Skills:

1 Able to work autonomously as well as in a team
2 Very organized and good coordination skills
3 Respectful of and thrives in culturally diverse contexts
4 Meets deadlines

Timeline:

Early June through July, 2020. Start early June is important but end date in July can be more flexible.

Aside the 240 hours in the program, the student may join the McGill Global Mental Health Research seminar coordinated by the PI June 2-5, 2020.

Onsite supervisor(s): Drs. Monica Ruiz-Casares and Shelene Gentz (Co-PI)

Travel and Lodging arrangements: Student with supervisor's advice

More information:

Please note that interviews for students who apply for Dr. Ruiz-Casares' project will happen on Monday, February 24, 2020.

Information about the PI and her work can be found at:
https://www.mcgill.ca/tcpsych/faculty/monica-ruiz-casares
https://sherpa-recherche.com/expertises/projets-transnationaux/
and the Co-PI at: http://www.unam.edu.na/staff/shelene-gentz

Because we just completed data cleaning, publications from the Namibia data are not available yet. Nonetheless, the ISCWeB link is provided in the study description above and contains multiple publications from previous waves of the survey in other countries (Namibia joined in Wave 3). The study protocol will be shared with the selected student prior to commencing involvement in the project.

Assessment of platelet trends in severe and non severe malaria - Dr. Kavitha Saravu, Manipal University Department of Infectious Diseases

Location: Kasturba Medical College and Manipal Academy of Higher Education | Manipal, India

Project Summary: Anaemia and thrombocytopenia are the most common haematological complications of malaria. While a drop in hematocrit has been given importance and included in the WHO criteria for severe malaria, the significance of thrombocytopenia in predicting malaria severity has not been well understood. Platelet kinetics have not been studied greatly in malaria. While it is agreed that thrombocytopenia is an early and consistent finding in malaria, the trends of platelets have not been elaborated. Saravu K,et al found out that the incidence of thrombocytopenia was similar in vivax and falciparum and platelet counts on admission were significantly lower in patients who had complications ( severe malaria ) than those with non-severe malaria. This study will characterize platelet trends in severe and non-severe malaria and seeks to to validate thrombocytopenia as a marker of severity in malaria
Objectives: 1) To assess whether the platelet trends vary for severe and non-severe malaria. 2) To validate thrombocytopenia as a marker of severity in malaria. 3) To assess whether platelet trends vary between vivax and falciparum species.
Methodology: A hospital record based study will be conducted. Individuals aged 18-85 with confirmed acute malaria by QBC will be followed up with respect to haematological parameters, severity according to WHO severity criteria and outcome by review of medical records. The platelet counts will be serially captured according to the day of admission. Day 1, Day 2, Day 3, Day 7 (if available) platelets will be collected. Any other platelet value done on any other day will also be collected.

Project objectives for student:
Data collection, learn about presentations of malaria, data analysis, develop manuscript draft

Technical Skills:
Excel, strong writing skills

Transferable Skills:
Team player, organized, motivated, completes tasks

Timeline:
June-July

Onsite supervisor(s): Dr. Kavitha Saravu

Travel and Lodging arrangements: Dr. Saravu or a member of Dr. Saravu's research team will arrange travel and accommodation for the student.

More information:
https://manipal.edu/kmc-manipal/department-faculty/faculty-list/kavitha-...
https://manipal.pure.elsevier.com/en/persons/kavitha-saravu
http://macid.manipal.edu/

McGill and Manipal have an ongoing collaboration through the Manipal-McGill Program in Infectious Diseases.

Northern Canada - $5,000CAD

Supportive social environments - Dr. Anne Andermann, Department of Family Medicine

Location: Waskaganish, Quebec

Project Summary: Work to support the public health department of the Cree Health Board in creating more supportive social environments for health across the life course.

Project objectives for student:
Identify ways to integrate evidence and culturally adapted approaches with the aim of promoting youth health and wellbeing.
Previous students have worked on topics such as lateral kindness, cyberbullying prevention, self-care, etc.

Technical Skills:
Independence
Strong interpersonal skills
Self-motivated
Results-driven
Team player

Transferable Skills:
Strong written communication
Ability to travel

Timeline: Flexible

Onsite supervisor(s): Dr. Marie Carmen Berlie

Travel and Lodging arrangements: Student with supervisor advice

More information:
https://www.mcgill.ca/familymed/anne-andermann
https://www.mcgill.ca/clear/products

Trauma surveillance and management in Nunavik - Dr. Tarek Razek, Department of Surgery

Location:Kuujjuaq and/or Puvirnituq

Project Summary: This project examines the health system infrastucture and regional system of care for critically injured patients in Nunavik. Our goals are to better understand how to improve services for the communities in this region. We take a public health approach and apply pronciples of data acquisition, system evaluation and projecvt implementation such as injury prevention programs. Our trauma/global surgery team works in many regions around the world supporting the enhancement of regional surgical and critical care sytems via - database and better data acquisition for acadmic investigation, education and training support, and health policy consulting

