# A collaborative multi-university virtual model for global health leadership education integrating educational technology: a mixed methods evaluation

## TL;DR

This paper presents a virtual global health education model using educational technology, evaluated for its effectiveness in developing leadership and ethical competencies in students.

## Contribution

The paper introduces a novel, multi-university virtual model for global health education that emphasizes collaboration and decolonized approaches.

## Key findings

- 83% of students reported high mastery of course objectives and 97% expressed satisfaction with the course.
- Faculty highlighted the model's success in incorporating a decolonized approach through diverse learners and materials.

## Abstract

Challenges and constraints in global health practice such as inadequate international cooperation, cultural sensitivity, and interdisciplinary collaboration inform key gaps and opportunities to strengthen global health education, including technical skills and competencies needed for the next generation of global health leaders. We describe an innovative model of global health education leveraging advances in educational technology, co-developed and implemented by universities within the Association Pacific Rim Universities. The model was developed to address challenges and opportunities to strengthen global health education and has been implemented in two global health courses—one on leadership and one on ethics—for almost 10 years. The model was innovative in providing a virtual global learning environment in collaboration with multiple universities in diverse contexts, a novel approach back in 2015 and one that to this day is not widely available across universities. An evaluation of the model was conducted in 2025, and findings are reported. To evaluate the global health education model, we applied a mixed methods approach including surveys and discussion groups with students and faculty participating in the global health leadership course in the past 2 years. Approximately 83% of students (148/179) responded to the student survey and more than 80% of respondents reported high levels of mastery of course learning objectives and competencies, while 97% of students reported satisfaction with the course, with an emphasis on the model’s benefits for developing and practicing global collaboration and communication. Faculty reported high satisfaction with the course’s inclusion and modelling of a decolonized approach to global health education with the diversity of participating learners, guest speakers, and case studies and readings in the course. Developing and implementing effective global health education is critical for improving education and practice. Our intention in sharing this case study is to offer readers the opportunity to learn about and adapt this model in their own curricula and settings as desired as we collectively strive for improved global health education. The more such models are implemented across various topics and settings, the more we can achieve increased scalability and success in key components of global health training and practice.