There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health Bachelor of Science (BSc) curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by codesigning and codelivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education. All data relevant to the study are included in the article or uploaded as supplementary information.

中文翻译：

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谁的声音应该塑造全球健康教育？由具有直接专业知识和生活经验的人进行课程设计和代码交付

对于全球健康 (GH) 课程应包含哪些内容，存在不同意见，而关于谁的声音应该塑造课程的讨论有限。在 GH 教育中，在设计课程时往往缺少那些在 GH 课堂讨论的环境中生活和工作的第一手专业知识的人。为了解决这个问题，我们开发了一种新的课程协同设计模型，称为协作教育设计虚拟圆桌会议 (ViRCoED)。本文描述了 ViRCoED 方法在设计伦敦帝国理工学院全球健康理学学士 (BSc) 课程的新部分时的基本原理和成果，重点是叙利亚冲突中的医疗保健。团队，重要的是，在设计和交付到评分和项目评估的所有阶段，让具有冲突生活和/或专业经验的合作伙伴以及课程的校友和教育工作者参与进来。该项目与具有直接专业知识和叙利亚背景经验的同事一起，通过代码设计和代码交付模块内容，尝试打破权力动态并将课程的所有权扩展到传统教师之外。使用来自阿勒颇省和伊德利卜省的实时综合医疗保健数据，将一种真实的方法应用于评估设计。我们讨论了我们的合作伙伴关系所涉及的挑战，并描述了它如何提高我们课程的有效性，让学生更丰富地展示冲突中的关键健康问题。我们观察到学生对定量数据及其复杂解释的方法增强了自我反思。这种协作设计的对话性质也是合作伙伴的形成过程，也是 GH 教育者反思自己立场的机会。该项目旨在挑战 GH 课程开发的当前标准和结构，并最终由具有实际经验和专业知识的人领导的 GH 教育部门做出姿态，以显着提高 GH 教育的有效性。与研究相关的所有数据都包含在文章中或作为补充信息上传。这种协作设计的对话性质也是合作伙伴的形成过程，也是 GH 教育者反思自己立场的机会。该项目旨在挑战 GH 课程开发的当前标准和结构，并最终由具有实际经验和专业知识的人领导的 GH 教育部门做出姿态，以显着提高 GH 教育的有效性。与研究相关的所有数据都包含在文章中或作为补充信息上传。这种协作设计的对话性质也是合作伙伴的形成过程，也是 GH 教育者反思自己立场的机会。该项目旨在挑战 GH 课程开发的当前标准和结构，并最终由具有实际经验和专业知识的人领导的 GH 教育部门做出姿态，以显着提高 GH 教育的有效性。与研究相关的所有数据都包含在文章中或作为补充信息上传。