Project objectives for student:
1. Learn about the issues faced by the health care system in Nunavik and remote regions
2. Learn about the process of implementing data acquisition systems
3. Supprt and learn about the design of epidemiologically gathering information to support health policy.
4. Supprt and work on the analysis of data to beter understand the issue sfaced in health policy for health systems in remote regions
5. Learn about trauma and critical care regiona systems design and how these can be adaped and implemented in remote regions to improve outcomes

Technical Skills:
Some experience with databases and data analysis is preferable

Transferable Skills:
Comfortable with independent work, travel, communication skills, decent French capability strongly encouraged

Timeline: Flexible

Onsite supervisor(s):  To be announced.

Travel and Lodging arrangements: Student with supervisor advice

More information:
https://www.cglobalsurgery.com/

Stopping Syphilis Transmission in Arctic communities through Rapid Diagnostic Testing (STAR study) - Dr. Cedric Yansouni, Department of Medicine (Infectious Diseases) and Lab Medicine (Microbiology)

Location: Montreal and Puvirnituq regional hospital in Nunavik

Project Summary:Syphilis is a sexually transmitted infection with serious health consequences if left untreated, including transmission to unborn children. This may result in death or serious complications. In several parts of the Arctic, syphilis has emerged in the last few years and continues unabated. Identifying and treating cases promptly is critical to preventing transmission. The remoteness of most villages and lack of specialized diagnostic labs however, makes timely access to diagnostics difficult. Reliance on testing in distant labs leads to delays of typically 6- 19 days between screening and treatment. This delay may contribute to continued transmission  within sexual networks and between communities. Reducing this delay is therefore a key priority in Arctic communities.
Syphilis rapid diagnostic tests (RDTs) are designed to be used without additional equipment and by individuals with minimal training to inform treatment decisions within the same visit thereby eliminating delays to treatment.
To stop disease transmission and overcome obstacles to timely treatment, we will evaluate the use of RDTs in parallel with current standard lab-based testing. Unlike traditional testing, the RDTs will be used directly in affected communities and provide results in minutes, allowing for immediate initiation of treatment to help stop transmission. We will estimate the number of cases averted by early treatment of infectious syphilis, and model the impact of rapid testing on syphilis transmission.
This project will provide robust evidence for both the benefit and lack-of-harm from sorely-needed interventions to control syphilis transmission in remote Arctic communities.

Project objectives for student:

1. Understand the epidemiology of syphilis transmission in Arctic communities
2. Be familiar with the logistical and technical requirement to operate a quality-assured point-of-care testing program.
3. Assist in the validation of different specimen types for rapid syphilis testing
4. Participate in data collection
5. Assist in the elaboration of knowledge translation activities

Technical Skills:

Strong writng skills
Basic lab experience
Good knowledge of Microsoft Excel
Familiarity with a statistical package is an asset
Experience with website design or DRUPAL an asset
Spoken French is an asset

Transferable Skills:

- Interest in sexually transmitted infections and people who have them is essential
- Humility, cultural awareness, and good communication skills are essential
- An organized person with a sense of initiative is sought

Timeline: Flexible period between June 1 and August 31, with the possibility to continue into September

Onsite supervisor(s): Cedric Yansouni

Travel and Lodging arrangements: The project supervisor or a memberof their research team will arrange travel and accommodation for the student

More information:

Dr. Yansouni is an Infectious Diseases physician and a Medical Microbiologist, and is currently Assistant Professor of Medicine at the McGill University Health Centre in Montreal. His research is focused on informing policy on diagnostics for  severe and emerging infectious diseases, via the development and field-validation of diagnostic tools for infections in low-resource and remote settings.
Pubmed: http://www.ncbi.nlm.nih.gov/pubmed?term=yansouni%20c*,
Scopus ID: 6506342589
Google Scholar: https://scholar.google.ca/citations?user=0AwPdgwAAAAJ&hl=en&oi=ao

Montreal-based - $2,500CAD

Rapid and in-situ water quality monitoring via ultrafast PCR - Dr. Andrew Kirk, Department of Electrical and Computer Engineering

Location: Department of Electrical and Computer Engineering, McGill University and Lady Davis Institute of Jewish General Hospital

Project Summary: Contaminated drinking water represents a very significant problem for a large proportion of the world's population. Standard tests for microbial contamination rely on slow culture-based techniques that can take 12-24 hours to obtain results, and often longer in remote communities where samples first need to be transported to suitable test facilities. Polymerase chain reaction (PCR) based testing represents a promising alternative approach to detecting bacterial contamination. In PCR, low concentrations of specific DNA or RNA targets are amplified enzymatically and can then be detected. Standard PCR systems take 60 minutes or more to deliver a result, but we have recently developed an ultrafast plasmonic PCR system that can amplify samples in 5 minutes and which incorporates real-time detection. In this project the student will work with researchers to validate a reverse transcriptase (RT-PCR) test for e-coli contamination in water.

Project objectives for student:
1. Implement protocol for RT-PCR detection of e-coli in the experimental PCR thermocycler
2. Quantify results using spiked samples and compare with commercial thermocycler
3. Collaborate with researchers in reviewing appropriate techniques to pre-concentrate water samples for testing
4. Test real water samples
5. Report on results

Technical Skills: Experience with Arduino or microprocessor programming would be helpful but not essential.
Experience of biological assays would be helpful but not essential.

Transferable Skills:
Good team player
Self-motivated
Proactive

Timeline: June-August

More information: Andrew Kirk is a Professor of Electrical and Computer Engineering at McGill University where he leads research into the development of biomedical sensors and point-of-care diagnostic systems. He received the Ph.D. degree in Physics from King’s College (London) in 1992 and was subsequently awarded research fellowships to undertake postdoctoral research at the University of Tokyo, Japan and the Vrije Universiteit, Brussels, Belgium. A member of the Department of Electrical and Computer Engineering at McGill since 1996. He is author of more than 200 journal articles and conference presentations and holds 4 patents. His research interests are focused on the integration of micro- and nano-photonic components for biosensing and telecommunications. In 2015 he was awarded the William and Rhea Seath Award for Engineering Innovation by McGill’s Faculty of Engineering for his work on new tools for DNA amplification using nanophotonic techniques. He is also an engaged teacher, having twice been awarded the Principal’s Prize for Excellence in Teaching at McGill. He has served as Chair of the Department of Electrical and Computer Engineering and also as Interim Dean of Engineering and Associate Dean for Research and Graduate Education. He is a former Chair of the IEEE Photonics Society Nanophotonics Technical Committee and has recently completed a term as an elected member of the Photonics Society Board of Governors.

Scoping review of trauma courses in resource-limited settings- Dr. Dan Poenaru, Department of Pediatric Surgery

Location: Montreal Children's Hospital

Project Summary: As part of a larger project to adapt a Royal College simulation-based course (Trauma Resuscitation in Kids) to resource-limited settings, the student will conduct a scoping review (a simplified form of a systematic review) of the literature regarding trauma training courses in LMICs under the direct guidance of the supervisor and of a medical librarian.

Project objectives for student:
1. Develop, in conjunction with a medical librarian, a search strategy for the review;
2. Review identified abstracts to select full-text publications for analysis;
3. Analyse included publications for format, content, teaching methods, and evidence of impact of the courses identified;
4. Summarize the data generated into an abstract for presentation to local and/or national scientific meetings;
5. If time allows, write a manuscript of the findings for publication in a scientific journal.

Technical Skills: No prior experience required, although previous experience with systematic reviews and scientific publications is an advantage.

Transferable Skills: Demonstrates good communication skills, is a team player, organized, completes tasks well and on time

Timeline: Flexible

More information: Student will be supervised by Dr. Dan Poenaru, pediatric surgeon, FRQS funded researcher, MCH trauma team leader coordinator, and TRIK (Trauma Resuscitation in Kids) course director. He will also be supervised by Dr. Fabio Botelho, Brazilian pediatric surgeon and incoming PhD student at McGill University, whose thesis project is the adaptation of the TRIK course to Brazil and other resource-limited settings. The scoping review will be essential in the process of developing the new course.

Measuring HIV diagnostic coverage in sub-Saharan Africa - Dr. Mathieu Maheu-Giroux, Department of Epidemiology, Biostatistics and Occupational Health

Location: Purvis Hall, McGill University

Project Summary: The Joint United Nations Programme on HIV/AIDS (UNAIDS) put forward the ambitious 90-90-90 objective. This target calls for 90% of people living with HIV (PLHIV) to know their status, 90% of those to receive antiretroviral treatment, and 90% of those on treatment to have a suppressed viral load. Models suggest that this would end the AIDS epidemic by 2030. To reach those targets, countries need to monitor progress on these three indicators, identify bottlenecks, and implement or adapt targeted testing and treatment services in a timely manner. Estimating the proportion of people living with HIV who know their status (i.e., the “first 90”), however, is difficult.

Our team has developed a mathematical model, named Shiny90, that combines and triangulates population-based surveys and HIV testing services program data to produce estimates of knowledge of status ('the first90') among adults. These estimates are being used by UNAIDS to inform national responses.

The goal of this project is to review additional data sources and indicators that could be incorporated in Shiny90 to improve estimates.

Project objectives for student:
- Review the literature on biases in self-reported histories of HIV testing.
- Pool and analyzed population-based surveys that include biomarkers of antiretroviral use to estimate the sensitivity and specificity of self-report of HIV awareness.
- Produce graphical outputs.
- Collaborate with other team members.
- Write a research brief summarizing the findings.

Technical Skills:
Basic R skills are required (or willingness to learn on-the-fly).
Good with numbers.

Transferable Skills:
Organization.
Detail-oriented.
Collaboration and coordination.
Ability to swift through vast quantities of information.
Quantitatively minded.

Timeline: Flexible

More information:
matmg.com

TB Training for Community Health Workers - Dr. Faiz Ahmad Khan, Department of Medicine, Respiratory Division

Location: McGill International TB Centre, CORE RI-MUHC

Project Summary: We are working on developing an educational programme for community health workers to learn and work on tuberculosis in remote or resource-limited areas. The student will be involved in developing and designing training materials, and developing a means of pilot testing them.

Project objectives for student:
Contribute to the design of CHW training materials.
Interact with non-academic collaborators in departments of public health and NGOs who work with CHWs.
Create training materials on selected TB topics.
Pilot training materials.
Write a report on the results of the piloting.

Technical Skills:
Fluent in spoken and written English and French.
Experience in Power Point, Word.
Excellent writing skills.
Skills in Flash or web design a plus but not required.
Skills in graphic design a plus but not required.

Transferable Skills:
Demonstrates good communication, is a team player, organized, completes tasks well and on time, is self-aware, adaptable, motivated.

Timeline: mid-June through August

More information https://www.mcgill.ca/tb/investigators/faiz-ahmad-khan-associate-director

Exploring culturally safe paediatric rehabilitation practices in isolated Indigenous communities - Dr. Hiba Zafran, School of Physical and Occupational Therapy

Location: School of Occupational and Physical Therapy, McGill University

Project Summary: Indigenous communities continue to receive lower quality healthcare services than non-Indigenous peoples due to racism, discrimination, lack of funding, and the historic effects of colonialization and oppression. Despite increasing recognition of the principles and importance of implementing cultural safety and traditional healing practices to improve health-care services with Indigenous peoples, there exists a lack of research on effective ways to implement cultural safety within specific Indigenous communities and contexts. Established 7 years ago, the Cree Neurodevelopmental Clinic (CNDC) serves the nine Cree communities within the Eeyou Istchee territory of Northern Quebec. With the advent of a Cree team leader one year ago, the CNDC is revising its practices to be culturally and contextually responsive and empowering. In partnership with, and initiated by, the CNDC, the purpose of our study is to explore culturally safe evaluation and rehabilitation practices surrounding neurodevelopmental diagnoses in children within isolated Indigenous communities. A qualitative pilot study with an interview-based study design will be used within a critical-interpretive approach. Interviews will be conducted with practitioners and administrators to better understand if and how culturally safe practices are being used with Indigenous clients, and what this looks like in different settings. In addition, evidence, guidelines, policies and position statements for culturally safe practice will be collected and qualitatively analyzed for core relevant practices and approaches. This project aims to create a clinical reflection guide for culturally safe practices Indigenous contexts, with specific indications for remote and isolated communities.

Project objectives for student:
• Verbatim transcription of interviews conducted by graduate students
• Collect and preliminarily analyze scientific and grey literature on cultural safety with Indigenous communities
• Support the identification of prospective research participants
• Observe and take notes within some of the research interviews
• Participate in reflexive team-based analysis of the data
• Possibility of conducting interviews with supervision, dependent on student’s demonstrated skills and ease of recruitment / sample size

Technical Skills:
Bilingual (French/English)
Experience in thematic / qualitative data collection or analysis
Experience in scoping or systemic review studies
Cross-cultural healthcare, work or volunteer experiences is a plus (not necessarily pediatric)
Coursework or experience related to any critical theories is a plus (e.g. feminist, anti-oppressive, queer, decolonial etc…)

Transferable Skills:
Detail-oriented
Demonstrated interest / commitment to Indigenous health e.g. Indigenous identity or ancestry, additional coursework, community participation / engagement
Self-directed, autonomous, reliable and punctual
Team player: able to assert one’s perspective while also open to negotiating meaning and consensus
Demonstrates the ability to actively interrogate one’s own biases and worldviews

Timeline: The 240 hours do not have to be full time and can take place between mid-May to early August. Team members, including the Global Health Scholar, can schedule vacation time over the summer in coordination with the research team. If the selected student has more specific timelines, these can be negotiated. The bulk of the work is anticipated June-July.

More information: Hiba Zafran, PhD is an occupational therapist-psychotherapist whose clinical expertise is in youth mental health and arts-based approaches. She is also a Curriculum Developer in the Indigenous Health Professions Program at McGil University, and a Curriculum Consultant at l'Institute d'ergothérapie, Université Saint Joseph, Beirut, Lebanon. For more info: https://www.mcgill.ca/spot/hiba-zafran

Relevant publications:
Barudin, J. & Zafran. H. (2019). Introduction to trauma-informed rehabilitation with Indigenous communities. Physiotherapy Practice, 9(5), 18-21. [Special issue: Indigenous Health].
Zafran, H. (2019). Knowing from where I respond. Occupational Therapy Now, 21(4), 18-19 [Special Issue: Time for action: Occupational therapy responses to the Truth and Reconciliation Commission].
Zafran, H. Barudin, J., Saunders, S., & Kasperski, J. (2019). An Occupational Therapy Program Lays a Foundation for Indigenous Partnerships and Topics. Occupational Therapy Now, 21(4), 28-29 [Special Issue: Time for action: Occupational therapy responses to the Truth and Reconciliation Commission].

Visuospatial relationship mapping in disability and global health policymaking - Dr. Matthew Hunt, School of Physical and Occupational Therapy

Location: Rabinovitch House, School of Physical and Occupational Therapy, McGill University

Project Summary:  This project will improve our understanding of a visuospatial relationship mapping research method. In our ongoing research about disability policy in Zambia, we conducted qualitative interviews in which participants completed visuospatial relationship maps of their policy networks. These maps have provided our research team with valuable insights about how disability policies are made in Zambia. We aim to further develop our use of the maps within our analysis, as well as to situate and describe the innovative aspects of this methodological approach.

In this project, a global health scholar with collaborate with us to synthesize and extend our literature review on visuospatial relationship mapping methods. The Scholar will then contribute to developing innovative ways to analyze visuospatial relationship data and apply these methods on our dataset.

Project objectives for student:
1) Identify important Zambian disability policies and actors
2) Retrieve and synthesize literature on visuospatial relationship mapping methods
3) Discuss the ways that disability policy relates to global health
4) Engage in discussion about methodological alternatives
5) Contribute to report/publication writing

Technical Skills:
-Awareness of the International Classification of Functioning, Disability and Health
-Familiarity with rehabilitation and/or disability studies
-Interest in qualitative research
-Experience with conducting literature reviews
-Experience using Endnote

Transferable Skills:
Reliable
Creative thinker
Strong writing skills
Ability to work independently

Timeline:
May - June

More information: A lay summary of earlier phases of the project is available here: https://disabilitykwabulozi.wordpress.com/2019/04/15/a-provisional-report-perspectives-on-disability-policymaking-in-zambia/
The Scholar will work with Dr. Shaun Cleaver, post-doctoral at the School of Physical and Occupational Therapy, and be supervised by Dr. Matthew Hunt, Associate Professor and Director of Research at the School of Physical and Occupational Therapy.

Evaluating a participatory video education model on nutrition literacy with adolescent girls in rural Ghana - Dr. Grace Marquis, School of Human Nutrition

Location: CINE Building in MacDonald campus, McGill University. Can be flexible.

Project Summary:  Adolescent girls in the Upper Manya Krobo (UMK) district, Ghana are disproportionately burdened by ill-health in relation to their male counterparts. This research aims to assess the feasibility and influence of an intervention that utilizes a participatory video education model on adolescent girls' nutrition knowledge, dietary habits and health behaviour. To address our research objectives, we have conducted a school-based cluster randomized control pilot trial with adolescent girls, 13-16 years of age, who are part of existing girls' clubs in 20 schools of the UMK district. The intervention group (10 schools) have used a participatory video education model and the control group consists of standard-of-care education received in regular girls' club gatherings. The intervention groups developed storyboards and produced two short 7-12 minute films on prevalent nutritional issues. These videos were screened as a means of sharing nutrition information with students and in stimulating discussion around the nutrition topic. In-depth interviews and focus group discussions were held with health and non-health staff, traditional leaders and community members around issues concerning nutritional issues among adolescent girls in UMK. Baseline and end-line surveys have been conducted to assess nutrition literacy indicators and nutrition behaviour. We will use surveys to assess nutritional knowledge and attitude; food frequency questionnaire to record dietary intakes; and in-depth interviews and focus group discussions with participants, community members, and health and non-health staff to assess challenges and strengths of nutrition education implementation in the UMK district.

Project objectives for student:
1. To understand concepts related to nutrition and health literacy.
2. To become well acquainted with the strengths and challenges associated to implementing nutrition education in a developing rural context.
3. To become familiar with the requirements of intervention research.
4. To develop capacity to conduct a thematic analysis of qualitative data.
5. To learn how to use qualitative data analysis software (MaxQDA)

Technical Skills:
Familiarity with qualitative data analysis software (such as MaxQDA, NVivo or Atlas.ti) would be preferable, yet I would be happy to train them if they have not been exposed to it previously. Proficiency in the English language and strong writing skills would be preferable.

Transferable Skills:
1. Flexible
2. Comfortable in asking questions
3. Organized

Timeline: Flexible

More information: The student will be working with Dr. Marquis's PhD student, Mona Ghadirian. Mona Ghadirian is a Ph.D. candidate in the School of Human Nutrition at McGill University. Her doctoral research aims to understand how participatory video nutrition education plays a role in influencing nutrition literacy among adolescent girls in the Upper Manya Krobo District, Ghana. She is a Queen Elizabeth Scholar and has used opportunities provided by this scholarship to screen videos made by the adolescent girls to over 800 community members across the Upper Manya Krobo district. This was done in the form of a film festival held in the district capital, Asesewa, and in 20 local video screenings across the district. Mona has a Bachelor of Arts and Science in International Development and Biomedical Science from McGill University and a Master's of Public Health from the University of Waterloo. She has worked with community development and the Junior Youth Empowerment Program for over thirteen years and has developed a passion for community-based nutrition education among adolescents.

Listening to One Another Grow Strong Program: Mental Health Promotion for Indigenous Youth - Dr. Laurence Kirmayer, Division of Social and Transcultural Psychiatry

Location: Institute of Community and Family Psychiatry, Jewish General Hospital

Project Summary: The Listening to One Another to Grow Strong program (LTOA) is a community-driven and culturally adapted program for Indigenous families across Canada. The program is rooted in the principle that family wellbeing is a cornerstone of individual and community wellness. The program encompasses a variety of delivery and research activities that take place in Montreal and in participating communities of the program. The Global Health summer student will be based in Montreal, but will have an opportunity to accompany the research team to some of the community site visits.

Project objectives for student:
- format program material to make it more user-friendly
- update website content and project blog
- help develop and adapt a digital application that can be used for data collection
- organize and analyze project data
- plan and organize annual national team meeting

Technical Skills:
- strong writing skills
- experience in qualitative research
- French language skills (written and oral) is an asset
- skills in web design and development are an asset

Transferable Skills:
We are looking for a student who is a team player, is adaptable to often changing circumstances of the project, has excellent communication skills, and is motivated to take the lead on certain aspects of the project.

Timeline:
May through August. We are also interested in students who would be willing to stay on the project in the upcoming academic year.

More information:
The PI of the project is Dr. Laurence Kirmayer. Dr. Laurence Kirmayer, MD, FRCPC, FCAHS, FRSC, is a clinical and research psychiatrist with expertise in culture and mental health. Dr. Kirmayer has over 25 years of experience in Inuit mental health and suicide research. He founded and directs the Network for Aboriginal Mental Health Research (NAMHR), a network established to build capacity for Indigenous mental health research. With colleagues from NAMHR, he has trained several cohorts of young scholars to work collaboratively with Inuit and other Indigenous communities. He has led projects on Indigenous concepts of resilience and on culturally-based, family-centered mental health promotion for Indigenous youth. He has conducted in-depth reviews of literature on suicide prevention, mental health promotion, community resilience, and community mental wellness for FNIHB, NAHO and AHF. He is the Principal Investigator on the Listening to One Another research program funded by PHAC and CIHR.

Research coordinator and postdoctoral fellow is Nicole D'souza. Dr. Nicole D'souza has been with the LTOA program since 2016. She is currently leading the evaluation research of the program, and has been working with the research team and community partners to understand issues of fit and fidelity of the LTOA program in diverse community and school setting across Canada. Using CBPR methods, she and the research team are currently working on understanding the processes involved in the implementation of the program at different stages, including the development of community partnerships, cultural adaptation of program materials, training of community partners, and the sustainability and scalability of the program.

Project website: https://www.mcgill.ca/mhp/

Addressing the Health Challenges Related to Neglected Diseases in Developing Countries - Dr. Paola Perez-Aleman, Faculty of Management

Location: Downtown McGill campus

Project Summary: This project focuses on understanding efforts by developing countries to become innovators in health technologies related to neglected diseases affecting low-income groups. This part of the research examines actions to build innovative capabilities in local organizations to address health challenges and achieve social and economic goals.

Project objectives for student:
Literature review
Collect data from secondary sources
Analysis of health innovation data
Produce written reports

Technical Skills:
Strong writing skills
Strong interest in the topic of global health, innovation, and development
Analytical capabilities for quantitative and qualitative data analysis
Portuguese language a plus, though not required

Transferable Skills:
Takes initiative
Responsible, disciplined
Creative

Timeline:
mid-June to August, flexible, with preference for mid-July to August.

More information:
https://www.mcgill.ca/desautels/paola-perez-aleman

Early intervention services for psychosis in low- and middle-income countries - Dr. Srividya Iyer, Department of Psychiatry

Location: Douglas Hospital

Project Summary: Schizophrenia and other psychotic disorders are disabling conditions, which usually have an onset in late adolescence or young adulthood. Particularly in the absence of treatment, they can impair the attainment of critical developmental milestones like work, school and social functioning. Approximately 90% of the world’s young people aged between 10 and 24 years - the highest risk period for early psychosis - live in low-income and middle-income countries (LMICs). Unfortunately, these countries are those in which prompt and appropriate treatment for a first episode of psychosis is less available. In high-income countries (HICs), there is clear evidence that starting treatment in the early stages of psychosis, through specialized early intervention services, results in significantly more favourable outcomes (reduced hospitalizations, improved symptom and work/school outcomes and cost-effectiveness). However, early intervention services do not exist in most LMICs. Establishing such services as per well-established guidelines is not likely to be an option in many LMICs, given limited resources. This project will use online Delphi methodology to identify core components for early psychosis services in LMICs. Experts (researchers, clinicians, family members, service users, etc.) from LMICs or with experience in LMICs will be asked to rank different elements of EI services from most to least important, which will help identify core domains through consensus. Elements (e.g., medication, family psychoeducation) will be derived from our large, completed literature review of guidelines; experiences with early psychosis in LMICs (e.g., Iyer since 2006); and experts. Results will have significant service, research and policy implications in LMICs.

Project objectives for student:
1. Review literature and discuss with experts to finalize a list of possible treatment components for early intervention services for psychosis in LMICs
2. Become familiar with Delphi methodology and oversee implementation of this study with supervision and support
3. Create a mock Delphi survey and pilot-test it with at least one researcher, one clinician, one family member and one service user
4. Finalize a recruitment strategy to ensure adequate and inclusive representation across LMICs
5. Write a report on core components for early intervention services (report on initial findings of Delphi or a knowledge translation strategy to disseminate findings)

Technical Skills:
Experience or strong interest in mental health; experience with Delphi or other consensus methods

Transferable Skills:
Organized; Capable of taking initiative; Able to work in teams with inputs from researchers, clinicians, family and service user partners.

Timeline:
May through August or flexible

More information:
https://www.mcgill.ca/tcpsych/faculty/srividyaiyer
Other researchers involved in this project are Shah, Malla and Ferrari in McGill; Rangaswamy and Sood (India); and Singh and Javed (U.K.). Javed is the President of the World Psychiatric Association. Iyer is a member of WPA's working group on developing early intervention services in LMICs.

Projects with partner organizations - $5,000CAD

Understanding and leveraging the power of advocacy for global health impact - Robyn Waite, Results Canada

Location: Results Canada offices - Ottawa, Canada

Project Summary: For this internship, the student will support and participate in the activities of a RESULTS Canada campaign aiming to realize an increase in political and financial commitment to Tuberculosis (TB) research and development (R&D). The world has committed to ending TB by 2030 and to achieve success, we need R&D. Existing diagnostics, drugs, and vaccines are not fit for purpose to find and successfully treat all people living with the disease. Tools are outdated and ineffective, presenting risks to TB patients and contributing to missed opportunities for prevention, poor treatment success rates, and drug resistance.

As part of this project, the student will be involved in designing strategy and creating campaign assets, and will participate in external engagements with parliamentarians, civil servants (e.g. at Global Affairs Canada, Canada’s Institute for Health Research, and the Public Health Agency of Canada), sector allies (e.g. at the McGill TB Centre, the Stop TB Partnership, and the Global TB Caucus), and grassroot citizen advocates. Anticipated outputs of the project include at a minimum a poster on the state of play of Canada’s political and financial commitments to TB to date, and a blog series on TB advocacy in Canada.

Project objectives for student:
1) Enhance strategy design and analytical skills by assessing literature and evidence from the global health landscape and using findings to inform advocacy messaging and actions
2) Improve written communication skills by drafting policy research and briefing documents, grassroots citizen advocate communication materials, and articles intended for media
3) Improve stakeholder engagement skills by interacting with a wide variety of stakeholders
4) Learn how global health research supports advocacy; and how global health advocacy supports research
5) Learn about the advocacy and policy landscape in Canada surrounding global health

Technical Skills:
The ideal candidate will have strong writing and communication skills and will be able to work comfortably with the suite of Microsoft Office tools (word, power point, and excel). A basic understanding of, or a willingness to develop qualitative data collection and policy analysis skills would be warmly welcome.

Transferable Skills:
The ideal candidate will be a team player and a self-motivated individual able to adapt and respond in a work environment that is fast paced and regularly pivots priorities dependent on real time opportunities.

Timeline:
Flexible
We can be flexible and work with the student to identify dates best suited for both parties. Note that RESULTS Canada will be attending and participating in McGill’s 2020 Summer Global Health Institute. There could be an opportunity for engagement with the student to commence the internships at, or immediately following the program.

Onsite supervisor(s): Robyn Waite

Travel and Lodging arrangements: Student with supervisor advice

More information:
RESULTS Canada is a grassroots citizens’ organization dedicated to creating the public and political will to end extreme poverty. For over 30 years, we have been a leading voice for a world free of extreme poverty, working strategically, effectively and efficiently on global health initiatives. We have demonstrated impact by successfully leveraging millions of dollars and improving policies and practices at home and abroad. RESULTS Canada is part of the Action Global Health Partnership and is a member of the Canadian Partnership for Women and Children’s Health, as well as the Canadian Coalition for International Co-operation.

https://www.results-resultats.ca/en/
http://www.action.org/
https://www.canwach.ca/
https://ccic.ca/about-us/

The student will be supervised by Robyn Waite; Global Health and Tuberculosis Campaigns Officer at RESULTS Canada. Robyn holds an MSc in Global Health from McMaster University and is a PhD candidate and scholar with the Department of Development Studies at SOAS, University of London.
 

 

Global Health Scholars are supported by:

The Global Health Scholars Program is supported by the Knightsgrange Foundation. The Foundation supports all aspects of the program including mentorship by academic staff, summer placement on international global health projects, training events, and other unique opportunities. Undergraduate student recipients supported by the Knightsgrange Foundation are known as John Locke Churchill Scholars.

Leduc, Davis, Brun, & De Rito Undergraduate Award for Global Health - Established in 2016 by Francine Davis, B Phys Ther 1969, BSc(PT) 1985 in memory of, and gratitude for the support of Jeanne Brun, Gisèle Brun and Tony De Rito.  For outstanding undergraduate students at McGill University undertaking a mentored research project including an international component with McGill Global Health Programs, in the area of women’s and girls’ health. Awarded by the Faculty of Medicine upon recommendation of the Director of Global Health Programs.

Dr. Kenneth Remsen Global Health Award - Established in 2018 by Dr. Kenneth Alan Remsen, MDCM 1980. To provide travel support and/or stipends for one or more outstanding MDCM students enrolled in the Faculty of Medicine who are participating in the Global Health Scholars program by undertaking a mentored global health project in an international setting, in Northern Canada, or from Montreal. Awarded by the Faculty of Medicine upon recommendation of the Director of Global Health Programs. Value: varies.

Dr. Margaret Siber Global Health Scholar Award  - Established in 2017 by Dr. Margaret Siber, MDCM 1970. To provide travel support and/or stipends for one or more outstanding MDCM students enrolled in the Faculty of Medicine who are participating in the Global Health Scholars program by undertaking a mentored global health project in an international setting, in Northern Canada, or from Montreal. Awarded by the Faculty of Medicine upon recommendation of the Director of Global Health Programs. Value: varies

The Medicine Class of 1965 International Health Student Fund - Established in May 2000 by the Class of Medicine 1965 in appreciation of the education they received at McGill.  Funds will be used to allow medical students to pursue research or clinical electives overseas.  One bursary will be awarded in each application round.

William and Caroline Krishnappa Travel Award for Global Health - Established in 2017 by Harriet H. Stairs, BA 1967 and Andrea Stairs Krishnappa, BA 1996, in honour of their grandchildren and children, William and Caroline Krishnappa. To provide travel support for one undergraduate student pursuing a global health project in India in the summer. Awarded by the Faculty of Medicine upon recommendation of the Director of Global Health Programs.

Soe-Lin-Hecht Global Health Scholar Undergraduate Award - Established in 2019 by Dr. Shan Soe-Lin, BSc 2003, PhD 2009, Dr. Robert Hecht, and Hla Hla Myint Soe-Lin, in memory of Dr. Soe Lin, who was an ardent believer in the importance of using a good education to better the lot of humanity. To provide annual travel support and/or stipends for up to three outstanding undergraduate students who are participating in the Global Health Scholars program in the Faculty of Medicine. For students pursuing a mentored research project overseas in low or middle-income countries, or in an indigenous community in Canada. Preference will be given to students pursuing studies in Microbiology and Immunology. Awarded by the Faculty of Medicine upon recommendation of the Director of Global Health Programs. Value: Varies.

Joseph I. Wolfsdorf Fund for Global Child Health - The fund will provide travel support for undergraduate, graduate and postgraduate students, and healthcare and allied professionals who are pursuing an elective or working on a global maternal & child health project at the University. Travel is expected to take place overseas in under -resourced areas of the world, or among underserved populations in Canada. Value: varies

Spencer-Hick Family Global Heath Education and Training Fund - The goal of the Fund is to support undergraduate and graduate students and postdoctoral fellows pursuing training, travel, fieldwork, research, and other activities related to global health. Value: varies.

 

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McGill University is located on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. McGill honours, recognizes and respects these nations as the traditional stewards of the lands and waters on which peoples of the world now gather. Today, this meeting place is still the home to many Indigenous people from across Turtle Island and we are grateful to have the opportunity to work on this land.

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